A UNIT PLAN
EUROPEAN EXPLORERS
Prepared by
Katheryne Lumgair,
Carol Clark
And
Jody Barnett
Heritage and Citizenship: Grade 6 –
First Nation Peoples and European Explorers
Overview
In this strand students learn about the main characteristics of North American First Nation cultures, including the close relationship of the First Nation peoples with the natural environment. They investigate the motivating factors for early European exploration and the prevailing attitudes of the explorers. They also examine the positive and negative effects of interactions between European and First Nation peoples, from first Viking contact to the time of permanent European settlement in the early seventeenth century.
-MOE
This is a precise unit, which focuses on one specific overall expectation where students will, compare and describe the motivations and attitudes of the European explorers.
Throughout 18 lessons of 40 minutes students will be given a variety of authentic and rich learning activities where they will expand on their ‘knowledge and understanding of Explorers of Canada. Teaching will also be student centered, allowing students more room for inquiry and research/communication skills, where they will at time teach each other and share their work in groups. Using a jigsaw approach, students will be given opportunities to explore information and to share it with their peers. Students will also apply their skills by creating historical timelines of Explorers. These timelines allow students to see their learning in Social Studies outside of its context, making connections with all of human history.
The contact period is an extremely important moment in Canadian History. If our students do not understand the Eurocentric gaze through which explorers viewed Aboriginals, they will not fully be able to grasp the collision which occurred during this time period. Not only is this a valuable history lesson, these lessons are most successful when students can learn to empathize with both the struggles of Europeans and of Aboriginals during the contact period. By comparing and understanding, students are well on a path to critically thinking about the contact period!
This is a flexible unit, which can happen at many times throughout the school year. Because it is flexible, it may be a unit planned for the winter months, where students will not be anxious (or as anxious) to head out of doors. There is a plethora of websites and web quests/activities on this topic, and as such this unit is a great way to stay warm and dry in the winter. The unit will have no major culminating project, but will allow students a wealth of time to explore, themselves in computer classes, information and activities involving European explorers.
Many elements of Social Studies are imbedded in all classes. In this particular unit, students can connect their learning to historical fiction, such as many works by Thomas King’s interpretations of the contact period. Students can also create timelines connecting to the series Harry Potter. (see lesson attached) Because changes in technology were important elements in the age of exploration, student can also be given activities and questions in Science and Mathematics which focus on problems explorers themselves grappled with. (triangles used to create sails, boat sizes, buoyancy, etC.) Over and above these cross-curricular connections, this strand is a vital platform of knowledge which is needed for students to understand their own images of Canada and what is means to be Canadian. In future years, students will need to imagine how these separate cultures negotiate with each. Knowing their histories is a key component to their success in these areas!
Unit Outline
First Nations People and European Explorers – Grade Six
Lesson One:160 minutes
Identify the Viking, French and English explorers who first came to and explored Canada, and explain the reasons for their journeys
Resources: Canada Revisited 6, explorer pictionary, letter writing format
Assess & Eval: Observation & explorer journal, persuasive letter, historical booklet / Lesson Four:
120 minutes
Identify the results of contact for both the Europeans and the First Nation peoples.
Resources: Canada Revisited 6
Evaluation: Observation, historical booklet
Lesson Two:
80 minutes
Identify technological developments and cultural factors that assisted and promoted the exploration of North America
Resources: Canada Revisited 6, atlas, timeline format
Evaluation: Timeline worksheet, historical booklet / Lesson Five:
200 minutes
Explain how cooperation between First Nation groups and early European explorers benefited both groups.
Resources: Canada Revisited 6, Collections Canada Website (
Evaluation: Webquestionnaire, historical booklet
Lesson Three:
80 minutes
Describe the expansion of European influence through the founding of the first trading posts
Resources: Canada Revisited 6
Evaluation: historical booklet / Lesson Six:
80 minutes
Explain how differences between First Nation people and early European explorers led to conflicts between the two groups.
Resources: Canada Revisited 6
Evaluation: Test
European Explorers
Lesson Plan
1. Identification:
Candidate:Jody Barnett / Grade: 6 No. of Students: 25Associate: / Subject/Strand: Social Studies – European Explorers
School: / Lesson Type: Teacher Directed, Jigsaw group work
Date:
Duration: 2 periods(100 min) / Students Absent for this Lesson:
2. Lesson Topic:
European Exploration of Canada
3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ x ] Attitudes: [ ]
Students will:
-identify and compare the Viking, French, and English explorers who first came to and explored Canada, and explain the reasons for their journeys.
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
Oral Report: / Portfolio: / Conference: / Multi-media: / Other:Journal: / Projects: x / Presentation: / Work Samples: x
4.b. Tools for the Teacher: Mark with an x:
Observation: x / Checklist: x / Rubric: / Quiz, Test: / Other:Self-assess.: / Rating Scale: x / Notes: / Peer Assess:
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Observe participation and group work skills during activities, Use a checklist to assess levels.
Collect worksheets at end of lesson and mark according to rating scale.
5. Lesson Modifications: (Where applicable, provide student names.)______
5.a. Mark with an x:
Increase Time: / Challenge: / Decrease No./Difficulty: / Alternate Assignment:Oral Explan.: / Repeat: / Re-teach: / Scribe: / E. A. Assistance:
Peer Tutor: / Visuals: x / Manipulatives: / Other: / Instruct. Technologies:
5.b. Teacher’s Routine for Lesson Modifications:
Teacher Day book has a variety of visual examples of European Explorers, describing clothing and illustrating geographic location in order to assist students who may not work will with such a high degree of printed reading. There should also be a vocabulary sheet available for students who may find the words used in the reading difficult.
6. Materials and Equipment Required:
6.a. For the Students:
Pencils, erasers or pens.
Notebook for History
Canada Revisited 6
6.b. For the Teacher:
world map
Worksheet booklet for students
Extra Resources for lesson (in teacher’s daybook)
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
Cooperative: x / Centres: / Inquiry; Problem-solving: / Computer-Assisted: / Other: Jigsaw groupwork7.b. Teacher-Directed: Mark with an x:
Drill: / Lecture: x / Guided Inquiry: / Demonstration: / Other:8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction:…………………………………………………………..…………2 Minutes
Include reviewing, motivating, and providing a context.
Whole class elements and Small group work.
Students should be at their desks with their history textbooks and notebooks ready for the class.
8.b. A Sequence of Teaching and Learning:……………………………………20 Minutes
Include checking for understanding and reviewing key points.
Identify how students have already begun learning about Aboriginals in Canada before European arrival.
Topic will now shift to Europeans (need a map to illustrate where Europe is located) and how they arrived here in Canada.
Brainstorm with the entire class ideas about why people would want to explore. Write ideas on chalk board around the word Why explore?
Once a solid list has been completed introduce the three Exploration groups students will be investigating. Viking, French, English.
8.c. Application:………………………...... ………………………………………23 Minutes
Include facilitating guided and/or independent practice.
Jigsaw method of group work
Instruct students on the following before handing out paperwork:
Students will now be divided into 6 groups, each group will become the expert on their assigned Exploration nation.
Teacher selects groups.
They will be given one work sheet per student to complete as a group. Students will need to review the reading and work together in order to answer the question sheet. Students will be given paragraph summaries of information on each group and will also need to consult their textbook to confirm and embellish on the information. (see chapter on Explorers- Canada Revisited 6)
The class will work on these until the end of this period and will have time to complete them in the next class.
Be sure that when students are finished the come to a consensus in their groups about the final question.
Second Period
Students will then Jigsaw into new groups of three-9 (triads) where they will become the experts on the exploring group they studied in the previous class. Each group must have one member from each group.
Each student will then take turns explaining their worksheet to the other 2 members, until all three members have completed worksheets for each of the 3 exploration groups.
8.d. Closure and Assessment:…………………………..………..…...... ………………. 5 Minutes
Include sharing, reflecting, and considering next steps.
Five minutes before the close of class, have students return to their desks and organize their notes. Students who have not completed their worksheet will need to do so for the next Social Studies class. Students should be ready to attend a ‘conference’ on the exploration group they have been studying.
Next class students will discuss their findings and create a chart of the similarities and difference between these exploring groups.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
What do you think is the MOST unique aspect of your peoples?
______.
What do you think is the MOST unique aspect of your peoples?
______.
What do you think is the MOST unique aspect of your peoples?
______.
What do you think is the MOST unique aspect of your peoples?
______.
Student Assessment Checklist for Worksheet
EUROPEAN EXPLORERS
Demonstrated ability to summarize and analyse information in small group setting...... /2
Student was able to share information with new group from the readings….
1=infrequently able, often incorrect
2=negotiates less than 50% of the information requested
3=majority of worksheet was conveyed/recorded
4=all areas conveyed and successfully noted by group members
Total...... /6
Student Assessment for Group Work and Participation
Student Name:Observations: / Student Name:
Observations:
Student Name:
Observations: / Student Name:
Observations:
Student Name:
Observations: / Student Name:
Observations:
Student Name:
Observations: / Student Name:
Observations:
Grade 6
Teacher Observations - Explorers
Student Name:Observations: / Student Name:
Observations:
Student Name:
Observations: / Student Name:
Observations:
Student Name:
Observations: / Student Name:
Observations:
Student Name:
Observations: / Student Name:
Observations:
Student Name:
Observations: / Student Name:
Observations:
Student Name:
Observations: / Student Name:
Observations:
EUROPEAN EXPLORERS
Lesson Plan
1. Identification:
Candidate:Jody Barnett / Grade: 6 No. of Students: 25Associate: n/a / Subject/Strand: Social Studies – European Explorers
School: n/a / Lesson Type:
Date: Duration: / Students Absent for this Lesson:
2. Lesson Topic:
Vocabulary building and study review for Unit test on Explorers
3. Specific Expectations: Mark with an x: Concepts: [ ] Skills: [ x ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
Use appropriate vocabulary to describe their inquiries and observations playing a game of Pictionary with terms and concepts from their unit on Explorers.
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
Oral Report: / Portfolio: / Conference: / Multi-media: / Other:Journal: / Projects: / Presentation: x / Work Samples:
4.b. Tools for the Teacher: Mark with an x:
Observation: x / Checklist: / Rubric: / Quiz, Test: / Other:Self-assess.: / Rating Scale: / Notes: / Peer Assess:
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Teacher will observer student participation in a classroom game of pictionary. Teacher will also record notes (formative) which will inform how well the students are prepared to take a test on this topic.
5. Lesson Modifications: (Where applicable, provide student names.)______
5.a. Mark with an x:
Increase Time: / Challenge: / Decrease No./Difficulty: / Alternate Assignment:Oral Explan.: / Repeat: / Re-teach: / Scribe: / E. A. Assistance:
Peer Tutor: / Visuals: / Manipulatives: / Other: / Instruct. Technologies:
5.b. Teacher’s Routine for Lesson Modifications:
6. Materials and Equipment Required:
6.a. For the Students:
Worksheets
Pen/pencil
6.b. For the Teacher:
Chalk and board
Worksheets
Observations Assessment sheets
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
Cooperative: / Centres: / Inquiry; Problem-solving: x / Computer-Assisted: / Other:7.b. Teacher-Directed: Mark with an x:
Drill: / Lecture: / Guided Inquiry: x / Demonstration: / Other:8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: ………………………………………………………………………..………………5 Minutes
Include reviewing, motivating, and providing a context.
Students will need to have their Canada Revisited texts out, along with notebooks from this unit.
Students will be working individually on a worksheet provided by the teacher.
8.b. A Sequence of Teaching and Learning:……………………………………15 Minutes
Include checking for understanding and reviewing key points.
Students will be given 15 minutes to complete a worksheet titled ” Exploration from A to Z”
They will need to complete the worksheet using vocabulary and phrases from this unit on explorers. Once completed students must hand it to the teacher immediately.
8.c. Application:……………………...... ………………………………………… 20 Minutes
Include facilitating guided and/or independent practice.
For the remainder of class, students will be playing a game of Pictionary with the words and phrases provided on the worksheets. It is recommended that students not be told this is the case when they are completed the worksheets.
The teacher should choose the Pictionary words which will be used from the worksheets.
Although students who may need some assistance can have their books open, for a more challenging game, students may clear their desks.
The teach may pick teams, but should change them a few time in order to diversify learning/competition.
8.d. Closure and Assessment:………………………………..………..…...... ……………….5 Minutes
Include sharing, reflecting, and considering next steps.
Because this activity will be done near the end of unit, there is little time needed for wrap up. If there are images and concepts the students are having difficulty creating/guessing, the teacher should address these topics and re-teach. This is a great formative assessment activity and the teacher should take detailed observation notes.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
PERSUASIVE LETTER LESSON PLAN
1. Identification:
Candidate: Carol Clark / Grade: 6 No. of Students:Associate: / Subject/Strand: Social Studies/Explorers
School: / Lesson Type:
Date:
Duration: / Students Absent for this Lesson:
2. Lesson Topic: Explorers – Discoverers of the New World (part three)
3. Specific Expectations:Mark with an x Concepts: [ X]Skills: [ ]Attitudes: [ ]
At the conclusion of the lesson, students will:
- Write a persuasive letter from the point of view of a would-be explorer
- Use a specific topic and voice to reach a certain audience
- Use appropriate vocabulary
4. Assessment and/or Evaluation of Student Achievement:
4.a. Tasks for the Students: Mark with an x:
Oral Report: / Portfolio: / Conference: / Multi-media: / Other:Journal: / Projects: / Presentation: / Work Samples: X
4.b. Tools for the Teacher: Mark with an x:
Observation: / Checklist: / Rubric: X / Quiz, Test: / Other:Self-assess.: / Rating Scale: / Notes: / Peer Assess:
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
-Each student’s letter will be added to their booklet
5. Lesson Modifications: (Where applicable, provide student names.)______
5.a. Mark with an x: these modifications will be used only if necessary
Increase Time: X / Challenge: / Decrease No./Difficulty: / Alternate Assignment:Oral Explan.: / Repeat: / Re-teach: / Scribe: / E. A. Assistance:
Peer Tutor: / Visuals: / Manipulatives: / Other: X / Instruct. Technologies:
5.b. Teacher’s Routine for Lesson Modifications:
If a student indicates that they are having difficulty with the lesson by verbally stating the difficulty or through teacher observation, the student may be given more time to complete the letter.
6. Materials and Equipment Required:
6.a. For the Students:
Paper and pencil
6.b. For the Teacher:
Rubric
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
Cooperative: / Centres: / Inquiry;Problem-solving: / Computer-Assisted: / Other: X7.b. Teacher-Directed: Mark with an x:
Drill: / Lecture: / Guided Inquiry: X / Demonstration: X / Other:8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: 10 Minutes (W)
Include reviewing, motivating, and providing a context.
- Letter writing diagnostic questions
- Why do we write letters?
- Different types of letters?
8.b. A Sequence of Teaching and Learning:10-15 Minutes (W, I)