History and Geography Long Range Plans
Grade 6, 7, & 8
Grade 8
History
 Creating Canada 1850-1890
 Canada, 1890-1914: A Changing Society
Geography
 Global Settlement: Patterns and Sustainability
 Global Inequalities: Economic Development and Quality of Life
Grade 7
History
 New France and British North American 1713-1800
 Canada 1800-1850 Conflict and Challenges
Geography
 Physical Patterns in a Changing World
 Natural Resources around the World: Use and Sustainability
Grade 6
Social Studies
 Heritage and Identity: Communities in Canada, Past and Present
 People and Environments: Canada’s Interactions with the Global
Community
Please note we will also focus on Language components while completing the above
expectations and the grades will be given to the student’s Language teachers. In addition we will
integrate our Information Technology expectations from ISTE (International Society of
Technology in Education (http://www.iste.org/standards) into this History and Geography
program.
If you have any questions or comments please feel free to email me at lcoburn@hwdsb.on.ca.
Thank you for your support in advance,
Ms. Linda Coburn
Let the Games Begin!
History and Geography Lesson Plans
Grade 6, 7, & 8
Grade 8
History A
 Creating Canada 1850-1890
Topics:
Application: assess the impact of some key social, economic, and political
factors, including social, economic, and/or political inequality, on various
Canadians between 1850 and 1890 as well as on the creation and expansion of
the Dominion of Canada (FOCUS ON: Cause and Consequence; Historical
Perspective)
Inquiry: use the historical inquiry process to investigate perspectives of different
groups on some significant events, developments, and/or issues that affected
Canada and/or Canadians between 1850 and 1890 (FOCUS ON: Historical
Perspective; Historical Significance)
Understanding Historical Context: describe various significant events,
developments, and people in Canada between 1850 and 1890, and explain their
impact (FOCUS ON: Historical Significance; Cause and Consequence)
Extended Learning Assignments for Creating Canada 1850-1890:
1. The Development of Western Canada Prior Knowledge Quiz
2. Complete the following assignments: ‘Conflict in the West’, ‘Working on
the Railroad’ and ‘Treaties and the Aboriginal Peoples’ and present to
3. Four Historical Events
Lesson 1: The Development of Western Canada Prior Knowledge Quiz
Name ______________________ Date _________________ Class ______
Canadian Pacific Railroad
1) After Confederation, the government wanted to expand the Dominion of
Canada to the West. A transcontinental railroad would link the West with
the other provinces. Why was this an important factor in the development
of the country’s economy?
2) With the movement of settlers to the west, how did this change the
population in the east?
The Metis
1) Who owned Rupert’s land in the late 1800’s?
2) Who bought Rupert’s land in 1868 and why?
3) What type of hardships did the Metis people face?
Trading with the United States
1) What areas in Western Canada traded with the US and why should the
Dominion of Canada be concerned?
2) What does Annexation mean? Apply the meaning to the Development of
Western Canada.
3) The Dominion of Canada in 1867 included which provinces?
4) What is Rupert’s Land called today?
First Nations
1) The people living in the North-West were mainly First Nations and did not
agree with the fact that the Hudson’s Bay Company owned Rupert’s land.
What did the government in Ottawa not tell the First Nations?
2) How did the way of life change for the First Nations Peoples when
immigration moved to the west?
3) Describe the Europeans living the North-West in 1880s.
Summative Task: Students will make a connection to their own life, to
something they have read, or to something happening in the world today.
(Reference your source)
Lesson 2: A) Conflict in the West B) Working on the Railroad C) Treaties
and the Aboriginal Peoples
Name ______________________ Date _________________ Class ______
A) Conflict in the West
During the development of Western Canada there were several factors that led to
many conflict between peoples. There was a major conflict between the Métis
and Aboriginal Peoples and the Canadian government. Two Rebellions in 1869
(Red River) and 1885 (Northwest) happened due to these conflicts.
Tasks:
1. State the main causes and differentiate between them in a short written
report.
2. Louis Riel was the leader of the Métis nation in both rebellions and he had
many characteristics that made him a strong leader for his people. Select
a leader from today and compare and contrast them using a graphic
organizer of your choice. Remember to provide evidence for your ideas.
B) Working on the Railroad
Tasks:
1. The Canadian Pacific Railway had a huge impact on the creation of
Canada. Using the graphic organizer below collect and organize you’re
the impact on groups, land and Canada’s economy today.
Groups
Land
Economy
2. There were many groups of people who played a key role in the completion of the
CPR such as, Donald Smith, aboriginals, Chinese workers and Europeans. Put
yourself in the role of one individual and write an informative/narrative in either a
journal entry or short story for a day in the life while working on the railroad.
Writing: Using knowledge of form and style in writing achievement chart
Learning Goal: Students will demonstrate their knowledge of a narrative style
(ideas and details to support with character, plot and setting) and use the form
(short story or journal entry) to create a story about them experiencing a natural
disaster.
Criteria
Level
Descriptive Feedback
Knowledge > use Who, What,
Where, When Why?
Thinking > generate creative
ideas and support them with
details
Communication > look at the
organization of your ideas and
make sure your word choice is
effective and
conventions (spelling and
grammar) are correct
Application: Does your piece
of writing reflect or look like a
narrative (beginning, middle
and end), (plot, setting,
characterization) etc.?
C) Treaties/Acts and the aboriginal Peoples
The treaties and acts had a profound effect on the Aboriginal Peoples’ way of life. Give
an example of one of the treaties (land claims, the Indian Act of 1876, Dominion Lands
Act), the government reasoning, and how it impacted on a group of Aboriginal People.
Select one treaty and give a brief description and who it effected.
Lesson 3: Historical Events
Canada, 1890-1914: A Changing Society
Event 1
After the Dominion Act was created it promoted Western Canada by offering 160
acres for a $10 fee to encourage immigrants to come to the West.
Application: gather and organize information about a significant event that
affected Canada via posters
e.g.
Event 2
Write a newspaper article detailing the Last Spike Ceremony Nov. 7, 1885.
Remember to discuss the source and beginning, along with the benefits of this
endeavor.
Key Criteria for your written informative report:
1. Overview: give a brief description about what the report is on with some
important features of the report. (one paragraph)
2. Background: set the stage, give a description where the event is taking
place (plot, character, and setting). (one paragraph)
3. Discussion: write about your findings with evidence (facts, details, data,
results) (2-4 paragraphs, but it will depend on the number of ideas)
4. Conclusion: give a brief overview of the main points and then add in a
critical stance statement. For example, do you agree or disagree? (one
paragraph.
Event 3
Louis Riel: Is he a Traitor or a Hero?
Defend your opinion from the standpoint of a defense lawyer’s or prosecutor’s
closing statements.
Here are some important facts to remember.
Red River Rebellion
• Métis were concerned about their right to keep their land and their way of life
• Louis Riel led rebellion to get
North-West Rebellion
• Métis felt Canadian government had not kept promises
• First Nations on reserves needed food and equipment
• Riel returned to Canada and led second rebellion
• Rebellion defeated by government troops
• Riel executed
Event 4
North West Mounted Police
Compare the NWMP to the RCMP today. Discuss the uniform, image and duties,
training etc. You can select the form in which you present your data. For
example, a political cartoon, T-chart, story board etc.
History B
 Canada, 1890-1914: A Changing Society
Topics:
Application: analyze key similarities and differences between Canada in 1890–
1914 and in the present day, with reference to the experiences of and major
challenges facing different groups and/or individuals, and to some of the actions
Canadians have taken to improve their lives (FOCUS ON: Continuity and
Change; Historical Perspective)
Inquiry: use the historical inquiry process to investigate perspectives of different
groups on some significant events, developments, and/or issues that affected
Canada and/or Canadians between 1890 and 1914 (FOCUS ON: Historical
Perspective; Historical Significance)
Understanding Historical Context: describe various significant events,
developments, and people in Canada between 1890 and 1914, and explain their
impact (FOCUS ON: Historical Significance; Cause and Consequence)
Extended Learning Assignments for Canada, 1890-1914: A Changing
Society:
 Canada in the Past: I Read/I Think/Therefore (sample response Think
Literacy pg 72): Extending Understanding, Responding to and Evaluating
Texts and > Using the worksheet on page 72 and 73 students are
encouraged to use the graphic organizer to read and respond to a
particular text before drawing a conclusion. (This will be accomplished by
reading various texts in History (Canada Revisited))
 British North America in 1860 prior knowledge quiz. Note: Quiz covers
BNA 1867 -1882
 Character Sketch (template provided) comparing Confederation Leaders
to a leader of today.
 Group lesson plan: ‘How to Create a Believable Historical Character’ Note:
lesson plan will be provided: Your character: Create a person whose life
is affected by the War. Use your imagination and your research to create
an interesting character. Some examples of believable characters would
be: a farmer who joins the local militia even though he has no military
training ; a wealthy business man who uses his status and money to
become an officer (who may or may not have military training)
 Geography Immigration and Emigration Assignment: Put yourself in the
role of a person who works for the immigration office and create a
campaign to advertise the option of immigrating to your country. Then
create a slide show to present your information to the class. You may work
in groups of 2 or 3.
Geography A

Global Settlement: Patterns and Sustainability
Topics:
Application: analyze some significant interrelationships between Earth’s
physical features and processes and human settlement patterns, and some ways
in which the physical environment and issues of sustainability may affect
settlement in the future (FOCUS ON: Interrelationships)
Inquiry: use the geographic inquiry process to investigate issues related to the
interrelationship between human settlement and sustainability from a geographic
perspective (FOCUS ON: Geographic Perspective; Interrelationships)
Understanding Geographic Context: demonstrate an understanding of
significant patterns and trends related to human settlement and of ways in which
human settlement affects the environment (FOCUS ON: Patterns and Trends;
Spatial Significance)
Extended Learning Assignments for Global Settlement: Patterns and
Sustainability
 Maps and Map Language Worksheet
 Organizing and Classifying Population Distribution in Canada:
Classifying Ideas and Organizing Ideas > Students will use ‘Smart Ideas’
software and identify and explain the factors affecting population
distribution, for example natural environment and technological
advancement.
 Use a thematic map showing population growth for one city in Canada
and using your knowledge on population distribution describe and explain
the movement of people in that area
 Select another Country with a group of four and explain how their
Population Distribution reflects their living and working conditions.
Students are expected to use the written form ‘Writing a Report.
 Urban Sprawl: Recognize how a city can reduce the effects of urban
sprawl through land use planning; Assess the relative value of a proposal;
Discern different solutions to urban sprawl according to the needs of a
community; Practice listening to and accepting opinions different from their
own. Note: lesson outline will be provided.
Geography B

Global Inequalities: Economic Development and Quality of Life
Topics:
Application: analyze some interrelationships among factors that contribute to
global inequalities, with a focus on inequalities in quality of life, and assess
various responses to these inequalities (FOCUS ON: Interrelationships)
Inquiry: use the geographic inquiry process to investigate issues related to
global development and quality of life from a geographic perspective (FOCUS
ON: Geographic Perspective)
Understanding Geographic Context: demonstrate an understanding of
significant patterns in and factors affecting economic development and quality of
life in different regions of the world (FOCUS ON: Spatial Significance; Patterns
and Trends)
Extended Learning Assignments for Global Inequalities
 Written Procedures comparing Economies > Students will write a
report comparing the economies of two nations and explaining how a new
industry might affect each nation’s economy. New Industries may include:
home renovation, transportation etc.
 SmartBoard Shared Activity: comparing local economies (traditional,
command and market)
 Canada and the depression: Students will use a graphic organizer (or
Smart Ideas) of their choice to record Canada’s economy during the
depression in 1930. They will also analyze, synthesize, and evaluate
historical information (e.g., determine the Canada’s boundaries in 1930
using a map)
 Push and Pull Factors Lesson: ‘Think-Pair-Share’ activity
 Use a thematic map showing population growth for one city in Canada
and using your knowledge on population distribution describe and explain
the movement of people in that area
 Compare various maps and analyze their differences and similarities
and features that help the reader. Remember organization is determined
by Ideas Select one map to analyze (see text document as an example
of how to analyze). Write a brief report about the text features and how
they may or may not assist the reader. Are there any changes you would
make? If so, what would they be and why?
Grade 7
History A

New France and British North American 1713-1800
Topics:
Application: analyze aspects of the lives of various groups in Canada between
1713 and 1800, and compare them to the lives of people in present-day Canada
(FOCUS ON: Continuity and Change; Historical Perspective)
Inquiry: use the historical inquiry process to investigate perspectives of different
groups on some significant events, developments, and/or issues related to the
shift in power in colonial Canada from France to Britain (FOCUS ON: Historical
Perspective; Historical Significance)
Understanding Historical Context: describe various significant events,
developments, and people in Canada between 1713 and 1800, and explain their
impact (FOCUS ON: Historical Significance; Cause and Consequence)
Extended Learning Assignments for New France and BNA 1713-1800
 First Nation Peoples & European Explorers Pathfinder Word bank
Worksheet for prior knowledge and group work
 (Chapter 1: Canada Revisited) > First People and European Explorers
Questions
 First Nations WebQuest: Fur Trade Time Capsule
 War of 1812: You are a "news correspondent - investigative reporter."
You will research one or more battles, or events, of the War of 1812.
Following your research you will write an original article, which may
include a map, drawing, or illustration
 Visit War of 1812 Website and using Smart Ideas research, collect and
organize the information (http://www.warof1812.ca/)
 Rebellion on 1837 - Canada Revisited: Read various texts for
information and complete short quiz on the Rebellion on 1837.
History B

Canada 1800-1850 Conflict and Challenges
Topics:
Application: analyze aspects of the lives of various groups in Canada between
1713 and 1800, and compare them to the lives of people in present-day Canada
(FOCUS ON: Continuity and Change; Historical Perspective)
Inquiry: use the historical inquiry process to investigate perspectives of different
groups on some significant events, developments, and/or issues related to the
shift in power in colonial Canada from France to Britain (FOCUS ON: Historical
Perspective; Historical Significance)
Understanding Historical Context: describe various significant events,
developments, and people in Canada between 1713 and 1800, and explain their
impact (FOCUS ON: Historical Significance; Cause and Consequence)
Extended Learning Assignments for Canada 1800-1850 Conflict and
Change
 Compare and Contrast Upper and Lower Canada (Conflict and Change)
 Recognizing Supporting Details That Help With the Meaning of the
Text: Making Inferences/Interpreting, and Extending Understanding >
Students read History on Conflicts and Change about issues and
conflicts in Upper and Lower Canada, and about the attempts to resolve
them. They will create a demonstration with supporting details to enhance
the information and meaning. ( See the teacher to review Student
Examples before beginning)
Geography A

Physical Patterns in a Changing World
Topics:
Application: analyze some challenges and opportunities presented by the
physical environment and ways in which people have responded to them
(FOCUS ON: Spatial Significance; Interrelationships)
Inquiry: use the geographic inquiry process to investigate the impact of natural
events and/or human activities that change the physical environment, exploring
the impact from a geographic perspective (FOCUS ON: Geographic Perspective)
Understanding Geographic Context: demonstrate an understanding of
significant patterns in Earth’s physical features and of some natural processes
and human activities that create and change those features (FOCUS ON:
Patterns and Trends; Spatial Significance)
Extended Learning Assignments for Physical Patterns in a Changing
World
 Videos for Geologic Journey then Ice Sheets and Glaciers Worksheet
 Geologic Timeline review (look for interesting facts and select one to
research)
 Great Lakes Pollution: Organizing and Classifying Pollution of the
Great Lakes (Patterns in Physical Geography> 7g19 & 7g28
Geography Expectations): Classifying Ideas and Organizing Ideas >
Students will use ‘Smart Ideas’ software and create a
“Plus/Minus/Interesting” chart for a comparative study of the following;
what effect does pollution of the Great Lakes have on the lives of
Canadians?
 Geographic Themes of geographic inquiry: Location/Place,
Environment, Region, Interaction and Movement Lesson: Create a 4
Themes Portfolio about an event that involves a current
environmental issue, such as Global Warming is a specific region.
(Organization Examples: Booklet, Website, Slide Show, Graphic
Organizer etc.)
Geography B

Natural Resources around the World: Use and Sustainability
Topics:
Application: analyze aspects of the extraction/harvesting and use of natural
resources in different regions of the world, and assess ways of preserving these
resources (FOCUS ON: Spatial Significance; Interrelationships)
Inquiry: use the geographic inquiry process to investigate issues related to the
impact of the extraction/harvesting and/or use of natural resources around the
world from a geographic perspective (FOCUS ON: Geographic Perspective)
Understanding Geographic Context: demonstrate an understanding of the
sources and use of different types of natural resources and of some of the effects
of the extraction/harvesting and use of these resources (FOCUS ON: Spatial
Significance; Geographic Perspective)
Extended Learning Assignments for Natural Resources around the
World and Use and Sustainability
 Imports and Exports (Spreadsheets)
 Map Globe and Graphic Skills (Create a local or global GPS lesson)
 Reading Maps (How are they organized to help the reader.): Text
Patterns, Text Features select one map to analyze (see text document
as an example of how to analyze) and Write a brief report about the text
features and how they may or may not assist the reader. Are there any
changes you would make? If so, what would they be and why?
Grade 6
Social Studies A
 Heritage and Identity: Communities in Canada, Past and Present
Topics:
Application: assess contributions to Canadian identity made by various groups
and by various features of Canadian communities and regions (FOCUS ON:
Cause and Consequence; Patterns and Trends)
Inquiry: use the social studies inquiry process to investigate different
perspectives on the historical and/or contemporary experience of two or more
distinct communities in Canada (FOCUS ON: Perspective)
Understanding Context: demonstrate an understanding of significant
experiences of, and major changes and aspects of life in, various historical and
contemporary communities in Canada (FOCUS ON: Significance; Continuity and
Change)
Extended Learning Assignments for Heritage and Identity: Communities
in Canada, Past and Present
 Explorers Yesterday and Today: First Nation Cultures: Describe the
characteristics of pre-contact First Nation cultures across Canada 6Z1
Social Studies Expectation (What is their relationship with the natural
environment?)
 Inuit People: Conduct research on the role that dogs played in the lives of
these people. What kind of tasks did the dogs perform? For what were
they needed? Create an informative website to answer the above
questions.
Social Studies B
 People and Environments: Canada’s Interactions with the Global
Community
Topics:
Application: explain the importance of international cooperation in addressing
global issues, and evaluate the effectiveness of selected actions by Canada and
Canadian citizens in the international arena (FOCUS ON: Interrelationships;
Perspective)
Inquiry: use the social studies inquiry process to investigate some global issues
of political, social, economic, and/or environmental importance, their impact on
the global community, and responses to the issues (FOCUS ON: Cause and
Consequence)
Understanding Context: describe significant aspects of the involvement of
Canada and Canadians in some regions around the world, including the impact
of this involvement (FOCUS ON: Significance; Patterns and Trends)
Extended Learning Assignments for People and Environments:
Canada’s Interactions with the Global Community
 The Greenhouse Effect Internet and Worksheet
 Organizing and Classifying Canada Links to the World (6z24 Social
Studies Expectation): Classifying Ideas and Organizing Ideas > Students





will use ‘Smart Ideas’ software to compare Canada’s economic, political,
social and physical inks with the United States
Cause and Effect Concept Map using Canada Revisited
Map Globe and Graphic Skills
Latitude and Longitude
What is Latitude and Longitude?
http://regentsprep.org/Regents/earthsci/units/mapping/index.cfm
Website Lesson: Crack the Code Lesson
http://www.nationalgeographic.com/xpeditions/activities/01/crackcode.html
Created by Linda Coburn
June 2015