Long Range Plans

Subject/Grade: Social 7A,

School name: R.I. Baker School Year: 2017-2018 Teacher Name: Ryan Barfuss
7B

Report Card Parent/Teacher

Dates: Friday, December 8 Interview Dates: Wednesday, November 1

General Notes
*I am going to read aloud at the start of every class for 5-8 minutes from a novel that aligns with some of the outcomes I will be
helping the students learn. Specifically 7.1.2. & 7.1.4. I have yet to decide between two novels and I am waiting further counsel from
my mentor teacher. I also plan to pick at least one day a week where the class will discuss some of the current events that have ties to
the unit we are in (10min).
*Each Unit (Chapter) has one summative activity/task, followed by a summative unit test. Formative assessment is had in various
activities throughout each unit. Each activity that is planned is for formative assessment. Daily formative assessment techniques will
be found in the individual Unit Plans.
*My goal is to have at least two exit slips a week out of the four classes, so half the time there would be an exit slip for students. The
questions will vary on the lesson, but just looking for general feedback and formative assessment to see where they are at with
learning. At the beginning of the year they will receive sticky notes for these slips, they will write there name on one side and display
it on their desk so I can get to know my students. At the end of the class they will reply to my questions for the slip on the back and
come and stick it on the board.
 Long-Range Plans 2017
Subject: Social Studies Grade: Seven Teacher: Ryan Barfuss
September October November December
Unit

Early Imperialism Early Imperialism Early Imperialism The Fur Trade

(s)

(Our Canada Ch. 1-3)
GLO 7.1.1 appreciate the
influence of diverse Aboriginal,
French and British peoples on
events leading to Confederation
GLO 7.1.2 appreciate the
challenges of co-existence among
peoples
GLO 7.1.3 compare and contrast
diverse social and economic
GLOs
(Our Canada Ch. 1-3)
GLO 7.1.1 appreciate the influence
of diverse Aboriginal, French and
British peoples on events leading to
Confederation
GLO 7.1.2 appreciate the
challenges of co-existence among
peoples
GLO 7.1.3 compare and contrast
diverse social and economic
/The Fur Trade
(Our Canada Ch. 1-4)
GLO 7.1.1 appreciate the
influence of diverse Aboriginal,
French and British peoples on
events leading to Confederation
GLO 7.1.2 appreciate the
challenges of co-existence among
peoples
GLO 7.1.3 compare and contrast
diverse social and economic
(Our Canada Ch. 4)
GLO 7.1.4 assess, critically, the
economic competition related to
the control of the North
American fur trade by exploring
and reflecting upon the
following questions and issues
GLO 7.1.5 assess, critically, the
political competition between
the French and the British in

structures within the societies of
Aboriginal, French and British
peoples in pre-Confederation
Canada by exploring and
reflecting upon the following
questions and issues
structures within the societies of
Aboriginal, French and British
peoples in pre-Confederation
Canada by exploring and reflecting
upon the following questions and
issues
structures within the societies of
Aboriginal, French and British
peoples in pre-Confederation
Canada by exploring and
reflecting upon the following
questions and issues
attempting to control North
America by exploring and
reflecting upon the following
questions and issues

GLO 7.1.4 assess, critically, the

economic competition related to
the control of the North American
fur trade by exploring and
reflecting upon the following
questions and issues (Ch. 4)
 *Novel Reading * Novel Reading *Novel Reading *Novel Reading

* A Twenty For Your *Hero or Villain? Explorer *Social Pictionary (Ch. 3) *Fur Trade card game (Ch.4)
Thoughts & Make your own Superhero (Ch. 2)
bill (Intro) (Ch. 1 Task) *Intro to Early European *Living Timeline/Living Map
Teaching/Learning Activities

*Explorer graphic organizer Colonies video clips and (Ch. 4 Task continuous
*Canada/U.S. Comparison & (Ch. 2) movies with accompanying throughout the entire unit)
First Nations Comparison worksheets/graphic organizers - Phases
Graphic Organizer (Ch. 1) *Explorer Stamps (Ch. 2 Task) and movie guide questions - Routes
(Ch. 3)
*FNMI talking circle (Ch. 1) *Perspectives on Civilization -New France *Chapter 4 Test
-Religion
(Ch. 2, pg 87)
- Life in Early European Colonies
*Short First Nations -Mercantilism
Comparison Essay (R.I. Baker) * Comparison of Explorer *Throughout this unit, there
Superhero (Ch. 2) will be an in-depth look at
*Chapter 1 Test early European Colony life.
*Chapter 2 Test -CBC Radio Canada DVDs
* Intro Concept Sort
Imperialism & Explorer *Chapter 3 Test
(Ch.1-2, pg 45)
 * Our Canada: Origins, * Our Canada: Origins, Peoples, * Our Canada: Origins, * Our Canada: Origins,
Peoples, Perspectives. Perspectives. (Textbook & Peoples, Perspectives. Peoples, Perspectives.
(Textbook & Teaching Teaching Resource) (Textbook & Teaching (Textbook & Teaching
Resource) Resource) Resource)
*Superhero outline
*CBC Radio- Canada: A (jufsanne.com) *Novel- TBD *Living Timeline/Map (Own)
Peoples History DVDs
*CBC Radio- Canada: A *CBC Radio- Canada: A *Novel- TBD
Key Resources

* First Nations Elder Peoples History DVDs Peoples History DVDs

(contact) *CBC Radio- Canada: A
*Explorer Organizer (R.I. *Laptop Cart Peoples History DVDs
*Concept sort graphic Baker)
organizer (Own) *Colony organizers and *Fur Trade Card Game
*Novel- TBD worksheets (R.I. Baker & (Own)
*Novel- TBD Own)
* Explorer Stamps (Our Canada: *Ch. 4 Test (R.I. Baker)
*Ch. 1 Test. (R.I. Baker) Teaching Resource)
*Laptop Cart
*Laptop Cart *Ch. 2 Test (R.I. Baker)

*Laptop Cart
 *A Twenty For Your
Thoughts
(Formative/Summative)
-Easy beginning task to
determine knowledge and
skills of class.
*Create own bill
(Formative/Summative)
*Canada/U.S. Comparison &
First Nations Comparison
Graphic Organizer
(Formative)
-Check for understanding of
the different First Nation
groups.
Assessment/
Evaluation
* FNMI talking circle
Broad
(Formative)
-Putting knowledge into
practice.
*Short First Nations
Comparison Essay
(Summative)
-Get students familiar with
writing in an essay form.
*Chapter 1 Test
(Summative)
-Determining skills and
knowledge
*Concept Sort (Formative)
-Introducing new chapter,
assessing and activating prior
knowledge to see where the
class is.
*Exit Slip (Formative)
* Hero or Villain? Explorer
Superhero (Formative)
-Creating an early explorer
with all the attributes and
motivations they feel they had
before learning more about
the subject, assessing prior
knowledge.
* Explorer graphic organizer
(Formative)
-Checking understanding of
what they have learned about
early explorers, this activity
has them explore further the
motivations and attributes of
explorers.
*Explorer Stamp
(Summative)
-Assessing all they have
learned about the explorer unit
from Ch. 2.
*Chapter 2 Test (Summative)
*Exit Slip (Formative)
*Social Pictionary *Fur Trade Card
(Formative) (Formative)
-Intro the unit, a variety of -Used to stimulate the
pictures from the unit will be economy of the Fur Trade,
displayed and students must allows students to put
try and find out what they knowledge to practice.
depict. Activating prior
knowledge and discovering *Living Timeline/Map
where the students knowledge (Summative)
is currently. -This will be a continuous
project throughout the unit
*This unit has many tough new where students will
concepts and vocabulary continually add to their
words. There is some great timeline and map of events
movie clips found in the occurring at this time.
Peoples History series as well
as short YouTube clips that *Chapter 4 Test
break down this history. The (Summative)
bulk of this unit will be
watching short clips, lectures, *Exit Slip (Formative)
discussion, worksheets, charts,
and other graphic organizers.
*This unit will have 3 minor
summative tasks
(worksheets/organizers) and
the accompanying summative
chapter test as usual.
*Chapter 3 Test
(Summative)
*Exit Slip (Formative)
General Notes
*I am going to read aloud at the start of every class for 5-8 minutes from a novel that aligns with some of the outcomes I will be
helping the students learn. Specifically 7.1.2. & 7.1.4. I have yet to decide between two novels and I am waiting further counsel from
my mentor teacher. I also plan to pick at least one day a week where the class will discuss some of the current events that have ties to
the unit we are in (10min).
*Each Unit (Chapter) has one summative activity/task, followed by a summative unit test. Formative assessment is had in various
activities throughout each unit. Each activity that is planned is for formative assessment. Daily formative assessment techniques will
be found in the individual Unit Plans.
*My goal is to have at least two exit slips a week out of the four classes, so half the time there would be an exit slip for students. The
questions will vary on the lesson, but just looking for general feedback and formative assessment to see where they are at with
learning. At the beginning of the year they will receive sticky notes for these slips, they will write there name on one side and display
it on their desk so I can get to know my students. At the end of the class they will reply to my questions for the slip on the back and
come and stick it on the board.