Date: November 25-26, 2021 Subject: Social Studies Unit: Pre-Confederation Canada

Length: 48 minutes Topic: Pre-Confederation

Timeline
General Learning Outcomes: 7.1
Students will: explore the origins, histories and movement of peoples who forged the foundations of
Canadian Confederation. They will examine how the political, demographic, economic and social
changes that have occurred since Confederation have influenced ways in which contemporary
Canada has evolved.

Chapter 3 Inquiry Question: What kind of society did the British colonists create in North America?

OUTCOMES FROM ALBERTA LEARNING OBJECTIVES ASSESSMENTS

PROGRAM OF STUDIES (Observations, Key Questions,
Products/Performances)

Specific Learning Outcomes:

Students will: Students will participate in a Formative:
live act role play scenario set - Observation
7.1.1: Students will appreciate the around the creation of the - Conversation
- Notebook construction
influence of diverse Aboriginal, French Hudson Bay Company.
and British peoples on events leading
Summative:
to Confederation Students will consider themes - This is all part of a
such as mercantilism, summative project
7.1.2: Students will appreciate the imperialism, colonialism, and - The backstory and
challenges of co-existence among coexistence through LARPing. character creation will be
peoples marked summatively
Students will demonstrate a - The completed notebook
realistic understanding of pre- will be used for
7.1.3: Students will compare and
summative assessment in
contrast diverse social and economic confederation Canada through
December
structures within the societies of a LARPing activity.
Aboriginal, French, and British peoples
in pre-Confederation Canada by Students will track their
exploring and reflecting upon the character’s motions on their
following questions and issues: map.
● What were the social
and economic factors Students will write their
of European character’s experiences during
imperialism? this activity.
● In what ways did
European imperialism
impact the social and
economic structures of
Aboriginal societies?
(ER, GC, PADM, TCC) 
● How was European
imperialism
responsible for the
development of
Acadia, New France,
 and British
settlements?
● Who were the key
figures in the British
exploration and
settlement of North
America? (CC, LPP,
TCC) 
● What role did the
British government
play in the settlement
of North America?
7.1.4: Students will assess, critically,
the economic competition related to
the control of the North American fur
trade by exploring and reflecting upon
the following questions and issues:
● How did the First
Nations, French, British
and Métis peoples
interact with each
other as participants in
the fur trade?
● What was the role of
mercantilism before and after
the 1763 Treaty of Paris?

LEARNING RESOURCES CONSULTED

Voices and Visions textbook, HBC website

MATERIALS AND EQUIPMENT

Notebook, any other items that students may want to bring for their characters → each group will be giving
some dice

PROCEDURE
Introduction (# min.)
● Attention Grabber: Greet students and tell them they will need a Chromebook, but leave it closed.
● Advance Organizer/Agenda: (Write agenda on the board)
● Assessment of Prior Knowledge/Bellwork: This will be a review AND introduction of new content.
● Expectations for Behaviour: Students will need to listen and follow along.
Transition to Body: Begin rolling for students after they choose the basics
Body (# min.)

● Learning Activity #1: Scenario

o Before students get into groups of 4, we will go over the scenario (it will be up on the board)
o This will set the scene for students (it will also act a figurative diving board for the LARPing
activity)
 o Students should have a solid connection to their character and their characters intentions
→ what would their characters want out of this scenario?
o Review how the dice rolling will work for actions
o Remind students they need to write in their notebooks and track their motions on their
maps.

● Learning Activity #2: LARPing Activity

o For the rest of the class students will participate in the LARPing activity
o Students will hold one another accountable to keep rolling fair.
o I will check in with every group to check in with their progress in the adventure.

Closure (# min.)

● Consolidation/Assessment of Learning: Students should have their character created, a solid backstory
completed, starting items chosen, and now a physical notebook made to work on this for the next few
weeks of LARPing.

● Feedback From Students: Observe how students react to this activity for formative assessment and
instructional reflection.

● Feedback to Students: Give feedback throughout the activity.

● Transition to Next Lesson: Tomorrow will be continuing our LARPing adventure! Students will be split into
groups to role play based on a specific scene that I have created and role play based on their characters.

Reflection