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History and Geography Long Range Plans Grade 6, 7, & 8 Grade 8 History Creating Canada 1850-1890 Canada, 1890-1914: A Changing Society Geography Global Settlement: Patterns and Sustainability Global Inequalities: Economic Development and Quality of Life Grade 7 History New France and British North American 1713-1800 Canada 1800-1850 Conflict and Challenges Geography Physical Patterns in a Changing World Natural Resources around the World: Use and Sustainability Grade 6 Social Studies Heritage and Identity: Communities in Canada, Past and Present People and Environments: Canada’s Interactions with the Global Community Please note we will also focus on Language components while completing the above expectations and the grades will be given to the student’s Language teachers. In addition we will integrate our Information Technology expectations from ISTE (International Society of Technology in Education (http://www.iste.org/standards) into this History and Geography program. If you have any questions or comments please feel free to email me at [email protected]. Thank you for your support in advance, Ms. Linda Coburn Let the Games Begin! History and Geography Lesson Plans Grade 6, 7, & 8 Grade 8 History A Creating Canada 1850-1890 Topics: Application: assess the impact of some key social, economic, and political factors, including social, economic, and/or political inequality, on various Canadians between 1850 and 1890 as well as on the creation and expansion of the Dominion of Canada (FOCUS ON: Cause and Consequence; Historical Perspective) Inquiry: use the historical inquiry process to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1850 and 1890 (FOCUS ON: Historical Perspective; Historical Significance) Understanding Historical Context: describe various significant events, developments, and people in Canada between 1850 and 1890, and explain their impact (FOCUS ON: Historical Significance; Cause and Consequence) Extended Learning Assignments for Creating Canada 1850-1890: 1. The Development of Western Canada Prior Knowledge Quiz 2. Complete the following assignments: ‘Conflict in the West’, ‘Working on the Railroad’ and ‘Treaties and the Aboriginal Peoples’ and present to 3. Four Historical Events 4. Compare a Confederation Leader to a Political Leader from Today Lesson 1: The Development of Western Canada Prior Knowledge Quiz Name ______________________ Date _________________ Class ______ Canadian Pacific Railroad 1) After Confederation, the government wanted to expand the Dominion of Canada to the West. A transcontinental railroad would link the West with the other provinces. Why was this an important factor in the development of the country’s economy? 2) With the movement of settlers to the west, how did this change the population in the east? The Metis 1) Who owned Rupert’s land in the late 1800’s? 2) Who bought Rupert’s land in 1868 and why? 3) What type of hardships did the Metis people face? Trading with the United States 1) What areas in Western Canada traded with the US and why should the Dominion of Canada be concerned? 2) What does Annexation mean? Apply the meaning to the Development of Western Canada. 3) The Dominion of Canada in 1867 included which provinces? 4) What is Rupert’s Land called today? First Nations 1) The people living in the North-West were mainly First Nations and did not agree with the fact that the Hudson’s Bay Company owned Rupert’s land. What did the government in Ottawa not tell the First Nations? 2) How did the way of life change for the First Nations Peoples when immigration moved to the west? 3) Describe the Europeans living the North-West in 1880s. Summative Task: Students will make a connection to their own life, to something they have read, or to something happening in the world today. (Reference your source) Lesson 2: A) Conflict in the West B) Working on the Railroad C) Treaties and the Aboriginal Peoples Name ______________________ Date _________________ Class ______ A) Conflict in the West During the development of Western Canada there were several factors that led to many conflict between peoples. There was a major conflict between the Métis and Aboriginal Peoples and the Canadian government. Two Rebellions in 1869 (Red River) and 1885 (Northwest) happened due to these conflicts. Tasks: 1. State the main causes and differentiate between them in a short written report. 2. Louis Riel was the leader of the Métis nation in both rebellions and he had many characteristics that made him a strong leader for his people. Select a leader from today and compare and contrast them using a graphic organizer of your choice. Remember to provide evidence for your ideas. B) Working on the Railroad Tasks: 1. The Canadian Pacific Railway had a huge impact on the creation of Canada. Using the graphic organizer below collect and organize you’re the impact on groups, land and Canada’s economy today. Groups Land Economy 2. There were many groups of people who played a key role in the completion of the CPR such as, Donald Smith, aboriginals, Chinese workers and Europeans. Put yourself in the role of one individual and write an informative/narrative in either a journal entry or short story for a day in the life while working on the railroad. Writing: Using knowledge of form and style in writing achievement chart Learning Goal: Students will demonstrate their knowledge of a narrative style (ideas and details to support with character, plot and setting) and use the form (short story or journal entry) to create a story about them experiencing a natural disaster. Criteria Level Descriptive Feedback Knowledge > use Who, What, Where, When Why? Thinking > generate creative ideas and support them with details Communication > look at the organization of your ideas and make sure your word choice is effective and conventions (spelling and grammar) are correct Application: Does your piece of writing reflect or look like a narrative (beginning, middle and end), (plot, setting, characterization) etc.? C) Treaties/Acts and the aboriginal Peoples The treaties and acts had a profound effect on the Aboriginal Peoples’ way of life. Give an example of one of the treaties (land claims, the Indian Act of 1876, Dominion Lands Act), the government reasoning, and how it impacted on a group of Aboriginal People. Select one treaty and give a brief description and who it effected. Lesson 3: Historical Events Canada, 1890-1914: A Changing Society Event 1 After the Dominion Act was created it promoted Western Canada by offering 160 acres for a $10 fee to encourage immigrants to come to the West. Application: gather and organize information about a significant event that affected Canada via posters e.g. Event 2 Write a newspaper article detailing the Last Spike Ceremony Nov. 7, 1885. Remember to discuss the source and beginning, along with the benefits of this endeavor. Key Criteria for your written informative report: 1. Overview: give a brief description about what the report is on with some important features of the report. (one paragraph) 2. Background: set the stage, give a description where the event is taking place (plot, character, and setting). (one paragraph) 3. Discussion: write about your findings with evidence (facts, details, data, results) (2-4 paragraphs, but it will depend on the number of ideas) 4. Conclusion: give a brief overview of the main points and then add in a critical stance statement. For example, do you agree or disagree? (one paragraph. Event 3 Louis Riel: Is he a Traitor or a Hero? Defend your opinion from the standpoint of a defense lawyer’s or prosecutor’s closing statements. Here are some important facts to remember. Red River Rebellion • Métis were concerned about their right to keep their land and their way of life • Louis Riel led rebellion to get North-West Rebellion • Métis felt Canadian government had not kept promises • First Nations on reserves needed food and equipment • Riel returned to Canada and led second rebellion • Rebellion defeated by government troops • Riel executed Event 4 North West Mounted Police Compare the NWMP to the RCMP today. Discuss the uniform, image and duties, training etc. You can select the form in which you present your data. For example, a political cartoon, T-chart, story board etc. Lesson 4: Compare a Confederation Leader to a Political Leader from Today Name__________________ Date__________________ Class_________ Confederation Leaders vs. the Leaders of Today ________________________________________________________________________ Select one Political Leader from Confederation and compare him to a recent political (your choice of another leader is possible, such as a coach, leader in your community etc.) leader from the last 5 years. Incorporate the aspects of characterization for each individual, how they influenced society, their role in a political party and the changes that may have come about due to their involvement. Use a ‘T’ chart to record your data. Note: Remember to use the Character Traits and these can be found on the posters in every room at Dalewood. http://www.canadahistory.com/sections/eras/confederation/fathers.htm Applying: Characterization Definition: Characterization refers to the methods an author uses to acquaint the reader with characters. An author may describe a character’s physical traits and personality; report the character’s speech and actions, give opinions and reactions of other characters (leaders) to this individual, or reveal the character’s thoughts and feelings. The four key confederation leaders in Canada confederation are John A. Macdonald, George-Etienne Cartier, George Brown, Etienne-Paschal Tache. http://www.collectionscanada.gc.ca/confederation/kids/index-e.html http://www.collectionscanada.gc.ca/confederation/kids/023002-3000-e.html http://www.collectionscanada.gc.ca/confederation/kids/023002-2000-e.html History B Canada, 1890-1914: A Changing Society Topics: Application: analyze key similarities and differences between Canada in 1890– 1914 and in the present day, with reference to the experiences of and major challenges facing different groups and/or individuals, and to some of the actions Canadians have taken to improve their lives (FOCUS ON: Continuity and Change; Historical Perspective) Inquiry: use the historical inquiry process to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1890 and 1914 (FOCUS ON: Historical Perspective; Historical Significance) Understanding Historical Context: describe various significant events, developments, and people in Canada between 1890 and 1914, and explain their impact (FOCUS ON: Historical Significance; Cause and Consequence) Extended Learning Assignments for Canada, 1890-1914: A Changing Society: 1. British North America in 1860 prior knowledge quiz. Note: Quiz covers BNA 1867 -1882 2. Character Sketch on a Confederation Leaders 3. Political Cartoon on a Confederation Leader Lesson 1: BNA 1860 Quiz for Prior Knowledge Name _________________________ Date______________________ Class_______ British North America in 1860 Post the answers to the questions in the First Class Conference. For example #1 might be Newfoundland. 1. The most populous colony in British North America was Newfoundland Canada East Nova Scotia None of these 2. The smallest colony was ___________________. 3. The Maritime colonies depended largely on Farming The fur trade Fishing Manufacturing 4. The Maritimes colonies tended to trade with Each other The United States Britain The Province of Canada 5. The two most isolated colonies were Canada West and Canada East Nova Scotia and New Brunswick Prince Edward Island and Newfoundland Note were really isolated 6. Agriculture was more important in New Brunswick Newfoundland Nova Scotia All of these 7. T or F > Canada East and Canada West had a combined population of over two million. 8. The largest city in British North America was Halifax Toronto Hamilton Montreal 9. The economy in the Province of Canada was based on Industry and manufacturing Farming Lumbering All of these 10. To keep pace with the trade boom with the United States, companies were building Railroads Roads Canals Airports Lesson 2: Character Sketch on a Confederation Leader Name____________________ Date_______________________ Class____ 1. Write a character sketch for one Confederation Leader. The Scriptorium Character Builder - Sketch Fundamentals Title Name Protagonist/supporter Antagonist/supporter Physical Appearance (Gender, age, body type, hair, eyes, facial features, dress, posture, movements, mannerisms, speech, first impression) Background that may influence motivations (Education, religions, family, early childhood experiences, financial situation, profession, marital status, other relationships, habits, surroundings/environment, health) Personality (Distinctive traits, self-image, yearnings/dreams, fears/apprehensions, sense of humor, code of ethics, attitude (optimistic? overly sensitive?)) Other details (Hobbies, skills, favorite foods, colors, books, music, art) Confederation Relevance Positive traits: Negative traits (personal flaws): How these characteristics are relevant to Confederation? What complications arise from this individual? Comments/Notes: Lesson 3: Political Cartoon on Confederation Name _____________________________ Date _______________________ Class ____ Political Cartoons Source: http://www.collectionscanada.gc.ca/confederation/023001-6050-e.html Task #1: Answer the following questions pertaining to Political Cartoons. 1. Does the cartoon have a title? If so, what does it mean? 2. What issue or event is being referred to? 3. What is the setting? Describe what you see. 4. Who are the people or figures in the cartoon? What is their mood? What are they saying? 5. What other objects, symbols, words, or letters are in the cartoon? What do they mean? 6. What comparisons are being made? 7. What is the cartoonist’s view of the issue or event? What does he or she think about it? 8. At what or whom is the cartoonist poking fun? 9. What is the main message of the cartoon? Try to state it in a sentence. 10. Does the cartoonist succeed in getting the message across effectively? Why or why not? Task #2 Creating a Political Cartoon Try creating your own political cartoon. Describe on an issue, character, or group that will be the focus of your cartoon. Think about what you want the cartoon to say and how you can say it clearly and simply. Remember not to make it too complicated. You want your audience to get the message almost immediately. Note: All individual and group cartoons will be posted in the computer lab for our Dalewood community to see. Good Luck! Anchor Chart Help A political cartoon is a type of drawing used to present opinions, comments, or criticisms of a situation, person, or event. Cartoons help us understand information by presenting it in a visual and memorable way. Cartoonists use many different techniques to achieve their goals: Caricature - exaggerating one or more physical features - a large mouth to show someone who often speaks out on an issue. Symbols - using a recognizable item to communicate an idea - an elephant to represent the Republican Party. Caption - having the characters speak or summarizing the message in a few words above or below the cartoon. Geography A Global Settlement: Patterns and Sustainability Topics: Application: analyze some significant interrelationships between Earth’s physical features and processes and human settlement patterns, and some ways in which the physical environment and issues of sustainability may affect settlement in the future (FOCUS ON: Interrelationships) Inquiry: use the geographic inquiry process to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective (FOCUS ON: Geographic Perspective; Interrelationships) Understanding Geographic Context: demonstrate an understanding of significant patterns and trends related to human settlement and of ways in which human settlement affects the environment (FOCUS ON: Patterns and Trends; Spatial Significance) Extended Learning Assignments for Global Settlement: Patterns and Sustainability Maps and Map Language Worksheet Organizing and Classifying Population Distribution in Canada: Classifying Ideas and Organizing Ideas > Students will use ‘Smart Ideas’ software and identify and explain the factors affecting population distribution, for example natural environment and technological advancement. Use a thematic map showing population growth for one city in Canada and using your knowledge on population distribution describe and explain the movement of people in that area Select another Country with a group of four and explain how their Population Distribution reflects their living and working conditions. Students are expected to use the written form ‘Writing a Report. Urban Sprawl: Recognize how a city can reduce the effects of urban sprawl through land use planning; Assess the relative value of a proposal; Discern different solutions to urban sprawl according to the needs of a community; Practice listening to and accepting opinions different from their own. Note: lesson outline will be provided. Geography B Global Inequalities: Economic Development and Quality of Life Topics: Application: analyze some interrelationships among factors that contribute to global inequalities, with a focus on inequalities in quality of life, and assess various responses to these inequalities (FOCUS ON: Interrelationships) Inquiry: use the geographic inquiry process to investigate issues related to global development and quality of life from a geographic perspective (FOCUS ON: Geographic Perspective) Understanding Geographic Context: demonstrate an understanding of significant patterns in and factors affecting economic development and quality of life in different regions of the world (FOCUS ON: Spatial Significance; Patterns and Trends) Extended Learning Assignments for Global Inequalities Written Procedures comparing Economies > Students will write a report comparing the economies of two nations and explaining how a new industry might affect each nation’s economy. New Industries may include: home renovation, transportation etc. SmartBoard Shared Activity: comparing local economies (traditional, command and market) Canada and the depression: Students will use a graphic organizer (or Smart Ideas) of their choice to record Canada’s economy during the depression in 1930. They will also analyze, synthesize, and evaluate historical information (e.g., determine the Canada’s boundaries in 1930 using a map) Push and Pull Factors Lesson: ‘Think-Pair-Share’ activity Use a thematic map showing population growth for one city in Canada and using your knowledge on population distribution describe and explain the movement of people in that area Compare various maps and analyze their differences and similarities and features that help the reader. Remember organization is determined by Ideas Select one map to analyze (see text document as an example of how to analyze). Write a brief report about the text features and how they may or may not assist the reader. Are there any changes you would make? If so, what would they be and why? Grade 7 History A New France and British North American 1713-1800 Topics: Application: analyze aspects of the lives of various groups in Canada between 1713 and 1800, and compare them to the lives of people in present-day Canada (FOCUS ON: Continuity and Change; Historical Perspective) Inquiry: use the historical inquiry process to investigate perspectives of different groups on some significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain (FOCUS ON: Historical Perspective; Historical Significance) Understanding Historical Context: describe various significant events, developments, and people in Canada between 1713 and 1800, and explain their impact (FOCUS ON: Historical Significance; Cause and Consequence) Extended Learning Assignments for New France and BNA 1713-1800 First Nation Peoples & European Explorers Pathfinder Word bank Worksheet for prior knowledge and group work (Chapter 1: Canada Revisited) > First People and European Explorers Questions First Nations WebQuest: Fur Trade Time Capsule War of 1812: You are a "news correspondent - investigative reporter." You will research one or more battles, or events, of the War of 1812. Following your research you will write an original article, which may include a map, drawing, or illustration Visit War of 1812 Website and using Smart Ideas research, collect and organize the information (http://www.warof1812.ca/) Rebellion on 1837 - Canada Revisited: Read various texts for information and complete short quiz on the Rebellion on 1837. History B Canada 1800-1850 Conflict and Challenges Topics: Application: analyze aspects of the lives of various groups in Canada between 1713 and 1800, and compare them to the lives of people in present-day Canada (FOCUS ON: Continuity and Change; Historical Perspective) Inquiry: use the historical inquiry process to investigate perspectives of different groups on some significant events, developments, and/or issues related to the shift in power in colonial Canada from France to Britain (FOCUS ON: Historical Perspective; Historical Significance) Understanding Historical Context: describe various significant events, developments, and people in Canada between 1713 and 1800, and explain their impact (FOCUS ON: Historical Significance; Cause and Consequence) Extended Learning Assignments for Canada 1800-1850 Conflict and Change Compare and Contrast Upper and Lower Canada (Conflict and Change) Recognizing Supporting Details That Help With the Meaning of the Text: Making Inferences/Interpreting, and Extending Understanding > Students read History on Conflicts and Change about issues and conflicts in Upper and Lower Canada, and about the attempts to resolve them. They will create a demonstration with supporting details to enhance the information and meaning. ( See the teacher to review Student Examples before beginning) Geography A Topics: Physical Patterns in a Changing World Application: analyze some challenges and opportunities presented by the physical environment and ways in which people have responded to them (FOCUS ON: Spatial Significance; Interrelationships) Inquiry: use the geographic inquiry process to investigate the impact of natural events and/or human activities that change the physical environment, exploring the impact from a geographic perspective (FOCUS ON: Geographic Perspective) Understanding Geographic Context: demonstrate an understanding of significant patterns in Earth’s physical features and of some natural processes and human activities that create and change those features (FOCUS ON: Patterns and Trends; Spatial Significance) Extended Learning Assignments for Physical Patterns in a Changing World Videos for Geologic Journey then Ice Sheets and Glaciers Worksheet Geologic Timeline review (look for interesting facts and select one to research) Great Lakes Pollution: Organizing and Classifying Pollution of the Great Lakes (Patterns in Physical Geography> 7g19 & 7g28 Geography Expectations): Classifying Ideas and Organizing Ideas > Students will use ‘Smart Ideas’ software and create a “Plus/Minus/Interesting” chart for a comparative study of the following; what effect does pollution of the Great Lakes have on the lives of Canadians? Geographic Themes of geographic inquiry: Location/Place, Environment, Region, Interaction and Movement Lesson: Create a 4 Themes Portfolio about an event that involves a current environmental issue, such as Global Warming is a specific region. (Organization Examples: Booklet, Website, Slide Show, Graphic Organizer etc.) Geography B Topics: Natural Resources around the World: Use and Sustainability Application: analyze aspects of the extraction/harvesting and use of natural resources in different regions of the world, and assess ways of preserving these resources (FOCUS ON: Spatial Significance; Interrelationships) Inquiry: use the geographic inquiry process to investigate issues related to the impact of the extraction/harvesting and/or use of natural resources around the world from a geographic perspective (FOCUS ON: Geographic Perspective) Understanding Geographic Context: demonstrate an understanding of the sources and use of different types of natural resources and of some of the effects of the extraction/harvesting and use of these resources (FOCUS ON: Spatial Significance; Geographic Perspective) Extended Learning Assignments for Natural Resources around the World and Use and Sustainability Imports and Exports (Spreadsheets) Map Globe and Graphic Skills (Create a local or global GPS lesson) Reading Maps (How are they organized to help the reader.): Text Patterns, Text Features select one map to analyze (see text document as an example of how to analyze) and Write a brief report about the text features and how they may or may not assist the reader. Are there any changes you would make? If so, what would they be and why? Grade 6 Social Studies A Heritage and Identity: Communities in Canada, Past and Present Topics: Application: assess contributions to Canadian identity made by various groups and by various features of Canadian communities and regions (FOCUS ON: Cause and Consequence; Patterns and Trends) Inquiry: use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada (FOCUS ON: Perspective) Understanding Context: demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities in Canada (FOCUS ON: Significance; Continuity and Change) Extended Learning Assignments for Heritage and Identity: Communities in Canada, Past and Present Explorers Yesterday and Today: First Nation Cultures: Describe the characteristics of pre-contact First Nation cultures across Canada 6Z1 Social Studies Expectation (What is their relationship with the natural environment?) Inuit People: Conduct research on the role that dogs played in the lives of these people. What kind of tasks did the dogs perform? For what were they needed? Create an informative website to answer the above questions. Social Studies B People and Environments: Canada’s Interactions with the Global Community Topics: Application: explain the importance of international cooperation in addressing global issues, and evaluate the effectiveness of selected actions by Canada and Canadian citizens in the international arena (FOCUS ON: Interrelationships; Perspective) Inquiry: use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues (FOCUS ON: Cause and Consequence) Understanding Context: describe significant aspects of the involvement of Canada and Canadians in some regions around the world, including the impact of this involvement (FOCUS ON: Significance; Patterns and Trends) Extended Learning Assignments for People and Environments: Canada’s Interactions with the Global Community The Greenhouse Effect Internet and Worksheet Organizing and Classifying Canada Links to the World (6z24 Social Studies Expectation): Classifying Ideas and Organizing Ideas > Students will use ‘Smart Ideas’ software to compare Canada’s economic, political, social and physical inks with the United States Cause and Effect Concept Map using Canada Revisited Map Globe and Graphic Skills Latitude and Longitude What is Latitude and Longitude? http://regentsprep.org/Regents/earthsci/units/mapping/index.cfm Website Lesson: Crack the Code Lesson http://www.nationalgeographic.com/xpeditions/activities/01/crackcode.html Created by Linda Coburn June 2015