A UNIT PLAN



A UNIT PLAN

EUROPEAN EXPLORERS

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Prepared by

Katheryne Lumgair,

Carol Clark

And

Jody Barnett

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Heritage and Citizenship: Grade 6 –

First Nation Peoples and European Explorers

Overview

In this strand students learn about the main characteristics of North American First Nation cultures, including the close relationship of the First Nation peoples with the natural environment. They investigate the motivating factors for early European exploration and the prevailing attitudes of the explorers. They also examine the positive and negative effects of interactions between European and First Nation peoples, from first Viking contact to the time of permanent European settlement in the early seventeenth century.

-MOE

This is a precise unit, which focuses on one specific overall expectation where students will, compare and describe the motivations and attitudes of the European explorers.

Throughout 18 lessons of 40 minutes students will be given a variety of authentic and rich learning activities where they will expand on their ‘knowledge and understanding of Explorers of Canada. Teaching will also be student centered, allowing students more room for inquiry and research/communication skills, where they will at time teach each other and share their work in groups. Using a jigsaw approach, students will be given opportunities to explore information and to share it with their peers. Students will also apply their skills by creating historical timelines of Explorers. These timelines allow students to see their learning in Social Studies outside of its context, making connections with all of human history.

The contact period is an extremely important moment in Canadian History. If our students do not understand the Eurocentric gaze through which explorers viewed Aboriginals, they will not fully be able to grasp the collision which occurred during this time period. Not only is this a valuable history lesson, these lessons are most successful when students can learn to empathize with both the struggles of Europeans and of Aboriginals during the contact period. By comparing and understanding, students are well on a path to critically thinking about the contact period!

This is a flexible unit, which can happen at many times throughout the school year. Because it is flexible, it may be a unit planned for the winter months, where students will not be anxious (or as anxious) to head out of doors. There is a plethora of websites and web quests/activities on this topic, and as such this unit is a great way to stay warm and dry in the winter. The unit will have no major culminating project, but will allow students a wealth of time to explore, themselves in computer classes, information and activities involving European explorers.

Many elements of Social Studies are imbedded in all classes. In this particular unit, students can connect their learning to historical fiction, such as many works by Thomas King’s interpretations of the contact period. Students can also create timelines connecting to the series Harry Potter. (see lesson attached) Because changes in technology were important elements in the age of exploration, student can also be given activities and questions in Science and Mathematics which focus on problems explorers themselves grappled with. (triangles used to create sails, boat sizes, buoyancy, etC.) Over and above these cross-curricular connections, this strand is a vital platform of knowledge which is needed for students to understand their own images of Canada and what is means to be Canadian. In future years, students will need to imagine how these separate cultures negotiate with each. Knowing their histories is a key component to their success in these areas!

Unit Outline

First Nations People and European Explorers – Grade Six

|Lesson One: |Lesson Four: |

|160 minutes |120 minutes |

|Identify the Viking, French and English explorers who first came to |Identify the results of contact for both the Europeans and the First Nation|

|and explored Canada, and explain the reasons for their journeys |peoples. |

|Resources: Canada Revisited 6, explorer pictionary, letter writing |Resources: Canada Revisited 6 |

|format |Evaluation: Observation, historical booklet |

|Assess & Eval: Observation & explorer journal, persuasive letter, | |

|historical booklet | |

|Lesson Two: |Lesson Five: |

|80 minutes |200 minutes |

|Identify technological developments and cultural factors that assisted|Explain how cooperation between First Nation groups and early European |

|and promoted the exploration of North America |explorers benefited both groups. |

|Resources: Canada Revisited 6, atlas, timeline format |Resources: Canada Revisited 6, Collections Canada Website |

|Evaluation: Timeline worksheet, historical booklet |() |

| |Evaluation: Webquestionnaire, historical booklet |

|Lesson Three: |Lesson Six: |

|80 minutes |80 minutes |

|Describe the expansion of European influence through the founding of |Explain how differences between First Nation people and early European |

|the first trading posts |explorers led to conflicts between the two groups. |

|Resources: Canada Revisited 6 |Resources: Canada Revisited 6 |

|Evaluation: historical booklet |Evaluation: Test |

European Explorers

Lesson Plan

1. Identification:

|Candidate: Jody Barnett |Grade: 6 No. of Students: 25 |

|Associate: |Subject/Strand: Social Studies – European Explorers |

|School: |Lesson Type: Teacher Directed, Jigsaw group work |

|Date: |Students Absent for this Lesson: |

|Duration: 2 periods(100 min) | |

2. Lesson Topic:

European Exploration of Canada

3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ x ] Attitudes: [ ]

Students will:

-identify and compare the Viking, French, and English explorers who first came to and explored Canada, and explain the reasons for their journeys.

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: x |Presentation: |Work Samples: x | |

4.b. Tools for the Teacher: Mark with an x:

|Observation: x |Checklist: x |Rubric: |Quiz, Test: |Other: |

|Self-assess.: |Rating Scale: x |Notes: |Peer Assess: | |

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

Observe participation and group work skills during activities, Use a checklist to assess levels.

Collect worksheets at end of lesson and mark according to rating scale.

5. Lesson Modifications: (Where applicable, provide student names.)________________

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |

|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|Peer Tutor: |Visuals: x |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

Teacher Day book has a variety of visual examples of European Explorers, describing clothing and illustrating geographic location in order to assist students who may not work will with such a high degree of printed reading. There should also be a vocabulary sheet available for students who may find the words used in the reading difficult.

6. Materials and Equipment Required:

6.a. For the Students:

Pencils, erasers or pens.

Notebook for History

Canada Revisited 6

6.b. For the Teacher:

world map

Worksheet booklet for students

Extra Resources for lesson (in teacher’s daybook)

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative: x |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: Jigsaw groupwork |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: x |Guided Inquiry: |Demonstration: |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction:…………………………………………………………..…………2 Minutes

Include reviewing, motivating, and providing a context.

Whole class elements and Small group work.

Students should be at their desks with their history textbooks and notebooks ready for the class.

8.b. A Sequence of Teaching and Learning:……………………………………20 Minutes

Include checking for understanding and reviewing key points.

Identify how students have already begun learning about Aboriginals in Canada before European arrival.

Topic will now shift to Europeans (need a map to illustrate where Europe is located) and how they arrived here in Canada.

Brainstorm with the entire class ideas about why people would want to explore. Write ideas on chalk board around the word Why explore?

Once a solid list has been completed introduce the three Exploration groups students will be investigating. Viking, French, English.

8.c. Application:………………………..........………………………………………23 Minutes

Include facilitating guided and/or independent practice.

Jigsaw method of group work

Instruct students on the following before handing out paperwork:

Students will now be divided into 6 groups, each group will become the expert on their assigned Exploration nation.

Teacher selects groups.

They will be given one work sheet per student to complete as a group. Students will need to review the reading and work together in order to answer the question sheet. Students will be given paragraph summaries of information on each group and will also need to consult their textbook to confirm and embellish on the information. (see chapter on Explorers- Canada Revisited 6)

The class will work on these until the end of this period and will have time to complete them in the next class.

Be sure that when students are finished the come to a consensus in their groups about the final question.

Second Period

Students will then Jigsaw into new groups of three-9 (triads) where they will become the experts on the exploring group they studied in the previous class. Each group must have one member from each group.

Each student will then take turns explaining their worksheet to the other 2 members, until all three members have completed worksheets for each of the 3 exploration groups.

8.d. Closure and Assessment:…………………………..………..…...................………………. 5 Minutes

Include sharing, reflecting, and considering next steps.

Five minutes before the close of class, have students return to their desks and organize their notes. Students who have not completed their worksheet will need to do so for the next Social Studies class. Students should be ready to attend a ‘conference’ on the exploration group they have been studying.

Next class students will discuss their findings and create a chart of the similarities and difference between these exploring groups.

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.

What do you think is the MOST unique aspect of your peoples?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________.

What do you think is the MOST unique aspect of your peoples?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________.

What do you think is the MOST unique aspect of your peoples?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________.

What do you think is the MOST unique aspect of your peoples?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Student Assessment Checklist for Worksheet

EUROPEAN EXPLORERS

Demonstrated ability to summarize and analyse information in small group setting /2

Student was able to share information with new group from the readings….

1=infrequently able, often incorrect

2=negotiates less than 50% of the information requested

3=majority of worksheet was conveyed/recorded

4=all areas conveyed and successfully noted by group members

Total /6

Student Assessment for Group Work and Participation

|Student Name: |Student Name: |

|Observations: |Observations: |

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|Student Name: |Student Name: |

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Grade 6

Teacher Observations - Explorers

|Student Name: |Student Name: |

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|Student Name: |Student Name: |

|Observations: |Observations: |

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|Student Name: |Student Name: |

|Observations: |Observations: |

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|Student Name: |Student Name: |

|Observations: |Observations: |

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|Student Name: |Student Name: |

|Observations: |Observations: |

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|Student Name: |Student Name: |

|Observations: |Observations: |

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EUROPEAN EXPLORERS

Lesson Plan

1. Identification:

|Candidate: Jody Barnett |Grade: 6 No. of Students: 25 |

|Associate: n/a |Subject/Strand: Social Studies – European Explorers |

|School: n/a |Lesson Type: |

|Date: Duration: |Students Absent for this Lesson: |

2. Lesson Topic:

Vocabulary building and study review for Unit test on Explorers

3. Specific Expectations: Mark with an x: Concepts: [ ] Skills: [ x ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

Use appropriate vocabulary to describe their inquiries and observations playing a game of Pictionary with terms and concepts from their unit on Explorers.

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: x |Work Samples: | |

4.b. Tools for the Teacher: Mark with an x:

|Observation: x |Checklist: |Rubric: |Quiz, Test: |Other: |

|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

Teacher will observer student participation in a classroom game of pictionary. Teacher will also record notes (formative) which will inform how well the students are prepared to take a test on this topic.

5. Lesson Modifications: (Where applicable, provide student names.)________________

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |

|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

6. Materials and Equipment Required:

6.a. For the Students:

Worksheets

Pen/pencil

6.b. For the Teacher:

Chalk and board

Worksheets

Observations Assessment sheets

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative: |Centres: |Inquiry; Problem-solving: x |Computer-Assisted: |Other: |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: x |Demonstration: |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: ………………………………………………………………………..………………5 Minutes

Include reviewing, motivating, and providing a context.

Students will need to have their Canada Revisited texts out, along with notebooks from this unit.

Students will be working individually on a worksheet provided by the teacher.

8.b. A Sequence of Teaching and Learning:……………………………………15 Minutes

Include checking for understanding and reviewing key points.

Students will be given 15 minutes to complete a worksheet titled ” Exploration from A to Z”

They will need to complete the worksheet using vocabulary and phrases from this unit on explorers. Once completed students must hand it to the teacher immediately.

8.c. Application:……………………..........………………………………………… 20 Minutes

Include facilitating guided and/or independent practice.

For the remainder of class, students will be playing a game of Pictionary with the words and phrases provided on the worksheets. It is recommended that students not be told this is the case when they are completed the worksheets.

The teacher should choose the Pictionary words which will be used from the worksheets.

Although students who may need some assistance can have their books open, for a more challenging game, students may clear their desks.

The teach may pick teams, but should change them a few time in order to diversify learning/competition.

8.d. Closure and Assessment:………………………………..………..…...................……………….5 Minutes

Include sharing, reflecting, and considering next steps.

Because this activity will be done near the end of unit, there is little time needed for wrap up. If there are images and concepts the students are having difficulty creating/guessing, the teacher should address these topics and re-teach. This is a great formative assessment activity and the teacher should take detailed observation notes.

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.

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PERSUASIVE LETTER LESSON PLAN

1. Identification:

|Candidate: Carol Clark |Grade: 6 No. of Students: |

|Associate: |Subject/Strand: Social Studies/Explorers |

|School: |Lesson Type: |

|Date: |Students Absent for this Lesson: |

|Duration: | |

2. Lesson Topic: Explorers – Discoverers of the New World (part three)

3. Specific Expectations: Mark with an x Concepts: [ X] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will:

• Write a persuasive letter from the point of view of a would-be explorer

• Use a specific topic and voice to reach a certain audience

• Use appropriate vocabulary

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: |Work Samples: X | |

4.b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: |Rubric: X |Quiz, Test: |Other: |

|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

- Each student’s letter will be added to their booklet

5. Lesson Modifications: (Where applicable, provide student names.)

5.a. Mark with an x: these modifications will be used only if necessary

|Increase Time: X |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: X |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

If a student indicates that they are having difficulty with the lesson by verbally stating the difficulty or through teacher observation, the student may be given more time to complete the letter.

6. Materials and Equipment Required:

6.a. For the Students:

Paper and pencil

6.b. For the Teacher:

Rubric

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative: |Centres: |Inquiry;Problem-solving: |Computer-Assisted: |Other: X |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: X |Demonstration: X |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: 10 Minutes (W)

Include reviewing, motivating, and providing a context.

• Letter writing diagnostic questions

o Why do we write letters?

o Different types of letters?

8.b. A Sequence of Teaching and Learning: 10-15 Minutes (W, I)

Include checking for understanding and reviewing key points.

- Outline the proper format for writing a letter – demonstrate on the board

- Review the language arts lesson on persuasive writing

- Discuss point of view and audience – use a graphic organizer

o This letter is to be written from a person who wishes to embark upon a journey of exploration from their homeland of either Britain or France. They are to write and ask the king or queen to support them in their endeavours.

- Review the information on reasons for exploration from previous lesson(s)

8.c. Application: 20 Minutes (I)

Include facilitating guided and/or independent practice.

- Students work individually to create a letter from the point of view of a would-be explorer

8.d. Closure and Assessment: 5-10 Minutes (W)

Include sharing, reflecting, and considering next steps.

- Ask the class for volunteers to share their letters.

- Mark letters according to the following rubric.

9. Post-lesson Reflections and/or Notes: These should be written by the candidate. Additional comments from teacher associates are appreciated.

Letter-Writing : A Persuasive Letter from a Would-Be Explorer to a King or Queen

|CRITERIA |4 |3 |2 |1 |

|Ideas |Ideas were expressed in a |Ideas were expressed in a |Ideas were somewhat |The letter seemed to be a |

| |clear and organized |pretty clear manner, but |organized, but were not |collection of unrelated |

|Out of 3 |fashion. It was easy to |the organization could |very clear. It took more |sentences. It was very |

| |figure out what the letter|have been better. |than one reading to figure|difficult to figure out |

| |was about. | |out what the letter was |what the letter was about.|

| | | |about. | |

|Format |Complies with all the |Complies with almost all |Complies with several of |Complies with less than |

| |requirements for a |the requirements for a |the requirements for a |75% of the requirements |

|Out of 2 |persuasive letter. |persuasive letter. |persuasive letter. |for a persuasive letter. |

|Grammar & spelling |Writer makes no errors in |Writer makes 1-2 errors in|Writer makes 3-4 errors in|Writer makes more than 4 |

|(conventions) |grammar or spelling. |grammar and/or spelling. |grammar and/or spelling |errors in grammar and/or |

| | | | |spelling. |

|Out of 2 | | | | |

TIMELINE LESSON PLAN

1. Identification:

|Candidate: Carol Clark |Grade: 6 No. of Students: |

|Associate: |Subject/Strand: Social Studies/Explorers |

|School: |Lesson Type: |

|Date: |Students Absent for this Lesson: |

|Duration: | |

2. Lesson Topic: Explorers – Discoverers of the New World (part two)

3. Specific Expectations: Mark with an x Concepts: [ X] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will:

• Create a personal timeline

• Complete the timeline worksheet

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: |Work Samples: X | |

4.b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: X |Rubric: |Quiz, Test: |Other: |

|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

- Each student’s historical timeline will be added to their booklet

5. Lesson Modifications: (Where applicable, provide student names.)

5.a. Mark with an x: these modifications will be used only if necessary

|Increase Time: X |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|Oral Explan.: |Repeat: |Re-teach: |Scribe: X |E. A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

If a student indicates that they are having difficulty with the lesson by verbally stating the difficulty or through teacher observation, the student may copy the important information from the teacher’s sheet. Alternately, the EA may scribe for the students if necessary.

6. Materials and Equipment Required:

6.a. For the Students:

Paper and pencil

Handouts – timeline worksheet(s) and information sheet (cut up, one set for each group)

6.b. For the Teacher:

Harry Potter Timeline

Explorer Timeline

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative:X |Centres: |Inquiry;Problem-solving: |Computer-Assisted: |Other: |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: X |Demonstration: |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: 10 Minutes (W)

Include reviewing, motivating, and providing a context.

• What is a timeline?

• Why do we use them?

• How do they help us understand history?

• On the board create a timeline for Harry Potter as an example

8.b. A Sequence of Teaching and Learning: 15 Minutes (W, I)

Include checking for understanding and reviewing key points.

- Students to create a personal timeline on a strip of paper

- Give each student a strip of plain paper approximately 5cm x 30cm

- Have students fold the strip in fourths and label the 1st segment ‘Birth to Age 4’, the 2nd segment ‘5 to 6 Years’, the 3rd segment ‘7 to 8 Years’ and the last segment ‘ 9 Years to Present’

- Ask students to fill in the most important events of their lives in the appropriate segments (ask for at least 3 events per segment, possibly less for the earlier time period)

- Ask for volunteers to share their timeline

8.c. Application: 15 - 20 Minutes (S)

Include facilitating guided and/or independent practice.

- On the board show the timeline of explorers

- Hand out the blank work sheets and the scrambled explorer information sheet

o The important dates/names/events are on slips of paper. Each group of about 4 will receive one envelope with the information slips. The students are to work together to arrange the information by date and copy onto their own worksheet

8.d. Closure and Assessment: 5-10 Minutes (W)

Include sharing, reflecting, and considering next steps.

- Discuss the timelines as a class. Possible probing questions:

o Is there anything about the timeline that stands out to any of the students?

o What does the timeline help us to learn?

o Do you think this is a complete list? Why or why not?

- Check the personal timeline as complete or incomplete on a class list

- Check the explorer timeline as complete or incomplete on a class list

9. Post-lesson Reflections and/or Notes: These should be written by the candidate. Additional comments from teacher associates are appreciated.

TEACHER RESOURCE - Harry Potter Timeline

The following timeline shows important events that have happened in the Wizarding World.

382 B.C.: Ollivander's began to make "Fine Wands" for wizards and witches.

990: Hogwarts was established by the four greatest witches and wizards of the age.

1289: International Warlock Convention held.

1296: The year of a case Hermione found while researching past court trials in defence for Buckbeak's hearing.

1473: World Cup Quidditch match in which all 700 fouls occurred.

1492: Nearly Headless Nick passes away.

1614: The Hogsmeade inn served as headquarters of a goblin rebellion.

1637: Werewolf Code of Conduct was issued.

1709: Warlocks' Convention outlawed dragon breeding.

1722: A case occurred in which a Hippogriff was convicted and executed.

1875: Decree for the Reasonable Restriction of Under-Age Sorcery was issued.

1926: Most likely the year Tom Marvolo Riddle was born.

1929: Tom Marvolo Riddle is born.

1940: Tom Riddle enters Hogwarts and is placed into Slytherin house.

1942: Rubeus Hagrid enters Hogwarts.

1942-43: Tom Riddle's sixth year at Hogwarts; the Chamber of Secrets was opened by Slytherin's Heir; Moaning Myrtle was killed.

1943: The date in Tom Riddle's diary which became a window that Harry Potter used to time travel to the year 1943, when he sees Hagrid and Riddle as teenaged boys; accused of opening the Chamber, Hagrid, a third year student, was expelled, and his wand was snapped in two.

1943: Albus Dumbledore was a transfiguration professor.

1944: Tom Riddle becomes Hogwarts prefect.

1945: The Chamber of Secrets opened. Hagrid expelled.

1946: Tom Riddle becomes Hogwarts head boy.

1959: Births of James Potter and Lily Evans

1970: James and Lily start at Hogwarts.

1971: Tom Riddle (now Voldemort) and his death eaters start their rise to the top of evil.

1980: James and Lily Potter get married. Harry is born.

1981: The Potters move away to Godric's Hollow. Sirius Black is framed. Lily and James Potter are killed.

1992: Riddle once again has the Chamber opened.

1994: The Tri-Wizard Tournament.

1995: The Order of the Phoenix is once again summoned.

TEACHER RESOURCE

| |3200 B.C. |

|  |Pharaoh Snefru brings 40 ships from Byblus to Phoenicia. |

|2750 |  |

|First recorded expedition of exploration from Egypt. | |

| |2500 |

| |Polynesians begin their migration throughout the South Pacific around this|

| |time. |

|8th century |  |

|Polynesians colonize the Hawaiian Islands. | |

| |7th century |

| |Phoenician merchant seamen explore the Mediterranean Sea and Atlantic |

| |coastline south to Africa and north to Europe. Pharaoh Necho sends |

| |Phoenician ship on expedition around Africa. |

|500 |  |

|Hanno travels down the northwestern coast of Africa. Expedition | |

|recorded by Greeks. Himilco travels to England and establishes tin | |

|trade. | |

| |510 |

| |Scylax explores India, Arabia, and northern Afghanistan for the Persian |

| |empire. |

|4th century |  |

|Greeks add England and India to their maps. | |

| |275 |

| |Canal between the Nile River and the Red Sea is reopened to shipping. |

|1st century A.D. |  |

|Chinese invent first compass. | |

| |120 |

| |Ptolemy (Claudius Ptolemaeus A.D. 90 - 168) of Egypt, a mathematician and |

| |astronomer who works in Alexandria, builds the foundations of cartography.|

| |He invents a number of projections whereby an area on the curved surface |

| |of the Earth can be represented on a flat surface. His world system places|

| |the Earth at the center of the universe with celestial bodies circling |

| |around it. |

|10th century |  |

|Constantinople (Byzantium) recognized as the first city of the world to| |

|be a commercial and cultural center. | |

| |860 |

| |Iceland discovered. |

|982 |  |

|Greenland discovered by Eric the Red. | |

| |1002 |

| |Leifr Eiriksson discovers North America. |

|1050 |  |

|Astrolabes arrive in Europe from the East. | |

| |1066 |

| |Normans (Vikings) conquer England. |

|1081 |  |

|A trade treaty is established between Venice and the Byzantine Empire. | |

| |1151 |

| |First use of explosives in war, by China. |

|1191 |  |

|First exports of tea from China. | |

| |13th century |

| |Nomadic Mongols capture most of Eurasia, Korea, and Hungary. |

|1225 |  |

|Cotton manufacturing established in Spain. | |

| |1233 |

| |First coal is mined in Newcastle, England. |

|1240 |  |

|The Hanseatic League is formed in the Baltic region and becomes the | |

|North terminus for Far East trade. | |

| |1271-95 |

| |Marco Polo journeys to China establishing the overland trade route. He |

| |leaves China in 1292 and three years later arrives home. |

|1325 |  |

|Ibn Buttuta leaves on pilgrimage. | |

| |1328 |

| |Invention of sawmill spurs shipbuilding. |

|1355 |  |

|Ibn Buttuta returns home from his travels. | |

| |1405 |

| |Admiral Cheng Ho begins his voyages for Emperor Chu Ti. The Treasure Fleet|

| |of the Dragon Throne rules the South Pacific and Indian Ocean until 1433. |

|1406 |  |

|Ptolemy's geography is introduced in Europe. | |

| |1432 |

| |Portuguese navigators discover the Azores. |

|1441 |  |

|Portuguese navigators cruise West Africa and reestablish slave trade. | |

| |ca. 1450 |

| |Prince Henry the Navigator establishes a Naval observatory for the |

| |teaching of navigation, astronomy, and cartography. |

|1450 |  |

|Invention of the printing press spurs wide distribution of navigation | |

|tables and ship plans. Ptolemy's geography is published and widely | |

|accepted. | |

| |1453 |

| |Turks overrun Constantinople, shutting off the overland trade route. |

|1470-84 |  |

|Portuguese explorations discover Africa's Gold Coast and the Congo | |

|River. | |

| |1487 |

| |Bartholomeu Dias barely touches the Cape of Good Hope. |

|1492 |  |

|Columbus sets sail. | |

| |1494 |

| |The Treaty of Tordesillas divides the world between Spain and Portugal for|

| |the alleged purpose of spreading Christianity. |

|1497-98 |  |

|Vasco da Gama rounds the Cape of Good Hope and reaches India. | |

| |1497 |

| |John Cabot sites "new found land" while searching for Northwest Passage. |

|1504 |  |

|Venice proposes a Suez Canal to the Sultan of Turkey. | |

| |1506 |

| |Christopher Columbus dies. |

|1511 |  |

|Portugal defeats the Arabs in a major naval battle at the Straits of | |

|Sunda, taking control of the Spice Islands as the center of Far East | |

|trade. (The Straits lie between Java and Borneo, now Indonesia.) | |

| |1512 |

| |England begins construction of double-deck warships. |

|1519 |  |

|Magellan begins his journey to circumnavigate the world with five ships| |

|and 270 men. | |

| |1521 |

| |April 27, Magellan killed by natives in the Philippines. |

|1522 |  |

|September 6, eighteen of Magellan's crew and one ship return. | |

| |1534 |

| |Jacques Cartier enters the St. Lawrence River. Land in Great Lakes claimed|

| |for France. |

|1577 |  |

|Sir Francis Drake sets sail from England. He circumnavigates the globe.| |

| |1609 |

| |Henry Hudson explores present-day New York and Hudson River and claims |

| |them for the Dutch. |

|1768 |  |

|James Cook begins the first of his Pacific explorations. | |

| |1770 |

| |Cook documents location of Australia. |

|1778 |  |

|Cook explores Hawaiian Islands. He fails to locate Northwest Passage | |

|from Alaskan side. | |

| |1779 |

| |Cook killed in Hawaii. |

TEACHER RESOURCE European Explorers Timeline

Cut these out and give a set to each group

Students use the strips to place the information in the correct chronological order

Copy the information from the strips onto the following worksheet

|1st century AD |Chinese invent the first compass. |

|120 AD |Ptolemy creates the first flat map of the world. |

|982 |Eric the Red discovers Greenland. |

|1002 |Leif Ericson discovers North America. |

|1271- 1295 |Marco Polo goes to China. |

|1450 |Prince Henry the Navigator builds school for sailors. |

|1453 |Turkish Empire cuts off the land route for spices from Asia to Europe.  Search for sea route begins. |

|1487 |Bartholomeu Dias discovers the southern tip of Africa. |

|1492 |Columbus sails to the New World. |

|1497 |John Cabot discovers Newfoundland while he searches for the Northwest Passage. |

|1502 |Amerigo Vespucci returns from his explorations of the New World.  American continents named after him by |

| |German mapmaker. |

|1513 |Vasco Nunez de Balboa discovers the eastern shore of the Pacific Ocean.  Juan Ponce de Leon searches for the |

| |Fountain of Youth in Florida. |

|1519 - 1522 |Ferdinand Magellan and his crew sail around the world. |

|1521 |Hernando Cortez defeats the Aztec Empire. |

|1533 |Francisco Pizarro defeats the Inca Empire. |

|1534 |Jacques Cartier discovers the St. Lawrence River and the Great Lakes. |

|1539 - 1542 |Hernando De Soto explores the southeastern United States. |

|1577 |Sir Francis Drake becomes the first Englishman to sail around the world. |

|1603-1616 |Samuel de Champlain explored eastern coast of North America and the coast of the St. Lawrence River to Lake |

| |Huron-Reached what is now Lake Champlain |

|1610 - 11 |Henry Judson explores Hudson Bay |

|1673 |Father Jacques Marquette and Louis Jolliet explore the Mississippi River. |

|1682 |Rene-Robert de La Salle explores the Mississippi River from the Great Lakes to the Gulf of Mexico. |

|1768 – 78 |James Cook begins the first of his Pacific explorations; documents the location of Australia, explores |

| |Hawaiian Islands |

|1st century AD |Chinese invent the first compass. |

|120 AD |Ptolemy creates the first flat map of the world. |

|982 |Eric the Red discovers Greenland. |

|1002 | |

|1271- 1295 | |

|1450 | |

|1453 |Turkish Empire cuts off the land route for spices from Asia to Europe.  Search for sea route begins. |

|1487 | |

|1492 | |

|1497 | |

|1502 |Amerigo Vespucci returns from his explorations of the New World.  American continents named after him by |

| |German mapmaker. |

|1513 |Vasco Nunez de Balboa discovers the eastern shore of the Pacific Ocean.  Juan Ponce de Leon searches for the|

| |Fountain of Youth in Florida. |

|1519 - 1522 | |

|1521 | |

|1533 |Franciso Pizzaro defeats the Inca empire. |

|1534 | |

|1539 - 1542 | |

|1577 | |

|1603 - 1610 |Samuel de Champlain explored the eastern coast of North America and the St. Lawrence River to Lake Huron – |

| |Reached what is now Lake Champlain. |

|1610 - 11 | |

|1673 |Father Jacques Marquette and Louis Jolliet explore the Mississippi River. |

|1682 |Rene-Robert de La Salle explores the Mississippi River from the Great Lakes to the Gulf of Mexico. |

|1768 – 78 | |

Contact Negative Lesson Plan

1. Identification:

|Candidate: Katheryne Lumgair |Grade: 6 No. of Students: 22 |

|Associate: |Subject/Strand: Social Studies/European Explorers |

|School: |Lesson Type: |

|Date: Duration: 40 mins |Students Absent for this Lesson: |

2. Lesson Topic: Contact of European Explorers and the Mic Mac Native People

3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

a) Explain how differences between First Nations peoples and early European explorers led to conflicts between the two groups.

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: |Work Samples: | |

|X | | | | |

4.b Tools for the Teacher: Mark with an x:

|Observation: |Checklist: |Rubric: |Quiz, Test: |Other: |

|X | | | | |

|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

Each student will be assessed through in-class observation and the journal writing will be read and assessed for completion.

5. Lesson Modifications: (Where applicable, provide student names.)

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|X | | | | |

|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|X | |X | | |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

If there is a need, students who need it will be given more time or further explanation. If necessary, I will spend time with students at nutrition break or after school to ensure that the concepts are understood.

6. Materials and Equipment Required:

6.a. For the Students:

Pencil, journal, positive attitudes

6.b. For the Teacher:

Labels for the role play, tape

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative: |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: |

|X | |X | | |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: |

| |X |X |X | |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction:…………………………………………………………..……….… 15 Minutes

Include reviewing, motivating, and providing a context.

1. (W) Last time we talked about some of the positive things that happened when the Europeans came to North America and cooperated with the Native Peoples. At the end of the class, you all wrote a short journal entry about some of those positive results. Can anyone remind me of something that was GOOD about the Europeans coming to North America? (Wait for appropriate answers, prompting them if necessary) (5 minutes)

2. (W) Have students move desks and stand in a circle (no chairs) in the middle of the room. (3 minutes)

3. (S) Divide students into 2 groups, one with 2 and one with 20. As the division is happening, introduce the Micmac lesson by giving general info. Distribute French labels saying “I represent approximately 50 French people” to the small group and Micmac labels saying “I represent 1000 Micmac people” to the others. (3 minutes)

4. (S) While the large group is putting on their labels, instruct the ‘French’ to, when the role play begins, they are to walk into the group, introducing themselves or each other and say that they’ve come to live in the region. (1 minute)

5. (S) Instruct the large group (the Micmac) that, when the role play begins, they should act as if they are fishing, preparing food, doing household chores. Give them 30 seconds thinking time to decide what they want to be acting out. Tell them that when the small group members introduce themselves, they should be polite but don’t understand what the French are saying. (3 minute)

8.b. A Sequence of Teaching and Learning:………………………………………… 18 Minutes

Include checking for understanding and reviewing key points.

5. (W) Role play exercise: As the Micmac people go about their daily lives, hunting, gathering and fishing, etc, the French are sent into the Micmac settlement. One by one, 16 of the Micmac will be touched on their shoulders by the teacher. When they are touched, they are to go sit quietly on the floor in a separate part of the classroom. (6 minutes)

6. (W) Prompt discussion about the impact of French on the Micmac population; where did the people removed from the exercise go? (Make sure that they realize that most of the deaths occurred over an extended period of time)

Discussion Questions:

• What was happening to the people who went to sit on the floor? (hopefully somebody understands that they are dead – if not prompt them with Are they still part of the community? What are they doing? Etc.) (2 minutes)

• What kinds of things could have caused that many deaths? (2 minutes) (war, illness)

• Where did the illnesses come from? (2 minutes)

• Who else was involved in the wars? (2 minutes)

7. (W) Have the students move their desks back to their original positions. (2 minutes)

8. (W) Wrap up the role play exercise with a short review of the things that were discussed as a group. Add some new information about negative side of contact with the Europeans, solidify affect. (2 minutes)

8.c. Application:……………………..........……………………………………………. 12 Minutes

Include facilitating guided and/or independent practice.

8. (W) Give instructions about today’s journal entry:

• Today in your journals you will write from the perspective of the person that you portrayed in the role play. (The French explorers will write as French explorers etc.)

• Write as though it is the end of a regular day or a particularly exciting day. Which ever you wish. (2 minutes)

9. (I) The remainder of the class time will be spent writing the journal entry. (10 minutes)

8.d. Closure and Assessment:………………………………..………..…...................……………….. 3 Minutes

Include sharing, reflecting, and considering next steps.

10. (W) Discuss tomorrow’s class, get them thinking about what they’ll be doing then. (2 minutes)

11. (W) Teacher collects the journals to check for completion. (1 minute)

9. Post-lesson Reflections and/or Notes:

Culminating Lesson Plan

1. Identification:

|Candidate: Katheryne Lumgair |Grade: 6 No. of Students: 22 |

|Associate: |Subject/Strand: Social Studies/European Explorers |

|School: |Lesson Type: |

|Date: Duration: 80 mins |Students Absent for this Lesson: |

2. Lesson Topic: European Explorers Webquest

3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

a) read, interpret and compare historical and modern maps of an area to determine accuracy. b) use appropriate vocabulary to describe their inquiries and observations c) explain how the cooperation between the First Nation groups and early European explorers benefited both groups and d) explain how differences between First Nation groups and early European explorers led to conflicts between the two groups.

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

| | | |X | |

|Journal: |Projects: |Presentation: |Work Samples: | |

|X | | |X | |

4.b Tools for the Teacher: Mark with an x:

|Observation: |Checklist: |Rubric: |Quiz, Test: |Other: |

|X |X | | |Answer Key |

|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

Each student will be assessed with the use of a checklist, through in-class observation and the marking of the webquest questionnaire.

5. Lesson Modifications: (Where applicable, provide student names.)

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|X | | | | |

|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|X | |X | | |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

If there is a need, students who need it will be given more time or further explanation. If necessary, I will spend time with students at nutrition break or after school to ensure that the concepts are understood.

6. Materials and Equipment Required:

6.a. For the Students:

Computers, Pen, worksheets, positive attitudes

6.b. For the Teacher:

Book Computer Lab, worksheets, checklists

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative: |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: |

|X | |X |X | |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: |

| | |X | | |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction:…………………………………………………………..……….… 10 Minutes

Include reviewing, motivating, and providing a context.

6. (W) Divide the class up into prearranged pairs and explain the roles of each pair member. These roles should be posted either on the board or on an overhead projector for the duration of the webquest. (The webquest groups will be made up of pairs with one member stronger than the other. Effort should be made to have children who learn better by doing or seeing have the job of researcher. Further, an attempt should be made to have the students who can learn best by doing and reading be the reporter for the pair.) (5 minutes)

7. (W) Demonstrate to the class using an LCD projector and computer the first steps to finding the webquest. (see attached) (5 minutes)

8.b. A Sequence of Teaching and Learning:………………………………………… 55 Minutes

Include checking for understanding and reviewing key points.

2. (S) Begin webquest, with a reminder to work together but remain each doing his or her own job. These roles can be switched at half way through the webquest if the teacher believes it appropriate to do so.

8.c. Application:………………………………………..........…………………………………………….

Include facilitating guided and/or independent practice.

8. (W) Ensure that the students are completing the ‘webquestionnaire’ by circulating throughout the classroom for the duration of the webquest.

8.d. Closure and Assessment:………………………………..………..…...................……………….. 15 Minutes

Include sharing, reflecting, and considering next steps.

12. (W) Have the students shut down their computer stations and return to the classroom (5 minutes)

13. (W) Through an oral discussion, have the students reflect upon their experiences a) during the webquest, b) in their roles. (10 minutes)

9. Post-lesson Reflections and/or Notes:

................
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