Grade level: 7

Subject: Social Studies

Title: ‘Meet New France’ Class 3
Date: December 8, 2021

STAGE 1 – DESIRED RESULTS

Brief explanation:
This lesson will cover the material from textbook pages 97-103 and Slide 9 from the
Google presentation. It will go over profiles of people who lived in the ‘New France’
colonies, such as Pierre-Esprit Radisson, Agathe de Saint-Père, Jean-Alexis
Lemoine, etc. Students will be tasked with completing the questions associated with
each profile in the worksheet handout that was given to them last class.
Big Idea(s): Inquiry Questions that will guide
inquiry in the classroom:
● What characterised the colony ● Why is the history of colonies, in
of New France? particular the colony of New
France, considered important
today?
● 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
issues:
● 7.1.2 appreciate the challenges of
● How was European imperialism coexistence among peoples (C,
responsible for the development of CC, I, LPP)
Acadia, New France and British
settlements? (I, GC, PADM)
● Who were the key fingers in the
French exploration and settlement of
North America (CC, LPP, TCC)

STAGE 2 – ASSESSMENT EVIDENCE

Performance Task:
Students will need to complete and
answer the questions in a handout that
was given to them last class. This
handout consists of multiple worksheets
that ask them questions associated with
the readings in the textbook.
Other Evidence:
I will walk around and formatively assess
student understanding during the time when
students are working on their worksheets.
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 97-103. 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
that is projected on the board.
Recap From Last Lesson (5 minutes): We will recap the readings/questions that we ended
last class’ lesson on (page 97). We will finish answering the second question in the
“Pierre-Esprit Radisson” section.

Independent/Small Group Textbook Reading (10 Minutes): Students will be given time to
read through the next section on “Agathe de Saint-Père”. They will also be given time to
answer the questions associated with this section. I will walk around and help students to
answer the questions. I will also redirect any students who are off-task during this time.

Sharing Answers/ Guided Discussion (10 minutes): We will then share and review the
answers for this section as a whole class together. This will help students who had trouble
finding the right answers. It will also provide an opportunity for me to gauge student
understanding or to correct any misconceptions.

Textbook Reading (Pages 99-101) / Answering Questions as a Whole Class (10

Minutes): We will then read pages 99-101 from the textbook (Jean-Alexis Lemoine and
François-Étienne Cugnet) through a popcorn reading activity, where students will get the
chance to read aloud to the whole class. As we read through each section, we will also go
over the associated questions and their answers together as a whole class.

Independent/Small Group Textbook Reading (10 Minutes): Students will be given the rest
of the time in class to read through the sections on “The catholi Church” and “Marguerite
d'Youville”. They will be given the rest of the class to work on the questions for this section.
Again, I will walk around and make sure they are on-task, as well as answer any questions
that they may have.

Strategies for Differentiation:

● The presentation and worksheet will be made available online for students who prefer to use
technology.
● Chromebooks are available in the classroom for the students who prefer to use/ have been
using them.
● 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.

Materials/ Resources:
● PowerPoint Presentation - “Social 7 Chapter 3: Early European Colonies”
(https://docs.google.com/presentation/d/1NKX7TSDwAgyrByOz5qfZvJf_1MOZPOk6QjtZZNKAh5s/
edit#slide=id.gaf1ec6b769_0_15)
● Nelson Grade 7 Social Studies Textbook - Our Canada: Origins, Peoples, Perspectives
(https://mrkohlenberg.schoolsites.ca/download/86050)
● Google Docs for notes (printed copies as well)