Activity Plan

Activity Title: Dodging through the End of New France Grade: 7 Subject: History Strand: Location: Gym or outdoors

Activity Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
For this lesson history and physical education are going to be combined to teach students about the geographical
changes near the end of New France. This lesson takes the form of a series of dodgeball games that simulate the
changes in land ownerships starting with the “discovery” of Canada up to 1740.

The class will start with a round of bus stop dodgeball to warm up. The class will then play Round 1:
Newcomers/Modern, students will have a short written reflection to complete as the teacher sets up for the next
game. After the reset the class will play Round 2: 1702 & 1713. Once the round is finished students will have to
complete a blank map marking the land of the four different groups based off of their observations. The teacher will
reset the playing field for the next round. The students will then play the third round and complete the last map on
their reflection. The class will then look at two accurate maps and compare their own maps that they coloured based
off of their observations within the game.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A1. Application: analyse 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
A2. 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
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
A1.2 analyse some of the main challenges facing individuals and/or groups in Canada between 1713 and 1800 and ways in which
people responded to those challenges and assess similarities and differences between some of these challenges and responses
and those of present-day Canadians
A1.3 analyse the displacement experienced by various groups who were living in or who came to Canada between 1713 and 1800,
and compare it with present-day examples of displacement
A2.3 analyse and construct maps as part of their investigations into significant events, developments, and/or issues related to the
shift in power in colonial Canada from France to Britain, with a focus on exploring their spatial boundaries
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

● how ownership of land changed over a short period of time
● how to make observations for historical inquiry
● the beginning stages of mapping
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: make observations that add to my historical inquiry

I can: create an accurate legend for my map
I can: explain how ownership of land changed from the “discovery” of Canada up to the 1740s
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do)

Assessment For Learning Do/Written Questions 1-2 of reflection Observations

Assessment As Learning Do Questions 3-4 of reflection Observations
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
 CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
*Learned about New France and its newcomers
*Society in New France
*Understand to some degree who the British and French were, the 13 colonies, the First Nations and the Acadians
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
● the different rounds could be played based on a grid format where the amount of space each group attains or
loses changes from round to round
● you can also include a discussion on population at the time by creating teams based off of the population
● a fun differentiation for the first round would be having the newcomers use scooter boards to move around
the outer perimeter to mimic ships
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Thirteen Colonies Acadia First Nations New France

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● class set of Dodgeball Reflection handout
● pinnies or strips of fabric
● cones
● dodgeballs
● first aid kit
● rope or long strips of fabric to create boundaries
● clipboards
● copies of accurate maps
● Pearson Canadian History 7 Textbook
Learning Environment (grouping; transitions; physical set up)

Gym or large outdoor space

Cross Curricular Links
Physical Education, Geography
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
● Instruct students to change into gym clothes ● Get changed into gym clothes and sit along
the wall once done
and sit along the wall when they are finished
● While students are changing set up the gym
for the class (pull out materials, use cones to
create the four corners of the playing field
ensuring there is enough of a border for the
Newcomer’s round)
● Instruct students on how to play bus stop
● Listen attentively, ask questions if
dodgeball necessary

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 ○ It’s everyman for themselves, must
stay within the playing field, hits can
only be made below the
shoulders/hips, if the ball hits the
ground first it is dead
○ When you get hit sit down and
remember who got you, if the person
who got you out is hit you can re enter
the game
○ You may knock the ball away with
another ball, if the ball is caught
before it hits the ground whoever
threw it is out

● Have the students disperse around the gym, ● Find a place in the playing field, play the
blow the whistle and toss 3-5 dodgeballs into game
the playing field
● Monitor the game, if the game ends quickly
play another round, if the game is going too
long change it to elimination style
● Once the game has finished split the class so ● Split up and stand in the area as instructed
that the majority are inside the playing field
and have the remaining stand along the
sidelines

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 ● Instruct students to pay attention as they play ● Listen attentively, ask questions if
the next game and consider what connections necessary
this game may have to history and land
(resembles the “discovery” of Canada)
● Tell students the rules of the game while
setting up, five balls on the sidelines and five
balls in the middle
○ Same rules from previous game in
terms of getting out, except this round
is elimination. If they get hit while on
the inner playing field they must join
the team on the sidelines. If they are
playing from the sidelines
○ Students within the playing field are
not allowed to go out of bounds,
students on the sidelines are not
allowed to step into the playing field
○ For every three people that are out
from the middle the sidelines can be
moved on step in
● Have the students disperse, blow the whistle
● Find a place in the playing field, play the
to start the game. Monitor the game to ensure
game, keeping in mind what it could
students are following the rules and assist represent
with moving the sidelines (students who are
out can help)
● Once the game ends ( if things work out there
shouldn’t be anyone left in the middle) have ● Read questions 1-2, think and respond
the students take a handout and a writing
utensil. Instruct them to complete questions 1
and 2, they may use bullet points
● As students are working on their reflections,
reset the outer boundaries and create
additional boundaries based off of the Round
2 layout, it does not need to be exact. Place
enough pinnies or strips of fabric in each area
of land to divide the class evenly into four, a
small number of the team playing as the
British will be left in the small area of land
they hand control of.
● Have students pick a pinnie or strip of fabric,
they are not allowed to leave the area that
they got their pinnie/strip from. Tell students
that the four teams are the British, the French, ● Pick a pinnie/strip of fabric
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
the First Nations and the Thirteen Colonies,
 Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
● Have students circle up and take a seat, ● Circle up and take a seat, contribute to the
discuss what students thought round 1 conversation, look over their answers
represented
○ Discuss what it meant (European
arrival and the beginning of land
claims)
● Have students flip to their two maps and pass ● Look over their maps, consider how they
out copies of accurate maps of that time are different or similar to their classmates
○ Let students compare their maps to and the original maps
their classmates and the accurate ones, ● Think and respond to the questions being
were their observations correct? Why asked
did they colour the map the way they
did? Why did they think certain
groups lived in the areas that they
placed them in?
● Wrap up the activity by either continuing gym
class or having students get changed ● Follow teacher’s instruction
Extension Activities/Next Steps (where will this lesson lead to next)

The class would then move on to the Seven Years War. Students could participate in recreation of important battles
through sport or they could learn the different battle strategies to create a battle plan of their own to see if it would
work against the plan created by the other team (half of the class). Students would also start going more in depth on
mapping
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013