Subject Area Social Studies

Unit Assessment Plan- Grade Seven Grade Level Seven

Chapters 1&2- First Nations and Explorers Topic Aboriginal Groups and Explorers
Length of Unit (days) 15 Days

Stage 1 Desired Results

Established Goals GLO(s):

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.

7.1.3Compare 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:

Understandings: Essential Questions:

Students will understand that
- Europeans were not the only people living
on earth
- Aboriginal culture was diverse and
independent of Europeans
- Imperialism dominated western culture and
society
- Contact forever altered the lives of both
European and Aboriginal people
- How were Aboriginal cultures structured? (Iroquois
Confederacy, Mikmaq, Ojibwa)
- How did the structure of these cultures affect
everyday life?
- What motivated European Imperialism?
- Who were the explorers?
- Was each European power motivated for similar
reasons?
- What did early contact look like?

Prior understandings Students will be able to

- Students will already have some grasp on
the Iroquois confederacy and how they
lived
- Students will also know how the local
government system is structured so they
have something to compare the
governmental structure of Aboriginal
groups too
Where does this lead?
- describe Aboriginal cultures and how they are
structured
- see the complexities of Aboriginal culture and
appreciate the value of these cultures
- understand the motivations for European imperialism
- define and explain imperialism
- explain why the explorers can and what happened
once these explorers landed in the New World

- Students will then see how imperialism lead

to colonization
- They will see the direct and indirect impacts
of colonization on Aboriginal cultures
- This will then lead to following the fur trade
through Canada and how colonization set
up the framework for the fur trade
- They will also understand that each country
had different motivations for colonization
and the fur trade
 Subject Area Social Studies
Unit Assessment Plan- Grade Seven Grade Level Seven
Chapters 1&2- First Nations and Explorers Topic Aboriginal Groups and Explorers
Length of Unit (days) 15 Days

Stage 2 Assessment Evidence

Pre-Assessment

- Designing money: I will be able to see what the students know about the country they live in. I will also be
able to address their skill level by reading the short paragraph that they wrote
- Initial brainstorm about Aboriginal Culture- this will help me see what they recall from grade 6 and the
Iroquois confederacy
- How Certain Are You?- will be asking students to come up with facts that they think they know about each
topic and decide how certain they are about their fact. I will also be supplying a list of 5-10 facts that the
students can use if they cant think of anything
Quizzes, Tests, Assignments Performance Tasks, Projects

chapter review worksheets - Aboriginal cultures biography cards

- SEE-I on imperialism - Explorers research project
- Comparison of European motivations - Making explorer and invader money
- Letter writing
- Obituary of Shawnadithit
- Final quiz
Other Evidence (observations, work samples, Student self-assessment
dialogues)
- interactive bulletin board
- Jigsaw on Aboriginal cultures - project reflections
- Concept sort - exit slips
- Class discussions
- Designing money
- How Certain are you?
 Subject Area Social Studies
Unit Assessment Plan- Grade Seven Grade Level Seven
Chapters 1&2- First Nations and Explorers Topic Aboriginal Groups and Explorers
Length of Unit (days) 15 Days

Assessments

How Obituary of Interactive Making Quiz

Note Biography Chapter Explorers Shawnadithit Money
Title Certain SEE-I Bulletin
Taking Card Reviews Project
Are You? Board
Learning
Type F F S S
Outcomes F S F S S S
(Formative/Summative)

Minor
* * * *
(weighted 1.0)

Major *
*
(weighted 1.5)

Tests/Quizzes *

7.1.1-- Appreciate the influence

of diverse Aboriginal, French
and British peoples on events X X X X X X X
leading to Confederation X X X

7.1.2--Appreciate the challenges

of co-existence among peoples. X X X X

X X

What were the different ways in

which Aboriginal societies were
structured (ie. Iroquois, X X X X
Confederacy, Ojibwa, X X
Mikmaq)?
 Subject Area Social Studies
Unit Assessment Plan- Grade Seven Grade Level Seven
Chapters 1&2- First Nations and Explorers Topic Aboriginal Groups and Explorers
Length of Unit (days) 15 Days

How did the structures of

Aboriginal societies affect
decision-making in each society X X X X
(i.e. role and status of women, X X
consensus building)?

What were the social and

economic factors of European X X X X X
imperialism?
X

7.S.1 develop skills of critical

X X X X
thinking X X X

7.S.2 develop skills of historical

X X X X
thinking: X X

7.S.3 develop skills of

X X
geographic thinking: X

7.S.4 demonstrate skills of

decision making and problem X X
X
solving:

7.S.5 demonstrate skills of

cooperation, conflict resolution X X
X X
and consensus building:

7.S.6 develop age-appropriate

behaviour for social X X
involvement as responsible X X
 Subject Area Social Studies
Unit Assessment Plan- Grade Seven Grade Level Seven
Chapters 1&2- First Nations and Explorers Topic Aboriginal Groups and Explorers
Length of Unit (days) 15 Days

citizens contributing to their

community:

7.S.7 apply the research

X X
process:

7.S.8 demonstrate skills of oral,

X X X
written and visual literacy: X X X

7.S.9 develop skills of media

X X
literacy:
 Subject Area Social Studies
Unit Assessment Plan- Grade Seven Grade Level Seven
Chapters 1&2- First Nations and Explorers Topic Aboriginal Groups and Explorers
Length of Unit (days) 15 Days

Assessment Tool Overview

Assessment
FOR Learning Assessment Assessment
Assessment Tool Brief Description AS Learning OF Learning

Through this activity, I will be able to see how

How Certain Are much the students remember from Grade Six as
X
You? well as see how much they already know about
Canada and its history.

This will be used as pre-assessment to see what

they students know about the country they live in.
Designing Money X X
It will also be an introduction for the students to
recognize that Canada is a diverse nation.

These notes sheets will be used to help keep the

students on track when they are watching the
video as well as help them prepare for their
Note Sheets X
project on Aboriginal cultures. This will be taken
in for marks so that the students will put effort
into it and try to develop good note taking skills.

Through this project students will learn about the

various Aboriginal cultures that existed at the
time of contact. This is assessment as learning
Biography Cards X X
because it will expand the students knowledge as
well as be a test to see how much they remember
from grade six.

The chapter reviews will be taken in for marks but

the weighting is minimal because most of the
answers can be directly found in the textbook. It is
Chapter Reviews assessment of and as learning because it will help X X
the students prepare for their final quiz and show
them what they do not know and what areas they
need to review before the quiz.

This SEE-I will help students to create the

definition and meaning of imperialism for
SEE-I themselves. I will be able to see if the students X X
understand imperialism before I go deeper into
the concept and if they do not understand after
 Subject Area Social Studies
Unit Assessment Plan- Grade Seven Grade Level Seven
Chapters 1&2- First Nations and Explorers Topic Aboriginal Groups and Explorers
Length of Unit (days) 15 Days

completing this assignment I will find other ways

to explain it to them.

Students will use this assignment to discover what

the explorers did and why they were motivated to
come to the New World. This is assessment as
Explorers Project learning because students will be able to take the X X
research skills and note taking skills they learned
through this process and apply them to future
projects.

This project covers all types of assessment

because it will teach students skills to read
primary sources and use those reading skills in the
Letter Writing future. It will also show me what students were X X X
able to understand from the primary sources and
it also plays on the knowledge that students
gained from their Aboriginal research project.

Through this bulletin board, students will see their

Interactive Bulletin learning in a visual format. Students can use this
X
Board bulletin to refer back to their learning as well as
use this as a review.

Students will be creating money about whether

Europeans were explorers and invaders and
Making Money create money in order to answer the question. X X
They will also have to create a small write up
about why they chose to design their money.

The quiz will assess the students knowledge of

the entire unit. It will be a short quiz that will test
Quiz the main points and concepts of the unit. I will use X
this information to help frame the second mini-
unit.

Students mark will be divided into three categories: summative assessments, tests and quizzes and the final
exam. The final exam will be worth 20% of their grade so their coursework will comprise 60% of their mark.
Minor assessments will include worksheets, chapter reviews, or small projects. Major assessments will be
weighted 1.5 and included large projects and writing assignments. Unit tests will make up 20% of the final grade.