Professional Documents
Culture Documents
Grade 7
and 1800, and compare them to the lives of people in present-day Canada (FOCUS ON:
Continuity and Change; Historical Perspective)
A2. Inquiry: Use the historical inquiry process to investigate perspectives of different
groups on some significant events, developments, and/or issues related to the shift in
power in colonial Canada from France to Britain (FOCUS ON: Historical Perspective;
Historical Significance)
A3. Understanding Historical Context: Describe various significant events,
developments, and people in Canada between 1713 and 1800, and explain their impact
(FOCUS ON: Historical Significance; Cause and Consequence)
B) Canada, 1800-1850: Conflict & Challenges
B1. Application: Analyse aspects of the lives of various groups in Canada between 1800
and 1850, and compare them to the lives of people in Canada in 17131800 (FOCUS
ON: Continuity and Change; Historical Perspective)
B2. Inquiry: Use the historical inquiry process to investigate perspectives of different
groups on some significant events, developments, and/or issues that affected Canada
and/or Canadians between 1800 and 1850 (FOCUS ON: Historical Perspective;
Historical Significance)
B3. Understanding Historical Context: Describe various significant events,
developments, and people in Canada between 1800 and 1850, and explain their impact
(FOCUS ON: Historical Significance; Cause and Consequence)
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Grade 7
Writing:
1. generate, gather, and organize ideas and information to write for an intended purpose and
audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and audience;
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language
conventions, to correct errors, refine expression, and present their work effectively;
4. reflect on and identify their strengths as writers, areas for improvement, and the strategies
they found most helpful at different stages in the writing process.
Media Literacy:
1.demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions and techniques associated with
them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate forms,
conventions, and techniques;
4. reflect on and identify their strengths as media interpreters and creators, areas for
improvement, and the strategies they found most helpful in understanding and creating media
texts
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