| Name: New France Newscast
| Course Subject: Humanities / History | |
Curriculum Strand: New France, History- heavily integrated with Language and Drama- could be included in Media (extension could be to video record the show introducing different camera angles, types of shots etc.) and/or comparison of radio, live and/or t.v. versions - drama activities assumed to have been introduced previously - introduction to newspapers format can be included (see attachment) - can connect IB learner profile characteristics also see Learner profile booklet (12 pages pdf) eg. communicators, principled, risk-takers and/or caring | Grade: 7 | |
Name of Unit: Welcome to Meet the People of New France! | ||
Length: 5 - 6 50 minute periods | Term: 1 | |
Ontario Curriculum Expectations to be covered:
• outline the reasons why settlers came to New France; identify the social, political, religious, and economic factors that shaped the colony; and describe how settlers and fur traders interacted with the First Nation peoples (History)
• write in role in various forms (e.g., reports, speeches, interviews), showing their understanding of the complexity of a dramatic situation, and using appropriate vocabulary, tone, and voice for the character portrayed (Drama & Dance)
• generate, gather, and organize ideas and information to write for an intended purpose and audience (Writing)
• demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a wide variety of situations, including work in groups (e.g., take turns without interrupting or overlapping during a class debate or panel discussion; ask questions to make connections to the ideas of others; use vocal prompts in dialogue to express empathy, interest, and personal regard: After an experience like that, I can imagine how you felt.) Active Listening Strategies (Oral and Visual Communication)
Note:
Previous readings to reinforce and build prior knowledge include:
Q & A sheets on Jacques Cartier, Samuel Champlain, Colonizing New France and The Fight for Fur
Aboriginal Foods and Play readings with accompanying worksheet (Information Sheets found: Chances are its Aboriginal, Aboriginal timeless play )
Access to Chapter 1 History/Geography textbook, Canada Revisited 7 and internet access
Enduring Understanding
(Ultimately what do I want students to learn… remember 10 years from now?)
• importance of understanding another groups' point of view when communicating and interacting for the first time (developing of empathy, compassion for collaboration important)
• communication includes the ability to form and ask appropriate and effective questions
• format of a talk show includes a beginning, middle and end also the differences in roles between a guest and host
• at the beginnings of Canada the French and First Nations had different ways of life that affected the settlements in New France and French (European) and Native relationships
• how the French (Europeans) depended on the technology and knowledge of First Nations people in order to survive in the "New World"• recognize and develop strategies to increase one's own tolerance, respect, empathy and understanding when encountering people who are different from them
• recognize the interrelatedness of geography, economics (trade/finance), culture, belief systems (religion), and political systems (government) within history
Which Area of Interaction is the focus? Check one.
| | Approaches to Learning |
| X | Community and Service |
| | Environment |
| X | Homo Faber |
| | Health and Social Education |
Area of Interaction links (explain how this area of interaction naturally fits for this unit. Are there any other Areas of Interactions that you could possibly use? (Justification)
After completing the unit, students will be able to:
• begin to develop empathy (try to look from others' point of view)
• why our country developed in the steps that it did (use and development of land, where it did eg. Seigneurial system) (Homo Fabor)
• identify interrelatedness of geography, development of settlements, economics (fur trade), culture, belief systems, group needs (decision-making systems) within a historical context (eg. settlement and development of New France)
• enhance students' understanding and appreciation for the culture and environment of eastern Canada (Community and Service)
• understand the causes and affects of conflict and cooperation (possible outcomes) when different cultures interact
MYP Guiding Question
What occurs when differing cultures live together in a common place?
Assessment Activity/Culminating Activity
Performance: Newscast
(see graphic organizer: Planner outline "Newscast planning sheet" )
How are students going to answer the Guiding Question?
(Reflection journals are often appropriate)
Investigate and choose two articles from the Toronto Star newspaper or other on-line newspaper or magazine publications: one showing cooperation/collaboration, the other showing conflict between two groups of people who are living in the same place.
part a: Write a retell, relate and reflect response journal for each of the two articles.
part b: Identify the main cause(s) and effect(s) for either conflict or cooperation between the groups.
Create two skits. The first skit should show a summary of the situation as it is according to the article (and background research you perform).
In the second skit, which actions, ideas and/or understanding would have had to chance for one or both of the groups of people? Your second scenerio
should show how each situation COULD have come out differently eg. conflict ----> cooperation and cooperation ---->conflict.
Type of Assessment (Circle one): Formative Summative
Which MYP Criteria will you use? (Circle all that apply):
A B C D
List any other assessments/evaluations you are going to use in this unit:
Collaborative Work Skills rubric ( Rubric ID: 1318056) see Collaborative Work Skills
Historical (Rubric ID: 1318008 ) see link Historical Role Play - Life in New France Newscast
MYP rubric
Through the reflection journal writing: student is able to clearly shows an understanding of the causes and effects of cooperation and/or conflict when
Criterion B - Application of Concepts
Achievement Level and Descriptor
0---The student does not reach a standard described by any of the descriptors given below.
1—2 Application of concepts is inappropriate. The student may demonstrate some conceptual awareness and understanding by recognizing basic connections to the subject matter.
3—4 Application of concepts is not always appropriate. The student demonstrates conceptual awareness and understanding by describing basic connections to the subject matter.
5---6 Application of concepts is appropriate but superficial. The student demonstrates conceptual awareness and understanding by describing connections to the subject matter. The student attempts to apply concepts to other situations but is not always successful.
7---8 Application of concepts is appropriate and shows some depth. The student demonstrates conceptual awareness and understanding by explaining connections to the subject matter. The student applies concepts to other situations.
9----10 Application of concepts is appropriate and sophisticated. The student demonstrates conceptual awareness and understanding by explaining in detail connections to the subject matter. The student applies concepts effectively to other situations.
Presentation of the Newscast students create a clear beginning, middle and end. Questions are clear, specific and allow for answers that highlights, using details, the perspective and quality of interactions between First Nations and settlers in New France.
Criterion D: Organization and Presentation
Maximum 8 Points
Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and skills.
Achievement Level and Descriptor
0--- The student does not reach a standard described by any of the descriptors below.
1—2 The student communicates information that may not always be relevant. The student attempts to structure the work, but it may be unclear and/or inappropriate to the format required. Presentation and expression are unclear and imprecise. There may be some evidence of documentation.
3---4 The student communicates information that is mostly relevant. The student attempts to structure and sequence the work but is not always successful. Presentation and expression are occasionally unclear. Sources of information are documented, though there may be omissions or consistent errors in adhering to conventions.
5---6 The student communicates information that is relevant. The student uses a structure appropriate to the task and sequences the content logically. Presentation and expression are clear; attention is paid to the audience and purpose in terms of appropriate language, style and visual representation. Sources of information are documented, with occasional errors in adhering to conventions.
7---8 The student communicates information that is always relevant. The student organizes information into a well-developed and logical sequence, appropriate to the format required. Presentation and expression are clear, concise and effective, and the language, style and visual representation used are always appropriate to the audience and purpose. All sources of information are documented according to a recognized convention.
Other resources:
General Department of Indian Affairs site
http://www.ainc-inac.gc.ca/ks/index-eng.asp
Dates in History prior to 1899
Aboriginal Names for places in Canada
http://www.ainc-inac.gc.ca/ks/2000_e.html
Other useful Aboriginal links
http://www.ainc-inac.gc.ca/ks/10000_e.html
Dictionary of Canadian Biography on-line
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