Grade Seven Social Studies Unit Plan

Wars Leading up to Confederation

Voices and Visions Chapters 5&6
Duration: March 4th – April 8th Unit Overview: How did the Critical Inquiry Question: How
10 days – 1 hour 50 conflicts leading up to do differing perspectives affect
minutes/day Confederation shape Canada’s our interpretation of historical
national identity? events?
GLO: 7.1 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.
Lesson 1: Intro Activity
Date: March 3rd Duration: 10:30-12:20
Outcomes: Inquiry Question:
N/A Who is Miss Meyer?
Lesson Overview:
Introduce Miss Meyer
• PowerPoint of Miss Meyer’s faves
Name Game
• Have students sit in a circle and explain the game
• How to play the name game:
o Students are to go around the circle saying their name and an item they would bring
to a deserted island that starts with the same letter of their first name
o You must repeat the name and item of each person before you in the correct order
o Miss Meyer will start and would say Miss Meyer Macaroni
o The next student would repeat “Miss Meyer brings Macaroni” and then say their
name and their chosen item
o The game continues getting progressively more difficult and ends with Miss Meyer
attempting to get every single students name and object right
My Faves Worksheet
• Students will end the class by filling out the My Faves and Interest Survey worksheet and
handing it in to Miss Meyer
Lesson 2: Introduction to the Seven Year’s War – Acadian Deportation
Date: March 5th Duration: 10:30-12:20
Outcomes: Inquiry Question:
7.1.2 - appreciate the challenges of co-existence
among peoples.
In what ways did conflicts between the French
7.1.5 - assess, critically, the political competition and the British in Europe impact North America?
between the French and the British in attempting
to control North America by exploring and How did conflicts between the French and the
reflecting upon the following questions and British in Europe become factors in the Great
issues: Deportation of the Acadians in 1755?
• In what ways did conflicts between the
French and the British in Europe impact
North America?
• How did conflicts between the French
and the British in Europe become factors
in the Great Deportation of the Acadians
in 1755?
Lesson Overview:
1. Describe the Seven Year’s War
a. Causes
b. Overview
2. Acadian Deportation
a. Causes
b. Overview
3. Evangeline Comic Strip

Students will complete a worksheet on Mercantilism and the Causes of the Seven Years War, along
with completing their
Lesson 3: Seven Year’s War – Battle of the Plains of Abraham
Date: Duration: 10:30-12:20
Outcomes: Inquiry Question:
7.1.5 - assess, critically, the political competition
between the French and the British in attempting
to control North America by exploring and To what extent was the Battle of the Plains of
reflecting upon the following questions and Abraham the key event in achieving British
issues: control over North America?
• To what extent was the Battle of the
Plains of Abraham the key event in
achieving British control over North
America?

Lesson Overview:
• Overview of the Battle of Plains of Abraham
o Key Figures
o Causes
o Consequences
• Activity: in groups, students will re-enact the war of 1812
o
Lesson 4: Seven Year’s War – Pontiac’s Uprising & Royal Proclamation & Quebec Act
Date: Duration: 10:30-12:20
Outcomes: Inquiry Question:

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:
• What was the role and intent of Chief
Pontiac in controlling British forts?
• How was the Royal Proclamation of 1763
an attempt to achieve compromise
between the Aboriginal peoples, the
French and the British?
• How did the Québec Act of 1774
contribute to the foundations of Canada
as an officially bilingual country?
What was the role and intent of Chief Pontiac in
controlling British forts?
How was the Royal Proclamation of 1763 an
attempt to achieve compromise between the
Aboriginal peoples, the French and the British?
How did the Québec Act of 1774 contribute to
the foundations of Canada as an officially
bilingual country?

Lesson Overview:
• Explore the experiences of First Nations in the wars leading up to Confederation
• Explore Pontiac’s uprising
o Causes
o Consequences
• Discuss the Royal Proclamation and notably, its effects on Indigenous groups in North
America
• Discuss the Quebec Act and its influence on bilingualism in Canada
Lesson 5: War of 1812
Date: Duration: 10:30-12:20
Outcomes: Inquiry Question:
7.1.6 - assess, critically, how political, economic
and military events contributed to the What was the role of Chief Tecumseh in the War
foundations of Canada by exploring and reflecting of 1812?
upon the following questions and issues:
• What was the role of Chief Tecumseh in How did the War of 1812 contribute to British
the War of 1812? identity in Canada?
• How did the War of 1812 contribute to
British identity in Canada? How did the War of 1812 contribute to defining
• How did the War of 1812 contribute to Canada's political boundaries?
defining Canada's political boundaries?

Lesson Overview:
• Explore the War of 1812
o Listen to the War of 1812 song
• Explore the role of Chief Tecumseh in the War of 1812
• War of 1812 video – potentially, use to provide a quick overview
o https://www.museedelaguerre.ca/guerre-de-1812/faq-1812/
• Conclude the Seven Years War and the consequences of the war on
o First Nations
o French
o British
Lesson 6: American Revolution and Loyalist Migration and the Great Migration
Date: Duration: 10:30-12:20
Outcomes: Inquiry Question:
7.1.5 - assess, critically, the political competition
between the French and the British in attempting How was the Great Migration of 1815-1850 in
to control North America by exploring and Upper Canada and Lower Canada an attempt to
reflecting upon the following questions and confirm British identity in the Province of
issues: Canada?
• How was British North America impacted
by rebellion in the 13 colonies and by the How was British North America impacted by
subsequent Loyalist migration? rebellion in the 13 colonies and by the
• How was the Great Migration of 1815- subsequent Loyalist migration?
1850 in Upper Canada and Lower Canada
an attempt to confirm British identity in
the Province of Canada?
Lesson Overview:
• Discuss the American Revolution
o Seven Years War’s influence on the breakout of the revolution
o Consequences of the American Revolution on Canada
▪ Loyalist migration
• Explore the perspectives of Loyalists and why Canada was a safe place for Loyalists to migrate
to
• Explore the Great Migration and its purpose and effects on Canada
• Explore how Loyalist Migration and the Great Migration increased English presence in Canada
o How did the increase of English presence in Canada affect Canadian society?
o Compare and contrast Loyalist Migration vs the Great Migration
▪ Page 139
Lesson 7: Upper and Lower Canada Rebellions and Final Project Overview
Date: Duration: 10:30-12:20
Outcomes: Inquiry Question:
7.1.6 - assess, critically, how political, economic
and military events contributed to the
foundations of Canada by exploring and reflecting How was the Act of Union of 1840 an attempt to
upon the following questions and issues: resolve the issues raised by the 1837 and 1838
• How was the Act of Union of 1840 an Rebellions in Lower Canada and Upper Canada?
attempt to resolve the issues raised by
the 1837 and 1838 Rebellions in Lower
Canada and Upper Canada?

Lesson Overview:
• Explore the structures of government present in the colonies
• Explore the Lower Canada Rebellion
o Causes
o Consequences
• Explore the Upper Canada Rebellion
o Causes
o Consequences
• Explore the route towards responsible government in Canada and the union of Upper and
Lower Canada
• Explain the Final Project and provide the students with the rubric
o Examine Heritage Minutes
o Have students point out what makes a good heritage minute and note the elements
for their final project
Lesson 8: Final Project Research
Date: Duration: 10:30-12:20
Outcomes: Inquiry Question:
7.S.2 - develop skills of historical thinking:
How did your assigned event impact Canadian
• analyze historical issues to form or history?
support an opinion
• use historical and community resources
to organize the sequence of historical
events
• explain the historical contexts of key
events of a given time period
• distinguish cause, effect, sequence and
correlation in historical events, including
the long-and short-term causal relations
of events

7.S.7 - apply the research process:

• develop a position that is supported by

information gathered through research
• draw conclusions based upon research
and evidence
• organize and synthesize researched
information
• integrate and synthesize concepts to
provide an informed point of view on a
research question or an issue
• practice the responsible and ethical use
of information and technology
• include and organize references as part
of research
• plan and conduct a search, using a wide
variety of electronic sources
• evaluate the relevance of electronically
accessed information to a particular topic
• make connections among related,
organized data and assemble various
pieces into a unified message
• analyze and synthesize information to
produce an original work

Lesson Overview:
• Students will begin researching their assigned event for their final project
Lesson 9: Final Project Research/Storyboard
Date: Duration: 10:30-12:20
Outcomes: Inquiry Question:
7.S.1 - develop skills of critical thinking and creative thinking:

• evaluate, critically, ideas, information and How did your assigned event impact Canadian
positions from multiple perspectives history?
• generate creative ideas and strategies in individual
and group activities
• access diverse viewpoints on particular topics,
using appropriate technologies

7.S.2 - develop skills of historical thinking:

• analyze historical issues to form or support an

opinion
• use historical and community resources to
organize the sequence of historical events
• explain the historical contexts of key events of a
given time period
• distinguish cause, effect, sequence and correlation
in historical events, including the long-and short-
term causal relations of events

7.S.7 - apply the research process:

• develop a position that is supported by

information gathered through research
• draw conclusions based upon research and
evidence
• organize and synthesize researched information
• integrate and synthesize concepts to provide an
informed point of view on a research question or
an issue
• practice the responsible and ethical use of
information and technology
• include and organize references as part of
research
• plan and conduct a search, using a wide variety of
electronic sources
• evaluate the relevance of electronically accessed
information to a particular topic
• make connections among related, organized data
and assemble various pieces into a unified
message
• analyze and synthesize information to produce an
original work

Lesson Overview:
• Students will continue researching their final projects
• Students will create a storyboard for their final projects that will be approved by Miss Meyer
Lesson 10: Final Project Filming
Date: Duration: 10:30-12:20
Outcomes: Inquiry Question:
7.S.1 - develop skills of critical thinking and creative thinking:

• evaluate, critically, ideas, information and How did your assigned event impact Canadian
positions from multiple perspectives history?
• generate creative ideas and strategies in individual
and group activities
• access diverse viewpoints on particular topics,
using appropriate technologies

7.S.2 - develop skills of historical thinking:

• analyze historical issues to form or support an

opinion
• use historical and community resources to
organize the sequence of historical events
• explain the historical contexts of key events of a
given time period
• distinguish cause, effect, sequence and correlation
in historical events, including the long-and short-
term causal relations of events

7.S.7 - apply the research process:

• develop a position that is supported by

information gathered through research
• draw conclusions based upon research and
evidence
• organize and synthesize researched information
• integrate and synthesize concepts to provide an
informed point of view on a research question or
an issue
• practice the responsible and ethical use of
information and technology
• include and organize references as part of
research
• plan and conduct a search, using a wide variety of
electronic sources
• evaluate the relevance of electronically accessed
information to a particular topic
• make connections among related, organized data
and assemble various pieces into a unified
message
• analyze and synthesize information to produce an
original work

Lesson Overview:
• Students will begin filming their final projects
Lesson 11: Final Project Filming/Editing
Date: Duration: 10:30-12:20
Outcomes: Inquiry Question:
7.S.1 - develop skills of critical thinking and creative thinking:

• evaluate, critically, ideas, information and How did your assigned event impact Canadian
positions from multiple perspectives history?
• generate creative ideas and strategies in individual
and group activities
• access diverse viewpoints on particular topics,
using appropriate technologies

7.S.2 - develop skills of historical thinking:

• analyze historical issues to form or support an

opinion
• use historical and community resources to
organize the sequence of historical events
• explain the historical contexts of key events of a
given time period
• distinguish cause, effect, sequence and correlation
in historical events, including the long-and short-
term causal relations of events

7.S.7 - apply the research process:

• develop a position that is supported by

information gathered through research
• draw conclusions based upon research and
evidence
• organize and synthesize researched information
• integrate and synthesize concepts to provide an
informed point of view on a research question or
an issue
• practice the responsible and ethical use of
information and technology
• include and organize references as part of
research
• plan and conduct a search, using a wide variety of
electronic sources
• evaluate the relevance of electronically accessed
information to a particular topic
• make connections among related, organized data
and assemble various pieces into a unified
message
• analyze and synthesize information to produce an
original work

Lesson Overview:
• Students will finish filming their final projects
• Students will edit their videos and prepare them for the presentation day
Lesson 12: Presentations
Date: Duration: 10:30-12:20
Outcomes: Inquiry Question:
7.S.1 - develop skills of critical thinking and creative thinking:

• evaluate, critically, ideas, information and How did your assigned event impact Canadian
positions from multiple perspectives histor
• generate creative ideas and strategies in individual
and group activities
• access diverse viewpoints on particular topics,
using appropriate technologies

7.S.2 - develop skills of historical thinking:

• analyze historical issues to form or support an

opinion
• use historical and community resources to
organize the sequence of historical events
• explain the historical contexts of key events of a
given time period
• distinguish cause, effect, sequence and correlation
in historical events, including the long-and short-
term causal relations of events

7.S.7 - apply the research process:

• develop a position that is supported by

information gathered through research
• draw conclusions based upon research and
evidence
• organize and synthesize researched information
• integrate and synthesize concepts to provide an
informed point of view on a research question or
an issue
• practice the responsible and ethical use of
information and technology
• include and organize references as part of
research
• plan and conduct a search, using a wide variety of
electronic sources
• evaluate the relevance of electronically accessed
information to a particular topic
• make connections among related, organized data
and assemble various pieces into a unified
message
• analyze and synthesize information to produce an
original work

Lesson Overview:
• Students will present their final project Heritage Minute videos