Subject Area Social Studies

Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

Unit Planning Organizer

Subject: Social Studies Grade and GLO: Grade 7

Unit/Topic: First Nations and Early Exploration

Unit GLO: 7.1 Toward Confederation

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.

Unit Duration: 5-6 weeks

1. Unit Overview Critical Inquiry Question

Were the early Europeans in North America explorers or invaders?

2. Focusing Questions for Lessons (Related questions)

What is an invader? What are the criteria of an invasion?
What is an explorer? What are the criteria of exploration?
Who were the First Nations?
How were First Nations societies structured?
How did structure affect decision making in First Nations society?
What is imperialism?
Were interactions between the First Nations and Early Europeans good/bad/both?
How did European imperialism impact First Nations social and economic structures?
Who were the Early Europeans who came to North America? What did they want?

Imperialism, Eurocentrism

3. SEE-I of Key Concept for Unit

Imperialism

State It- The policy of extending the rule or authority of an empire or nation over foreign
countries, or of acquiring and holding colonies and dependencies.
Elaborate- Imperialism refers to the historical practice of powerful countries dominating weaker
ones to gain wealth and prestige.
Exemplify- For example, the British Raj period in India
Illustrate-
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

4. Specific Learning Outcomes for Unit (assessed by culminating task)

Knowledge:
Knowledge and understanding: Students will

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,
Mi'kmaq)?
How did the structures of Aboriginal societies affect decision making in each society (i.e., role and status of
women, consensus building)?
What were the social and economic factors of European imperialism?
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?
Attitude:
Values and attitudes: Students will
7.1.2 - appreciate the challenges of co-existence among peoples

Skill:

Dimensions of Thinking

Students will:

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

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
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)
interpret historical maps to broaden understanding of historical events
define geographic challenges and issues that lead to geographic questions

7.S.4 - demonstrate skills of decision making and problem solving:

predict outcomes of decision-making and problem-solving scenarios from multiple perspectives

 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

propose and apply new ideas and strategies, supported with facts and reasons, to contribute to
problem solving and decision making
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

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

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
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

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
offer reasoned comments related to a topic of discussion
use selected presentation tools to demonstrate connections among various pieces of
information

7.S.9 - 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

Focus Question Learning Activities Assessment

September 5 First Day of School Assembly

September 6 First Day of Class! Go over the syllabus Formative:

Student surveys
Why do we study history? Set classroom expectations about learning
preferences and who
What do you need in a classroom Student get to know you surveys they are
environment to be successful?
Exit Slips: What
makes a great
teacher?
September 7 What do you already know about How certain are you? Activity Formative Pre-
Canadas history? Assessment
Introduce Inquiry question for Unit: How certain are you?
What is an invader? What are the Discussion on the power of language
criteria of an invasion?

What is an explorer? What are the

criteria of exploration?

September 8 Were the early Europeans in Canada Unit Introduction- $20 Bill Activity Formative
explorers or invaders? News article on Canada 150+ in $20 Dollar Bill
Vancouver to end off Did any of you Activity
include a First Nation perspective in the
money you designed? Class discussion
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

September 11 Who were the First Nations? Teach Strategy-SQ4R and Read Article- Formative:
What are the origins of First Nations Observations
peoples

September 12 Skill building Day Watch video to review First Nation Formative:
origin stories. SQ4R worksheet
Practice SQ4R- Begin Jigsaw on FN
societies

September 13 How were First Nations societies Group students and Finish worksheet on Summative:
structured? FN societies Strategic grouping Worksheet
comparing First
Nations societies
due
September 14 How were First Nations societies Class Review Venn diagram, what were Formative:
structured? the similarities and differences in First Class discussion
Nation societies?
How did structure affect decision Imperialism drawings
making in First Nations society? Canada: A peoples History- introduce
Explorers. Why did Europeans seek new Imperialism
What is imperialism? lands? worksheet

Who were the Early Europeans who Powerpoint - Teach Gold, Glory, God as
came to North America? What did motivation for exploration. Talk about
they want? improved technology.

Term Imperialism (write down

definition, create class action, draw it)
September 15 Skill Building Day Current Event Analysis Formative: First
Current Event
Analysis
September 18 What is Eurocentrism? Canada: A peoples history- Giovanni Formative:
Caboto, Cartier, Champlain Eurocentrism
Who were the Early Europeans who drawing
came to North America? What did
they want? First meetings- Cartier Diary Class discussion

Were interactions between the First Write a paragraph on what first contact FN First Contact
Nations and Early Europeans may have been like for FN peoples- Class Perspective
good/bad/both? Brainstorm first
September 19 Who were the Early Europeans who Read from textbook primary sources- Go Formative: Graffiti
came to North America? What did over terms they may encounter Wall
they want?
Eurocentrism (write definition, create
Were interactions between the First class action, draw it
Nations and Early Europeans
good/bad/both? Graffiti Wall

September 20 Who were the Early Europeans who How can we tell what a good website is? Formative:
came to North America? What did Observations
they want? Introduce Explorers task Go over
Rubric and expectations, show students
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

Were the early Europeans in North where to find the resource page on
America explorers or invaders classroom

September 21 School Grand Re-opening

September 22 Skill Building Day Current Event Analysis Summative: Due at
the End of Class
September 25 Who were the Early Europeans who Work Period Explorers Task Formative: Teacher
came to North America? What did Check-In
they want?

Were the early Europeans in North

America explorers or invaders?

September 26 Who were the Early Europeans who Work Period Explorers Task Formative: Teacher
came to North America? What did Check-In
they want?

Were the early Europeans in North

America explorers or invaders?

September 27 Who were the Early Europeans who Work Period/Peer Review Explorers Formative: Peer
came to North America? What did Cards Review
they want?
Summative: Hand in
Were the early Europeans in North Explorers Cards
America explorers or invaders?

September 28 Were interactions between the First Canada: A peoples history -The Beothuk Formative:
Nations and Early Europeans Reading Guide
good/bad/both? Reading Guide SQ4R- The Beothuk and
trade
How did European imperialism
impact First Nations social and Introduce Shawnadithit Obituary Show
economic structures? examples of obituaries, discuss as a class
what needs to be included, go over rubric

September 29 Were interactions between the First Work Period - Obituaries

Nations and Early Europeans
good/bad/both?

How did European imperialism

impact First Nations social and
economic structures?

October 2 Were interactions between the First Work Period/Peer Review - Obituaries Summative: Hand
Nations and Early Europeans in Obituaries at the
good/bad/both? end of class

How did European imperialism

impact First Nations social and
economic structures?
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

September 3 Were the early Europeans who came Tug of War- On one side of the board put Formative: Tug of
to North America explorers or they were invaders on the other side war
invaders? they were explorers in groups students
will write points for both sides of the
arguments on sticky notes (one thought
per sticky note) and add as many
arguments to both sides as they can. We
will determine the winner based on what
side has the most sticky notes and
students can use these points to construct
their journal entries

Introduce Final Project: Journal Entries,

set expectations and give examples
October 4 Were the early Europeans who came Work Period- Journal Entries Formative: Teacher
to North America explorers or Check-In
invaders?
October 5 Were the early Europeans who came Work Period- Journal Entries Formative: Teacher
to North America explorers or Check-In
invaders?
October 6 Were the early Europeans who came Work Period/Peer Review Journal Entries Summative: Due at
to North America explorers or the End of class
invaders?

October 11 Were the early Europeans who came Unit Exam Review: Kahoot Formative: Kahoot
to North America explorers or
invaders?
October 12 Unit Exam Summative:
Unit Exam

Rationale

History is written by the winners, and the language that is used often influences our perception of events. In Canadas
history, the Europeans have traditionally been glorified as great explorers that discovered a new land and brought technology
and civility to the Aboriginal Peoples. We are here in Canada because of the explorers, and stories of epic adventure are always
sure to delight students. Of course, today we take more care to teach our students both sides of the story. We acknowledge the
perspective of Aboriginal people and the way that Eurocentrism damaged their way of life. In this unit, I want to bring
language to the attention of my students. I want them to think critically about how the language we use influences our
perception of events. If we call the Europeans invaders, who does that tend to make us sympathize with? Who is cast as good
and bad when we use the word invaders rather than explorers? Most importantly, who might agree that Europeans should
be labelled invaders and who would disagree? Language is an incredibly powerful tool, and I want students to be able to
weigh the language that we use.
Throughout the course of this unit, students will explore the way in which European contact affected the Aboriginal
way of life. This unit begins with the introduction of three different Aboriginal societies. Through the study of these societies,
students will be able to gain an appreciation for their social, economic, and political structures. They will also read European
primary sources talking about Aboriginals in Canada to open a discussion of perspective. Students will have to think critically
about Eurocentrism and whether or not we can fault people for acting in accordance with the commonly held beliefs at the
time. We will then move into a project based study of who the early Europeans in North America were and why they came. In
groups, students will research explorers and create a presentation that gives the details of the explorers life and reasons for
coming to Canada. Students will be directed towards adequate websites to explore for these details. After learning about the
explorers and how and why they were destined for North America, students will learn about the impact that early contact had
on First Nations people. This unit culminates in a final task that asks students to answer the question Were the early
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

Europeans in North America explorers or invaders?. Students will have to take on the role of someone in the past (either a
First Nations person, a Jesuit, or an explorer) and write a series of journal entries from their point of view.
A vital component to this unit is teaching students the skills of critical thinking. Instruction for how to conduct inquiry
and argue effectively is placed throughout the unit, giving students the skills necessary to complete tasks. An emphasis will be
placed on obstacles to inquiry, primarily issues such as confirmation bias, ideological fixity, and loaded language. I really want
to emphasize that students look at both sides of an issue in order to ensure that they are being objective and fair. Students will
also be encouraged to be open minded in their research. The real emphasis of this unit, however, is on loaded language and
how that can change our perception before we even begin looking at an issue, I want to really discuss with students why they
believe that may be the case. Of course, the resource process will be emphasized but at a level that grade seven students can
understand and work through, especially since this is the first unit of the year and this will be a building block to developing
researching skills. The most emphasis will be placed on coming to a reasoned judgement that is supported by facts, and
showing that they have really considered the issue.

Summative Task: Perspective Journal Entries

The summative task has two parts to it. In order to assist students in their planning and recollection of evidence, we
will be having a class tug of war. I want students to come to a reasoned judgment on the question Were early Europeans
explorers or invaders?. On the board, there will be they were explorers on one side and they were invaders on the other
divided by the tug of war line. Students will be placed in groups of 3-4 and given a side to argue. In their group, they will come
up with evidence to support their side, write it on sticky note (one thought per sticky note) and place it on the board. Students
should draw on evidence that they have learned throughout the unit and be careful not to repeat ideas. Repeated pieces of
evidence will be removed. Ultimately, the side with the most sticky notes wins the tug of war. Students will then be asked to
examine the evidence and stand on the side of the room that they most agree with they were invaders or they were
explorers. Once students have seen the evidence and know what side they most agree with, they can pick a perspective to
write their journal entries from and pick which pieces of evidence they may want to include in their journal entries.
For their final task, students will take on the perspective of a historical figure that they think would most share their point
of view on the question Were early Europeans explorers or invaders? (a First Nations or an Explorer). Students will choose
one of these historical figures and write (or video tape) a journal entry from their perspective. There should be at least 3
journal entries in the series with entries from before arrival, arrival and first contact, and after arrival. For example, a series of
journal entries from a European point of view may include:
A journal entry after being hired, detailing where they are going and why
A journal entry after first contact with First Nations and arrival in the New world discussing the explorers first
impressions
A journal entry after arriving home discussing what artifacts they brought back and their report to their employer OR a
journal entry discussing life in the New World, what they are doing there (are they going on expeditions, trying to
create connections with First Nations) and the difficulties and successes they have had.

Stage 1 Assessment Evidence

 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

Pre-Assessment: How certain are you?

The big concepts that we are going to encounter this unit will be written on the board. Each group of students will get a stack of sticky notes and
will be asked to write down all of the things that they think that they already know about those topics (one thought per sticky note). Students
will then place their sticky notes for each topic on the board, facts that they are really sure about are at the top of the board, facts that they are
not so certain of go closer to the bottom. We will then discuss the results. Since students already looked into some of Canadas history and
geography in grade 5, this is a good task to see what they remember. Students will be put into groups so that they can brainstorm together (this
was a really long time ago), and we can look to see what areas need the most time dedicated to them.

Quizzes, Tests, Assignments Performance Tasks, Projects

Summative: First Nations Societies Worksheet This will be an Summative: Explorers Trading Cards
assessment of student learning that checks for student understanding The explorers trading cards will be an assessment of learning. Students
of First Nations societies before contact. This assignment will be will learn about 3 explorers in an inquiry based project in order to
handed in individually, but done in groups as a jigsaw. better understand the motivations, backgrounds, and voyages of the
Summative: Current Event Analysis This will be an ongoing part European explorers. Students will create explorer cards (like baseball
of the year and as such it is both for and of learning. Feedback on this cards) with information about the explorer, his voyage, and his
assignment will help students going forward, but it will also show adventures in the new world.
how well students can analyze current events. This assignment will Formative: Explorers or Invaders Tug of War
be done individually. In a world where information is so accessible, it The explorers tug of war is assessment of and as learning. Students will
is important to teach students how to ensure that the information and be showing what they learned in the unit by writing evidence and
media they are consuming is a reliable source. Likewise, it is also posting on the board. Students will be working in teams, so their peers
important to teach students to look for messages and perspective in may remind them of evidence they may have forgotten or not
sources to discover bias and look for alternative points of view. connected to the question. This assessment is an as learning
Lastly, it is important for students to be aware of the world that they assessment because students may learn or remember some facts that
live in. History is so important because many of the issues today they did not know. They will also be able to use the evidence on the
trace back to origins in the past and current events are a great way to board to construct their journal entries for their summative task.
show linkage between course content and current affairs. Summative: Journal Entries
Summative: Shawnadithit Obituaries These obituaries will be a The journal entries will be an assessment of learning for the entire unit.
demonstration of student learning about one of the greatest Students will be asked to incorporate all of the relevant information
consequences of contact. Individually, students will write an obituary that they have learned in this unit to construct meaningful, detailed
for Shawnadithit, the last of the Beothuk people whose language and journal entries from the perspective of an Explorer or First Nations.
culture died with her.
Summative: Unit Exam- The unit exam will be the last assessment
of student learning of course outcomes.

Other Evidence (observations, work samples, dialogues) Student self-assessment

Formative: Class Discussion Formative: Peer Review Explorers Cards
Class discussion will be assessment of and for learning. Through Peer review provides an excellent way for assessment to be used as
discussion I can evaluate what students know and alter instruction learning. Through their examination of peer projects, students will be
going forward to modify where needed. able to get feedback on how to improve their assignment and may get
Formative: Graffiti Wall new ideas that they want to incorporate by viewing others ideas.
The Graffiti wall will be assessment of and for learning. Students Formative: Peer Review Journal Entries
will be able to sum up the important points that we learned about
Imperialism so I will be able to see that they have picked up and
understood key concepts, if students are missing key concepts or
seem unclear instruction can be modified going forward.
Formative/Summative: Rezzly Questions- I am still working with
this technology to figure out exactly how to use it. I know that I can
use it really effectively to help make student self-exploration of
concepts more engaging, but I do not know how effectively I can
save or mark student responses, so I have it down mostly as a
formative assessment tool, but I may try to use it summatively if
students like it and the technology lends itself to summative
assessment.
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

Assessments

How First Current Shawnadithit Explorers

Class Graffiti Journal
Title Certain Are Nations Event Obituaries Cards Final Exam
discussion Wall Entries
You? Societies Analysis
Learning Worksheet
Outcome
Pre-
Type
assessment
(Formative/ Formative Summative Summative Summative Summative Formative Summative Summative
/
Summative)
Formative

Weighting 0% 0% 20% 10% 10% 20% 0% 25% 25%

7.1.2 - appreciate the

challenges of co-
X X X X X
existence among
peoples
7.1.3.1What were the
different ways in
which Aboriginal X
societies were
structured (i.e., X x X X
Iroquois
Confederacy, Ojibwa,
Mi'kmaq)?
7.1.3.2 How did the
structures of
Aboriginal societies x
affect decision
making in each x x x
society (i.e., role and
status of women,
consensus building)?
7.1.3.3 What were
the social and
economic factors of x x x x x x
European
imperialism?
7.1.3.4
In what ways did
European imperialism x x
impact the social and x x x x
economic structures
of Aboriginal
societies?
7.1.3.6 Who were the
key figures in the
French exploration x x x x x
and settlement of
North America?
7.1.3.8 Who were the
key figures in the
British exploration x x x x x
and settlement of
North America?
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

7.S.1 - develop skills

of critical thinking x x x
and creative
thinking:

7.S.2 - develop skills x x x x x

of historical thinking

7.S.3 - develop skills

of geographic x x
thinking:

7.S.4 - demonstrate
skills of decision
making and problem
x x x x
solving
7.S.5 - demonstrate
skills of cooperation,
conflict resolution x x x x
and consensus
building

7.S.7 - apply the x x x

research process

7.S.8 - demonstrate
skills of oral, written x x x x x x x x x
and visual literacy

7.S.9 - develop skills x x

of media literacy
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

Lesson
Class: September 5 Course Social Studies 8
Title/Focus

COURSE OUTCOMES
FIRST DAY OF SCHOOL

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
Understand where we are headed this year
MATERIALS AND EQUIPMENT
Manilla Folder for each Student (and markers to decorate)
Syllabus for each student

PREPARATION AND LOGISTICAL CONSIDERATIONS

Have talking notes for classroom expectations and syllabus ready

PROCEDURE
Introduction Time
Welcome Students. Introduce myself and explain that I will be there student teacher until December and
then Mr. Uren will take over after Christmas. Go over the Agenda for class 10 min
Body Time
Student Introductions- Beach Ball question and answer,
catch the beach ball, state your name, and answer
20 min
whatever question your right index finger lands on
Syllabus and Classroom Expectations
Student Surveys Students will each receive a folder. On
the inside of the folder they will answer a series of get to
know you questions displayed on the SMARTboard. On the
outside of the folder, students will decorate by drawing
10 min
some aspects of themselves (favorite color, hobbies,
favorite subject, etc.) and write their name. these folders
will be used for students to hand in assignments
throughout the year.
Closure Time
Exit Slip- On the White board, I will write the question What makes a great teacher? I
Give them my expectations of them, so its only fair that they give some expectations
5 min
For me. Students will answer the question on a sticky note and stick it to the board as
They leave.
Assessment
All about me folders

Exit Slips
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

Lesson
Class: September 6 Course Social Studies 8
Title/Focus

COURSE OUTCOMES
Grade GLO: 7.1 Toward Confederation
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.

7.S.1 - develop skills of critical thinking and creative thinking:

7.S.5 - demonstrate skills of cooperation, conflict resolution and consensus building:

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
Identify the prior knowledge that they have on key topics of the unit
Understand the Inquiry Question of the Unit
Understand the power of language
MATERIALS AND RESOURCES
Post It notes

PREPARATION AND LOGISTICAL CONSIDERATIONS

Write main topics on White Board prior to the beginning of Class and draw a scale on the side of the
board from not at all certain (bottom) to very certain (top)
PROCEDURE
Introduction Time
Welcome students. Go over the Agenda for the day.
10 min
Body Time
How Certain Are You? Ask students to take a look at the
topics on the board. Give students a minute to brainstorm
in groups of four what they know or think they know
about the topics.
Each group gets a stack of sticky notes. Explain to students 20 min
that they should write everything that they think they
know about the topics on sticky notes, one thought per
sticky note. Students will place ideas on the board with
ideas they are certain about at the top of the board and
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

ideas that they think they know but are not certain about
on the bottom.
After students have placed their ideas, we will talk about
what information is up there and identify the topics that
students know well and the ones that they are more
unsure of.
Introduce Unit Inquiry Question Tell students that the
question Were the early Europeans in Canada explorers
or invaders? is the question that will guide our unit. Ask
students to talk in their groups about the language used. If 10 min
I say that they were invaders, what does that make them
think of? What about when we say explorers? The word
choices that we use have connotations.
Closure Time
Exit Slips- what topics are you most excited about this unit? What topics are you least
Excited about? Why?
5 min

Assessment
How Certain Are you (Pre-Assessment)
Exit Slips

Lesson
Class: September 7 Course Social Studies 8
Title/Focus

COURSE OUTCOMES
Grade GLO: 7.1 Toward Confederation
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.

7.S.8 - demonstrate skills of oral, written and visual literacy

7.S.1 - develop skills of critical thinking and creative thinking:

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
Understand why we study history

MATERIALS AND RESOURCES

 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

Oka Crisis Timeline http://www.cbc.ca/firsthand/features/oka-timeline-an-unresolved-land-claim-hundreds-of-

years-in-the-making
Oka Crisis Video https://www.youtube.com/watch?v=fShsLqN01A0
Why History Matters Article
http://www.history.ac.uk/makinghistory/resources/articles/why_history_matters.html
Blank Paper
Crayons
PREPARATION AND LOGISTICAL CONSIDERATIONS
Plan talking points for why we study history

PROCEDURE
Introduction Time
Welcome Students. Go over Agenda for the day. Ask students why do you think we study history? and
allow them to brainstorm with a partner. Call upon students if none volunteer. Explain that often,
especially in Canada, we see issues emerging that have their roots in long chains of historical events. The 10 min
society that we have created is based on our history, so many societal troubles can be traced back to
hundreds of years ago.
Body Time

$20 bill Activity On the $20 we see many important
symbols that represent Canada as a nation. What aspects
of Canadas past are shown in the $20? What can we tell
about Canadian values from the $20?
-Now that students have analyzed the $20, they will design
25 min
their own bill that reflects the history and values that they
believe should be on the money.
After the Activity have students share their new bills and
talk about what students put on them. Did anyone
represent the First Nations? Why or Why Not?
Closure Time
Bring Up news story of Vancouver Canada 150+ - Discuss how students feel
about Vancouvers decision to honor Aboriginals by adding the +, do they
agree with this? 10 min
Explain that in this unit, we will be learning a lot about Aboriginal history and their part in the founding of Canad
this issue over the course of the unit.
Assessment
Class discussion
$20 Dollar Bill Activity

Lesson
Class: September 8 Course Social Studies 8
Title/Focus

COURSE OUTCOMES
Grade GLO: 7.1 Toward Confederation
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

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.

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 on the following questions and issues
What were the different ways in which Aboriginal societies were structured?

7.S.3 - develop skills of geographic thinking:

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
Explain the origins (or supposed origins) of First Nations in Canada (Siberian Land Bridge)
Locate the areas of the Aboriginal groups that we are studying and how that geography may have
shaped their lives
MATERIALS AND RESOURCES
Rezzly
Siberian Land Bridge Information (for Rezzly) https://www.scientificamerican.com/article/first-americans-
lived-on-bering-land-bridge-for-thousands-of-years/
First Nations Creation story (for Rezzly)
http://www.historymuseum.ca/cmc/exhibitions/aborig/fp/fpz2f22e.shtml
Blank Map of Canada
Markers
Student Chrome Books
PREPARATION AND LOGISTICAL CONSIDERATIONS
Have students log on to google chrome
Make Rezzly Page
PROCEDURE
Introduction Time
Welcome Students. Read Turtle Island Creation story http://www.turtleisland.org/front/article3.htm
Explain to students that there are many ideas of how First Nations peoples came to North America. Many
First Nations groups have their own creation stories and beliefs, and many scholars have ideas as well. 15 min
Tell students that today they will be exploring First Nation origins in North America through a website
called Rezzly Show the link in google classroom and explain how it works.
Body Time

Students will do self-exploration of First Nations

origins through Rezzly- Hand out blank Canadian Maps 25 min
and allow students to explore the site.

Closure Time
 Subject Area Social Studies
Grade Level 7
Explorers or Invaders Unit Plan Topic Early Exploration
Length of Unit (days) 5-6 weeks

Exit Slips- 2 things you learned, 1 thing you still have questions about.
5 min

Assessment
Student Maps

Rezzly Questions

Exit Slips