Social Studies 7

Diverse People Unit Plan

PERCY BAXTER MIDDLE SCHOOL TRISTA ST. MARTIN

Unit Introduction
In this unit we will be exploring six distinct groups who have all had an influence in forming present day Canada. Starting at the First Peoples who inhabited Canada, to first contact and then finishing off looking at the costs and benefits of imperialism within this time period. We will be looking at four distinct First Nations groups; the Mikmaq, Anishinabe, Haudenosaunee, Alexis Nakota Sioux. All are very important to the foundations of Canada today. Specifically, the Alexis Nakota Sioux people are the closest band to Whitecourt, so the students will be able to make meaningful connections when they study this group. When we look at all of the groups there are six main topics that the students will be asked to understand: -identify the role of women within each of the First Nations Tribes -Identify the structure of government within each of the First Nations Tribes -identify how decisions were made within each tribe -identify how the societies used the land -identify the technologies that these societies used -identify the role of men in decision making In this section we will be focusing on First Nations worldviews, culture and structure before contact. The students will be engaging in a numerous of First Nations based lessons including a talking circle, a winter count assignment and a visit from an Elder. Next, students will take a look at European exploration(British and French); the reasons, benefits, costs, the key players, imperialism, and the effects on First Nations. In this section we will be focusing mostly on the different perspectives of each party to get an all around understanding of European exploration.

Why is this Unit taught?

History revolves around the people who created it. It is important that the students understand who were the key players in the making of the Canada that they live into today. There are also numerous perspectives when we are studying history and sometimes it gets overwhelming to understand what each person believes, wants etc. We need to lay the foundation for our students and give them the background information to our key players ( First Nations, France and Britain) so that when we starting getting into the depths of Canadian History the students have background knowledge to draw from.

Subject: Social Studies 7 Unit/Topic: Diverse People Date and Unit Duration: 1. Unit Overview Critical Inquiry Question To what extent did the role of Aboriginal, French and British people play in the origins of Canada? 2. General Learning Outcomes for Unit Students will demonstrate an understanding and appreciation of the distinct roles of, and the relationships among, the Aboriginal, French and British peoples in forging the foundations of Canadian Confederation. 3. Focusing Questions for Unit (Related Questions) How were different Aboriginal Societies structured socially, and politically historically? What is imperialism? To what extent were Aboriginal Societies affected by European imperialism? To what extent did imperialism impact the development of Acadia, New France and British Settlements? Who were the key figures in French and British exploration and what roles did they play in the settlement of North America? How did Aboriginal, French and British people interact during the fur trade? What were the economic implications of the fur trade? What is the 4. Key Concepts for Unit -imperialism -mercantilism 5. Specific Learning Outcomes for Unit DIMENSIONS OF THINKING Students will:
7.S.4 7.S.1 develop skills of critical thinking and creative thinking: determine the validity of information based on context, bias, source, objectivity, evidence and/or reliability to broaden understanding of a topic or an issue evaluate, critically, ideas, information and positions from multiple perspectives demonstrate the ability to analyze local and current affairs re-evaluate personal opinions to broaden understanding of a topic or an issue generate creative ideas and strategies in individual and group activities access diverse viewpoints on particular topics, using appropriate technologies 7.S.2 develop skills of historical thinking: analyze historical issues to form or support an opinion use historical and community resources to organize the sequence of historical events

 explain the historical contexts of key events of a given time period distinguish cause, effect, sequence and correlation in historical events, including the long-and short-term causal relations of events create a simulation or a model, using technology that permits the making of inferences identify patterns in organized information 7.S.3 develop skills of geographic thinking: construct and interpret maps to broaden understanding of issues, places and peoples of Canada (i.e., elevation, latitude and longitude, population density, waterways) use geographic tools, such as geographical information system (GIS) software, to assist in preparing graphs and maps interpret historical maps to broaden understanding of historical events define geographic challenges and issues that lead to geographic questions access and operate multimedia applications and technologies from stand-alone and online sources; e.g., GIS 7.S.4 demonstrate skills of decision making and problem solving: predict outcomes of decision-making and problem-solving scenarios from multiple perspectives propose and apply new ideas and strategies, supported with facts and reasons, to contribute to problem solving and decision making articulate clearly a plan of action to use technology to solve a problem identify appropriate materials and tools to use in order to accomplish a plan of action use networks to brainstorm, plan and share ideas with group members evaluate choices and progress in problem solving, then redefine the plan of action as necessary

SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE Students will:

7.S.5 demonstrate skills of cooperation, conflict resolution and consensus building: assume various roles within groups, including roles of leadership where appropriate identify and use a variety of strategies to resolve conflicts peacefully and equitably consider the needs and perspectives of others 7.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community: support and participate in activities and projects that promote the well-being and meet the particular needs of their community

RESEARCH FOR DELIBERATIVE INQUIRY Students will:

7.S.7 apply the research process: develop a position that is supported by information gathered through research draw conclusions based upon research and evidence determine how information serves a variety of purposes and that the accuracy or relevance of information may need verification organize and synthesize researched information formulate new questions as research progresses integrate and synthesize concepts to provide an informed point of view on a research question or an issue

practise the responsible and ethical use of information and technology include and organize references as part of research plan and conduct a search, using a wide variety of electronic sources demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline databases; for example, the use of and or or between search topics and the choice of appropriate search engines for the topic develop a process to manage volumes of information that can be made available through electronic sources evaluate the relevance of electronically accessed information to a particular topic make connections among related, organized data and assemble various pieces into a unified message refine searches to limit sources to a manageable number analyze and synthesize information to produce an original work offer reasoned comments related to a topic of discussion use selected presentation tools to demonstrate connections among various pieces of information develop skills of media literacy: analyze the impact of television, the Internet, radio and print media on a particular current affairs issue detect bias on issues presented in the media examine techniques used to enhance the authority and authenticity of media messages examine the values, lifestyles and points of view represented in a media message identify and distinguish points of view expressed in electronic sources on a particular topic recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used

COMMUNICATION Students will:

7.S.8 demonstrate skills of oral, written and visual literacy: communicate information in a clear, persuasive and engaging manner, through written and oral means use skills of informal debate to persuasively express differing viewpoints regarding an issue elicit, clarify and respond appropriately to questions, ideas and multiple points of view in discussions listen to others in order to understand their perspectives 7.1.3 compare and contrast diverse social and economic structures within the societies of Aboriginal, French and British peoples in pre-Confederation Canada by exploring and reflecting upon the following questions and issues: What were the different ways in which Aboriginal societies were structured (i.e., Iroquois Confederacy, Ojibwa, Mikmaq)? (CC, I, LPP) How did the structures of Aboriginal societies affect decision making in each society (i.e., role and status of women, consensus building)? (CC, TCC, PADM) What were the social and economic factors of European imperialism? (CC, I, TCC) In what ways did European imperialism impact the social and economic structures of

Aboriginal societies? (ER, GC, PADM, TCC) How was European imperialism responsible for the development of Acadia, New France and British settlements? (I, GC, PADM) Who were the key figures in the French exploration and settlement of North America? (CC, LPP, TCC) What roles did the Royal Government and the Catholic Church play in the social structure of New France (i.e., governor, intendant, Jesuits, religious congregations)? (ER, GC, PADM, LPP) Who were the key figures in the British exploration and settlement of North America? (CC, LPP, TCC) What role did the British government play in the settlement of North America? (PADM, ER, LPP, GC) 7.1.4 assess, critically, the economic competition related to the control of the North American fur trade by exploring and reflecting upon the following questions and issues: How did the First Nations, French, British and Mtis peoples interact with each other as participants in the fur trade? (TCC, ER, LPP) How did the fur trade contribute to the foundations of the economy in North America? (ER, LPP, TCC) How was Britains interest in the fur trade different from that of New France? (TCC, ER, GC) How was economic development in New France impacted by the changing policies of the French Royal Government? (PADM, ER, GC, TCC) What was the role of mercantilism before and after the 1763 Treaty of Paris? (ER, TCC)

Class 1- Relationship Building Learning Objectives: The students will be able to: Methods or Activities Resources Assessment Class 2-Relationship Building Learning Objectives: The students will be able to: Methods or Activities Resources Assessment

Class 3- Canadian EH?

Learning Objectives: The students will be able to: -identify basic geography in Canada -showcase their prior knowledge through a Citizenship test Methods or Activities When the students enter the room the Canadian national anthem will be playing, and on the board will be a fill in the blank with the lyrics. They will be asked to complete those fill in the blanks and put their answers with one fact that they know about Canada in a box (these will be used during the jeopardy game). I will then explain that because this year in social we will be looking at Canadian History, I need to know what they already know. In the previous class I asked the students to bring in something that they think is Canadian, have the students present it and explain why they believed that. Bring up the smart board game for Canadian geography and play around the world for a review- have the students fill in a map as you play the game. At the end of the class hand out Canadian Citizenship test to the students and split them into teams, have them split the sections up and each person is responsible for a certain section/question. This can be used as a cheat sheet for the jeopardy game on Monday. Resources Oh Canada You Tube Clip Smart Board game Blank Canadian Maps Assessment This lesson will be formatively assessed based on their maps, and the Canadian

Geography review game.

Class 4- Canadian Jeopardy

Learning Objectives: The students will be able to: - showcase their knowledge of Canada in a Jeopardy game - Work as a team to answer questions correctly Methods or Activities The students will already have their teams made up, so as soon as they get into the class the agenda will ask them to get into their teams, and decide upon a team name. Their name must be something that has to do with Canada. ( ex, CBC, Hockey, etc.). To choose who goes first I will pick an answer out from the box that we put our national anthem answers in, if the answer is correct that team will get to go first and get an extra 50 points for their team. Explain that I will read the question and that they will have 30 seconds to respond with an answer or the question goes to the next team. Repeat this process until the game is over and we have a winner. The winning team will receive a Canadian Flag, pin and tattoos. Resources -Jeopardy Game -Canadian flags, pins, tattoos Assessment I will observe the game and see how much the students know about Canada and discuss any topics that they are having trouble with.

Class 5- Diverse People

Learning Objectives: The students will be able to: -identify at least 3 different nationalities, cultures, religions or races within our classroom -identify the diverse nature of Canada present day -understand the role of being politically correct when we are talking about diverse peoples -define and give an example of identity and its importance Methods or Activities When the students enter the room there will be a classroom bingo sheet on their desk. Within this sheet will be different questions relating to different nationalities, cultures, religions, and races. The students will be instructed to go around the classroom asking different students these questions- if they find a student who can answer yes to that question they put that students name in the box. The students will go until someone gets a straight line- when one does, they yell out BINGO. We will go over the squares as a class and on the board formulate a list of the diverse people within our classroom- students will be encouraged to add on as we go. I will then explain that within Canada today there are MANY different people who live here and that is what makes Canada multicultural. Explain to the students the term identity and then have them on a piece of paper do a free write about their identity (name, family, hobbies, history ect). Once they are done have them share with their

elbow partner. Ask one of the students to share out loud but use their wrong name, keep using their wrong name until someone corrects you. Ask them how that made them feel? Is it important to use correct names for people? What would happen if all of a sudden people started calling others different names? Explain that in the next few days we are going to be looking at the first peoples who were in Canada and we need to make sure that we are being politically correct when we are talking about them. On a sheet of paper have students brainstorm (think-Pair-share) names that they know to describe the First Peoples of Canada (Indian, First Nations, Metis, Inuit, Eskimo). Have the students share their answers and write them on the board. As a class discuss which ones are politically correct. Explain that using the correct names is just as important for FNMI people as it is for everyone else. Resources Bingo Sheets Assessment This class will be formatively assessed through an exit slip.

Class 6- Canadas First People (3 classes)

Learning Objectives: The students will be able to: -identify 3 different First Nations Tribes within Canada pre contact -identify the role of women within each of the First Nations Tribes -Identify the structure of government within each of the First Nations Tribes -identify how decisions were made within each tribe -identify how the societies used the land -identify the technologies that these societies used -identify the role of men in decision making Methods or Activities The students will participate in a jigsaw activity for this class. They will be split up in 4 groups- Mikmaq, Anishinabe, Haudenosaunee, Alexis Nakota Sioux. Each group will research their nation, and fill out a chart that has questions. They will then bring their answers back to another group and participate in a talking circle to share what they have found, while each person is presenting to their small group the others are writing in the answers in the blanks on the chart. We will come together as a class at the end and go over the answers that each group found, and fill in the chart so that the students all have the correct answers. Resources Charts that includes each tribe Websites students can go to for information Assessment Formative: Observing and taking anecdotal notes on how the students are working together, and on task. Summative: The chart that they fill out will be summatively assessed.

Class 7- Winter Count Assignment

Learning Objectives: The students will be able to: -Choose one tribe that was previously studied and create a winter count -identify the role of women within each of the First Nations Tribes -Identify the structure of government within each of the First Nations Tribes -identify how decisions were made within each tribe -identify how the societies used the land -identify the technologies that these societies used -identify the role of men in decision making Methods or Activities When the students enter the class play a video of an elder telling a story/read a local story, explain that FNMI people passed traditions, stories, and important events down through oral histories- stories. Ask them to try and think of another way history could have been recorded. Pictographs/Winter Counts. Explain that winter counts are events that are represented by pictographs- In Alberta Writing on Stone down south has many of these pictographs from the Blackfoot People of Southern Alberta. Show them the pictures of the war shirts with pictographs on it. Have them form groups and in that group they must try and create a story of what they believe to be happening (hand out a sheet to organize their thoughts). After, each group must perform a 1 minute skit depicting what they think is happening. After each group has performed explain to the students what is actually happening in the winter count. Hand out their Winter Count assignment- For the tribe that they researched they must create a winter count ( a pictograph for each question). The questions that they must represent include: -How these societies made decisions? -How these societies used the land? -The technologies these societies used? -The role of women in decision making? -The role of men in decision making? Resources Our Canada Textbook pg. 10-36 http://www.prm.ox.ac.uk/blackfootshirts/html/photographs.html Organizational sheet for skits Winter Count Assignment Sheet Assessment The Winter Counts will be summatively assessed.

Class 8- Winter Count Work Period

Learning Objectives: The students will be able to: -Choose one tribe that was previously studied and create a winter count -identify the role of women within each of the First Nations Tribes -Identify the structure of government within each of the First Nations Tribes -identify how decisions were made within each tribe -identify how the societies used the land

-identify the technologies that these societies used -identify the role of men in decision making Methods or Activities The students will get this period to work on their winter count in class. Resources Our Canada Textbook Internet Winter Count Assignment Sheet Assessment This class will be formatively and summatively assessed. Formative assessment will be made through observations and notes on how the students are working. The winter count assignment will be taken in for grading.

Class 9- Elder Visit

Learning Objectives: The students will be able to: -Understand the proper protocol for when we have a guest in our room -appreciate the knowledge that the elder brings forth to our class Methods or Activities We will be having an elder visiting out classroom, to share stories and knowledge. Prior to this class we will talk about whom elders are, their roles and importance in most FNMI societies. We will also need to discuss proper protocol when we have guests in the classroom. We will also be situating the desks in a circle for this presentation. After the presentation the students will be asked to complete a 1 page double spaced review of the Elder visit and hand it in next class. They will be asked: What was your favorite part of the elder visit? What did you learn that could be added onto the knowledge you already had on FNMI people? Resources Elder Assessment This class will be formatively assessed, I will be observing the students for proper etiquette and behaving in a respectful manner. Their reflection on the presentation will be taken in for summative assessment. I will mark based on a checklist.

Class 10- The Age of Exploring

Learning Objectives: The students will be able to: -understand the reasons for exploring -compare modern day exploring to historical exploring Methods or Activities When the students enter the class they will be given a scavenger hunt list. As pairs they must go around in the school and find the things that are on the list ( the list will only be about 5 items long so it wont take very long). When the students return have a PowerPoint presentation up on the board. The students will also have a booklet that they will be using throughout this chapter to complete notes, activities ect. The first page will ask them to list characteristics of exploring. Once they have

done this have them share them and write them on the board. Ask them if the scavenger hunt was exploring? It was because I had them looking for things that they didnt know were there, they knew they were supposed to look for it, but needed to find it. Bring up space exploration and discuss how this is modern day exploring. We have been talking about FNMI people who lived in North America, but what was happening across the pond?( show them on the map) Read pg.39-43 to the students and have them answer the questions in their booklet. After they have completed this task go through the answers with them. Resources Our Canada Text Book World Map PowerPoint Chapter 2 Booklet Assessment The students will be formatively(observations) and summatively assessed. The summative assessment will come from their Chapter 2 booklet.

Class 11- Imperialism

Learning Objectives: The students will be able to: -define imperialism through an acrostic poem -recognize the impacts that imperialism had on First Nations people Methods or Activities Ask the students as a review: what are some of the reasons that people explore? ( money, gold, land, trade route) Explain that one of the main reasons for Europeans to explore revolved around what we call imperialism (a policy or decision on the part of a ruler or government of one territory to dominate other territories.) In the next activity the students are going to be getting up and either going to the right or left according to their opinion. I will read out different examples of what imperialism might look like and they must decide if in fact it is imperialism by moving to each side of the classroom. When they return to their seats we will read pg. 46-47 in the textbook and record different perspectives on trade. Ask: would trade be a characteristic of imperialism? In their book let will be an acrostic poem that they must complete for imperialism, and on the bottom they must explain if they think imperialism will be a positive or negative experience for First Nations people? Resources Our Canada Text Book Imperialism Cards Assessment Observation, and notes will formatively assess this class during the activities, as well as through their response to their questions in the booklet. It will be summatively assessed through their acrostic poem.

Class 12- Impacts on First Nations People

Learning Objectives: The students will be able to: -identify positive and negative impacts of imperialism on first nations people Methods or Activities The students will be engaging in a centers activity in this class. There will be 4 centers( they will be spending 10 minutes at each station: 1. A video 2. Textbook 3. Role Playing 4. The students will be split up into groups and each will start at a different station. At that station will be a task card that will explain what they need to do. In the last 10 minutes we will come together as a class and discuss the different stations, and how each one depicted the impacts of imperialism on First Nations people. Resources Video: Canada A Peoples History: Episode 1- When the World Began (5:00-10:00) (50:45-54:20) Assessment This will be a formative assessment, I will observe the students and take in the sheets that go along with each station, to check for understanding

Class 13- French Explorers

Learning Objectives: The students will be able to: -identify the key French explorers through a puzzle activity. -identify the roles of each explorer in the discovery of Canada Methods or Activities When the students enter the room have a French flag on the screen. Welcome by saying Bonjour classe, aujourd'hui, nous allons en apprendre davantage sur les explorateurs (Hello class, today we will be learning about explorers). Ask them what kind of explorers are we going to be learning about? (French) Explain that in their Chapter 2 book we will take some notes and then they will complete a puzzle activity. Go through the PowerPoint that explains who Jacques Cartier and Samuel de Champlain are ( the students will be filling in the guided notes as you go through them.) The students will then be split into groups of two. In those groups of two they will be handed out 2 envelopes of puzzle pieces. To put the puzzle pieces together they need to find the pictures in the textbook, once they do this, they need to glue the pieces on a card that they get and fill in the profile information that is asked of on them on the sheet. They need to do this for both of the explorers. Once they are complete, I will photocopy it so that each partner has a copy to study from. Resources Puzzle Pieces Glue

Scissors French Flag Our Canada Textbook PowerPoint Assessment The explorer cards that they create will be formatively assessed for understanding.

Class 14- British Explorers

Learning Objectives: The students will be able to: -identify 3 key British explorers in Canadian history -identify the role that these explorers played in the foundations of Canada -present the information that they learn through a theatrical way Methods or Activities The students will be doing guided notes for this class on the 3 key British explorers Martin Frobisher, Henry Hudson, Alexander Mackenzie. These notes will be apart of their Chapter 2 Booklet. Once we are finished the notes I will hand out the Explorer Facebook Assignment. We will go over it as a class and the students may use the rest of the class to work on it. Resources Our Canada Text Book Internet Facebook Assignment Assessment I will be taking their explorer Facebook assignment in for summative marks.

Class 15- Review/ Facebook Assignment

Learning Objectives: The students will be able to: Methods or Activities The first half of the class will be used to work on their Facebook assignment, which is due the day after the exam. The last half of the class will be used to review for our chapter quiz. We will go through the chapter 2 booklet and highlight the most important things to study. Resources Assessment I will formatively assess the students through observation to check to see if they are ready for the quiz.

Class 16- Chapter 2 Quiz

Learning Objectives: The students will be able to: Methods or Activities The students will use this class period to write their quiz that will consist of multiple choice, matching and short answer. If they finish early they can continue working on

their explorer Facebook Assignment. Resources Quizzes Explorer Facebook Assignments Assessment Summative: Quiz & Explorer Facebook Assignments

Class 17- Early European Colonies

Learning Objectives: The students will be able to: -explain what a colony is through discussion - understand the role of mercantilism within colonies through a group activity -compare British and French imperialism in a chart -identify which type of imperialism impacted First Nations the most in a written response Methods or Activities When the students come in the room have them divide themselves up by the color of their clothing. Instruct them where to go based on the color of their clothing. At the spot that they are at there will be a big sheet of paper, at the top they need to write, where in the world do our clothes come from? The students then need to go through their shirts, pants and shoes and determine where that clothing is from. Once they have done this they can sit down and we will begin class. Bring up the powerpoint and have students do guided notes as you explain what a colony is. Explain that colonies were established as a part of imperialism by explorers as a way to claim land and govern that land from another part of the world. Explain that these colonies supply the other place with raw resources, which are then made into manufactured goods, then European countries sold those good to other countries to make profit. The European countries set the prices for the raw resources low and the manufactured good high=mercantilism. Bring the students back to where their clothing comes from( most will be China, Japan, etc) explain that a form of mercantilism is still present today. Brands like Nike and Apple Iphone, and others are all made for cheap in China ( raw materials) and sold for HUGE profits( manufactured goods) all around the world. From this discussion lead into monopolies and explain that this was done to complete the control of a resource by a single company. Ask: does this still exist today? Is there some companies that control all of one industry? Tim Hortons, Coca-cola and Pepsi, Mc Donalds. These are all considered monopolies in present day because they control much of their industries. Explain that this is all apart of imperialism and the different ways that it is done. Have the students turn to page 72 in their textbook and hand out a graphic organizer, in this organizer the students are to find the differences in views on imperialism and fill in the chart. They then need to answer the question: In your opinion, which style of imperialism had the biggest impacts on First Nations, the French or British? Why? Resources Our Canada Text Book Assessment

Formative: The table that the students will fill out Summative: Their response to the final question. Assessment

Class 18- New France Life

Learning Objectives: The students will be able to: -identify the structure of New France by examining different roles that the royal government and church created through guided notes, fill in the blank and headbands. Methods or Activities The students will follow along with guided notes that introduce New France to them. In these notes I will emphasize the role of the catholic church in the governance of New France. I will explain that religion was a huge part of everyday life for people of France and of New France. The students will then turn to page 91 in their textbook and complete the fill in the blank for the sovereign council members (Governor, Intendant, Bishop of Quebec) and Pg.94 (Habitants and Seigneurs) pg 102 (catholic church). Once all the students have completed this we will play headbands with those 5 characters. Resources Paper with names on them Our Canada Text book Guided notes Fill in the blanks Assessment Formative: Guided notes, fill in the blanks, headbands (observation)

Class 19- Dear Abby Advice Column Assignment

Learning Objectives: The students will be able to: Methods or Activities When the students enter the classroom there will be a dear Abby question on the board, we will go over what a response looks like and what I will expect from them. I will hand out the Dear Abby assignment at the beginning of class. I will explain it and answer any questions. The students are to chose 2 out of the 3 questions to answer in a response format: 1.Dear Abby, I am a merchant wondering how I can get ahead in New France, What should I do? 2. Dear Abby, I am a Cree leader, who has so far had no direct contact with French or British colonists, what can I expect when I meet each of them? 3. Dear Abby, I am a young French man, with no connections or property, I want to know what life might hold for me in New France. The students need to use the stories within the chapters to find information on how they can answer these questions. They will get this class to work on it and it is due

Learning Outcomes the day after the Unit exam. Resources Dear Abby Assignment Our Canada Textbook Assessment Summative: Dear Abby Assignment

Class 20-Review Class

Learning Objectives: The students will be able to: -understand the key concepts from the Diverse people Unit Methods or Activities Some type of Review game.. Resources Assessment

Class 21- Unit Exam

Learning Objectives: The students will be able to: Methods or Activities They will have the entire class to complete the exam. Resources Assessment

Topic 1- The First Peoples (25%)

Title Performance Task: Winter Count Final Summative 10% Elder Response Blog Formative/ Summative 5% Exit Slips/ Entrance slips/ Daily Quiz Formative Graphic Organizer comparing/ contrasting tribes Assign. Summative 5% 5% Participation (attendance, contribution, attitude)

Type
(Formative/Summative)

Weighting

7.1.3 compare and contrast diverse social and economic structures within the societies of Aboriginal, French and British peoples in preConfederation Canada by exploring and reflecting upon the following questions and issues: What were the different ways in which Aboriginal societies were structured (i.e., Iroquois Confederacy, Ojibwa, Mikmaq)? How did the structures of Aboriginal societies affect decision making in each society (i.e., role and status of women, consensus building)? How did the structures of Aboriginal societies affect decision making in each society (i.e., role and status of women, consensus building)?

Topic 2 (25%)- European Explorers

Title Type
(Formative/Summa tive)

Learning Outcomes

FacebookExplorer Assign. Summative

Chapter 2 booklet Blog Summative

Imperialism Acrostic Assign. Summative

Chapter Test Final Summative

Weighting

7.1.3 compare and contrast diverse social and economic structures within the societies of Aboriginal, French and British peoples in preConfederation Canada by exploring and reflecting upon the following questions and issues: What were the social and economic factors of European imperialism? (CC, I, TCC) In what ways did European imperialism impact the social and economic structures of Aboriginal societies? Who were the key figures in the French exploration and settlement of North America? Who were the key figures in the British exploration and settlement of North America?

Assessments
Question Response Dear Abby Assignment Unit Exam ( this will cover all outcomes in the Unit) Summative

Learning Outcomes

Title

Type
(Formative/Summative)

Summative

Summative

Weighting

7.1.3 compare and contrast diverse social and economic structures within the societies of Aboriginal, French and British peoples in preConfederation Canada by exploring and reflecting upon the following questions and issues: In what ways did European imperialism impact the social and economic structures of Aboriginal societies? How was European imperialism responsible for the development of Acadia, New France and British settlements? (I, GC, PADM) What roles did the Royal Government and the Catholic Church play in the social structure of New France (i.e., governor, intendant, Jesuits, religious congregations)? What role did the British government play in the settlement of North America?