Lesson
Title/Focus
Subject/Grade
Level
Social Studies 7
Unit War & British Conquest
General
Learning
Outcomes:
Date
Time
Duration
1.5 hours
Teacher Miss Shaw
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
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.
Specific
Learning
Outcomes:
 7.1.1 appreciate the influence of diverse Aboriginal,
French and British peoples on events leading to
Confederation
 7.1.2 appreciate the challenges of co-existence among peoples
 7.1.6 assess, critically, how political, economic and military events contributed to the foundations of Canada by exploring and reflecting
 7.1.5 assess, critically, the political competition between the French and the British in attempting to control North
America by exploring and reflecting
LEARNING OBJECTIVES
Students will:
1.
Connect everything that they have learned and create a timeline as a class of the unit.
2.
Review and follow a checklist to ensure that they understand everything they need to know.
Observations:
Key Questions:
Products/Performance
s:
ASSESSMENTS
 Class participation
 How is everything connected in the unit?
 Timeline
 Checklist
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
 Grade 7 Social Studies textbook- CH
5.
• http://quizlet.com/5824507/grade-7chap-5-war-and-british-
 Laptops or computers – one for each student
 Large piece of paper for timeline
 Cards featuring event titles and

conquest-flash-cards/
• http://quizlet.com/5824507/scatter/
• http://quizlet.com/5824507/spacerac e
• Part 1 http://createwebquest.com/nod e/2830
• Part 2 http://createwebquest.com/nod e/2909
• Part 3 -
 Part 4 http://createwebquest.com/node/29
15 http://createwebquest.com/nod e/2910
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour descriptions for students to match up.
 class website and students email if
 available http://createwebquest.com/kindrashaw/ war-british-conquest-part-5
PROCEDURE
Introduction
The first part of class won’t be entirely on the computer today
The whole class will be assessing prior knowledge
Students will listen when teacher is talking. Will not go on computer until told to do so and will turn off screens if they need to be directed back to the teacher.
Students will understand the importance of online safety and will not go onto any site other than those directed in the web quest.
Time
Advance
Organizer/Agenda
Transition to Body
 Laptops/computer lab booked
Learning Activity #1
Assessments/
Differentiation:
Learning Activity #2
Assessments/
Differentiation
Learning Activity #3
 Log onto your computers and go to the following link: http://createwebquest.com/kindrashaw/war-british-conquestpart-5
Body
Timeline: Working as a class. Students can get their charts open on the computer to help them if they need it. Match up the events with descriptions but be careful not all of them have a match.
Figure out where they go in chronological order on the timeline.
There should be some blank spaces still. Fill in those blanks and then start gluing the cards down when you all agree it’s correct.
Students are working together and assisting each other in their learning. Student directed learning rather than teacher directed.
Assessment: Formative as students are seeing what they know and what they need to work on.
Review: Students will go to the links on the web quest and quiz themselves. They will use an online checklist to check over what they feel they know.
Assessment: Formative as students are seeing what they know and what they need to work on.
Secondary Review: I will have a review to hand out to students to cover the information that is not featured in the online review.
Also preps students for writing the test. We will mark as class so students can see where they are at. On last page of this plan.
5 min
Time
45 min
20 min
20 min

Assessments/
Differentiation
Assessment of
Learning:
Feedback From
Students:
Transition To Next
Lesson
Assessment: Formative as students are seeing what they know and what they need to work on.
Closure
Formative assessment is present throughout this lesson as students are constantly checking to see how much they understand and where they are at. It is assessment for learning and assessment as learning taking place, especially in activity 2 and 3.
Print off the checklist and hand in so I can see where you feel you are at.
Next class is the final unit test. Study hard and good luck!
Time

Name
Date
Chapter 5 Review
1. In 1755, the British required the oath of _________________ from the Acadians.
2. Cajun is a short way of saying _____________.
3. Which is not a Maritime province? a. Newfoundland b. Nova Scotia c. New Brunswick d. Prince Edward Island
4. At the end of this chapter _______________________ controlled most of North America.
5. Acadia was on land that belonged to the _____________________.
6. The Treaty of Utrecht gave which country control of Acadia? ______________________
7. List 3 parts of the Quebec Act.
1.
2.
3.
8. The Seven Years War ended with the Treaty of __________________________.
9. The process of one country establishing domination over a territory in another country is called ________________________.
10. Strategic positioning is important in this chapter because
______________________________________________________________________________
_____________________________________________________________________________.