Grade 7 Social Studies Chapter 6 Unit Plan

Title: Becoming Canada Building the

Dates: March 14- April 19
Canadian Identity
Objectives
Through a series of activities, students will become familiar with the various events
that attributed to the formation of Canada and the Canadian identity, including:
13 colonies rebellion/War of Independence
Loyalists in America and moving to Canada
Formation of Upper and Lower Canada
War of 1812
Great Migration
Underground Railroad
Upper and Lower Canada Rebellions
Responsible Government
Students will build skills in transmediation, research, and taking leadership roles by
presenting material to their classmates.
Program of Studies
General Outcome 7.1: Toward Confederation
7.1.5 assess, critically, the political competition between the French and the
British in attempting to control North America by exploring and reflecting
upon the following questions and issues:
o How was British North America impacted by rebellion in the 13 colonies
and by the subsequent Loyalist migration? (LPP, ER, TCC)
7.1.6 assess, critically, how political, economic and military events
contributed to the foundations of Canada by exploring and reflecting upon
the following questions and issues:
o How did the War of 1812 contribute to British identity in Canada? (I,
LPP, TCC)
o How did the War of 1812 contribute to defining Canadas political
boundaries? (LPP, TCC, I)
o How was the Great Migration of 18151850 in Upper Canada and Lower
Canada an attempt to confirm British identity in the Province of
Canada? (LPP, I, TCC)
o How was the Act of Union of 1840 an attempt to resolve the issues
raised by the 1837 and 1838 Rebellions in Lower Canada and Upper
Canada? (PADM, LPP, I, TCC)
Learning Tasks
Assessments
Visual Representation Project
For Learning students will receive
students will read about the War of
formative feedback from the teacher
Independence, the Loyalists, and the
while they work through the material in
Constitution Act of 1791. In response to
this section of the chapter. They will also
guiding prompts, students will create a
collaborate with peers to check
visual representation of the important
understanding.
details of these events. Students will
As Learning students will use their
then share their understanding with the
final product to demonstrate their

class.

Expert Groups and Information

Sheets students will work in groups to
become experts on one of the following
events: War of 1812, Great Migration,
Underground Railroad, and the Upper
and Lower Canada rebellions. They will
each create a one page information
sheet on their topic that covers the who,
what, when, where, why, and how this
event contributes to Canadian Identity

Jigsaw share students will meet in

groups with one expert from each event
and teach the group about what they
have learned. Each student will be given
a handout about each event to use to
prepare for the debate and to study for
the test.
Debate students will work with their
expert groups to debate the importance
of their event against one of the other
events. Each group member will have
one responsibility during the debate to
contribute to their sides argument

Exit Piece students will create a

written response to the question how

understanding in a class review of the

content. They will self-assess how
effective their work is in aiding their
understanding.
Of Learning through class review of
the content, the teacher will assess the
general understanding of the class on
this content and ask specific students for
answers to ensure a balanced class
assessment.
For Learning Teacher will check-in
with students while they are researching
their event to assess understanding and
provide guidance or prompting questions
where necessary. Students will meet with
their expert groups to share information
to ensure each member understands the
content.
As Learning students will assess the
strength of their work and consider its
strengths and areas that could be
improved
Of Learning teacher will assess the
final information sheets for accuracy,
detail, and layout
For Learning teacher will listen to
group discussions and assess student
understanding both from the experts
teaching and the understanding of the
other group members.

For Learning students will provide

peer feedback to their group members
while they prepare their arguments.
Teacher will also provide formative
feedback while students are working
Of Learning Teacher will assess the
arguments presented in the debate
based on accuracy of information and
depth of understanding of both sides of
the argument
For Learning The full class will review
the results of the debate and discuss the

did the other 3 events contribute to

Canadian Identity today?

effect these events had on Canadian

identity. Teacher will provide formative
feedback as students work.
Of Learning Teacher will assess
responses based on accuracy of
information, depth of understanding,
organization of information, and use of
writing conventions.
Differentiation
Students who require extra support for this unit will be provided with the following:
work in groups instead of independently to talk through their ideas and share
the workload, as well as make use of and learn from each others strengths
extra support from the teacher during work periods to provide guidance, ask
and answer questions, and give more in-depth direction when needed
clearly assigned tasks in the debate
opportunity to work in the resource room
Daily Tasks
Day
Tasks
Resources
1
Introduce Chapter 6
- textbooks
- whiteboard and markers
Provide guiding prompts for
- notepaper for students to take
visual representation and give
notes while reading
example
2
3
4

7
8

Students begin reading

Begin visual representation
Finish visual representation
Review content from this
section of the textbook
Hand-in visual representations
Spring Break
Review material from before
the break
Introduce new project
Sign up for expert groups
Begin reading
Example of 1 page handout
Students finish reading and
complete information
organizer
Begin creating 1 page handout
Review information with expert
groups
Prompt groups to think deeper
Continue with handouts
Continue handouts focus on

textbooks
blank paper

deck of cards (to choose groups)

textbooks

computer and projector

example handout
information organizers (1 per
student)

computer access
computer access

computer access

10
11

12
13

14

15
16
17

18

important information and

formatting
Finish handouts and print
Meet with expert groups and
select the best handout
Make notes about what to
share with the other groups
Hand-in 1 page handouts
Zoo Trip
Jigsaw share info in new
groups
Every student should have a
handout for each event
Debate format overview
Prepare for debate in expert
groups
Debate
Finish Debate
Overview of paragraph writing
Written Response how do
the other 3 events affect
Canadian Identity?
Finish written response

computer access
printer
printed copies of handouts

copies of selected handouts for all

students

Debate format handout