Grade 7 History (Canada Revisited, Chapter 7)

Overview of Chapter 7

Changes to upper and lower Canada: 1815-1838.

PG 187-191 in book.

Examine effect of major changes in population, and to the fur and timber trade in Upper and Lower Canada.

Life in Lower Canada: 1815-1838

PG 192-195 in book.

Concerns of the three major male-dominated societal groups: French speaking habitants, English-speaking merchants, and French-speaking profession men are identified.

Life in Upper Canada 1815-1838

PG 196-213 in book.

Understand the life of a settler in Upper Canada; this section is represented by four-part simulation, a role-playing activity called “A New Home” (MAYBE).

Words on Take home Quiz (Handout)

(If everyone scores above 70 whole class gets bumped up 5%)

Clergy Reserve	Family compact	Crown reserve	Treason	Elite
Subsistence farmers	Literate	Speculation	Chateau clique	Mire
Resolution	Moderate	Radicalism	Puppet	Potash
Political reform
Reform	Macadamize	Moderate	Radical	Rebellion

Test - Know definitions quiz.

People to know

Papineau	Philemon Wright	Gosford
Strachan	William Lyon Mackenzie	Gourlay
Sir Francis Bond Head	Lount and Matthews	Durham

Things to know

Know legislative power dynamic! Who dominated?	Family compact vs Chateau Clique
Know fur companies and names!	Why change in upper and lower Canada?
Why were they called upper and lower Canada?	Why did they need towns in 1800?
What was the name of York?	Changes in fur and timber trade.
Election violence when and why?	92 resolutions

Culminating Task for Chapter 7

PG 214

Questions

Everyone must complete 2 and 4

Pick one between 5 or 7

Pick one 11, 12 or 13

Everyone must complete 16 and 17

Pick one 19 or 20

21 or 23

24 or 25

27 A, B, C and D pick two

31 or 33 or 34

Everyone must complete 32

Challenge Plus- pick one.

LESSON 1

Content: Social Science Canada revisited 7 Learning Outcomes: Students to understand a lot of changes are taking place during 1815-1838. Understand that government structure for upper and lower Canada. Skills By the end of the lesson/task students will be able to….	Teaching Strategy: Instructional Strategies: ∆ Debate ∆ Hands-on activity ∆Think/Pair/Share: Think/Pair/Draw ∆ Coding for Importance ∆ Brainstorming ∆ Four Corners      ∆Inside/Outside Circles ∆ Other: (describe) ∆ Graphic Organizers ∆ Rapid Writing ∆ Placemat ∆ Co-operative Learning ∆ Jigsaw ∆ Numbered Heads ∆ Gallery Tour ∆ Group Work/ Instructional Strategies ∆ Graffiti ∆ Direct  Teaching ∆ Learning Centres        ∆ Role Playing  ∆ demonstration ∆ Seminar/ Panel
Assessment: Assessment: Assessment for Learning (Diagnostic)  How will you know what the students already know and can do related to this topic? (Formative)   What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative What opportunities will you provide for peer and/or self-assessment, setting/revisiting  Learning goals? Assessment of Learning: (Summative)  How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task)
Enduring Understanding(s)/Big Idea(s): Use a statement(s) to describe what the students should understand at the end of the lesson.
Prerequisite Learning: None Critical Thinking What critical thinking activities will you use to explore the topic? Is it fair that women and most people were left out of making political decisions in Canada.
Lesson Preparation-Equipment/materials: Power point Students books Canada Revisited book
Classroom Management Strategies: What will I need to do get attention of class and what are the repercussion of actions?
LESSON MINDS ON: Approx. ___15-20____minutes What Am I doing What are students doing Speaking to the students- ~About me. 5 min ~Expectations/ Rules 5 min ~START- CANADIAN HISTORY mind map 10 min ~Listening and asking question. ~Students will speak and write on board
ACTION: Approx. ___20____minutes What Am I doing What are students doing KWL chart on board READ Chapter 7 overview READ PAGE 185 Filling it in at tables Students read
What Am I doing What are students doing Any concerns or comments Explain that they are in charge of their own work Asking away.  Consolidation:                       Approx. ___10____minutes Revisiting the learning. Debrief etc.  Identifying which student responses encompass the “Big Ideas”.
Guided Practice: Sample guiding questions and prompts can go here: Independent Practice:   Approx. _______minutes
What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time amount Scribe Use manipulative Decrease time space amount Oral explanation Include visuals models cueing organizers Change seating Groupings Peer tutor/Partner Extend Other
Differentiated Instruction, Modifications and Accommodations  (Lesson Delivery): How will you differentiate the- Learning environment- Content- Process- Product- Differentiated Instruction, Modifications and Accommodations  (Assessment): What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.:

->Further Questions to Consider – Does the lesson…

• engage the students? Does it require critical thinking throughout?

• command professional respect?

• address the curriculum expectations in an effective and engaging way?

• provide an opportunity for all students to learn? Does it address multiple intelligences? Does it employ a variety of techniques and strategies?

• encourage the learning of content and skills? Does the lesson provide a meta-cognitive opportunity for students to address their own learning?

• provide the students with an opportunity to react to the material and/or relate it to their lives/world?

• outline a specific method for grouping students during collaborative work? (Use a variety of  groupings)

• assess and evaluate students in a way that is fair, efficient and scaffolded? (diagnostic, formative, summative)

• take into consideration the necessary modifications and accommodations of special ed students in the class?

LESSON 2

Content: Social Science Canada revisited 7 Lesson: Government structure. Learning Outcomes: Understand the structure of the government of upper and lower Canada. Skills Reflect on how upper and lower Canadian government operated within a power structure.	Teaching Strategy: Instructional Strategies: ∆ Debate ∆ Hands-on activity ∆Think/Pair/Share: Think/Pair/Draw ∆ Coding for Importance ∆ Brainstorming ∆ Four Corners      ∆Inside/Outside Circles ∆ Other: (describe) ∆ Graphic Organizers ∆ Rapid Writing ∆ Placemat ∆ Co-operative Learning ∆ Jigsaw ∆ Numbered Heads ∆ Gallery Tour ∆ Group Work/ Instructional Strategies ∆ Graffiti ∆ Direct  Teaching ∆ Learning Centres        ∆ Role Playing ∆ demonstration ∆ Seminar/ Panel
Assessment: Assessment: Assessment for Learning (Diagnostic)  How will you know what the students already know and can do related to this topic? (Formative)   What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative What opportunities will you provide for peer and/or self-assessment, setting/revisiting  Learning goals? Assessment of Learning: (Summative)  How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task)
Enduring Understanding(s)/Big Idea(s): Use a statement(s) to describe what the students should understand at the end of the lesson. Reflect on how upper and lower Canadian government operated within a power structure
Prerequisite Learning: None Critical Thinking What critical thinking activities will you use to explore the topic? What other types of environments look like this
Lesson Preparation-Equipment/materials: Power point Students books Canada Revisited book
Classroom Management Strategies: (Will be decided)
LESSON MINDS ON: Approx. ___15-20____minutes What Am I doing What are students doing What do you know about the government? Government are full of power dynamics Post a question on board. Do you think that everyone in the classroom should get 100 on the next unit and just move on? If you can provide a compelling enough argument we as a class will move on to the next unit. ~Listening and asking question. ~Students will speak break into smaller and discuss 5 reasons to get 100% and skip unit.
ACTION: Approx. ___20____minutes What Am I doing What are students doing Take students who say “no” it is not right into my group. 1 left side 1 right side. 3 MIN Have Other students get into a bigger group and must come up with 5 reasons why they don’t believe that is right. After 5 minuets Regain focus. And tell group at back to select 5 members to attend the meeting. Add in women do not get a vote. Right side and left side are my people Explain different levels of government who is appointed and who is elected? British govt’ Lieutenant-governor (governor) Pg 193 or 205 Differences and similarities (write on board Other students will break into a new group. Student group will make 5 valid arguments Students Present 5 ideas. Counter ideas. Think pair share-Discuss. Listen notes Students find same different and COPY
Consolidation:                       Approx. ___10____minutes Revisiting the learning. Debrief etc.  Identifying which student responses encompass the “Big Ideas”. What Am I doing What are students doing Debrief. How did you feel? Is it fair? Why do females not have a vote? Explain structure PG185 TICKET OUT Go to book writing notes and reflecting. WRITE ABOUT HOW YOU FELT? HOW IS THIS FAIR NO NOT FAIR?
Guided Practice: Sample guiding questions and prompts can go here: Independent Practice:   Approx. _______minutes
What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time amount Scribe Use manipulative Decrease time space amount Oral explanation Include visuals models cueing organizers Change seating Groupings Peer tutor/Partner Extend Other ____________________
Differentiated Instruction, Modifications and Accommodations  (Lesson Delivery): How will you differentiate the- Learning environment- Content- Process- Product- Differentiated Instruction, Modifications and Accommodations  (Assessment): What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.:

Further Questions to Consider – Does the lesson…

• engage the students? Does it require critical thinking throughout?

• command professional respect?

• address the curriculum expectations in an effective and engaging way?

• provide an opportunity for all students to learn? Does it address multiple intelligences? Does it employ a variety of techniques and strategies?

• encourage the learning of content and skills? Does the lesson provide a meta-cognitive opportunity for students to address their own learning?

• provide the students with an opportunity to react to the material and/or relate it to their lives/world?

• outline a specific method for grouping students during collaborative work? (Use a variety of  groupings)

• assess and evaluate students in a way that is fair, efficient and scaffolded? (diagnostic, formative, summative)

• take into consideration the necessary modifications and accommodations of special ed students in the class?

LESSON 3 (PG-187)

Content: Social Science Canada revisited 7 Lesson: Lower Canada Learning Outcomes: What changed from New Frace Skills Critical thinking. Group work.	Teaching Strategy: Instructional Strategies: ∆ Debate ∆ Hands-on activity ∆Think/Pair/Share: Think/Pair/Draw ∆ Coding for Importance ∆ Brainstorming ∆ Four Corners ∆Inside/Outside Circles ∆ Other: (describe) ∆ Graphic Organizers ∆ Rapid Writing ∆ Placemat ∆ Co-operative Learning ∆ Jigsaw ∆ Numbered Heads ∆ Gallery Tour ∆ Group Work/ Instructional Strategies ∆ Graffiti ∆ Direct  Teaching ∆ Learning Centres        ∆ Role Playing ∆ demonstration ∆ Seminar/ Panel
Assessment: Assessment: Assessment for Learning (Diagnostic)  How will you know what the students already know and can do related to this topic? (Formative)   What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative What opportunities will you provide for peer and/or self-assessment, setting/revisiting  Learning goals? Assessment of Learning: (Summative)  How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task)
Enduring Understanding(s)/Big Idea(s): Use a statement(s) to describe what the students should understand at the end of the lesson. Reflect on how upper and lower Canadian government operated within a power structure
Prerequisite Learning: Govt’ structure. Critical Thinking What critical thinking activities will you use to explore the topic? Why is there a need for change? How are people living?
Lesson Preparation-Equipment/materials: Power point Students books Canada Revisited book
Classroom Management Strategies: (Will be decided)
LESSON MINDS ON: Approx. ___10____minutes What Am I doing What are students doing RECAP 5 elements of government How many people moms, grandmas immigrated into Canada? PG 188-189. Right side 3. Major changes. Population explosion, thriving timber trade, End of competition in fur trade. Writing a ticket IN. Reflect on your feelings or thoughts.
ACTION: Approx. ___30____minutes What Am I doing What are students doing Group work Group 1- Timber trade Uses for trees Philemon wright. End of fur competition. Group 2- LIFE IN LOWER CANADA Groups in lower Canada. Habitants Merchants Professional men PAPINEAU Group3-GOVERNMENT IN LOWER Chateau clique Parti Canadian Government structure of lower Canada (name and who they are) Group 4 unrest in lower Canada. Points of view Appeal to great Britain Get class into groups and they must find most relevant facts at least 4 in each heading. Write title PINK and BLUE title on board. Write answers on board ALL BOLD WORDS AND PEOPLE MUST BE WRITTEN ON BOARD. Get into groups and share in 5-10 Minutes. Set up for a 5 minute presentation to class mates. Everyone must have a role and group will mark other group members plus teachers mark. Copy key points on the board to books. In character!!!!
Consolidation:                       Approx. ___10____minutes Revisiting the learning. Debrief etc.  Identifying which student responses encompass the “Big Ideas”. What Am I doing What are students doing Ensure to copy each of   Go to book writing notes and reflecting. WRITE ABOUT HOW YOU FELT? HOW IS THIS FAIR NO NOT FAIR?
Guided Practice: Sample guiding questions and prompts can go here: Independent Practice:   Approx. _______minutes
What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time amount Scribe Use manipulative Decrease time space amount Oral explanation Include visuals models cueing organizers Change seating Groupings Peer tutor/Partner Extend Other ____________________
Differentiated Instruction, Modifications and Accommodations  (Lesson Delivery): How will you differentiate the- Learning environment- Content- Process- Product- Differentiated Instruction, Modifications and Accommodations  (Assessment): What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.:

LESSON 4- PG 196

Content: Social Science Canada revisited 7 Lesson: Life in upper Canada. Learning Outcomes: What changed? Skills Critical thinking. Work in 1 or 2 to collect data and write 2 letters. One describing the similatires of government, 1 how is life different from upper from lower.  Writing a letter.	Teaching Strategy: Instructional Strategies: ∆ Debate ∆ Hands-on activity ∆Think/Pair/Share: Think/Pair/Draw ∆ Coding for Importance ∆ Brainstorming ∆ Four Corners ∆Inside/Outside Circles ∆ Other: (describe) ∆ Graphic Organizers ∆ Rapid Writing ∆ Placemat ∆ Co-operative Learning ∆ Jigsaw ∆ Numbered Heads ∆ Gallery Tour ∆ Group Work/ Instructional Strategies ∆ Graffiti ∆ Direct  Teaching ∆ Learning Centres        ∆ Role Playing ∆ demonstration ∆ Seminar/ Panel
Assessment: Assessment: Assessment for Learning (Diagnostic)  How will you know what the students already know and can do related to this topic? (Formative)   What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative What opportunities will you provide for peer and/or self-assessment, setting/revisiting  Learning goals? Assessment of Learning: (Summative)  How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task)
Enduring Understanding(s)/Big Idea(s): Use a statement(s) to describe what the students should understand at the end of the lesson. Reflect on how upper and lower Canadian government operated within a power structure
Prerequisite Learning: None Critical Thinking What critical thinking activities will you use to explore the topic? What other types of environments look like this
Lesson Preparation-Equipment/materials: Power point Students books Canada Revisited book
Classroom Management Strategies: (Will be decided)
LESSON MINDS ON: Approx. ___15-20____minutes What Am I doing What are students doing Recap important points and people. What is the difference in upper and lower Canada? Who has it better off and why? Answering.
ACTION: Approx. ___20____minutes What Am I doing What are students doing Must answer all bold questions. (BUILD SUCCESS criteria) 1st With a partner complete part 1 (10 min) Hand in Part 2 On your own. Write a letter. Check to see if they know how. (10 Min) Part 3 Graffiti- Do with whole class (10) min Work in partners to complete task. Talking remind them to hand it in. Working alone to write a letter. Give more choice. Class participation. Writing on board. Think-pair-share.
Consolidation:                       Approx. ___10____minutes Revisiting the learning. Debrief etc.  Identifying which student responses encompass the “Big Ideas”. What Am I doing What are students doing
Guided Practice: Sample guiding questions and prompts can go here: Independent Practice:   Approx. _______minutes
What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time amount Scribe Use manipulative Decrease time space amount Oral explanation Include visuals models cueing organizers Change seating Groupings Peer tutor/Partner Extend Other ____________________
Differentiated Instruction, Modifications and Accommodations  (Lesson Delivery): How will you differentiate the- Learning environment- Content- Process- Product- Differentiated Instruction, Modifications and Accommodations  (Assessment): What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.:

LESSON 5-202

Content: Social Science Canada revisited 7 Lesson: Government of upper Canada.   Learning Outcomes: Government of upper Canada. Family compact. The reformers. Robert Gourlay William Lyon Mackenzie Sir Francis Bond head. Elections of upper and lower. Skills Critical thinking, pair work,	Teaching Strategy: Instructional Strategies: ∆ Debate ∆ Hands-on activity ∆Think/Pair/Share: Think/Pair/Draw ∆ Coding for Importance ∆ Brainstorming ∆ Four Corners ∆Inside/Outside Circles ∆ Other: (describe) ∆ Graphic Organizers ∆ Rapid Writing ∆ Placemat ∆ Co-operative Learning ∆ Jigsaw ∆ Numbered Heads ∆ Gallery Tour ∆ Group Work/ Instructional Strategies ∆ Graffiti ∆ Direct  Teaching ∆ Learning Centres        ∆ Role Playing ∆ demonstration ∆ Seminar/ Panel
Assessment: Assessment: Assessment for Learning (Diagnostic)  How will you know what the students already know and can do related to this topic? (Formative)   What evidence will show what the students are learning as the lesson unfolds? Assessment as Learning: (Formative What opportunities will you provide for peer and/or self-assessment, setting/revisiting  Learning goals? Assessment of Learning: (Summative)  How will you know how well they understand the big idea(s) and what knowledge and skills have been gained? (could be the culminating task)
Enduring Understanding(s)/Big Idea(s): Use a statement(s) to describe what the students should understand at the end of the lesson. Reflect on how upper and lower Canadian government operated within a power structure
Prerequisite Learning: None Critical Thinking What critical thinking activities will you use to explore the topic? What other types of environments look like this
Lesson Preparation-Equipment/materials: Power point Students books Canada Revisited book
Classroom Management Strategies: (Will be decided)
LESSON MINDS ON: Approx. ___15-20____minutes What Am I doing What are students doing
ACTION: Approx. ___20____minutes What Am I doing What are students doing Divide group into pairs that are across the room. Success criteria of working in pairs group Between the pairs one picks  Daily life on a pioneer Homestead (200-201) Second person Picks Daily life in the towns. (202-204) 5 min Check in. When done tell your partner about the 5 key points and what the bold means. Partner will present your key points plus bolded text to class and vice versa. (5 min) Get in groups of 4.   TASK (5-10 min) This will be handed in Each member selects 1 of the following Bishop Strachan Robert Gourlay William Lyon Mackenzie Sir Francis Bond head. First- Read 205- Play close attention to Government structure of upper Canada Why are you reading about this person? Pick most relevant facts and share with other group members COPY down group members. AS whole class READ 207-209 10 min Discuss. Pick 5 key features of each article PLUS answering bolded words. Sharing information and speaking. Collecting information about each member then sharing that info. (5 min to collect 1 minuet to present to group members) Class reading, listening discussing.
Consolidation:                       Approx. ___10____minutes Revisiting the learning. Debrief etc.  Identifying which student responses encompass the “Big Ideas”. What Am I doing What are students doing  REVIEW Chapter 7 online.   Ticket out EVERYONE How is the government of Upper Canada the same AND different from government of Lower Canada.
Guided Practice: Sample guiding questions and prompts can go here: Independent Practice:   Approx. _______minutes
What accommodations and modifications (for students with IEP’s) will you make to support students with special needs or English Language Learners, etc. Increase time amount Scribe Use manipulative Decrease time space amount Oral explanation Include visuals models cueing organizers Change seating Groupings Peer tutor/Partner Extend Other ____________________
Differentiated Instruction, Modifications and Accommodations  (Lesson Delivery): How will you differentiate the- Learning environment- Content- Process- Product- Differentiated Instruction, Modifications and Accommodations  (Assessment): What alternative ways will you offer the students to demonstrate their knowledge? E.g., use a tape recorder to report, draw a picture, act in a play, write with spell check, etc.: