Grade level: 7

Subject: Social Studies

Title: Explorers and Identity
Date: November 9, 2021

STAGE 1 – DESIRED RESULTS

Brief explanation:
This lesson will cover the material from textbook pages 62-64 and Slide 13 from the
Google presentation. It will go over various explorers such as Martin Frobisher, Henry
Hudson, Matonabbee, etc. Students will be tasked with creating a list of the explorers
discussed in these pages, and with writing at least two points about each explorer
and how their history is important today.
Big Idea(s): Inquiry Questions that will guide
inquiry in the classroom:
● What roles did French, British, and ● Why is the history of European
First Nations peoples play in the exploration important today?
exploration of North America? ● What were the motives behind the
French and British expeditions in
North America?
Understandings: Skills and Process:

Students will: Students will be able to:

7.1.3 compare and contrast diverse social ● 7.1.1 appreciate the influence of
and economic structures within the societies diverse Aboriginal, French and
of Aboriginal, French and British peoples in British peoples on events leading
pre-Confederation Canada by exploring and to Confederation (C, I, TCC)
reflecting upon the following questions and ● Explain the historical contexts of
issues: key events of a given time period
● Who were the key fingers in the
French exploration and settlement of
North America (CC, LPP, TCC)
● Who were the key fingers in the
British exploration and settlement of
North America (PADM, ER, LPP, GC)

STAGE 2 – ASSESSMENT EVIDENCE

Performance Task: Other Evidence:
Students will need to complete a written
list that asks them to list all the explorers
mentioned in the reading. They will also
need to list at least two points about each
explorer and how their history is important
today.
There will be a Think-Pair-Share activity, in
which students will discuss their thoughts
and ideas with their peers. I will be able to
walk around and formatively assess student
understanding during this time. There will
also be a guided discussion with the whole
class, which can also serve as a way for
formative assessment through listening to
the students’ answers. I can correct any
misconceptions during this time.
 STAGE 3 – LEARNING PLAN (45 minutes)
Preparation: I will make sure that students have access to the textbook (either online or a hard copy)
so that they can read pages 62-64. I will also have the Google slides ready to be played. I have also
prepared by closing the blinds beforehand, so that students will be able to clearly see the
presentation/videos that are projected on the board.
Time to Finish Cartier/Champlain Questions (10 minutes): Students will be given a short amount of
time to wrap up and finish the questions from yesterday’s lesson. This will be the last in-class work
time for this handout, and it will be collected on Wednesday for marks.

Textbook Reading (Pages 62-64) (10-12 minutes): We will begin the class by doing a quick review of
the explorers that we have already discussed (Cartier and Champlain). I will ask students to
share/recap what we learned in the last class by raising their hands and answering when called upon.
We will then read pages 62-64 from the textbook (Explorers and Identity) through a popcorn reading
activity, where students will get the chance to read aloud to the whole class.

Creating a List (3-4 minutes): Students will then be asked to get out a sheet of lined paper and to
begin creating a list of explorers. In this list, they will be tasked with writing at least two points about
each explorer and how their history is important today. We will do an example of one explorer together
as a whole class (Martin Frobisher).

Think-Pair-Share Activity (7-8 minutes): Students will then be tasked with partnering up with the
student(s) right next to them (small groups of 2 or 3). They will be asked to share their ideas and to
brainstorm answers together for the rest of the explorers on the list. They will be given time to
formulate answers and complete this list with their partners/small groups. I will walk around the class
during this time to answer any questions and to make sure students are completing the task.

Sharing Answers/ Guided Discussion (10-11 minutes): We will then reconvene as a whole class
and go over the answers to the questions. This will be through a guided classroom discussion, where
students share their thoughts by raising their hands.

Strategies for Differentiation:

● The presentation and worksheet will be made available online for students who prefer to use
technology.
● Students will have the ability to use the Google read-and-write on the presentation, so that
students who have difficulty reading can listen to the information on the slides.
● During the short class discussion, students who do not feel comfortable speaking out loud or
sharing with the rest of the class will be allowed to write down their ideas instead.
● Students with Attention-deficit/hyperactivity disorder (ADHD) or other exceptionalities may
receive body-breaks when needed and access to fidget toys.
● Class notes will be recorded in a Google Doc and presented to the class as well as shared
online via D2L for students to access after the lesson.
● Gifted students can write in more detail to challenge themselves further.
● The Think-Pair-Share activity is a form of cooperative learning and can give ELL students the
opportunity to use language and interact with fluent English speakers in a less formal and
more comfortable setting.
o It also gives students feedback opportunities in a natural context that reduces
self-consciousness and anxiety while allowing for them to participate, learn from
others, and make connections.
Materials/ Resources:
● PowerPoint Presentation - “Social 7 Chapter 2: European Explorers”
(https://docs.google.com/presentation/d/1SPV29pkpYNT8rcXGHmnfbnY5zap-LnZkfT2kGal4NMo/e
dit?usp=sharing)
● Nelson Grade 7 Social Studies Textbook - Our Canada: Origins, Peoples, Perspectives
(http://mrstahl.ca/wp-content/uploads/2019/10/chapter-2-european-explorers.pdf)
● Google Docs for notes (printed copies as well)