INTEGRATED PBL PLAN: PROJECT DESIGN OVERVIEW

STAGE 1: LOGISTICS
Name of Project: We are all Treaty People
Subject: ​Language Arts and Social Studies
Other major subject area to be included/Topic:​ Social Studies, Canada: Origins, Histories and Movement of People
Driving Question
(What will “DRIVE” students to solve the
problem/examine the issue?)
Project Summary
(What is the student role, issue, problem or
challenge, action taken, & purpose of this
PBL)
Duration: 3 weeks
Teacher(s): Kaitlyn Meador, Grade Level: 7
Jenna Berild, Hannah Raju,
Breanna Fisher
How do cultures influence each other as they come into contact?
Students will be placed into groups of four to collaborate and create a talk show/newscast or a scrapbook. Prior
to creating their final project, they will choose one of the books provided (or get approval of personal book), that
depict the story of an indigenous individual that previously experienced residential schools. After understanding
the individual situation of the character in the book they will research the circumstances that led up to the
creation of residential schools, obtain a profound appreciation of what happened within residential schools and
conduct follow up research with regards to the events that followed subsequently. The completed project will
provide each student with a complete linear understanding of Canadian history with regards to the happenings of
indigeous peoples and their respective community’s experience before, during, and after Residential Schools.
The culminating project each group creates will be presented to the class, and subsequently to the school
community.

STAGE 2: PROJECT CONTENT
Key Knowledge and Skills
(Subject-specific Learning Outcomes,
Literacy outcomes)
The students role is to consider how different cultures influence each other when they come into contact. They
will do this by researching the story and history of an Indigenous Canadian person. By understanding the
circumstances before, during and after contact between the Indigenous people and the European settlers, students
will be able to appreciate the challenges, progressions and changes that occur as a result of the cultures
interaction. Through reflection, students will consider how the influence cultues have on eachother and the
consequences of coexistence still apply in society today. The purpose of this PBL is for students to understand
coexistence, the positive and negative consequences of immigration and migration, and the challenges cultures
endure when faced with rapid change. In addition, students will understand these concepts still apply in todays
society.
Language Arts
Enhance Presentation
4.3 clarify and support ideas or opinions with details, visuals or media techniques

Use Effective Oral and Visual Communication

4.3 identify and use explicit techniques to arouse and maintain interest and to convince the audience

Respect Others and Strengthen Community

5.1 discuss how ideas, people, experiences and cultural traditions are portrayed in various oral, print and other media texts

Use Language to Show Respect

5.1 demonstrate respect for diverse ideas, cultures and traditions portrayed in oral, print and other media texts

Evaluate Group Process

5.2 evaluate group process and personal contributions according to pre-established criteria to determine strengths and areas
for improvement

Social Studies
7.1.2 appreciate the challenges of co-existence among peoples (C, CC, I, LPP)
7.2.1 recognize the positive and negative aspects of immigration and migration (GC, LPP, C, I)
7.2.3 appreciate the challenges that individuals and communities face when confronted with rapid change (I, CC,
LPP)

7.S.1 develop skills of critical thinking and creative thinking:

• evaluate, critically, ideas, information and positions from multiple perspectives

7.S.7 apply the research process:

•organize and synthesize researched information
• integrate and synthesize concepts to provide an informed point of view on a research question or an issue • • •analyze and
synthesize information to produce an original work

7.S.8 demonstrate skills of oral, written and visual literacy

• communicate information in a clear, persuasive and engaging manner, through written and oral means

Cross Curricular Competencies Critical Thinking/Problem Solving
(Describe using the cross curricular ● Students will think critically
competency cards/posters) about how FNMI culture
changed as a result of new
settlement in Canada.
Y Creativity and Innovation
● Students will use their
own research to create a
unique and powerful
newscast or descriptive
scrapbook. They will use
technology skills and
creativity to create a
Other Competencies:
Y
Global and Cultural
Understanding
Students will explore
Indigenous culture, traditions,
background and persepctives to

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Other Curriculum Connections
(describe how this project could be
connected to other subject areas within your the form of a newscast or talk show.
chosen grade)
Entry Event
(What will engage the students from the
beginning of this unit? How will you
introduce the problem/topic/issue/driving
question and culminating project?
Lesson Plan
Culminating Project
(How will you culminate this PBL? What will
students create for this final presentation,
performance or demonstration? How will the
products be made public? Who will students
engage with during or at the end of this project?
What role will the public have?)
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presentation gain a deeper understanding of
collaboratively. Canadian history.
Collaboration Y Communication
● Students will work together ● Students will Y
in groups to research the communicate their
impact of European settlers findings to the rest of the
on First Nations and the class and the community
impact of Residential in the form of an
schools on communities and interview, newscast or
individuals. scrapbook.
Information and Communication Technology
Through the use of cameras and editing materials students will compile a video clip to share their knowledge in
Health​- Relationship Choices
Group Roles and Processes
R-7.8 Analyze the potential effects of belonging to a group, team, gang
R-7.9 Develop group goal setting skills (eg., collaboration)
Art ​- Compositions
Organizations: students will express meaning through control of visual relationships.
- explore the transformation of form in compostion: progression, alteration, exaggeration.
During our entry event we plan to create a calm, peaceful, and natural setting in the classroom. We will do this
by setting up the room with lamps, using natural light, having a sage diffuser, creating a traditional tipi, having
furs and quilts, using plant probs to create a natural environment, and use technology for music and video to
enhance the atmosphere of the room.
As instructors, two of us will play the role of current grade seven teachers that are bringing their class to the
traditional tipi to learn more about the Indigenous culture. Two teachers from the 1940’s will be traveling in time
to meet the students and teach them more about Indigenous culture, and discuss how it was once lost due to the
contact with other cultures.
The entry event will begin with everyone sitting down on the floor in a circle. We will read ​Stolen Words ​aloud
to the class, which is a story about a grandfather that has lost the words of his traditional Cree langugae and
begins to learn them again with the help of his grandaughter. This will begin the discussion about how cultures
influence each other when they come into contact. Then we will discuss the driving question and intended
learning outcomes with the students.
We will then have the students dispurse into the four groups assigned at the begining of class. The four stations
are set up to represent the four components of the medicine wheel: spiritual, mental, emotional and physical.
While they go through the stations, students will participate in teacher facilitated activies related to each element
of the medicine wheel.
- Spiritual​: In this station, students will be further reflecting upon the driving question of how cultures
influence eachother as they come into contact. The instructor will speak to many things we use in society
today that were first used and discovered by the Indegenous peoples of Canada (ex: corn, canoes,
snowshoes, lawn darts, wild rice). The students will then be prompted to think about other things they use
in their lives that may have come from other cultures. After this discussion, the students will be given a
chance to play lawn darts, a traditional First Nations game.
- Mental: ​During this station, students will identify words that we use today, and originated from
Aboriginal culture. They will recognise how simple words have a beautiful original meaning. (Ex.
Wetaskiwin means Alberta and comes from Cree words translated to “Place of peace”.) Using the
Government of Canada, ​Indigenous and Northern Affairs​ website, students will match places in Canada
with to their original meaning. The place will be a rock and students will match the rock to a piece of
wood which has the translation and on the other side more details about the word.
- Students will also have an opportunity to write on a rock a word that has special meaning to them.
This could be a word that comes from their heritage or something that they connect with.
- Emotional​: In this station, students will get to create their own inuksuit (inunnguaq) from rocks the
instructor has provided for the students. Before the students begin creating the inukshuks, the instructor
will go over the guiding question again “how are cultures influenced as they interact?” , as well as
explain the history of Inuksuit and Inunnguaqs. Students will be encouraged to think about how Inuksuit
are represented today and how they have been influenced by other cultures immigrating to North
America.
- Physical​: ​Bannock​ - In this station, students will get to enjoy some homemade bannock. As students are
enjoying their bannock, the station leader will explain some background information about bannock.
Once students have finished their bannock, they will be encouraged to think of their favourite cultural
foods or favourite food from another culture. We will have a drawing of a giant dinner plate. Students
will write their favorite cultural food on a sticky note and place it on the giant plate.
After all of the stations are completed, the class will reconnect in the center of the circle to discuss the
culminating project they will be expected to complete and provide students with an examplar.
In assigned groups of four, students will choose one of the books provided or get approval on a book of their
choice about the past experiences of Canadian Indigenous peoples. With the information from the book they
choose and additional research, each group of four will create a Talk Show/Newscast or Scrapbook to explain
how the contact between Europeans and Indigenous peoples influenced both cultures. Students will be
encouraged to think of the negative and positive effects within the reality of cultures coming into contact. The
purpose of this project is to give students an understanding of what happened in the past when different cultures
came into contact and what is still happening today with different culture.
The videos and scrapbooks made by each group will be presented first to the class to practice demonstation skills
and then all of the student projects will be combined into one video to be presented to the school and community
members that wish to come see the exhibition of learning. The groups with video project will each be given a
specific classroom to facilitate their presentation. All of the groups with scrapbook presentation will be located
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 in the gym. School members, family and community will be invited to walk around the school and view all of
the students’ projects while filling out an ​exit card​. This exit card will ask participants to identify anything they
learned from the presentations and any further questions they have. These will then be collected and used to
facilitate a class discussion on the learning process and presentations.
Learning Products Individual: Specific content and ​cross-curricular competencies
(What products will students create as Weekly journal to be assessed:
evidence of their learning throughout? This Journal Activity for Formative
will include performance-based
assessments including the culminating
Assessment​ (students will write a journal Social Studies Outcomes
project and may also include traditional ever friday to reflect upon the learning 7.1.2 ​ appreciate the challenges of co-existence among peoples
assessments - tests). This should include they accomplished during the week. Each 7.2.1 ​recognize the positive and negative aspects of immigration and
both formative and summative assessments Journal entry will regard the teacher migration
proposed question set at the begining of 7.2.3 ​appreciate the challenges that individuals and communities face
each week to direct student learning. This when confronted with rapid change
entry will work as a method of formative 7.S.1 ​develop skills of critical thinking and creative thinking
assessment, as the teacher will collect the 7.S.7 ​apply the research process
entries each week and provide direct
feedback to each student. This will ensure Language Arts Outcomes
Respect Others and Strengthen Community​: 5.1 discuss how ideas,
the students are deepening their
people, experiences and cultural traditions are portrayed in various oral,
understanding of the intended learning
print and other media texts
outcomes) Use Language to Show Respect​: 5.1 demonstrate respect for diverse ideas,
cultures and traditions portrayed in oral, print and other media texts
Evaluate Group Process​: 5.2 evaluate group process and personal
Self and Peer Assessment contributions according to pre-established criteria to determine strengths
This will be used as an individual and areas for improvement
summative assessment, contributing to a
portion of the fnal grade. Cross-curricular Competencies
● Critical Thinking/Problem Solving Skills - students will
be thinking critically to answer each weekly question in
their journal entries and working towards a solution to the
driving question
● Global and Cultural Understanding - obtain knowledge
about Indigenous histories, culture and perspectives.
Students will also consider the influence different cultures
have on each other through researching the driving
question.
Team: Specific content and ​cross-curricular competencies
Newscast/Talk Show to be assessed:
Teacher will mark students through this
rubric, also contributing to their final Social Studies Outcomes
grade: ​Rubric for Assessment 7.1.2 ​ appreciate the challenges of co-existence among peoples
7.2.1 ​recognize the positive and negative aspects of immigration and
migration
7.2.3 ​appreciate the challenges that individuals and communities face
when confronted with rapid change
7.S.1 ​develop skills of critical thinking and creative thinking
7.S.7 ​apply the research process
7.S.8 ​demonstrate skills of oral, written and visual literacy

Language Arts Outcomes

Enhance Presentation: ​4.3 clarify and support ideas or opinions with
details, visuals or media techniques
Use Effective Oral and Visual Communication: ​4.3 identify and use
explicit techniques to arouse and maintain interest and to convince the
audience
Respect Others and Strengthen Community​: 5.1 discuss how ideas,
people, experiences and cultural traditions are portrayed in various oral,
print and other media texts
Use Language to Show Respect​: 5.1 demonstrate respect for diverse ideas,
cultures and traditions portrayed in oral, print and other media texts
Evaluate Group Process​: 5.2 evaluate group process and personal
contributions according to pre-established criteria to determine strengths
and areas for improvement

Cross-Curricular Competencies
● Collaboration- Students will be working collaboratively in
groups and will reflect upon this process in the peer and self
assesment
● Communcation- Students ability to clearly and effectively
communicate their ideas and knowledge will be assessed in
cumulative project rubric. Communications skills are also
assessed within the peer and self evaluation.
● Computing- Students will be working with technology to
complete the research necessary as well as their final project.
● Creativity and Innovation- Students will use creativity to
present their final project in a unique and interesting way to
capture the attention of the audience
● Global and Cultural Understanding: obtain knowledge about
Indigenous histories, culture and perspectives. Students will
also consider the influence different cultures have on each
other through researching the driving question.
● Critical Thinking/Problem Solving: students will be thinking
critically to answer each weekly question in their journal

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 entries and working towards a solution to the driving question
Reflection Methods Journal//Blog: Exit Cards Survey
(how will the individual, team, and/or Students will complete a journal entry at We will use exit cards with
whole class reflect during/at end of project) the end of each week in regards to the emotions at the end of our entry
specific question proposed by the teacher. event.
This will act as an individual reflection of
the learning.

Whole-Class Discussion Learning Log: Other:

Class discussions will be facilitated Peer and self assessment
throughout the unit (see stage 4). summative checklist also acts
as a individual reflection of the
Class discussion will be facilitated after learning and group work
the exhibition of learning on the feedback process.
received from participant exit cards.
Students will be able to reflect on the
aspects of the entire learning process in
which they were successful and others in
which they could improve on.

STAGE 3: RESOURCES
(include as many resources as possible and
provide specifics - names, links, etc.).
STAGE 4: THE LEARNING PLAN
Sound resources (songs, music, sounds, etc.): ​Round Dance Music​ ​Shamanic Drum Music ​ ​Canadian Inuit
Music ​ ​First Out Here: Indigenous Canadian Hip Hop
Visual resources (posters, pictures, artifacts, costumes, videos, etc.): talking stick, “furs” (Blankets), Inukshuk,
I Am Indigenous ​ ​Canadian Aboriginal History: Origins​ ​Alberta Plains Scenery ​Reconciliation...Towards a
New Relationship
Technology resources (websites, web tools, etc.) Green screen, film cameras, (Websites:) ​We Are the Children​,
Canadian Encyclopedia​, ​Canada History for Kids​, ​Inuit History​, ​Inuit Information,​ ​Blackfoot and Siksika
History​, ​Ojibwe History
Equipment: Diffuser for aroma
Literacy resources (books, articles, ​novels​, stories, etc.): ​Fatty Legs,​ ​I am Not A Number​, ​Secret Path​, ​When I
was Eight,​ ​These are my Words,​ ​When We Were Alone, Algonquin Sunset, Speaking our Truth: A Journey of
Reconciliation, The Amazing Mazie Barker, From the Tundra to the Trenches, They Called Me Number One,
Dear Canada: These are my Words, My name is Seepeetza, A Stranger at Home, As Long as the Rivers Flow
Community Resources (guest speakers, field trips, etc.): Elder from Maskwacis, trip to Maskwacis school,
volunteer with Central Alberta Refugee Efforts
On-site people, facilities, equipment, materials: school councillor, teachers etc.
Red Deer College green screen, cameras and camcorders, Red Deer College costume/prop department

Unit Plan Component
(additional learning
activities can be added;
provide links to lesson
plans if available)
Entry Event/We are all
treaty people
Day 1 (1 lesson, 50
Minutes)
Learning Activity:
Today, students are geting
an introduction as to what
they will be learning over
the next few weeks.
Throughout the lesson
students will be introduced
to all of the curriculum
outcomes, but will further
explore them over the next
few weeks.
Learning Outcomes/Targets/Learning Activity
knowledge, understanding & success skills needed
by students to successfully complete products
(Knowledge, Skills and Attitudes from the Program of
Studies, Cross Curricular Competencies)
THE WHAT
ELA Outcomes
Respect Others and Strengthen Community
5.1 discuss how ideas, people, experiences and
cultural traditions are portrayed in various oral, print
and other media texts
**through our story ​Stolen Words,​ students will start to
gather an understanding of how cultures vary.
**Throughout the stations, students will see how words
and objects used by other cultures (First Nations, Meties
and Inuit) are still used in our society today.
Use Language to Show Respect
5.1 demonstrate respect for diverse ideas, cultures and
traditions portrayed in oral, print and other media
texts
**at the Menal Station, stududents will learn about the
importance of First Nations, Metis & Inuit languages.
Students will gain respect by understanding that words we
use today are adopted from original Aboriginal words.
Social Studies Outcomes
7.2.3 ​appreciate the challenges that individuals and
communities face when confronted with rapid change
**from our story, students start to understand how change
has affected other culures.
Cross Curricular Competencies
Global and Cultural Understanding
Communication
Collaboration
Instructional Strategies Formative Assessments ​(Checkpoints)
provided by teacher, other staff, experts; Summative Assessments ​(Final
includes scaffolds, materials, lessons aligned Product/Presentations/Performances)
to learning outcomes and formative to check for learning and ensure
assessments. students are on track
Utilize Tate, Marzano, Bennett, Silver Individual and/or Team
THE HOW THE EVIDENCE
Entry Event Lesson Plan
There will be no summative assessment
Visuals: taking place during this entry event.
● The room was set up as a long house Formative assessment will occur at each
● Salt lamps and and natural lighting station as the teachers talk with the
● constant video of Bisons grasing in students and hear their responses within
the field facilitated discussions. The teacher at
Movement: each station will encourage students to
● students moved around to each think critically about their own family
‘station’ history and how this may relate to
Music: experiences of other cultures.
t​raditional music​ playing on low volume
throughout lesson We will check for understanding to
Problem Based Learning: ensure students comprehend the driving
by introducing the culminating project, question and know what is expected of
students will start to think…. them in terms of the culminating project.
Role Play:
Two teachers dressed up as teachers
from the past, two stayed current era
Technology:
YouTube video of ​example project​ &
buffalo grasing​ in the background
Visualization:
creating the atmosphere for being inside
a longhouse
Storytelling:
read ​Stolen Words ​By Melanie Florence
Manipulatives:
students got to touch things we brought
in (ie. corn, lacross stick, wild rice, build
an inuksuk)
Cooperative Learning:
at some of the stations their were team

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 activities (ie.matching the words and
meaning)
Games:
students played at corn toss game at one
station and a matching game at another
Artwork:
students learned about Inukshuks and
tried to create their own
ELA Outcomes Direct Discussion:​ Teacher will explain Formative Assessment: Students will
Learning Activity/What Use Language to Show Respect to students that they will dig deeper into write a paragraph in their journal to
were the possible 5.1 demonstrate respect for diverse ideas, cultures and the residential schools and the impact answer the question of the lesson.
negative impacts of traditions portrayed in oral, print and other media they had on Indigenous students and the
cultures coming into texts culture of Indigenous peoples. The
contact with each other? residential schools was clearly a
Scocial Studies Outcomes negative event in Canadian history and
Day 2-5(5 lessons, each 7.1.2 appreciate the challenges of co-existence had drastic negative impacts on
lesson is 50 minutes among peoples (C, CC, I, LPP) Indigenous peoples.
long) 7.2.1 recognize the positive and negative aspects
of immigration and migration (GC, LPP, C, I) Technology:​ Students will be given a
Learning Activity: 7.2.3 appreciate the challenges that individuals graphic organizer​ and to lead their
Students will be learning and communities face when confronted with rapid research they will be doing online to
about the negative impacts change (I, CC, LPP) learn more about the residential schools.
of cultures coming into 7.S.7 apply the research process:
contact with each other. Cooperative Learning:​ Students will
•organize and synthesize researched information
Students will go into groups have opportunities to discuss in groups
a choose a book they would
• integrate and synthesize concepts to provide an
informed point of view on a research question or an what they have learned about residential
like to use to help with their
research about residential issue • analyze and synthesize information to produce schools. The teacher will walk around
schools (this will be an original work the class during this discussion and
differentiated as students encourage more discussion and deeper
will given books at a thinking. We will also have a class
variety of different levels to discussion
choose from). After going
through book with their
group and doing individual
research, students will
individually hand in the
paragraph in their journal to
answer the question above.
Learning Activity/What SS Problem Based Learning Formative Assessment:
were the possible 7.2.1 recognize the positive and negative aspects of Who were the Europeans who travelled Students will place their graphic
positive influences of immigration and migration (GC, LPP, C, I) to North America, and what are some organizer in their journal, and the
cultures coming into positive impacts of immigration for both teacher will assess whether they are
contact with each other? 7.S.7. apply the research process: sides? on the right track for research.
•organize and synthesize researched information
Day 6-10 (5 lessons, each Teacher Modelling
lesson is 50 minutes ELA The teacher will look at a specific
long) 5.1 discuss how ideas, people, experiences and ‘explorer’ and start talking about how
cultural traditions are portrayed in various oral, print they interacted with First Nations. For
Learning Acticity: and other media texts example, ​Samuel de Champlain
In this stage of their 5.1 demonstrate respect for diverse ideas, cultures and Trade​ Information
work, students will be traditions portrayed in oral, print and other media
continuing to do a lot of texts Cooperative Learning
research for their project. In their groups of four, sudents can
Through this, they will research the colonization of their area,
by condensing notes, and fill in a ​graphic organizer
understanding affects of comparing the positive influences on
cultures coming together both First Nations groups and the
and showing European Settlers.
understanding for diverse Resources for Research
cultures.
Are these positive and Language Arts: Problem Based Learning: Formative Assessment:
negative consequences 4.3 clarify and support ideas or opinions with details, This week we are talking about curent Students will reflect on their growth in
of contact between visuals or media techniques day issues with diverse ethnicities and the past week through their journal or
different cultures still 5.1 demonstrate respect for diverse ideas, cultures and cultures. blog.
occuring today? traditions portrayed in oral, print and other media
Explain how. texts Expert: Students will fill oit a KWL chart prior
**while creating the interview or scrapbook students will We will have volunteers from Central to the presentation by CARE and their
need to support their ideas and understand with Alberta’s Regugee Efforts (CARE) field trip to Maskwacis.
Day 11-15(5 lessons, information come in to discuss some of the
each lesson is 50 **by reaching out to different cultural community
challenges refugee and imigrants face This is a very intense week with all of
minutes long) supports, students will appriciate a variety of cultures and
when relocating to a new country. the field trips and presentaions therefore
**field trip will be half traditions
it is really important for the teacher to
a day Field Trip: make an effort to check in with each
Social Studies:
7.1.2 appreciate the challenges of co-existence As a class we will be going to child individually and make sure they are
Learning Activity: Maskwacis and discussing challenges doing okay mentally. This is also a good
This week students are
among peoples (C, CC, I, LPP)
about reconsiliation. time to check in with them to assess their
focusing on how cultures in 7.2.1 recognize the positive and negative aspects of
immigration and migration (GC, LPP, C, I) efforts in the group work.
our society still have
challenges. Through our 7.2.3 appreciate the challenges that individuals and Research
feild trips, CARE communities face when confronted with rapid change Students will have an opprotunity to use
presentation and research (I, CC, LPP) their learning experiences in their
students will have better 7.S.1 develop skills of critical thinking and creative culminating project and the assist with
understanding of challenges
thinking: furthuring their education.
that still apply for when
communities interact with
7.S.7 apply the research process:
one another. They will **through research and communicating with our comminty Reflection
At the end of the week students will
understand the importance supports students will understand the challenges other
of having a group of people cultures face when living in a multicultural society write a short summary as to why

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they can rely on, and look
at ways to help those
around them and make
everyone feel welcomed.
Culminating Project/Title
The Learning Activity
the culminating project will
help students answer the
driving question of how
cultures influence eachother
as they come into comtact
by providing them the
opportunity to drive into the
perspective of an
Indigenous Canadian
person through the use of a
novel. By supplementing
their reading with further
research, the students are
expected to gain an
understanding of how that
specific individual and their
Indigenous culture and
community lived before
contact with the settlers.
Students will also consider
what life was like for that
Indigenous group as well as
for the settlers during
contact. Finally, the
students will understand
how the lives of both the
settlers and the Indigenous
peoples changed as a result
of the coexistance.
By creating this timeline of
isolation - contact - change,
students will gain an
understanding of the
challenges of co existance,
the positive and negative
challenges of
immigration/migration, and
appreciate the challenges
both individuals and groups
endure when faced with
rapid change (SS
outcomes).
By working collaboratively
in a group and presenting
the final project students
will be adressing LA/Health
and Art outcomes aswell. Information and Communication Technology
Reflection Discussion
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**specifically through our field trip to Maskwacis, students Reconsiliatino Matters to them on the
will understand the effects residential school had on their website: ​It Matters to Me
community
**students will be researching throughout the whole week
Health​:
R-7.8 Analyze the potential effects of belonging to a
group, team, gang
**students will understand the postitive effects of having
close connections and having a sense of belonging through
our activity, research and outside classroom experiences.
Social Studies Instructional Strategies: Formative:
7.1.2 appreciate the challenges of co-existence Visuals​: Students will use visuals within Throughout the research process, the
among peoples (C, CC, I, LPP) their culminating project (newscast or teacher will be providing feedback and
7.2.1 recognize the positive and negative aspects scrapbook) to enhance the presentation checking that students are on the right
of immigration and migration (GC, LPP, C, I) and audience understanding. track.
7.2.3 appreciate the challenges that individuals Problem Based Learning​: students will
and communities face when confronted with rapid be creating the culminatibg project as a Summative:
change (I, CC, LPP) way to further understand the driving Upon completion of the unit, students
7.S.1 develop skills of critical thinking and creative
question: How do cultures influence will hand in their project for a final
thinking: eachother as they come into contact? grade.
• evaluate, critically, ideas, information and positions
Technology​: Students will use Rubric
from multiple perspectives technology during their research
7.S.7 apply the research process: process. The students that decide to There will also be a test unpon
•organize and synthesize researched information present a newscast will be working with completion of the project.
• integrate and synthesize concepts to provide an technology.
informed point of view on a research question or an Artwork: Students that decide to present
issue • • •analyze and synthesize information to a scrapbook for their culminating will be
produce an original work using artwork to enhance the
7.S.8 demonstrate skills of oral, written and visual presentation and understanding of
literacy information.
Cooperative Learning​: students will be
• communicate information in a clear, persuasive and working collaboratively in groups to
engaging manner, through written and oral means complete the culminating project
Language Arts In assigned groups of four, students
Enhance Presentation will choose one of the books
4.3 clarify and support ideas or opinions with details,
provided or get approval on a book
visuals or media techniques of their choice about the past
Use Effective Oral and Visual experiences of Canadian Indigenous
Communication peoples. With the information from
4.3 identify and use explicit techniques to arouse and the book they choose and additional
maintain interest and to convince the audience
research, each group of four will
Respect Others and Strengthen Community
create a ​Talk Show/Newscast or
5.1 discuss how ideas, people, experiences and
cultural traditions are portrayed in various oral, print
Scrapbook​ to explain how the
and other media texts contact between Europeans and
Indigenous peoples influenced both
Use Language to Show Respect
5.1 demonstrate respect for cultures. Students will be encouraged
diverse ideas, cultures and traditions portrayed in to think of the negative and positive
oral, print and other media texts effects within the reality of cultures
Evaluate Group Process coming into contact. The purpose of
5.2 evaluate group process and personal this project is to give students an
contributions according to pre-established criteria to understanding of what happened in
determine strengths and areas for improvement the past when different cultures came
into contact and what is still
happening today with different
Through the use of cameras and editing materials culture.
students will compile a video clip to share their
knowledge in the form of a newscast or talk show.
Health​- Relationship Choices
Group Roles and Processes
R-7.8 Analyze the potential effects of belonging to a
group, team, gang
R-7.9 Develop group goal setting skills (eg.,
collaboration)
Art ​- Compositions
Organizations: students will express meaning through
control of visual relationships.
- explore the transformation of form in
compostion: progression, alteration,
exaggeration.
English Language Arts Reflection Students will use the reflection of
Evaluate Group Process Students will be reflecting on the their learning process as a way to
5.2 Evaluate group process and personal learning process and presentation self-assess and set futurte goals.
contributions according to pre-established criteria to during the exhibition of learning by
determine strengths and areas for improvement using the feedback provided by the The completed Peer and
● Students will be mastering this outcome members of the community. ​Exit Self-Assessment will contribute to a
throughout the process of working card​. portion of the summative assessment
collaboratively to complete the culminating
Brainstorming (culminating project).
project, through the completion of the self
Students will be brainstorming ways
/peer assessment and by reflecting upon the
feedback recieved from members of the
in which they could improve the Self and Peer Assessment
community that participate in the exhibition collaborative process and individual
of learning. learning to set goals for the future.
Graphic Organizer
©2015 BUCK INSTITUTE FOR EDUCATION
 Students will fill out the graphic
Social Studies organizing to aid in their
7.S.8 Demonstrate skills of oral, written and visual brainstorming and reflection process.
literacy
After this refelction process students
communicate information in a clear, persuasive and will complete the ​Self and Peer
engaging manner, through written and oral means. Assessment
● students will continue to master this outcome
as they reflect upon the feedback recieved
from the members of the community during
the exhibition of learning and consider how
they can improve their presentation skills.

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