Grade 7 History: British North America Unit Plan



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Grade 7 History: British North America Unit Plan

Which personality had the greatest impact on BNA?

Task

Specific History Expectation

Task Description

Fundamental Concepts

Specific Language Expectation

Associated Skills and Assessment

1

7h20 – explain the historical impact of key events on the settlement of British North America (e.g., the Treaty of Paris, the Quebec Act, the American Revolution);

7h22 – outline the reasons for the early settlement of English Canada (e.g., as an outcome of the American Revolution);



Jigsaw: Students will split into groups and become experts on their historical event. Students will then form a new group where they will explain why their key event was significant. Experts will then be responsible for helping to construct “BNA Settlement” bulletin board.

Change and Continuity

Power and Governance

Interactions and Interdependence

7e14: Interactive Strategies - 2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience.

AS: How to pick out key points;

What the key events were;

How to present findings to audience

Assessment: Performance Task (jigsaw), observation

Recording Device: Anecdotal Records


2

7h21 – describe the different groups of people (e.g., Black Loyalists, slaves, indentured servants, Iroquois allied nations, Maritime Loyalists) who took part in the Loyalists’ migration and identify their areas of settlement;

7h28 – use a variety of primary and secondary sources to locate relevant information about how early settlers met the challenges of the new land.



Search and Write: Students will use a variety of sources to describe a specific early settling group of their choice. Students can then present this material in the form of a response journal, short narrative, poem, picture book, or a method of their choosing (upon approval).

Systems and Structures

Interactions and Interdependence

7e54: Form - 2.1 write complex texts of different lengths using a wide range of forms.

AS: How to use sources;

Know the different groups;

How to organize response

Assessment: Response Journal, Exhibition

Recording Device: Rating Scale


3

7h23 – explain key characteristics of life in English Canada from a variety of perspectives (e.g., family life, economic and social life, the growth and development of early institutions, transportation, relationships with First Nation peoples and French settlers);

7h31 – construct and use a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information



Graphic Organizer: Use a topic map (8 – topic in middle with outer circle for different perspectives) where students put life in English Canada in the middle then fill in details around outside from texts.

Culture

Power and Governance

Environment

7e52: Organizing Ideas - 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a multi-paragraph piece of writing, using a variety of strategies (e.g., making jot notes; grouping according to key words; making charts; drawing webs) and organizational patterns

AS: How to use topic map;

How to interpret information;

Which characteristics to look at

Assessment: Performance Task (topic map)

Recording Device: Checklist


4

7h24 – describe the major causes and personalities of the War of 1812;

7h29 – analyse, synthesize, and evaluate historical information (e.g., debate the question: Who won the War of 1812?);

7h30 – describe and analyse conflicting points of view about a series of historical events

7h31 – construct and use a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information

7h32 – communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs

7h35 – prepare and present a biographical sketch of a historical person from the period 1759-1812.



Novel study: Whispers of War: The War of 1812 Diary of Susanna Merritt by Kit Pearson. Provide novels at beginning of unit and have students read during independent reading time and as homework. Some students may required additional teacher guidance.

Introduction: Read “Historical Note” (pages 198-204) aloud with class. As class, use concept map to list the causes of war, people involved, and the aftermath of the war. This will spur a discussion of who won the war.

Create tiered groups of four for literature circles. Students meet on regular schedule to discuss book. Each group will have a vocabulary enricher (defines key words), passage master (picks out key passages), summarizer (summarizes the novel), and connector (links information to fact).



Tasks: Timeline of key events, character sketches of Susanna Merritt and General Brock, setting map, response of why book was important in understanding period during War of 1812.

Power and Governance

Change and Continuity

Interactions and Interdependence

Environment

7e26: Variety of Texts - 1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures.

7e29: Demonstrating Understanding - 1.4 demonstrate understanding of complex texts by summarizing important ideas and citing a variety of details that support the main idea.

7e31: Extending Understanding - 1.6 extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them


AS: How to use concept map;

Literature circle roles;

What to discuss in groups;

How to create timeline;

How to pick out key events;

How to do a character sketch;

How to format a response

Assessment: Performance tasks, response journals, observation, Question/Answer, conference

Recording Device: Anecdotal Records, Checklist


5

7h25 – describe the impact of the War of 1812 on the development of Canada (defence-related construction, as in Fort Henry and the Rideau Canal; the movement of the capital to Bytown [Ottawa]; the emergence of national pride; the building of roads such as Kingston Road and Yonge Street; the shipping industry in the Maritimes);.


Simulation: Students will be in groups and given task cards. The War of 1812 is over and they are in charge of making changes in reaction to the war. Students must decide how to defend their land, where to relocate their capital and why, show a sense of national pride (eg. make a chant), design ways to improve travel, and find locations to expand industry.

Students present their action plans to other groups, then receive note on impact of War of 1812.



Systems and Structures

Power and Governance

Change and Continuity

7e49: Developing Ideas - 1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose


AS: How to generate ideas;

How to create action plan;

How to present action plan

Assessment: Observation, performance task (simulation)

Recording Device: Checklist


6

7h34 – illustrate the historical development of their local community (e.g., its origins, key personalities, and the contributions of various cultural groups), using a variety of formats.

Cemetery Study: Students will travel to local cemetery where they will gather information about their community (find biggest plots (key personalities), common last names/settlers, and average ages). They will then do further research at the school and create a presentation for the class in a format of their choosing (eg. a heritage display, posters, a drama skit or role play, a brochure, a Web page)

Change and Continuity

Culture

7e15: Clarity and Coherence - 2.3 communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience (e.g., use a formal structure of opening statement, enumeration of points, and summary/conclusion, and a straightforward, impersonal style, to present a position statement on an issue)

AS: How to behave at cemetery;

How to gather information at cemetery;

How to gather further research;

How to create a presentation;

How to communicate this information orally

Assessment: Performance task, classroom presentation

Recording Device: Rubric


7

7h26 – identify the achievements and contributions of significant people.

7h27 – formulate questions to facilitate research on specific topics

7h33 – use appropriate vocabulary (e.g., institutions, revolution, Loyalists, Patriots, Upper Canada, Lower Canada) to describe their inquiries and observations.

7h35 – prepare and present a biographical sketch of a historical person from the period 1759-1812.



Culminating Task: Students will choose a person whom we have discussed in the unit and decide why this person made the most significant contribution to British North America. Students will then research their person and use multimedia to present their individual to the rest of the class. Presentation should include pictures of the person, brief biography, and supporting evidence of the impact that this person had on BNA. Presentation should end with short statement of why this person was the most significant compared to other important figures.

Interactions and Interdependence

Culture

7e19: Visual Aids - 2.7 use a variety of appropriate visual aids (e.g., charts, videos, props, multimedia) to support and enhance oral presentations (e.g., use a short video clip to support a formal presentation)

7e88: Producing Media Texts - 3.4 produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques.



AS: How to research;

Meaning of significant: Without this person, BNA would not have been the same;

How to use multimedia/visual aids;

How to create biography;



What constitutes evidence;

Assessment: Classroom presentation, self assessment (unit)

Recording Device: Rubric


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