Understanding By Design Unit Template

Early Europeans: Explorers and Colonies 7

Title of Unit Grade Level
Social Studies 4 weeks
Subject Time Frame
Kylie Higgs
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

This unit incorporates broad areas of learning such as critical thinking and social responsibility by having students analyze historical events from
various perspectives. It also incorporates communication, collaboration and creativity through the inclusion of group work and creative assignments
(e.g., writing a play, writing persuasive essays). Digital and technological fluency is integrated throughout the unit as students have the choice to use
technology to complete written work and research.

Cross curricular Competencies

How will this unit promote the CCC?

This unit promotes cross-curricular competencies as it incorporates the following outcomes from English Language Arts (Grade 7) program of studies:

1.1 extend understanding of ideas and information by finding and exploring oral, print and other media texts on related topics and themes; express
personal understandings of ideas and information based on prior knowledge, experiences with others and a variety of oral, print and other media texts
1.2 listen and respond constructively to alternative ideas or opinions; talk with others to elaborate ideas, and ask specific questions to seek helpful
feedback
2.1 identify and use, effectively and efficiently, structural features of textbooks, such as tables of contents and indices, to access ideas and information
and to read with purpose; apply, flexibly, knowledge of phonics, sight vocabulary, structural analysis, language and context clues, depending on the
purpose and rate of reading
2.4 create a variety of oral, print and other media texts to explore ideas related to particular topics or themes
3.1 use note-taking, outlining or representing to summarize important ideas and information in oral, print and other media texts
3.2 obtain information from a variety of sources, such as adults, peers, advertisements, magazines, lyrics, formal interviews, almanacs, broadcasts and
videos, to explore research questions;
distinguish between fact and opinion, and follow the development of argument and opinion;
use pre-established criteria to evaluate the usefulness of a variety of information sources in terms of their structure and purpose
3.3 compare, contrast and combine ideas and information from several sources; reflect on ideas and information to form own opinions with evidence to
support them
3.4 communicate ideas and information in a variety of oral, print and other media texts, such as reports, autobiographies, brochures and video
presentations
4.1 identify particular content features that enhance the effectiveness of published oral, print and other media texts
4.3 present ideas and opinions confidently, but without dominating the discussion, during small group activities and short, whole class sessions; ask
questions or make comments that elicit additional information; probe different aspects of ideas, and clarify understanding
5.1 discuss how ideas, people, experiences and cultural traditions are portrayed in various oral, print and other media texts; explain how differing
perspectives and unique reactions expand understanding; demonstrate respect for diverse ideas, cultures and traditions portrayed in oral, print and other
media texts
5.2 contribute collaboratively in group situations, by asking questions and building on the ideas of others; evaluate group process and personal
contributions according to pre-established criteria to determine strengths and areas for improvement

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

General Outcome: 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.

Specific Outcomes:
7.1.1 appreciate the influence of diverse Aboriginal, French and British peoples on events leading to Confederation (C, I, TCC)

7.1.2 appreciate the challenges of co-existence among peoples (C, CC, I, LPP)

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:
 What were the social and economic factors of European imperialism?
 In what ways did European imperialism impact the social and economic structures of Aboriginal societies?
 How was European imperialism responsible for the development of Acadia, New France and British settlements?
 Who were the key figures in the French exploration and settlement of North America?
 What roles did the Royal Government and the Catholic Church play in the social structure of New France (i.e., governor, intendant, Jesuits,
religious congregations)?
 Who were the key figures in the British exploration and settlement of North America?
 What role did the British government play in the settlement of North America?

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-
students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content
What misunderstandings are predictable? of the enduring understanding)
Students will understand that... Content specific….

 European explorers colonized North America  Why do people explore new lands?
 Imperialism is commonly motivated by religion, resources, and pride  What role did First Nations play in the European exploration of
 European imperialism had a lasting impact on First Nations North America?
communities  Why is the history of European exploration important today?
Related misconceptions…
FNMI, multicultural, cross-curricular…
 European imperialism was only a good thing.
 First Nations communities were not “civilized” before European  How did European imperialism impact other cultures?
contact.  In what ways did European imperialism impact First Nations
communities?

Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre-requisite and/or behaviours that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit. These will come from the indicators.

Students will know... Students will be able to…

 Early First Nations cultures and history
 Social and economic factors of European imperialism
 How European imperialism affected First Nations communities
 Cabot was a key figure in British exploration
 Cartier and Champlain were key figures in French exploration
 The seigneurial system and societal roles in New France
 Colonization process and North American colonies
 determine the validity of information based on context, bias,
source, objectivity, evidence and/or reliability to broaden
understanding of a topic or an issue
 evaluate, critically, ideas, information and positions from multiple
perspectives
 access diverse viewpoints on particular topics, using appropriate
technologies
 analyze historical issues to form or support an opinion
 distinguish cause, effect, sequence and correlation in historical
events, including the long and short-term causal relations of
events
 apply the research process

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
“story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal In small groups, students will write and perform a play, debate, news show, interview or podcast for the teacher
What should students accomplish by and their classmates that demonstrates their understanding of why Europeans explored the world, who the key
completing this task? British and French figures were, the social structure of New France, and the impact imperialism had on First
R – Role Nations communities. Students will take the role of either a European explorer, news anchor/interviewer, or First
What role (perspective) will your students Nations community member. They can take on more than one role if they desire.
be taking?
A – Audience
Who is the relevant audience?

S – Situation
The context or challenge provided to the
student.
P – Product, Performance
What product/performance will the
student
create?

Students will be assessed on the following criteria (rubric to be created as a class):

 Presentation (engaging, organized, well-crafted)
S – Standards & Criteria for Success
 Content (demonstrate knowledge of key facts and concepts)
Create the rubric for the Performance Task
 Understanding (demonstrates understanding of differing perspectives)
 Collaboration (collaborates with group)

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.

 Formative:
 Explorer’s Journal throughout unit  KWL chart
 Group discussions  Think/pair/share
 Class debate  Revision checklist for writing
 KWL chart  Self-assessment rubric for project
 Self-marked quiz  Self-marked quiz
 Q & A challenge  Reflection in journal
 Kahoot quiz
 Conferences
 Research project
 Summative:
 Newspaper article/video interview
 Explorer’s Journal at end of unit
 Stage 3 – Learning Plan
What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

The previous unit was ‘Early First Nations’, so students should already have a basic understanding of First Nations communities. The next unit will be ‘The
Fur Trade’, so students should leave this unit with an understanding of First Nations/European relations.

Individual needs to be addressed includes ELL students, a student with a learning disability, and a student with ADHD.

Learning environment: This unit works well in a classroom but could also take place outdoors for some lessons. The classroom should be organized in small
group desk format, or in a circle for talking circles in some lessons.

How will you engage students at the beginning of the unit? (motivational set)

The day we begin the unit, I will walk into class and pull a student’s desk away from them (maybe even put a little flag on it for dramatic effect) and say,
“this is mine now.” When they protest, I will turn to the class and ask, “is this my desk or is this (student)’s desk?” … “But, it has things that I want, like
pencils, and erasers (or whatever is on/in their desk)” Get the class to argue about why it isn’t my desk. Eventually, move the desk back and explain to
class that that was an example of colonization. Ask, “who knows what colonization means?” Guide the class in a discussion until we eventually land on the
definition of colonization. Introduce the unit and tell the class that we are going to learn about how Europeans colonized North America, by taking on the
role of an explorer.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1  Group discussion: Why did people want to explore 1.2 talk with others to elaborate ideas, and ask Textbook
What is the world? specific questions to seek helpful feedback; Word wall cutout
Imperialism?  Assess background knowledge through listen and respond constructively to alternative Explorer’s Journals
conversation ideas or opinions (https://docs.googl
 Pre-teach key vocab/background knowledge e.com/presentation
(gaps identified through conversation) /d/11UzhjZp7KTn4i
 Define imperialism – add to word wall lHaUaCvRrue-
 Introduce and handout explorer’s journal – unit- YLuzVkGke2dnP4JK
long portfolio of learning (this can be paper or zQ/edit?
virtual – Google docs) usp=sharing)
 What to put in it
 Expectations
 What is this for? (Assessment, helps you
 review for final project)
2  Review: imperialism 1.2 talk with others to elaborate ideas, and ask Textbook
European  Think-Pair-Share and Group discussion: What specific questions to seek helpful feedback Explorer’s Journal
Explorers push/pull factors influenced Vikings and other 2.1 apply, flexibly, knowledge of phonics, sight (fill in the blank
Arriving in European countries to explore the world? vocabulary, structural analysis, language and page)
Canada  Textbook walk context clues, depending on the purpose and
 Guided textbook reading rate of reading
 Explorer’s Journal: Diary entry - why are we 2.4 create a variety of oral, print and other
exploring? media texts to explore ideas related to particular
topics or themes

3  Review: why did Europeans want to explore 1.2 listen and respond constructively to https://youtu.be/pJ
John Cabot Canada? alternative ideas or opinions OvmicAGjw
 Video: John Cabot biography (with captions) 3.3 compare, contrast and combine ideas and Explorer’s Journal
 Class debate: Was Caboto an explorer or an information from several sources (chart)
invader? 4.3 present ideas and opinions confidently, but
 Explorer’s Journal: Comparison chart for explorers without dominating the discussion, during small
(my crewmates) group activities and short, whole class sessions
5.1 discuss how ideas, people, experiences and
cultural traditions are portrayed in various oral,
print and other media texts
4 Jacques Cartier  Review: Cabot 2.1 apply, flexibly, knowledge of phonics, sight https://youtu.be/xe
 Video: Jacques Cartier biography (with captions) vocabulary, structural analysis, language and EsNH3w604
 Guided reading context clues, depending on the purpose and Cartier’s journal
 Interpreting a primary source – Cartier’s journal rate of reading (https://jacquescar
(explain that this is like our explorer journals) 3.1 use note-taking, outlining or representing to tier1534.wordpress
 Explorer’s Journal: continue to fill out comparison summarize important ideas and information in .com/the-journal-
chart (my crewmates) oral, print and other media texts of-the-voyage-
3.3 compare, contrast and combine ideas and from-1535-1536)
information from several sources Explorer’s Journal

5  Review: Cartier 2.4 create a variety of oral, print and other https://youtu.be/0
Samuel de  Video: Samuel de Champlain biography (with media texts to explore ideas related to particular Ei6ZcP4WQ8
Champlain captions) topics or themes Champlain’s diary
 Guided reading 3.1 use note-taking, outlining or representing to (https://lor.adlc.ca/
 Champlain’s diary summarize important ideas and information in file/935e8b47-
 Explorer’s Journal: continue to fill out comparison oral, print and other media texts a12b-4f14-9360-
chart (my crewmates) c66afa02b4d1/1/So
cial%207%20-
%20Our
%20Canada
%20Part%20A
%20-%20Lesson
%20Plans.pdf p.
117)
Explorer’s Journal
6  Review: Explorers 1.1 express personal understandings of ideas Explorer’s Journal
 European  Explorer’s Journal: Diary entry – how do I think and information based on prior knowledge, (Graphic organizer:
Imperialism my first interaction with First Nations communities experiences with others and a variety of oral, https://lor.adlc.ca/f
and First will go? print and other media texts ile/935e8b47-a12b-
Nations  Guided reading 3.3 reflect on ideas and information to form 4f14-9360-
 Cooperation vs. conflict (graphic organizer) own opinions with evidence to support them c66afa02b4d1/1/So
cial%207%20-
%20Our
%20Canada
%20Part%20A
%20-%20Lesson
%20Plans.pdf pg.
108)
7  Review: European Imperialism and First Nations 2.4 create a variety of oral, print and other Fact/Opinion
Expressing  Opinion vs. Fact – work through examples as a media texts to explore ideas related to particular examples
Opinions class topics or themes Essay planning
 Go over writing basics – planning sheet? 3.2 distinguish between fact and opinion, and sheet:
 Explorer’s Journal: Opinion piece on explorer of follow the development of argument and https://www.kean.
their choice (as an explorer, do you find them opinion; edu/~roneilfi/Essay
inspiring?) use pre-established criteria to evaluate the %20Planning
usefulness of a variety of information sources in %20Guidelines.pdf
terms of their structure and purpose COPS:
3.3 compare, contrast and combine ideas and https://www.readin
information from several sources; reflect on grockets.org/conte
ideas and information to form own opinions with nt/pdfs/COPScheckl
evidence to support them ist.pdf
3.4 communicate ideas and information in a
variety of oral, print and other media texts, such
as reports, autobiographies, brochures and
video presentations

8  Review: Fact vs. opinion 3.2 distinguish between fact and opinion, and Fake newspaper
Expressing  Read newspaper article as class and discuss how follow the development of argument and article from
Facts you know it is not genuine – but facts are real opinion; textbook pg. 66-67
 Discuss what makes a good factual writing piece use pre-established criteria to evaluate the
– create rubric for project usefulness of a variety of information sources in
terms of their structure and purpose
9  Review: Writing basics 1.2 listen and respond constructively to Planning sheets,
Writing  Work period for project alternative ideas or opinions graphic
Workshop  Small group peer feedback 5.2 contribute collaboratively in group organizers(https://
 One-on-one conferences with students situations, by asking questions and building on graphicorganizer.n
the ideas of others et/)
3.4 communicate ideas and information in a COPS:
variety of oral, print and other media texts, such https://www.readin
as reports, autobiographies, brochures and grockets.org/conte
video presentations nt/pdfs/COPScheckl
4.1 identify particular content features that ist.pdf
enhance the effectiveness of published oral, Step-by-step
 print and other media texts instructions for the
4.3 ask questions or make comments that elicit project
additional information; probe different aspects
of ideas, and clarify understanding
10 Project  Students will write a newspaper article or video 2.4 create a variety of oral, print and other Planning sheets,
interview reporting on an explorer’s journey media texts to explore ideas related to particular graphic organizers
topics or themes COPS:
3.3 compare, contrast and combine ideas and https://www.readin
information from several sources grockets.org/conte
3.4 communicate ideas and information in a nt/pdfs/COPScheckl
variety of oral, print and other media texts, such ist.pdf
as reports, autobiographies, brochures and Step-by-step
video presentations instructions for the
project

11 Review  Video: Explorers 3.3 compare, contrast and combine ideas and https://www.youtu
 Review: Why do people explore? information from several sources be.com/watch?
 Review: French and British Explorers 4.3 ask questions or make comments that elicit v=a8hDKU_bAec
 Q&A period additional information; probe different aspects Quiz
 Students self-assess their knowledge by taking of ideas, and clarify understanding (https://lor.adlc.ca/
and marking a quiz 5.1 explain how differing perspectives and file/935e8b47-
 Explorer’s Journal: What have I learned so far? unique reactions expand understanding a12b-4f14-9360-
c66afa02b4d1/1/So
cial%207%20-
%20Our
%20Canada
%20Part%20A
%20-%20Lesson
%20Plans.pdf pp.
138-141)
12  Review purpose of exploration – 3 G’s – God, 2.4 create a variety of oral, print and other https://www.youtu
What are gold, and glory media texts to explore ideas related to particular be.com/watch?
Colonies?  Video: What is a colony? topics or themes v=yDeSttDI66o
 Guided reading Textbook
 Explorer’s Journal: Colonies - KWL chart Journals
KWL chart
13  Review: Colonies 3.3 compare, contrast and combine ideas and Textbook
French and  Guided reading information from several sources Q&A sheets
British Colonies  French vs. British colonies Q&A challenge – Journals
students write questions, swap, and answer other
questions
 Explorer’s Journal: Would I rather live in a French
or British colony?
14  Review French vs. British colonies 3.3 compare, contrast and combine ideas and https://youtu.be/tP
Impact of  Video: Storytelling as oral history information from several sources KsETiwDHY
Colonization on  Guided reading Textbook
Indigenous  Explorer’s Journal: Switch perspective! Write or Journals
 People draw something that represents First Nations’ Art supplies
perspectives on colonization (a letter, diary entry,
etc.)

15 Civilization/Seig  Review impact on indigenous people 5.1 discuss how ideas, people, experiences and https://youtu.be/l
neurial System  Class discussion: what does it mean to be cultural traditions are portrayed in various oral, Wh8laa8TIw
“civilized”? print and other media texts; demonstrate Jeopardy ppt
 Video: Seigneurial System respect for diverse ideas, cultures and traditions
 Guided textbook reading portrayed in oral, print and other media texts
 Game: New France Jeopardy
16 Colonists in  Review New France 1.1 extend understanding of ideas and List of individuals
New France  Mini research project: each student researches an information by finding and exploring oral, print from textbook
individual from New France and presents it in and other media texts on related topics and List of resources
their preferred way themes; express personal understandings of Step-by-step
ideas and information based on prior instructions for the
knowledge, experiences with others and a project
variety of oral, print and other media texts
2.1 identify and use, effectively and efficiently,
structural features of textbooks, such as tables
of contents and indices, to access ideas and
information and to read with purpose
2.4 create a variety of oral, print and other
media texts to explore ideas related to particular
topics or themes
3.2 obtain information from a variety of
sources, such as adults, peers, advertisements,
magazines, lyrics, formal interviews, almanacs,
broadcasts and videos, to explore research
questions;
3.3 compare, contrast and combine ideas and
information from several sources
3.4 communicate ideas and information in a
variety of oral, print and other media texts, such
as reports, autobiographies, brochures and
video presentations

17 Review  Review colonies Kahoot quiz

 Kahoot! Blank rubric
 Create rubric for project
18 Work  Final project: in groups, write a 1.2 listen and respond constructively to Graphic organizers
play/debate/skit/news show/podcast that depicts alternative ideas or opinions
both perspectives of colonization (settler and First 3.3 compare, contrast and combine ideas and
Nations) information from several sources
5.2 contribute collaboratively in group
situations, by asking questions and building on
the ideas of others
3.4 communicate ideas and information in a
 variety of oral, print and other media texts, such
as reports, autobiographies, brochures and
video presentations

19 Workshop  Small group peer feedback on project 1.2 listen and respond constructively to Graphic organizers
 One-on-one conferences with teacher alternative ideas or opinions Feedback forms
 Formative feedback provided on presentations 3.3 compare, contrast and combine ideas and
 Students self-assess project using ruric information from several sources
4.1 identify particular content features that
enhance the effectiveness of published oral,
print and other media texts
4.3 ask questions or make comments that elicit
additional information; probe different aspects
of ideas, and clarify understanding
5.1 explain how differing perspectives and
unique reactions expand understanding
5.2 contribute collaboratively in group
situations, by asking questions and building on
the ideas of others; evaluate group process and
personal contributions according to pre-
established criteria to determine strengths and
areas for improvement
20 Presentations/  Class present plays Powerpoint
Looking  Tie in knowledge to current events: pipelines?
Forward

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, performance The performance assessment is aligned with the outcomes as it assesses students’
assessment and learning experiences? understanding of why Europeans explored the world, the key explorers and their roles in
exploration, and the impact of imperialism on First Nations communities.

The learning experiences are aligned with the outcomes as they focus on content
knowledge and skill development that is authentic to the field (analyzing primary sources,
writing factual and persuasive pieces, conducting research, etc.)

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources on an
ongoing basis?
FNM/I Content and Perspectives/Gender
 Organization/Processing:
 Graphic organizers to organize thoughts/information, planning sheets
 Step-by-step outlines for assignments (and chunked assignments)
 Incorporated use of technology (can type written assignments or use text-
to-speech software)
 Multiple means of representation (written, visual, verbal)
 Revising checklists
 ELL Students
 Multiple means of representation
 Word wall
 Incorporated technology (can use translation software or speech-to-text)
 Revising checklists
 Allow research in first language
 Textbook walk
 ADHD Students:
 Physical breaks - ask students to collect/handout materials
 Chunk assignments and provide written instructions
 Use graphic organizers
 Timer for student to self-monitor on-task behaviour
 Variety of learning activities
For students who need a challenge:
 Incorporate peer tutoring during work periods
 Focus on higher order thinking skills
 Incorporate choice for research projects and assignments
Yes, there is a variety of teacher directed approaches (guided reading, explicit teaching)
and student-centered learning (self-directed research project, plays).
Students have access to their Explorer’s Journal, which can be used to review material
from the class. Students also have access to the word wall, which can be used to review
key terms. Could also easily incorporate the additional resources into a Google Classroom
or shared Google Drive depending on the needs of the class.
Equity/Multicultural Education: I believe so, because I have allowed for freedom of expression and student choice within
Have I nurtured and promoted diversity while honoring most assignments, and have tried to incorporate every possible perspective into the
each child’s identity? lessons while simultaneously avoiding bias. If I had a student from another country in my
class I might ask them to research imperialism in their country to further incorporate
different perspectives and foster diversity.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)