History Unit Plan

UNIT PLANNING TEMPLATE
BACKWARD DESIGN/DOWNWARD DESIGN CROSS-CURRICULAR PLANNING MODEL
Subjects /Strands: _History / New France_and British North America 1713-1800__________ Grade(s): __7______
Number of days_________24_______________ Culminating task due date: ________________
STEP 1
OVERALL EXPECTATION(S)
A1. Analyse aspects of the experiences of various groups and communities, including First Nations, Métis, and Inuit communities, in
Canada between 1713 and 1800, and compare them to the lives of people in present-day Canada
A2. Use the historical inquiry process to investigate perspectives of different groups and communities, including First Nations, Métis,
and/or Inuit communities, on some significant events, developments, and/or issues related to the shift in power in colonial Canada
from France to Britain
A3. Describe various significant people, events, and developments, including treaties, in Canada between 1713 and 1800, and explain
their impact
SPECIFIC EXPECATION(S)
A1.1 Analyse key similarities and differences in social values and aspects of life between people in present-day Canada and some
different groups and communities, including First Nations, Métis, and Inuit communities, in Canada between 1713 and 1800 (e.g.,
with reference to gender roles, religious practices, spirituality, ceremonies and rituals, living conditions, diet, recreation, and/or
political rights; attitudes towards slavery, social class, the role of women, and/or crime and punishment; attitudes of
newcomers/settlers and First Nations, Métis, and Inuit towards each other and towards the land)
A1.2 Analyse some of the main challenges facing various individuals, groups, and/or communities, including First Nations, Métis, and
Inuit individuals and/or communities, in Canada between 1713 and 1800 and ways in which people responded to those challenges
(e.g., with reference to conflict arising from imperial rivalries; climatic and environmental challenges; competition for land and
resources between European imperial powers and the consequences for Indigenous communities; the hard physical labour and
isolation associated with life in new settlements; disease; discrimination facing Black Loyalists; restrictions on rights and freedoms of
slaves, seigneurial tenants, or indentured workers), and assess similarities and differences between some of these challenges and
responses and those of people in present-day Canada
A1.3 Analyse the displacement experienced by various groups and communities, including First Nations, Métis, and Inuit
communities, who were living in or who came to Canada between 1713 and 1800 (e.g., the expulsion of the Acadians; the forced
relocation experienced by many First Nations and/or Métis to reserves or different territories; the migration of Loyalists to various
regions of Canada; the forced migration of African slaves to New France and British North America; the immigration of people to
Canada seeking land, religious freedom, and/or work), and compare it with present-day examples of displacement (e.g., the relocation
of a First Nation reserve community in Canada as a result of changing environmental or economic conditions; the experience of and
services available to immigrants or refugees to Canada)
A2.1 formulate questions to guide investigations into perspectives of different groups and communities, including First Nations,
Métis, and/or Inuit communities, on some significant events, developments, and/or issues related to the shift in power in colonial
Canada from France to Britain (e.g., the expulsion of the Acadians; treaties and alliances among First Nations and between First
Nations and European nations, including the Treaty of Niagara, 1764; key battles in the North American colonies; legal and territorial
changes as a result of the Seven Years’ War; increased settlement by British immigrants; challenges associated with Britain
administering a colony with a French majority; the Constitutional Act, 1791; the creation of the North West Company and other fur
trade companies; the Jay Treaty)
A2.2 gather and organize information and evidence about perspectives of different groups and communities, including First Nations,
Métis, and/or Inuit communities, on some significant events, developments, and/or issues related to the shift in power in colonial
Canada from France to Britain, using a variety of primary sources (e.g., diaries, gravestone inscriptions, Indigenous oral histories,
archaeological evidence, wampum belts, material from online archives, paintings, petitions, speeches) and secondary sources (e.g.,
poetry or songs written after this historical period, museum exhibits, documentaries, online videos, historical fiction, monuments, web
resources and/or books on Canadian history
A2.3 assess the credibility of sources and information relevant to their investigations (e.g., by considering the perspective, bias,
accuracy, authenticity, purpose, and/or context of the source and the values and/or expertise of its author)
A2.4 analyse and construct maps as part of their investigations into significant events, developments, and/or issues related to the shift
in power in colonial Canada from France to Britain, with a focus on exploring their spatial boundaries (e.g., construct maps to show
the location of various battles in North America during the Seven Years’ War; analyse flow maps to show where groups, including
Indigenous communities, were displaced from and where they went; analyse population maps to determine changes in settlement
patterns and the groups, including Indigenous communities, that were affected
A2.5 interpret and analyse information and evidence relevant to their investigations, using a variety of tools (e.g., analyse paintings of
key events in the Seven Years’ War to extract information and to determine the perspective that is presented and the perspectives that
are missing; analyse documents to determine the response of people in New France, including First Nations and Métis people, to the
colony’s being ceded to Great Britain; use a graphic organizer to help them compare the perspectives of French and English colonists
and First Nations and Métis people on the division of the colony into Upper and Lower Canada
A2.6 evaluate evidence and draw conclusions about perspectives of different groups and communities, including First Nation, Métis,
and/or Inuit communities, on some significant events, developments, or issues related to the shift in power in colonial Canada from
France to Britain
A2.7 communicate the results of their inquiries using appropriate vocabulary (e.g., perspective, colony, treaty, expulsion,
displacement, values, roles, power, conflict, Acadian, medicines, oral histories, ethnogenesis) and formats appropriate for specific
audiences (e.g., a historical narrative in storybook or graphic form about the responses of different people to the expulsion of the
Acadians; a debate presenting differing perspectives on the battle of the Plains of Abraham; an information poster on the
Constitutional Act, 1791, including the response of different groups to the act; an audiovisual presentation about the ways different
groups viewed the Peace and Friendship Treaties)
A3.1 identify factors leading to some key events that occurred in and/or affected Canada between 1713 and 1800 (e.g., the expulsion
of the Acadians, the Seven Years’ War, the Battle of the Plains of Abraham, the American Revolution, Pontiac’s Resistance, Loyalist
migrations), and describe the historical significance of some of these events for different individuals, groups, and/or communities,
including Indigenous individuals and/or communities
A3.2 identify a few key treaties of relevance to Indigenous people during this period, including wampum belts exchanged, and explain
the significance of some of these agreements for different people and communities in Canada (e.g., with reference to the Covenant
Chain, 1677–1755; the Treaty of Portsmouth, 1713; the Peace and Friendship Treaties, 1713–60; the Treaty of Niagara and the
Covenant Chain Wampum, 1764; the British-Inuit Peace Treaty, 1765; the Treaty of Fort Stanwix, 1784; the Haldimand Proclamation,
1784; the Jay Treaty, 1794; the Treaty of Greenville, 1795)
A3.3 identify key political and legal changes that occurred in and/or affected Canada during this period (e.g., the Royal Proclamation,
1763; the Treaty of Utrecht, 1713; the Quebec Act, 1774; the Constitutional Act, 1791), and explain the impact of some of these
changes on various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities
A3.4 identify key social and economic changes that occurred in and/or affected Canada during this period (e.g., fur trade competition
between the North West Company and the Hudson’s Bay Company, Loyalist settlement, growth in agriculture and in the timber
industry, the ethnogenesis of the Métis), and explain the impact of some of these changes on various individuals, groups, and/or
communities, including First Nations, Métis, and/or Inuit individuals and communities
A3.5 describe some significant aspects of daily life in various First Nations, Métis, and Inuit communities in Canada during this
period (e.g., with reference to housing, clothing, transportation, size of families, gender roles, kinship ties, beliefs and values,
celebrations, ceremonies and rituals, spiritual life)
A3.6 describe some significant aspects of daily life of different newcomer/settler groups living in Canada during this period (e.g., with
reference to seigneurs and habitants in New France; migrant fishers in Newfoundland; European traders in less populated regions;
Black Loyalists in Nova Scotia; militia, priests, nuns, artisans, and/or labourers in Louisbourg or Quebec City; Acadian or Planter
farm families in the Annapolis Valley)
A3.7 describe significant interactions between various individuals, groups, and institutions in Canada during this period (e.g., with
reference to interactions affecting First Nations, Métis, Inuit, French and English colonists, Acadians, Planters, Loyalists, slaves; the
functions of, and interactions of people with, the Catholic Church, Protestant churches, and/or the French and British colonial
administrations
A3.8 identify some significant individuals and groups in Canada during this period (e.g., Marie-Josèphe Angélique, Michel Bégon,
Esther Brandeau, Joseph Brant, Molly Brant, Cadotte, Alexander Mackenzie, Pontiac, Elizabeth Simcoe, John Graves Simcoe,
Thanadelthur; trappers and fur traders, Métis “country wives”, missionaries, explorers, Loyalists, habitants), and explain their
contribution to Canadian heritage and/or identities
LEARNING GOAL(S)
I will learn:
The events that led to the Formation of British North America
How the past is reflected in many of the places around us
About the people who were living in North America and examine the time period using continuity and change
About how the land was divided by the Treaty of Utrecht and how this division affected the peoples of North America
How maps can reflect migration patterns
Why the European powers were interested in North American land
The territories of the First Nations in eastern Canada in general terms
What an effective inquiry question is
British and French settlement patterns and the impact this had on the Indigenous people
The reasons for the Acadian expulsion
Why land was fought over
The ways land claims affected relationship with Indigenous Peoples
About the Treaty of Portsmouth, what its purpose was and why it failed
The effects of the Treaty of Portsmouth
The political strategies of the French to gain power in North America
The importance of the fur trade
The effect of French and British rivalry on the Indigenous Peoples
The role of the Catholic Church in New France
The different roles of women in French, British and Indigenous communities during this time
About Imperialism and its relevance
The role of Indigenous women in the fur trade
The characteristics of close reading
The placement of French and British forts
The impact of French and British activities on Indigenous lands
About the French, British and Indigenous views on the Ohio River Valley
The events that led to the Acadian Expulsion

The relations between ethnic groups in Acadia
The British reasons for the Acadian Expulsion
The responses to and consequences from the Acadian Expulsion
The causes of the Seven Years war
The significance of key people and events of the Seven Years war
About military strategies used during the Seven Years war
The reasons for British victory in North America
The consequences of the end of the war for the French and Indigenous peoples
The significance of the 1763 Royal Proclamation and 1764 Treaty of Niagara
The significance of the rights granted to the French by the Quebec Act 1774
The causes of the Loyalist migration
About the various groups (Planters, Black, Indigenous) that made up the Loyalist migration and the regions they settled in
The impact of the migration on the economy, politics, and society of British North America
The causes of the America Revolution and compare the perspectives of the Patriots and the British
The characteristics of primary source images

CULMINATING TASK
Heritage Fair Presentation
Guidelines for heritage fair project:
3-Dimensional Projects and Displays
These projects could include models, posters, maps,
collections and original artistic displays. Any project
proceeding to the Provincial Fair must not be
larger than 80 cm depth, 150 cm width, 100 cm height.
Performance
These projects could include music, drama or dance (these
should be presented live for the School Showcase) and if
possible for the Regional Showcase. A tape of the
performance would be sent to the Provincial if
that project is selected.
Creative Writing
These projects could include short stories or poetry. They
can be part of a larger display, illustrated or be a

performed by the author.
Multi-Media Displays
These projects could include electronic projects such as
PowerPoint presentations or web pages saved on CD or
videotape. **Please note that presenters need to provide
their own audio-visual equipment.
These are the official guidelines so when completed their project can be submitted for competition.
A Heritage Fair Project
The Task:
You will complete a research project that will be presented to the class and possibly chosen to present to the school and then at a
regional heritage fair. Your presentation must include written, visual and oral communication. You will be expected to answer
questions about your project at the end of your presentation.
Content:
Your topic must have a Canadian theme;
Planning Skills:
You need a clear focus and plan of action for your research;
You must keep a record of your research sources. Students should include a bibliography of at least five research sources; at least one
should be a primary source.
Processing Skills:
You must show clear evidence of looking beyond the facts (e.g. make a comparison, show why your topic or research is important,
draw conclusions about your research and what you have learned, etc.)
Communication Skills:
Your presentation may be a display board, a PowerPoint report, a dramatic or musical presentation, a video or audio production or it
may be multi-media (see the handout about Heritage Fair guidelines).
You must include at least three visuals – pictures, models, charts, maps, primary documents, etc. All visuals must be connected to
your topic and must include a written explanation of why it is important to your presentation. The source of all visuals must be
identified.
At least one prop/costume/artefact would make your presentation more effective.
Assessment:
Your project will be assessed for:
Evidence of planning skills in preparation for and conducting your research;
Quality of research and use of your research in your presentation;
Going Beyond the facts – Have you analysed and/or evaluated your research findings?
Historical Accuracy – Are your facts correct?
Demonstration of an understanding of the focus and significance of your topic in your oral, written and visual presentations;
Organization and effective communication of your research data;
Creativity and originality in your presentation.

A Heritage Fair Project Brainstorming Sheet
Heritiage
Fair
Project
Topics
Instructions: (1) Fill in the circles with topics you might be interested in researching and sharing with others. Add additional circles if
needed.
(2) Answer the questions below about each topic and then choose the topic that you think would be most suitable for a Heritage Fair
project.
Does it have a Canadian theme?
Is it important or significant in the history of your family or your community or Ontario or Canada?
Will you be able to find lots of information about the topic from more than one source (library, internet, a primary source such as a
real person)?
Will you be able to find pictures, artefacts, costumes, maps or be able to make something (model, artwork) that will help you
explain your research to other people?
Will you be able to go beyond the facts with this topic? Will you be able to make a comparison, draw conclusions and/or explain
why your topic is significant or important?
Heritage Fair Project Planning Contract
Name(s): _________________________________________ Grade: ______________
I am completing my project □ alone □ with a partner □ in a group.
I/we would like this project considered for a spot at a Regional or Provincial Fair. □
I/we clearly understand that projects and students participating at the Regional and Provincial Fairs may be photographed or
videotaped by media or local organizers and used in media coverage or Fair promotional material. □
I/we clearly understand that only one person per project can attend the Provincial Fair if this project is chosen for this honour. □
If the project is chosen to go to a Provincial Fair the person who will accompany the project will be
__________________________________.
My/our project topic is ________________________________________
I/we chose this topic because
I/we want to learn these things about this topic:
Dates to Remember:
All materials to be collected by __________________
Research and notes will be completed by __________________
A rough draft of the report will be completed by __________________
A good copy of the report will be completed by __________________

**Note that students working together must each produce their section of the report independently.
A display, presentation, slide show, etc. will be completed by __________
The project will be ready for presentation in class by __________
The project will be ready for the school fair by __________
**If chosen to represent the school the project will be presented at your Regional Heritage Fair.
Signatures:
Student(s): ____________________________________________________________
Parents/Guardians: ________________________________________________________
Teacher: ___________________________________
Heritage Fair Project Planning Guide
Learning Goals
The things I/we plan to learn from this project are:
To produce a successful project, I/we must make sure I/we include: (include all of the items your teacher told the class to include plus
maybe an extra or two of your own)
Project Description
The main focus of my/our project is: (the main thing you want your audience to know about your topic?)
Some other sub-topics I/we would like to include as part of my project are:
I/we will communicate my research to others using: (e.g. display board, PowerPoint, video, song, play, etc.)
Material List – Resources Needed
I/we will need to take these items with me/us when doing my/our research: (writing materials, paper)
I/we will need to collect these items before I/we put my/our project together: (project board, scrapbook, pictures, props, costumes,
etc.) Research Sources
The primary sources I/we will use? (e.g. person, original pictures, artefact, etc.)
The secondary sources I/we will use are :( e.g. names of books, internet sites)?
Heritage Fair Project Self Assessment
BOOTH/PRESENTATION/DISPLAY CHECKLIST
Title
The title should be easy to read, should stand out and be larger than other text.
Written Work
Paragraphs must be typed; font is between 12 and 18 and double-spacing may be effective;
All paragraphs should be mounted with a border or on coloured paper;
Each paragraph should have an easy to identify sub-title
The focus of your project should be clearly stated and easy to identify;
Your written work needs to clearly show that you have analyzed or evaluated your research work rather than just told facts;
Create a bibliography or list of your research sources to accompany your written work.
Visuals – Pictures, Diagrams, Maps, Charts
There should be at least three visuals included;
Visuals should also be mounted with borders;
A description should be written underneath each visual with an explanation of the visual and an acknowledgement of its source;
Visuals can be computer generated, hand-drawn, photographs, cut-outs, originals, etc.;
All visuals should support the message or story you are trying to tell.
Layout
Make good use of your space. Don’t make it too crowded or too empty;
Make your display tidy and well-organized;
Keep the shapes and the colours of your borders and backgrounds the same;
Place your name and class in the bottom right corner. It should be easy to see and read but not so big that it will take away from
your display.
Props and Costumes
Props, artifacts, primary documents and costumes can enhance your presentation. Make sure you have at least one as part of your
presentation;
Make a card to accompany each prop/costume/food/artifact to explain what it is and why it is important to your display.
Additional Items to Consider
Create a focal point in your layout – something that will catch attention;
Family heirlooms and dangerous items should not be included in your display – a model or photograph could be a good substitute;
Media equipment is your responsibility. You must arrange to bring it from home or see if your teacher can provide it. Don’t forget
extension cords.
BOOTH/PRESENTATION/DISPLAY ORGANIZATIONAL SHEET
What my/our booth/presentation will look like:
Other items I/we will have on the table or in the booth are:
To add to my/our overall presentation, I/we will also …

Heritage Fair Project Rubric
Category Level Comments

Knowledge and Understanding 1234
Demonstrates a knowledge and understanding of the facts and
concepts
W5H: Who, What, When, Where, Why, How
Answers questions without reading from text
Connected to Ministry Curriculum Guidelines for his/her grade
Thinking 1234
Demonstrates skills of inquiry and research
Bibliography shows a variety of sources
Research expands to include interviews, site visits, archival
material, primary sources
Project presentation is organized and demonstrates planning
Project presentation shows unity and coherence
Project includes one or more
connections/comparisons/conclusions
Communication 1234
Demonstrates through effective presentation a clear understanding of
his/her topic
Uses eye contact, variations in pace, appropriate gestures
Provides clear answers to questions and well-constructed
explanations
Integrates visual and written presentation material into his/her
explanations
Uses a varied vocabulary and a range of sentence structures to add
interest to their remarks and writings
Uses tone of voice and gestures to enhance the message
Application 1234
Demonstrates information literacy through the ability to show the

significance or relevance of the subject or topic:
In the long and diverse history of Ontario and Canada
In creating or contributing to or defining the Canadian identity
In forming values
In comparing & contrasting similar issues or events
In relating the knowledge gained to how it affects their lives, their
communities, and the world.
Overall Level 1-4 level of performance 1234

Overall Level 1-4 level of performance
ASSESSMENT TASKS/STRATEGIES
Think-Pair-Share, quick write, gallery walk, exit cards, k-w-l, comparison charts, brainstorming, presentations, debate, four corners
(assign different answers to questions to corners of the room), rubrics, checklists
SUCCESS CRITERIA
I will be able to:
Explain some of the events that led to the Formation of British North America
Identify how the past is reflected in many of the places around us
Identify the people who were living in North America and examine the time period using continuity and change
Explain how the land was divided by the Treaty of Utrecht and how this division affected the peoples of North America
Analyse maps to understand the changes in borders and the movement of people after 1713
State the reasons why the European powers were interested in North American land
Describe the territories of the First Nations in eastern Canada in general terms
Formulate an effective inquiry question
Describe the reason why Europeans believed they could settle the land and the pattern these settlements took for both the French and
the British
Explain the concept of continuity and change with respect to the Acadians
Identify areas where land was fought over and explain why
Articulate how land claims affected relationship with Indigenous Peoples
Describe the Treaty of Portsmouth, what its purpose was and why it failed
Assess the effects of the Treaty of Portsmouth
Assess the political strategies of the French to gain power in North America
Analyze the importance of the fur trade
Describe the effect of French and British rivalry on the Indigenous Peoples
Explain the role of the Catholic Church in New France
Compare the roles of women in French, British and Indigenous communities during this time
Explain Imperialism and its relevance
Identify the role of Indigenous women in the fur trade
Use close reading
Analyse the placement of French and British forts
Explain the impact of French and British activities on Indigenous lands
Compare French, British and Indigenous views on the Ohio River Valley
Outline the events that led to the Acadian Expulsion
Describe the relations between ethnic groups in Acadia
Analyse the British reasons for the Expulsion

Describe the responses to and consequences from the Expulsion
Analyse the causes of the Seven Years war
Consider the significance of key people and events of the war
Compare military strategies used during the seven years war
Identify the reasons for British victory in North America
Consequences of the end of the war for the French and Indigenous peoples
Explain the significance of the 1763 Royal Proclamation and 1764 Treaty of Niagara
Explain the significance of the rights granted to the French by the Quebec Act 1774
Examine the causes of the Loyalist migration
Identify the various groups (Planters, Black, Indigenous) that made up the migration and the regions they settled in
Examine the impact of the migration on the economy, politics, and society
Describe the causes of the America Revolution and compare the perspectives of the Patrioits and the British
Analyze primary source images

ASSESSMENT TOOLS
Rubric, Self/Peer, Feedback Form, Culminating project, Direct feedback
E. LESSONS
LESSON WHAT WHAT ASSESSM RESOURCES

TEACHER STUDENT ENT
WILL DO WILL DO (say write
do)
Introduce Video on Think-pair- Assess Video about New France and BNA, PowerPoint on New France and
Unit: New New France share/note through British North America, KWL chart, Heritage Fair Presentation,
France and taking/KWL/Go observation Heritage Fair brainstorming sheet
and BNA/think- over Heritage for
British pair- Fair notetaking
North share/Power Presentation skills
America Point handout and
1713-1800 overview/K start thinking How did
WL/ about topics of the French
Introduce interest and British
influence
Culminating shape
Activity Canada?
Canadian Map Jig-saw Assess by Blank maps, Map of Canada in 1713

Beginning building mapping/groups check the
s:1713 of French, maps, peer
British and assessment
Indigenous
build maps of What did
their Canada
settlements/grou look like in
ps built from 1713?
each of the
previous groups
create maps of
British North
America
Canadian Reading Make a chart in Sticky note Textbook (Nelson History 7) pp. 22-29, PowerPoint on Seigneurial
Land War from text notebook pile up system, Blank Map of New France
book about comparing (students
land use/ British, French share ideas
Compare and Indigenous by placing
ways of life view of the sticky notes
and land use land/jigsaw on chart
between information by paper)/ map
British, sharing with
French and other groups/

Indigenous draw the
Peoples/intro seigneurial
duce the system from
seigneurial map in text
system with
PowerPoint/
have
students
draw
The Video Video intro/ Inside- Video https://www.youtube.com/watch?v=Npi2JV64foc , Maps of

Treaty of intro/map create flow map/ outside Canada showing disputed land
Utrecht showing form discussion circle, exit https://www.uottawa.ca/clmc/history/arrival-of-europeans, fillable
land groups card map of Canada, handouts about issues, reading on Treaty of
disputes/ Portsmouth
Discussion
groups about
issues
arising from
the treaty-
British
Trade
monopoly,
Acadians
divided
loyalties/Tre
aty of
Portsmouth
Review Chapter Test Chapter Test Chapter Chapter Test

Test
Rising Introduce Students analyse Presentatio Journals, letters, diaries etc. from a variety of British, French and
tensions in Chapter primary source ns Indigenous Peoples.
North using material in
America: primary groups and
1713-1755 source present to class
material
New Model Access Virtual T-chart, Virtual New France, Rubric

France access to New Venn
Virtual New France/complete Diagram,
France/stude t-chart group work
nt t- comparing 2
chart/Venn settlers/complet
diagram/proj e venn
ect diagram/get into
groups and use
information
gathered to start
group project
The Students will Play Fur trade Oral Fur Trade Game, Print outs, Ledgers for each student, Trading Post
Importanc enact the fur game communica instructions, PowerPoint for the Fur Trade
e of the trade tion skills,
Fur Trade Group
work,
Journal
Response
How did
the fur
trade work?
Culminati Remind Learn about Heritage Heritage Fair Presentation, Heritage Fair Project, Heritage Fair
ng Students culminating/ Fair Project Brainstorming Sheet, Heritage Fair Planning Contract, Heritage Fair
Activity about the brainstorm Planning Guide, Heritage Fair Project Self Assessment, Booth
Culminating possible Organization Sheet, Project rubric
Activity/expl presentation
ain in-depth forms/ view
and get examples/ pick
students to groups and
pick topics topics
Expulsion Brainstormin Mapping/Writin Assess Maps of Acadian Expulsion

of the g/Short film g/Group mapping https://www.canadiangeographic.ca/article/mapping-acadian-
Acadians on Acadians/ work/Presentati and writing deportations, Video about Acadian Expulsion
Model ons skills https://www.youtube.com/watch?v=KbjrUAl3yBs, Worksheet #1,
Mapping/ind Worksheet #2, Worksheet #3
ividual write What might

and group make you
share/Skit leave your
home?
What
would you
want to
take with
you?
How would
you feel if
you had to
leave it
behind?
Loyalists T- May have Assess for Reading about Loyalists, Map of Loyalist settlement, info sheets for
charts/Mappi presentations oral debate
ng activity/ from communica
read aloud yesterday/map/t tion skills
about hink-pair
Loyalists/ share/debate What do
think-pair- you like
share /debate about your
between home?
patriots and What

loyalists happens
when home
is not a safe
place?
Review Watch and Present project Assess

evaluate comparing according
Student different to rubric
Presentation settlers’ given to
s experiences in students
New France when
presentatio
ns were
assigned
What was
life like in
New
France?
The Seven Short video Record French T-chart, Short Video about the Seven Years War, Fill In Sheet about affected
Years War about the and British observation Groups (British, French, First Nations, Acadians), Introduction to
and the seven years viewpoints , group ArcGIS Tutorial -
http://k12.esri.ca/resourcefinder/data/files/IntroAGOL.pdf, Seven
Conquest war/Class t- during work
Years War Lesson Overview, Seven Years War Lesson Assignment,
of New chart of video/Complete Creating and Saving Features Video -
French vs a board race What were
https://www.youtube.com/watch?v=tL6j0EDTFv0&t=58s
the causes
France:17 British style t-chart/ of the

54-1774 views of the Participate in Seven
war/Use Discussion Years War?
chart as a about
starting Implications of Who was
point to the Seven Years involved in
discuss the War/ Fill in the Seven
Implications Hand out about Years War?
of the Seven the groups
Years affected by the
War/Introdu war
ce GIS
mapping
project
Causes of Map of Students fill in Maps, Map of European powers and their colony/ Blank world map/Student
the Seven European their map and Notetaking, handout for PowerPoint/PowerPoint on causes of Seven Years War
Years War Powers and add to map group work
their collection in
colonies/Po unit/Students How did
werPoint watch the Seven
presentation PowerPoint and Years War
about the take notes on Affect
causes of the their those living
war/Group handout/Student in New
discussion s break into France and
groups and British
discuss what North

caused the war America?
and try to come
up with ways
that the war
might affect the
people living in
New France and
British North
America as well
as the
Indigenous
peoples
Work Review GIS Students work Students Introduction to ArcGIS Tutorial -

Period project/Ensu on GIS map maps, http://k12.esri.ca/resourcefinder/data/files/IntroAGOL.pdf, Seven
re students project observation Years War Lesson Overview, Seven Years War Lesson Assignment,
Creating and Saving Features Video -
have all for learning
https://www.youtube.com/watch?v=tL6j0EDTFv0&t=58s
handouts/bo skills 
ok computer
lab
Impact of Use picture Students look at Students  National Gallery of Canada: Death of Wolfe painting by Benjamin
Seven of blind men the picture of charts, Westhttps://www.gallery.ca/en/see/collections/artwork.php?mkey=53
years war and elephant the elephant and presentatio 63
 Library of Congress: Treaty of Paris (primary
to explain discuss with a ns, group
document) https://www.loc.gov/rr/program/bib/ourdocs/paris. html
perspective, partner /break work,
by only into groups and think-pair- Smithsonian: Iroquois Chief Speech (primary
seeing a part provide an share document): http://www.smithsoniansource.org/display/primarysource/
of the analysis on chart viewdetails.aspx?TopicId=&PrimarySo urceId=1188  
 Indigenous and Northern Affairs Canada: Treaty of Peace and
picture each paper of either
Friendship 1760 https://www.aadnc-
individual the photo of aandc.gc.ca/eng/1100100028596/1100100028597  
draws a General Wolfe,  “The Seven Years War: Crash Course World
different the expert from History” https://www.youtube.com/watch?v=j0qbzNHmfW0
conclusion the Treaty of
about what it Paris or the
is /Break Iroquois Chief
into ,groups Speech/Groups
and have then research to
them look at find one lasting
primary effect their
documents document
had/Charts are
posted around
the room and
presented/studen
ts read A crash
course in
History for
homework and
complete a
double response
journal
(Informational
notes on one
side and
personal
reactions on the
other)
Impact of Students Refer to the Group See above

Seven look back at charts they work/prese
Years war the readings created ntations
and reflect yesterday and
which group discuss in
held groups where
power/expan French/British/I
d on the ndigenous
issue they power was held
chose in each
yesterday as reading/work on
something find sources to
facing create a
Indigenous presentation
Peoples about an issue
because of facing Idigenous
the Seven People today
Years that was created
War/Present because of the
Seven Years
their chosen War/Present

issue issue to class
Review Students Present GIS Presentatio

present GIS mapping project n, Rubric
map projects on Seven Years
War
Work on Ensure Work on Heritage Heritage Fair Presentation, Heritage Fair Project, Heritage Fair
Culminati Students Heritage Fair Fair Project Brainstorming Sheet, Heritage Fair Planning Contract, Heritage Fair
ng have all project with Planning Guide, Heritage Fair Project Self Assessment, Booth
Activity handouts/Re Partner Organization Sheet, Project rubric
view what
the
culminating
activity is
Work on Ensure Work on Heritage Heritage Fair Presentation, Heritage Fair Project, Heritage Fair
Culminati Students Heritage Fair Fair Project Brainstorming Sheet, Heritage Fair Planning Contract, Heritage Fair
ng have all Project with Planning Guide, Heritage Fair Project Self Assessment, Booth
Activity handouts/Stu Partner Organization Sheet, Project rubric
dents
complete
self
assessment
Present Book Present Heritage

Culminati Gym/Present culminating to Fair
ng Culminating school as part of Project,
to school Heritage Fair Rubric
within the
school
Review Jeopardy Break into How did Jeopardy Game

Game teams and play the key
review Jeopardy changes in
this period
lead to the
formation
of British
North
America
Unit Unit Test Unit Test Unit Test Unit Test

Review:
How did
key
changes in
this period
lead to
British
North
America?

History Unit Plan

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UNIT PLANNING TEMPLATE

BACKWARD DESIGN/DOWNWARD DESIGN CROSS-CURRICULAR PLANNING MODEL

Number of days_________24_______________ Culminating task due date: ________________

The events that led to the Formation of British North America

How the past is reflected in many of the places around us

How maps can reflect migration patterns

Why the European powers were interested in North American land

The territories of the First Nations in eastern Canada in general terms

What an effective inquiry question is

The reasons for the Acadian expulsion

Why land was fought over

The ways land claims affected relationship with Indigenous Peoples

The effects of the Treaty of Portsmouth

The political strategies of the French to gain power in North America

The importance of the fur trade

The effect of French and British rivalry on the Indigenous Peoples

The role of the Catholic Church in New France

About Imperialism and its relevance

The role of Indigenous women in the fur trade

The characteristics of close reading

The placement of French and British forts

The impact of French and British activities on Indigenous lands

The events that led to the Acadian Expulsion

The relations between ethnic groups in Acadia

The British reasons for the Acadian Expulsion

The responses to and consequences from the Acadian Expulsion

The causes of the Seven Years war

About military strategies used during the Seven Years war

The reasons for British victory in North America

The causes of the Loyalist migration

The characteristics of primary source images

Heritage Fair Presentation

Guidelines for heritage fair project:

3-Dimensional Projects and Displays

These projects could include models, posters, maps,

collections and original artistic displays. Any project

proceeding to the Provincial Fair must not be

larger than 80 cm depth, 150 cm width, 100 cm height.

These projects could include music, drama or dance (these

should be presented live for the School Showcase) and if

possible for the Regional Showcase. A tape of the

performance would be sent to the Provincial if

that project is selected.

These projects could include short stories or poetry. They

can be part of a larger display, illustrated or be a

performed by the author.

These projects could include electronic projects such as

PowerPoint presentations or web pages saved on CD or

videotape. **Please note that presenters need to provide

their own audio-visual equipment.

A Heritage Fair Project

Your topic must have a Canadian theme;

At least one prop/costume/artefact would make your presentation more effective.

Your project will be assessed for:

Evidence of planning skills in preparation for and conducting your research;

Quality of research and use of your research in your presentation;

Historical Accuracy – Are your facts correct?

Organization and effective communication of your research data;

Creativity and originality in your presentation.

A Heritage Fair Project Brainstorming Sheet

Does it have a Canadian theme?

Heritage Fair Project Planning Contract

Name(s): _________________________________________ Grade: ______________

Number of days_24_ Culminating task due date: __________

Name(s): ___________________________ Grade: