Unit Planning Organizer (Secondary)



To what extent have events prior to Confederation help shape a Canadian Identity?

The historical events leading to the founding of a nation have direct long lasting effects to the cultural development of that nation. For Canada, the events leading to Confederation directly affected the political and cultural system that is currently in effect. Multiculturalism and bilingualism policies are a result of several different historical events, including Quebec retaining its language and culture. By learning about these historical events through authentic learning, students will be able to apply this knowledge to present day situations that present similar dilemmas.

Canadian citizenship and identity are complex notions that are ever changing and developing. Both citizenship and identity though are rooted in how Canadians attained our independence from Britain. Citizenship and identity have been reflected through this unity through recognizing the use of power, authority and decision making for shaping British North America as with the similarities and change that occurred throughout this time period. This was especially visible through the interactions between the British, Francophone and Aboriginal perspectives.

Each of these three perspectives has defining moments that continue to affect the governing of Canada. A defining moment concerning British identity within Canada focuses upon not being American, and the struggle to remain independent from the United States. This is exemplified during the War of 1812 and the Loyalist migration. For Francophone, the defining aspect has been protecting their cultural and language from being lost. The various changes in the framework of Canada, like the Constitutional Act, Quebec Act, and Act of Union directly affected how Francophone identity within Canada. Despite the hardship Francophone society is still present. For Aboriginal perspective, there is the continual discussion concerning the governing and land for Aboriginal people. The Aboriginal participation in the different wars their pursuit of self-government and the lack of reward towards these Aboriginal bands are a serious issue still being dealt with by the Canadian government.

My approach towards the planning of this unit is a mix of direct instruction to cover essential historical material to help cover a breadth of material, before delving into specific aspects of each lesson to build critical inquiry skills on key historical events that relate to the development of Canadian identity and active citizenship in Canada. The choice of what aspects to teach in greater detail are those specified in the Program of Studies to be covered. The four events that are focused upon affecting citizenship and identity within the context of this unit are: the rebellion of the 13 colonies, War of 1812, the Great Migration and Act of Union. Supplementary information included in lessons was chosen to provide context for each event and to link these events together. While greater depth of information would be beneficial to for student understanding, I needed to focus on these specific events due to time limitations provided by my teacher associate for this lesson.

My unit reflects powerful teaching and learning as it provides opportunity for students by having my students critique the perspective and validity of the resources that they are interacting with. In the case of the War of 1812, students will be expected to review the accuracy of claims made within different sources for who won the War of 1812. The ability to review the different sources and to frame their own opinion and provide a defense is an important skill for students to develop. For the framework of this lesson I am expecting my students to have the ability to follow basic conventions in their writing, experience consuming media content and the ability to consider various historical events from perspectives that are different then their own.

A familial issue that is possible with students within the classroom are them having stereotypical, racial or cultural discriminatory viewpoints about groups different then themselves. In situations where I am faced students displaying with discriminatory behavior, I will address with the student the appropriateness of this behavior with the student in a firm low disciplinary manner. This would be a verbal reprimand or quick discussion on the appropriateness at the next available time. Continued exhibition of the discriminatory behavior will lead to a private discussion with the student individually or with parents and administration depending on the severity and occurrence.

The ICT outcomes that are represented within my unit plan include 7.S.7 to apply the research process to understand and apply various pieces of information to create a unified message. As well as 7.S.9 that it is necessary to recognize bias and validity in print and electronic sources to assess their validity. My unit uses several different video and print sources for students to incorporate multiple perspectives to create their own understanding on a topic. In some cases these perspectives may directly conflict with their own preconceptions of these groups or events.

For this course I am addressing individual differences between individuals by incorporating artistic, written and kinesthetic activities into the lessons to facilitate learners who excel in different course such as Language Arts, Physical Education and Art.

Unit Planning Organizer

Subject__Social Studies______________________Grade________7_________

Unit/Topic_________Canadian Identity_____________________________________

Date and Unit Duration_______6 classes, 45 min _________

|1. Unit Overview – Inquiry Question |

| |

| |

|To what extent have events prior to Confederation help shape a Canadian Identity? |

| |

|2. General Learning Outcomes for Unit |

| |

| |

|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. |

|3. Focusing Questions for Unit |

| |

|What is Canadian identity? |

|What did the following major events have on defining Canadian Identity: |

|a)American War of Independence/ Immigration of Loyalists |

|b) War of 1812 |

|What led the 13 colonies to rebel? |

|Why didn’t Canada join the American’s against Britain? |

| |

| |

|4. Key Concepts for Unit |

| |

|Important definitions |

|Liberators, United Empire Loyalists, Traitors, Refugees, Discrimination, Deadlock, Immigrants, Quarantine Station, Legislative |

|Assembly, Château Clique, Family Compact, Patriotes, Reformers, 92 Resolutions, 7th Report on Grievances, Responsible Government, |

|Secret ballot, |

| |

|First Nations Involvement |

|Quebec protectionist schemes |

|British ethnocentrism |

| |

| |

| |

|5. Specific Learning Outcomes for Unit |

|Knowledge: |

|7.1.5 - assess, critically, the political competition between the French and the British in attempting to control North America by |

|exploring and reflecting upon the following questions and issues: |

|How was British North America impacted by rebellion in the 13 colonies and by the subsequent Loyalist migration? |

| |

|7.1.6 - assess, critically, how political, economic and military events contributed to the foundations of Canada by exploring and |

|reflecting upon the following questions and issues: |

|• What was the role of Chief Tecumseh in the War of 1812? |

|• How did the War of 1812 contribute to British identity in Canada? |

|• How did the War of 1812 contribute to defining Canada's political boundaries? |

|• How was the Great Migration of 1815-1850 in Upper Canada and Lower Canada an attempt to confirm British identity in the Province|

|of Canada? |

|• How was the Act of Union of 1840 an attempt to resolve the issues raised by the 1837 and 1838 Rebellions in Lower Canada and |

|Upper Canada? |

| |

| |

| |

|Attitude: |

|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 |

| |

| |

|Skill: |

| |

|7.S.2 Students will develop skills of historical thinking to analyze historical issues to form or support an opinion  |

|7.S.8 Students will demonstrate skills of oral, written and visual literacy |

Resources

Print

1) Francis, D. (2006). Voices and visions: A story of Canada. Don Mills: Oxford University Press.

Voices and Visions is the textbook that my Teacher advisor has chosen for use in her classroom. Provides useful anecdotes on the events in language that is at the norm for students’ comprehension level. Provides a good breadth of information for my students to learn, but is not engaging. I have incorporated activities to uncover more depth for the relevant SLOs.

2) Germain, J. (2006). Voices and visions: A story of canada, A teachers resource. Don Mills: Oxford University Press.

This is the available teacher’s resource for use with the Voices and Vision textbook. Provides useful information for some activities to build upon student learning in the classroom, this teacher resource though does not focus very deeply and cover all sub-SLO’s that are included in the Program of Studies.

3) Rees, D., Anderson Gerrits, D., & Allaire, G. (2006). Our Canada: Origins, peoples, perspective. Canada: Thompson-Nelson.

The second textbook available for grade 7 social studies in Alberta, which provides a useful second look into how information can be presented, including useful resources for teaching students of for use in unit tests. Several mock historical articles are included which provide a useful method to provide a specific argument to students.

Internet

4) Canadiana (2005) History in the Making. Retrieved from

Canadiana: History in the making is a teacher and student resource that provides a timeline and primary sources on three different themes of Canadian History: constitutional history, aboriginals: treaties and relations, and pioneers and immigrants. These are three themes that are essential cornerstones to the grade 7 curriculum and more specifically this unit I am teaching.

5) Lillian Goldman Law Library (2008) Articles of confederation: March 1, 1781. Retrieved from: .

Why did the United States want to join Canada? They assumed Canada would naturally join the US. This site provides access to a primary resource that may surprise students, on the assumptions some American leaders had for North America would look like.

6) The Discriminating General (2005) The War of 1812 website Retrieved from warof1812.ca.

Provide secondary sources for biographies, treaty information, as well as articles and summaries for what occurred in during the war of 1812. This would be useful for a teacher who w wanted their students to have a more in-depth understanding about the lifestyle and conditions during the war, or a student interested in military history.

7) The History Place (1996-2012) The coffin ships. Retrieved from

A secondary resource outlining the circumstances and conditions for Irish immigrants who participated in the Great Migration, providing a very frank description of the conditions they faced. The trip to Canada was not a simple one for individuals to endure, but many immigrants had no other option available to them.

Audio/ Visual resources

8) Historica Dommion Institute (n.d.) Responsible government. Retrieved from

One of the heritage minute clip that provides students with a video representation on the novelty of responsible government. This video provides a new perspective about the responsibility being historically not represented by the public interest. Critical inquiry can be used for assessing the effect of this belief.

9) Mercer, R. (2009, Oct 14). RMR: Rick and the War of 1812.

The Rick Mercer Report provides a comedic outlook on several issues relating to Canadian politics. This provides an engaging, entertaining way to view what can be dull material. Critical thinking skills are necessary though to differentiate between use of humor and factual information.

Performance Assessment

Grade _____7_____ Subject Canadian Identity towards Confederation

Topic Canadian Identity

Title of Task Redesigning Canadian Currency

LEARNER OUTCOMES

|The Bigger Picture: |

|How does this task link to the ‘big ideas’ of the discipline? |

| |

|Canadian Currency is tied to important aspects of Canadian Identity. |

|Students will identify the major historical activities and defend why they chose these major historical activities. |

| |

| |

|Critical Inquiry Question. |

|To what extent have events from the Royal Proclamation to Confederation have shaped the Canadian Identity? |

|General Outcome(s) |

| |

|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 Outcomes |

|Number |Heading and Outcome (and bullet where applicable) |

| |Students will appreciate the influence of diverse Aboriginal, French and British peoples on events leading to Confederation |

|7.1.1 | |

| |Students will assess, critically, the political competition between the French and the British in attempting to control North|

|7.1.5 |America |

|7.1.6 |Students will assess, critically, how political, economic and military events contributed to the foundations of Canada |

| | |

|7.S.2 |- develop skills of historical thinking to analyze historical issues to form or support an opinion  |

|7.S.8 |- demonstrate skills of oral, written and visual literacy |

CRITERIA

|Students provide evidence of their learning as they: |

|I can defend which 3 historical events that are central to creating Canadian |

|Identity, after Plains of Abraham and prior to Confederation |

|(7.1.5,7.1.6) |

| |

|I can identify important historical events from the perspective of the British, |

|Aboriginal and French. |

|(7.1.1) |

| |

|I can create a visual display to represent major ideas. |

| |

|(7.S.2, 7.S.8) |

|I can form and defend an opinion on historical issue in written form. |

|(7.S.8) |

| |

Teacher Notes

1) Important events that occur after the Royal Proclamation and before Confederation.

2) Perspective of events from Aboriginal, French and British discussed in class.

3) Meaning behind the symbols used on current currency.

4)

STUDENT ASSESSMENT TASK

|Planning an Authentic Student Task |

| |

|Student Role: |

|Take the part of a worker at the Royal Canadian Mint |

| |

|Audience: |

|Supervisor |

| |

|Performance and/or Product: |

|New $5, $10, $20 bill and two paragraph defense on the chosen topic |

| |

|Context: |

|Have been asked to redesign bills to reflect the major events after Royal |

|Proclamation to Confederation that defined the Canadian identity. |

| |

| |

| |

Redesigning Canadian Currency

Working at the Royal Canadian Mint, your boss has decided that it is time to redesign the $5, $10, and $20. The theme decided upon for the new bills are to reflect 3 major Canadian events that occur between the Royal Proclamation in 1793 and events prior to the Confederation in 1867. You will need to provide a short description for each of the events you chose, and defend the importance of these events in terms of the contribution they make towards developing Canadian Identity.

Upon further conversation with your superior, you manage to obtain the following important characteristics for each bill includes:

5) Each bill reflects a different perspective (one Aboriginal, one British, one French)

6) Effective use of space (no extensive white space, not cluttered)

7) Clear connection of bill design to historical event

8) For each bill you need to justify how each event contributed to Canadian identity (~1-2 pages)

o What impact did this event have, and is this impact still noticeable in Canadian society?

o Why did you choose the specific symbols for this event?

Example of previous bills that were created can be found at .

Event examples:

9) Royal Proclamation, American Revolution, Loyalists, War of 1812, Great Migration, Upper Rebellion, Lower Rebellion, Act of Union, Tecumseh, Lord Durham Report

Rubric

|CATEGORY | |4 |3 |2 |1 |

|Clear historical connection |$5 |Historical events are |Relevant historical events |Historical events are not |Historical events are |

|of event | |clearly depicted in the |are somewhat clearly depicted|clearly depicted in bill |not depicted in bill |

| |$10 |bill designs. |in bill design. |design |design. |

| | | | | | |

| |$20 | | | | |

|Evidence |$5 |Relevant, telling, quality|Supporting details and |Supporting details and |Supporting details and|

| | |details give the reader |information are relevant, but|information are relevant, |information are |

| |$10 |important information that|one key issue or portion of |but several key issues or |typically unclear or |

| | |goes beyond the obvious or|the image is unsupported. |portions of the images are|not related to the |

| |$20 |predictable. | |unsupported. |topic. |

|Inclusion of 3 different | |3 different perspectives |3 different perspectives |2 different perspectives |1 perspective is |

|perspectives | |(Aboriginal, British and |(Aboriginal, British and |(Aboriginal, British and |presented. |

| | |French) are explicitly |French) are implied. |French) are presented. | |

| | |outlined. | | | |

Note 1: Each bill will be graded by the first three categories individually.

Total Mark ___/ 40

I chose a rubric to evaluating student work as each category is related back to the learning outcomes assigned to this performance assessment. Ensuring that the grade received by the student will reflect the mandatory outcomes set by Alberta Education. The rubric provides a structure to guide teacher assessment of the student, but the flexibility to gauge the entire work as well. This flexibility is not available when using a checklist or specific enough when using holistic marking methods. By having this rubric students are able to apply the expectations of the assessment to improve the quality of their assignment. This improvement is possible through analyzing their work in comparison to the above criteria.

7.1.5 - assess, critically, the political competition between the French and the British in attempting to control North America by exploring and reflecting upon the following questions and issues:

7.1.6 - assess, critically, how political, economic and military events contributed to the foundations of Canada by exploring and reflecting upon the following questions and issues:

| |Class 1 R(R) |

|Instructional |Student will: |

|Objectives |Identify at least 3 ways that Canada uses to symbolize Canadian identity |

| |Outline at least 3 reasons the thirteen colonies rebelled from British rule |

| |Investigate the lasting impact of the loyalist migration. |

|Critical Inquiry |How does Canada brand itself? |

| |What led the 13 colonies to rebel? |

| |What impact did loyalist migration begin in Canada? |

|Bellwork |Description |Assessment |

| |1) Have students work in groups to determine: How does Canada brand itself? |Summative: |

|Students will try to guess the company |a)show “I am Canadian: Joe’s rant” beer commercial (concept sort: Canadian fact vs. |Performance Task |

|name based off of their corporate logo |stereotypes |Unit Test |

|for 36 different brands. Companies and|b) Oh Canada & Royal Coat of Arms review for connecting symbols to history we are | |

|individuals brand themselves to create |learning about. |Formative: |

|an identifiable look for themselves. | |Connecting history |

| |2) Have students go over 4 different Acts that affected. ( Define and illustrate) |back to the symbols.|

| |a) Stamp Act |Paragraph on |

| |b) Navigation Laws |Canadien |

| |c) Molasses Act | |

| |d) Tea Act | |

| |- led to tar and featherings of those remaining loyal to Britain | |

| |3) What is loyalty? | |

| |a) United Empire Loyalists move to Canada to escape persecution and continue to | |

| |support Britain | |

| | | |

| |3) Attempted “Liberation of North America” (Think, Pair, Share) | |

| |a) assumed that Canadiens would want to be free of British oppression (see Articles of| |

| |Confederation) | |

| |b) Look at steps taken to prevent (Royal Proclamation ( Quebec Act -> Constitution Act| |

| |[protect Francophone culture. separating to Upper and Lower Canada ]) | |

| |4) Write a paragraph on: If Canadiens had sided with the Americans, how would North | |

| |America be different? | |

| | | |

|Materials | | |

|Corporate logo | | |

| | |

|s | | |

| | | |

|Joe’s Rant | | |

| | |

|HBg | | |

| | | |

|SMART board activity with Oh Canada | | |

|lyrics and Royal Canadian Coat of arms | | |

| | | |

Grade 7 L Lesson 2 Aboriginal Perspective and the War of 1812

Thursday March 8, 2012 45 minutes

|Curricular |7.1.5.4 How was British North America impacted by rebellion in the 13 colonies and by the subsequent Loyalist migration? |

|Connections |• 7.1.6.1 What was the role of Chief Tecumseh in the War of 1812? |

| |• 7.1.6.2 How did the War of 1812 contribute to British identity in Canada? |

| |• 7.1.6.3 How did the War of 1812 contribute to defining Canada's political boundaries? |

|Instructional |Students will: |

|Objectives |Identify how aboriginals were affected by the Rebellion |

| |Identify the role of Aboriginals in the War of 1812 |

| |Reflect on the effect the War of 1812 had on British identity in British North America. |

| |Examine the effect the War of 1812 had on Canada’s political boundaries. |

|Critical Inquiry |Despite the hardship faced by Aboriginals when dealing with Britain, why did some bands continue to be great allies of Britain|

| |against Americans? |

| |What effects did the War of 1812 have on British identity? Why? |

| |What were the results of the War of 1812, and how did this redefine British North America’s political boundaries? |

|Bellwork |Description |Assessment |

| |1) What led to the War of 1812? ( Role Play activities) |Summative: |

|Anticipation Guide |Stopping ships and forcing sailors to join British Navy (was to catch those who were leaving the |Performance Task |

|with True/False |Navy) |Unit Test |

|questions about the |Not allowing trade with Napoleonic France | |

|War of 1812. |Wanting to expand, need to go either north(take British colonies) or west ( into First Nation land |Formative: |

| |that Britain was supporting them to keep) |Connecting history back |

| |Americans can come following Loyalists who were not loyal to Americans, dependent on trade to |to the symbols. |

| |America, 50 years since France lost New France. | |

| | | |

| |2) Why would First Nations continue to ally themselves or help with Britain if they are continually| |

| |taken advantage of | |

| |Mohawk Nation were promised land for their participation, that was instead given to United Empire | |

| |Loyalists. | |

| |didn’t believe that land could be bought or sold | |

| |but Britain was supporting their bid for land – | |

| |in the US for not cooperating land was taken away by force) | |

| |3) Treaty of Ghent ended the war of 1812 on December 1814. | |

| |- Both sides returned any territory gained | |

| |- 49th parallel political boundary from Great Lakes to Rocky Mountains | |

| |- No First Nation state created, lost ~15000 First Nations allies | |

| |- Who won and who lost between Britain and US (Rick Mercer 1812) ? Think, Pair, Share | |

| |a) What are the requirements for winning or losing a war? | |

| |b) What about the First Nations? | |

| |c) deadlock? | |

|Materials | |Extension |

|Assembly of First | |Mercer, R. (2009, Oct |

|Nations | |14). RMR: Rick and the |

| | |War of 1812. |

| | |

| | |atch?v=wLa0mUWAiVk |

| | |What are the benefits |

| | |and detractors to |

| | |comedic takes on |

| | |history? Being critical|

| | |of the message in Media |

Grade 7 L Lesson 3

Thursday March 8, 2012 45 minutes

|Curricular Connections|• 7.1.6.4 How was the Great Migration of 1815-1850 in Upper Canada and Lower Canada an attempt to confirm British identity |

| |in the Province of Canada? |

|Instructional |Students will |

|Objectives |identify why the nations to immigrate to Canada were preferred |

| |examine the effects immigration had on the British identity in Canada |

| |graph the trends in population for British North America from 1806 to 1851. |

|Critical Inquiry | |

|Bellwork |Description |Assessment |

| By 2026 the Rate of Natural |Great Migration | |

|Increase is predicted to be |Great Britain wants to fill Canada with immigrants from Wales, Scotland, Britain and | |

|insufficient to continue our |Ireland. What benefits are there for preferring immigration from these | |

|nations Growth. What are the |countries?(create a mind map) | |

|implications of this? See |On top of textbook reasons, these are citizens that have a similar set of values. | |

|statcan graph. |Graph the populations of Upper and Lower Canada from Figure 6.20. What trends do you | |

| |notice in the Figure 6.20? | |

|Immigration is important |Focus on the development of a now very British colony in 1851. Should Quebec be | |

|factor to replenish our |worried about being assimilated now that they are a minority? | |

|workfoce. |Were the benefits touted for coming to the Colonies true (Read history place, coffin | |

| |ships article) If you were an immigrant from Ireland, would you have travelled to Canada| |

| |if you knew the truth of what you were going to face? | |

| |What was a contamination station? | |

|Materials | | |

| | |

|trousses/issues-enjeux/c-g/edu| | |

|01c_0002c-eng.htm | | |

| | | |

| | |

|rldhistory/famine/coffin.htm | | |

Grade 7 L Lesson 4 Act of Union and Responsible Government

Thursday March 8, 2012 45 minutes

|Curricular Connections|• 7.1.6.5 How was the Act of Union of 1840 an attempt to resolve the issues raised by the 1837 and 1838 Rebellions in Lower |

| |Canada and Upper Canada? |

|Instructional |Students will |

|Objectives |identify the reasons and process for rebellions in Upper Canada and Lower Canada |

| |Contrast the 13 colonies rebellion to the Upper Canada and Lower Canada rebellions |

| |Evaluate the Lord Durham’s report in addressing the issues raised by the rebellions |

|Critical Inquiry |What are important aspects of |

|Bellwork |Description |Assess-ment |

|We are voting to see for the Grade 7 |Break down of government (Role play favouritism of a group over the whole) | |

|classes for who is the favorite |Power remains in Anglophones elite to pass bills despite Legislative assembly elected by | |

|teacher of St Mary’s students. |government | |

| |The governor appointed executive and legislative councils. Who is governor going to listen to, | |

|First round of voting is an open |those he appointed, or those elected by voters? | |

|ballot. Each student will go up |Rebellion | |

|individually to cast their ballot. |Lower Canada: Patriotes present Ninety-two resolutions, receiving 75% of vote, British government| |

| |rejects, Patriots rebel but are eventually shut down | |

|Second round will be secret ballot; |Upper Canada: Reformers issue Seventh Report of Grievances, rejected, rebels are shut down | |

|each student will write their answer |quickly by British troops. | |

|on a piece of paper and submit it |May not have been effective immediately but colonists continued to feel wronged | |

|into a box. |Compare similarities and differences between Canadian rebellions and the 13 colonies using a mind| |

|Does one of these methods seem more |map. | |

|fair? |Lord Durham and Act of Union | |

| |Unite Upper and Lower Canada | |

| |Grant colonies one responsible government (see historical minute) | |

| |Novel idea at the time, Monarch is supreme power. | |

| |Grant Anglophones preference to assimilate Quebecois to prevent (warring of two nations in one | |

| |state | |

| |Activity split class into 3 groups: one Aboriginal, one Francophone, and one Anglophone. | |

| |Have each group discuss and present how they perceive Act of Union. | |

|Materials | | |

|Paper and writing materials | | |

| | | |

| | |

|ent/heritage-minutes/responsible-gove| | |

|rnment?media_type=41&media_category=2| | |

|7 | | |

Extension Activity if there is time: watch RMR- online privacy and have students discuss what are ways people may show support for a cause. Are all ways appropriate?

Grade 7 L Lesson 5 Performance Task

Thursday March 8, 2012 45 minutes

|Curricular Connections|7.1.1 Students will appreciate the influence of diverse Aboriginal, French and British peoples on events leading to |

| |Confederatio |

| |7.1.5 Students will assess, critically, the political competition between the French and the British in attempting to |

| |control North America |

| |7.1.6 Students will assess, critically, how political, economic and military events contributed to the foundations of |

| |Canada |

| |7.S.2 Students will develop skills of historical thinking to analyze historical issues to form or support an opinion  |

| |7.S.8 Students will demonstrate skills of oral, written and visual literacy |

|Instructional | |

|Objectives | |

|Critical Inquiry |To what extent have events from the Royal Proclamation to Confederation have shaped the Canadian Identity? |

|Bellwork |Description |Assessment |

| |Introduce Performance task and have students work through assignment |Summative assessment |

|Have students identify the symbolism |Due next week Monday. |Performance Task |

|behind different bank notes to Canadian| | |

|History | | |

|Materials | | |

| | |

|nk-note-series/ | | |

Grade 7 L Lesson 6 Unit Test

Thursday March 8, 2012 45 minutes

|Curricular Connections|7.1.1, 7.1.2, 7.1.5, 7.1.6 |

|Instructional |Summative assessment for unit. |

|Objectives | |

|Activity |

| |

|Students are writing a unit test (summative assessment) |

|Materials: Writing utensil and test. |

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