Social Studies Lesson Plan (1)

Teacher Name
Subject Area
Title
General Learner
Outcome(s)
Specific Learner
Outcome(s)

Student Learning
Objectives

Assessments
(Such as observations, Key
Qs, Written Assessments,
Performance Assessments)

Materials

Differentiation
Learning styles:
Verbal/Linguistic:
Logical/Mathmatical:
Visual/Spatial:
Bodily/Kinesthetic:
Musical/Rhythmic:
Interpersonal:
Intrapersonal:
Naturalist/Physical:

Learning
Resources
Introduction
5 minutes

32

Kait Turnbull
Date
March 23, 2015
Ch. 5 War and British Conquest
Grade
7A
Chapter 5 Introduction
Time
50 mins
Canada: Origins, Histories and Movement of People
GLO 7.1: Toward 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 upon the following questions and issues:
o What were the social and economic factors of European imperialism? (CC, I,
TCC)
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 In what ways did conflicts between the French and the British in Europe
impact North America? (TCC, LPP)
o
Students will . . .
Discuss the social and economic factors which resulted from European imperialism
Reflect on the impact of the British and French conflicts on North America
Collaborate with partners by asking questions and building off the ideas of others in
order to generate ideas about the Acadians
Observation
o Participating in group readings
o Participating actively in class discussion
o Contributing and listening during pair and share
Candy
Textbooks
Smart board and projector
Slides
KWL sheet

Pod reading take turns

o Different reading levels in class
Discuss vocabulary
Questions as needed
Multiple activities
Learning style: Verbal, visual

Our Canada Textbook

Our Canada Teacher Resource
Dear Canada book
Advance Agenda:
Written on whiteboard
Classroom rules and expectations:
Same as Mrs. Netzel
may eat and drink in class as long as it is not a distraction
ask to use washroom and write name on board
Respect self, each other, and equipment/material

33

Body
40 minutes

Closure
2 minutes

Raise hand to speak, and listen when others are speaking

Hook:
Tell students to sit anywhere in room and have candy suspended above 2-3 desks
Transition: As you can see, we have some candy suspended over several of the desks in our
classroom. This candy has a purpose other than tempting you. It has to do with a social
studies term we will discuss today.
(5 min)
Activity #1: Pre-Assess: KWL (KQRP) on Acadia and British Conquest
(10 min)
Activity #2 Pod read 141-147
(10 min)
Activity #3 Class Discussion
Touch on major concepts as class
o
Strategic Position
Discuss candy
o
Why did you sit here?
o
Sitting by candy = strategic position
Why is it so important to Britain and France to control Acadia? What would it mean in
geography, in the world?
o
Class Brainstorm
Strategic position
o
Review p. 143
(10 min)
Activity #4: Group discussion
Apply new knowledge to the fur trade (Ch. 4)
Where does the struggle for Acadia fall in, in relation to the fur trade? (Discuss in
small groups)
(10 min)
Sponge:
Personal Reading
Dear Canada
Closure
Review strategic position
Feedback from Students:
Are
Assessment of Learning:
Observation
Feedback to students:
Verbal feedback
Transition to next lesson:
Next class we will continue learning about why Acadia is such an important place,
and more about the people who live there. (2 min)

Social Studies Lesson Plan (2)

Teacher Name
Subject Area
Title
General Learner
Outcome(s)
Specific Learner
Outcome(s)

Student Learning
Objectives

Assessments
(Such as observations, Key
Qs, Written Assessments,
Performance Assessments)

Materials

Kait Turnbull
Date
March 23, 2015
Ch. 5 War and British Conquest
Grade
7A
Chapter 5 Introduction
Time
50 mins
Canada: Origins, Histories and Movement of People
GLO 7.1: Toward 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 upon the following questions and issues:
o What were the social and economic factors of European imperialism? (CC, I,
TCC)
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 In what ways did conflicts between the French and the British in Europe
impact North America? (TCC, LPP)
o
Students will . . .
Discuss the social and economic factors which resulted from European imperialism
Reflect on the impact of the British and French conflicts on North America
Collaborate with partners by asking questions and building off the ideas of others in
order to generate ideas about the Acadians
Observation
o Participating in group readings
o Participating actively in class discussion
o Contributing and listening during pair and share
Handout 5-5
Textbooks
Smart board and projector
Slides

Differentiation
Learning styles:
Verbal/Linguistic:
Logical/Mathmatical:
Visual/Spatial:
Bodily/Kinesthetic:
Musical/Rhythmic:
Interpersonal:
Intrapersonal:
Naturalist/Physical:

Learning
Resources

Introduction
5 minutes

32

Pod reading take turns

o Different reading levels in class
Discuss vocabulary
Questions as needed
Multiple activities
Learning style: Verbal, visual

Our Canada Textbook

Our Canada Teacher Resource
Dear Canada book
http://www.virtualmuseum.ca/Exhibitions/Acadie/000_e.html
Advance Agenda:
Written on whiteboard
Classroom rules and expectations:
Hook:
Review
o What is strategic position

Body
40 minutes

o Why are Britain and France fighting over Acadia?

o What are the French people called who live in Acadia?
Transition: As you can see, we have some candy suspended over several of the desks in our
classroom. This candy has a purpose other than tempting you. It has to do with a social studies
term we will discuss today.
(5 min)
Activity #1: Learning about the Acadians
Class investigation into Acadian life
http://www.virtualmuseum.ca/Exhibitions/Acadie/000_e.html
Dear Canada journal entry
(15 min)
Activity #2: Read 144-145
Since we only have two pages to read right now, I would like for us to read over them
together
(5 min)
Activity #3: Class discussion
What makes the Acadians unique?
o The article discusses the special dikes the Acadians built for their farms, and
the tremendous labour this entailed. The dikes and the farms mean the
Acadians had put down roots had invested a great deal living in Acadia. The
Acadians also had families. The men would hunt, farm, and do chores, while
the women typically worked in the house: spinning, weaving, sewing, cleaning,
and cooking.
Why is colony-building important?
o Colony-building generally involves tremendous effort and sacrifice, which often
makes people determined to hang on to what they have made
How could the Acadians respond to the pressures of the British vs. France?
What options did they have?
(5 min)
Activity #4: Handout 5-5 The Acadians Options and Outcomes
Overview the handout as a class
What are some pros for the Acadians joining France/Britain, cons?
Answer worksheet using what you now know
Students work quietly to make predictions
OPTIONS WILL BE FILLED OUT AFTER WE LEARN MORE ABOUT THE ACADIANS
ON PAGE
Review the pros/cons answers
(10 min)
Activity #5: Pair and share: predictions on the outcomes the Acadians could face being there
Pair with a partner (from a different table) and discuss your predictions for the
Acadians.
(5 min)

Closure
2 minutes

Sponge:
Personal Reading
Dear Canada
Closure
Review from today
Feedback from Students:

Assessment of Learning:
Observation
Feedback to students:
Verbal feedback
Transition to next lesson:
Next class we will continue learning about why Acadia, and also about the competition
occurring between Britain and France.

Social Studies Lesson Plan (3)

Teacher Name
Subject Area
Title
General Learner
Outcome(s)
Specific Learner
Outcome(s)

Student Learning
Objectives

Assessments
(Such as observations, Key
Qs, Written Assessments,
Performance Assessments)

Materials

Kait Turnbull
Date
March 23, 2015
Ch. 5 War and British Conquest
Grade
7A
Strengthening our Understanding
Time
50 mins
Canada: Origins, Histories and Movement of People
GLO 7.1: Toward 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 upon the following questions and issues:
o What were the social and economic factors of European imperialism? (CC, I,
TCC)
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 In what ways did conflicts between the French and the British in Europe
impact North America? (TCC, LPP)
o
Students will . . .
Discuss the significance of the Treaty of Utrecht
Reflect on the impact of the British and French conflicts on North America
Collaborate with partners by asking questions and building off the ideas of others in
order to generate ideas about the Acadians
Observation
o Participating in group readings
o Participating actively in class discussion
o Contributing and listening during pair and share
Handouts
o Struggle for Acadia
o Treaty of Utrecht FITB
Textbooks
Smart board and projector
Slides

Differentiation
Learning styles:
Verbal/Linguistic:
Logical/Mathmatical:
Visual/Spatial:
Bodily/Kinesthetic:
Musical/Rhythmic:
Interpersonal:
Intrapersonal:
Naturalist/Physical:

Learning
Resources
Introduction
5 minutes

32

Independent and group reading

o Different reading levels in class
Discuss vocabulary
Questions as needed
Multiple activities
Learning style: Verbal, visual, kinesthetic

Our Canada Textbook

Our Canada Teacher Resource
Dear Canada book
Advance Agenda:
Written on whiteboard
Classroom rules and expectations:
Hook:

Body
40 minutes

Good afternoon! Today we will be working in groups to review some material.

Transition:
Today we will be going over some of the important information we have already
covered in class. This material will be on your chapter test, so I suggest you pay
attention

(5 min)
Activity #1: Review with a Visual Timeline
1604-1712 French and Mikmaq
1713 The Treaty of Utrecht
1720 and on continued competition.
(5 min)
Activity #2: The Treaty of Utrecht Page 143
What was it?
o The treaty that gave Britain control of Acadia
Fill in the blank handout
Go over the info as students fill in the blanks
(5 min)
Activity #3: Re-read 141-143 and Handout
Hand out The Struggle for Acadia
Delegate questions/posters and explain the jigsaw
Students read independently
Groups answer their questions
(20 min)
Activity #4: Jigsaw Presentations
Each group presents their findings for the question
Students expected to fill out the information onto their worksheet
(10 min)

Closure
2 minutes

Sponge:
The Big Picture
Dear Canada
Personal books
Closure
Review from today
Feedback from Students:
Assessment of Learning:
Observation
Feedback to students:
Verbal feedback
Transition to next lesson:
Next class we will begin to discuss the BIG picture, and the results that followed the
Treaty of Utrecht.

Social Studies Lesson Plan (4)

Teacher Name
Subject Area
Title
General Learner
Outcome(s)
Specific Learner
Outcome(s)

Student Learning
Objectives

Assessments
(Such as observations, Key
Qs, Written Assessments,
Performance Assessments)

Materials

Kait Turnbull
Date
March 26, 2015
Ch. 5 War and British Conquest
Grade
7A
The Big Picture
Time
50 mins
Canada: Origins, Histories and Movement of People
GLO 7.1: Toward 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 upon the following questions and issues:
o What were the social and economic factors of European imperialism? (CC, I,
TCC)
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 In what ways did conflicts between the French and the British in Europe
impact North America? (TCC, LPP)
o
Students will . . .
Discuss the significance of the Treaty of Utrecht
Reflect on the impact of the British and French conflicts on North America
Collaborate with partners by asking questions and building off the ideas of others in
order to generate ideas about
Observation
o Participating in group readings
o Participating actively in class discussion
o Contributing and listening during pair and share
Handouts
Textbooks
Smart board and projector
Slides

Differentiation
Learning styles:
Verbal/Linguistic:
Logical/Mathmatical:
Visual/Spatial:
Bodily/Kinesthetic:
Musical/Rhythmic:
Interpersonal:
Intrapersonal:
Naturalist/Physical:

Learning
Resources
Introduction
5 minutes

32

Independent and group reading

o Different reading levels in class
Discuss vocabulary
Questions as needed
Multiple activities
Learning style: Verbal, visual, kinesthetic

Our Canada Textbook

Our Canada Teacher Resource
Advance Agenda:
Written on whiteboard
Classroom rules and expectations:
Hook:
Good morning!
Transition:

Body
30 minutes
+
10 minutes of
Personal/BC reading
(other sponge
planned if students
are not on task)

Yesterday we spent the class reviewing some important information about Acadia
and the Treaty of Utrecht. Today we will begin to build the big picture by looking at
the results that followed the Treaty of Utrecht (You-tret)
If we work hard this class to complete what we need to cover, I will allow you to read
your personal books. Remember, those of you who are behind in your book club
books will need to be reading from those.

(1 min)
Activity #1: Review students will raise hands to indicate their answers
Why was Acadia so important to Britain and France?
When was the Treaty of Utrecht signed? (1713)
Did the Treaty of Utrecht mark an end of the competition between Britain and
France? (No they continued to compete. France built a military fortress called
Louisbourg, and Britain responded by building their own: Halifax).
After the treaty was signed, France built Loiusborug True or False? (T)
(5 min)
We are going to be painting the BIG picture today finding out what will happen after the
Treaty of Utrecht was signed.
Activity #2: Comparing Maps: 142 and 146
Share your idea with a partner
T-chart for similarities and differences complete as a class -students write
Share and discuss as a class.
(7 min)
Activity #3: Cause and Effect Timeline on p. 146
Cause and effect when one event causes another to happen. Cause why it (the
second event) happens. Event what happens
I will read pg. 146 and the students will come up with an example of cause and effect
Turn to a partner and share (Provide my example)
Examples of answers:
o Because of the Treaty of Utrecht (cause), Acadia became the property of
Britain in 1713 (effect).
o Britain takes control of Acadia in 1713 (cause); France builds Louisbourg
(effect).
o France regains Louisbourg in 1748, because of a treaty to end the War of the
Austrian Succession (cause); Britain builds Halifax (effect).
Volunteers come to smart board to write their examples on the S.B. chart provided.
(15 min)

Closure
2 minutes

Sponge:
Personal books
If not, continue on in the textbook and read as a class about the Great Deportation.
Closure
Review from today
Announcements for POD Party
Assessment of Learning:
Observation
Feedback to students:
Verbal feedback
Transition to next lesson: Next class we will move onto the Great Deportation Predictions?