Subject Area English Language Arts & Social Studies

Humanities 7 Unit 1 Grade Level 7

Teacher: Elizabeth Spohn Topic To what extent do diverse ways of life impact
our past and present?
School: St. Joseph’s School
Length of Unit (days) 22 days

Summary
This unit was developed for a grade seven class at St. Joseph’s school in Coaldale, Alberta. The
classroom is comprised of approximately 28 students, with a majority being boys. This is the
first time the school is implementing Humanities programming. Humanities will integrate Social
Studies outcomes and English Language Arts Alberta outcomes into one class. The school is
currently using the Voices and Visions: A Story of Canada textbook as their primary social
studies resource. In searching for a novel that would connect to themes of Canada’s history I
selected Willa’s New World by Barbara Demers to be the primary text from which students will
develop the selected ELA competencies. This unit is centered on the question: To what extent
do diverse ways of life impact our past and present? This question will be discussed and
explored from an interdisciplinary position. In alignment with the social studies curriculum
outcomes we will look at the past relationships between the British, French and First Nations
during the exploration and colonization of Canada. Students will also develop skills in historical
thinking and grow an appreciation for the contributions made by all people in the events
leading up to Canada’s Confederation. Students will also experience a personal story of a girl
named Willa who ends up in Hudson Bay, in 1795. This historical fiction novel will enable
students to analyze a personal account of real events happening during the discovery of
Canada. Through discussions, activities and projects students will gain a deeper understanding
of the relationships and societies that interacted in order to make Canada into the country it is
today.
 Subject Area English Language Arts & Social Studies
Humanities 7 Unit 1 Grade Level 7
Teacher: Elizabeth Spohn Topic To what extent do diverse ways of life impact
our past and present?
School: St. Joseph’s School
Length of Unit (days) 22 days

Length
September 3rd to October 4th
5 weeks | 22 School Days | 49 periods x 43 minutes
Mon Tues Wed Thurs Fri
2 periods 3 periods 2 periods 2 periods 2 periods
86 minutes total 129 minutes total 86 minutes total 86 minutes total 90 minutes total

Core Questions
Unit Question: To what extent do diverse ways of life impact our past and present?
Social Studies English Language Arts
• What were the different ways in which Aboriginal • How do we understand diverse ways of life?
societies were structured (i.e., Iroquois Confederacy, • How does perspective influence how we view people
Ojibwa, Mi’kmaq)? over time?
• How did the structures of Aboriginal societies affect • To what extent do beliefs and values from the past
decision making in each society (i.e., role and status of impact the present?
women, consensus building)?
• What were the social and economic factors of European
imperialism?
• In what ways did European imperialism impact the social
and economic structures of Aboriginal societies?
• How was European imperialism responsible for the
development of Acadia, New France and British
settlements?
• Who were the key figures in the French exploration and
settlement of North America?
• What roles did the Royal Government and the Catholic
Church play in the social structure of New France (i.e.,
governor, intendant, Jesuits, religious congregations)?
• Who were the key figures in the British exploration and
settlement of North America?
• What role did the British government play in the
settlement of North America?
 Subject Area English Language Arts & Social Studies
Humanities 7 Unit 1 Grade Level 7
Teacher: Elizabeth Spohn Topic To what extent do diverse ways of life impact
our past and present?
School: St. Joseph’s School
Length of Unit (days) 22 days

Goals
General Learner Outcomes
Social Studies English Language Arts
7.1: Toward Confederation Students will listen, speak, read, write, view and represent to…
Students will demonstrate an understanding and appreciation of the distinct roles of,
and the relationships among, the Aboriginal, French and British peoples in forging the General Outcome 1
foundations of Canadian Confederation Explore thoughts, ideas, feelings and experiences

General Outcome 2
Comprehend and respond personally and critically to oral, print and other media
texts

Specific Learner Outcomes
Social Studies
V&A 7.1.1 appreciate the influence of diverse Aboriginal, French
and British peoples on events leading to Confederation (C, I,
TCC)
K&U 7.1.3 compare and contrast diverse social and economic
structures within the societies of Aboriginal, French and
British peoples in pre-Confederation Canada by exploring and
reflecting upon the following questions and issues:
• What were the different ways in which Aboriginal
societies were structured (i.e., Iroquois
Confederacy, Ojibwa, Mi’kmaq)? (CC, I, LPP)
• How did the structures of Aboriginal societies
affect decision making in each society (i.e., role
and status of women, consensus building)? (CC,
TCC, PADM)
• What were the social and economic factors of
European imperialism? (CC, I, TCC)
• In what ways did European imperialism impact the
social and economic structures of Aboriginal
societies? (ER, GC, PADM, TCC)
• How was European imperialism responsible for
the development of Acadia, New France and
British settlements? (I, GC, PADM)
• Who were the key figures in the French
exploration and settlement of North America? (CC, portrayed in various oral, print and other media texts
LPP, TCC)
• What roles did the Royal Government and the
Catholic Church play in the social structure of New
France (i.e., governor, intendant, Jesuits, religious
congregations)? (ER, GC, PADM, LPP)
• Who were the key figures in the British
exploration and settlement of North America? (CC,
LPP, TCC)
• What role did the British government play in the
settlement of North America? (PADM, ER, LPP, GC)
General Outcome 5
Respect, support and collaborate with others
English Language Arts
1.1 Discover and Explore
Express ideas and develop understanding
1.1.2a discuss and respond to ways that content and forms of different texts
interact to influence understanding
2.2 Respond to Texts
Experience various texts
2.2.1b justify own point of view about oral, print and other media texts, using
evidence from texts
Construct meaning from texts
2.2.2a compare the choices and behaviours of characters portrayed in oral, print
and other media texts with those of self and others
2.2.2b analyze how plot develops; the connection between plot and subplot; and
the interrelationship of plot, setting and characters
2.2.2d develop, clarify and defend own interpretation, based on evidence from
the text with support from own experiences
5.1 Respect Others and Strengthen Community
Appreciate Diversity
5.1.1a discuss how ideas, people, experiences and cultural traditions are
5.1.1b explain how differing perspectives and unique reactions expand
understanding
Use language to show respect
5.1.4d demonstrate respect for diverse ideas, cultures and traditions portrayed
in oral, print and other media texts

S&P 7.S.2 develop skills of historical thinking

7.S.8 demonstrate skills of oral, written and visual literacy
 Subject Area English Language Arts & Social Studies
Humanities 7 Unit 1 Grade Level 7
Teacher: Elizabeth Spohn Topic To what extent do diverse ways of life impact
our past and present?
School: St. Joseph’s School
Length of Unit (days) 22 days

Resources

• CW Jeffery Art
http://www.cwjefferys.ca

• Elder in the Making Episode 1: Cowboy X

https://www.youtube.com/watch?v=MYglFfTG0TE

• Historica Minute

• CNN in 10

• Learn Alberta Activity Recommendations

• Novel Approaches for Junior High Language Arts by Edmonton School Board

• The Anthology of Social Studies: Issues and Strategies for Elementary Teachers by Roland
Case and Penney Clark

• The Critical Thinking Consortium

https://tc2.ca

• Voices and Visions: A Story of Canada by Daniel Francis

• Voices and Visions: A Story of Canada Teacher’s Resource by Jill Germain

• Willa’s New World: A Novel Study Guide by Glen Huser and Dave Glaze

• Willa’s New World by Barbara Demers

 Subject Area English Language Arts & Social Studies
Humanities 7 Unit 1 Grade Level 7
Teacher: Elizabeth Spohn Topic To what extent do diverse ways of life impact
our past and present?
School: St. Joseph’s School
Length of Unit (days) 22 days

Assessments
A Letter: A
Pre-Contact Hidden Canada’s Reading
Title Mini Quizzes Unit 1 Test Learning Log Character’s
Profile Messages Contributors Responses
Learning Outcomes Journey
Type Formative Summative Summative Summative Summative Formative Formative Summative
(Formative/Summative)

Weighting - 10% 10% 10% 35% - - 35%

7.1.1 appreciate the influence of diverse
Aboriginal, French and British peoples on events X X X
leading to Confederation (C, I, TCC)
7.1.3.1 What were the different ways in which
Aboriginal societies were structured (i.e.,
X X
Iroquois Confederacy, Ojibwa, Mi’kmaq)? (CC, I,
LPP)
7.1.3.2 How did the structures of Aboriginal
societies affect decision making in each society
X X X
(i.e., role and status of women, consensus
building)? (CC, TCC, PADM)
7.1.3.3 What were the social and economic
X X
factors of European imperialism? (CC, I, TCC)
7.1.3.4 in what ways did European imperialism
impact the social and economic structures of X X X
Aboriginal societies?
7.1.3.5 How was European imperialism
responsible for the development of Acadia, New X X
France and British settlements? (I, GC, PADM)
7.1.3.6 Who were the key figures in the French
exploration and settlement of North America? X X X X
(CC, LPP, TCC)
7.1.3.7 What roles did the Royal Government and
X X
the Catholic Church play in the social structure of
 Subject Area English Language Arts & Social Studies
Humanities 7 Unit 1 Grade Level 7
Teacher: Elizabeth Spohn Topic To what extent do diverse ways of life impact
our past and present?
School: St. Joseph’s School
Length of Unit (days) 22 days

New France (i.e., governor, intendants, Jesuits,

religious congregations)? (ER, GC, PADM, LPP)
7.1.3.8 Who were the key figures in the British
exploration and settlement of North America? X X X X
(CC, LPP, TCC)
7.1.3.9 What role did the British government play
in the settlement of North America? (PADM, ER, X X
LPP, GC)

7.S.2 develop skills of historical thinking X X X

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

visual literacy X X X

1.1.2a discuss and respond to ways that content

and forms of different texts interact to influence X X X X
understanding
2.2.1b justify own point of view about oral, print
and other media texts, using evidence from texts X X X

2.2.2a compare the choices and behaviours of

characters portrayed in oral, print and other
X X
media texts with those of self and others

2.2.2b analyze how plot develops; the

connection between plot and subplot; and the X X X
interrelationship of plot, setting and characters
2.2.2d develop, clarify and defend own
interpretation, based on evidence from the text X X X
with support from own experiences
5.1.1a discuss how ideas, people, experiences
and cultural traditions are portrayed in various X X X
oral, print and other media texts
 Subject Area English Language Arts & Social Studies
Humanities 7 Unit 1 Grade Level 7
Teacher: Elizabeth Spohn Topic To what extent do diverse ways of life impact
our past and present?
School: St. Joseph’s School
Length of Unit (days) 22 days

5.1.1b explain how differing perspectives and

unique reactions expand understanding X X

5.1.4d demonstrate respect for diverse ideas,

cultures and traditions portrayed in oral, print X
X X X X X
and other media texts
 Subject Area English Language Arts & Social Studies
Humanities 7 Unit 1 Grade Level 7
Teacher: Elizabeth Spohn Topic To what extent do diverse ways of life impact
our past and present?
School: St. Joseph’s School
Length of Unit (days) 22 days

Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Mini quizzes will be a way to review what has
been learned in previous classes. They will
primarily be assessing knowledge and
understand outcomes from the Social Studies
Program of Studies and will function to prepare
students for the unit exam at the end of the
unit. Quizzes will be short, 5-8 questions long
and will be multiple choice. Immediately
Mini Quizzes following the quiz, we will review the answers
X
together and students will grade themselves.
Students will hand in their graded quizzes to
the teacher for review to determine if any
information needs to be recovered. Mini
quizzes will happen once per week and will not
be included in the schedule below to allow
flexibility.
Following lessons on pre-contact First Nation
Societies students will work in groups of 3-4 to
compare the ways of life of three First Nations
societies. Groups will choose a way to organize
their information (samples will be given) in a
Pre-contact presentable way to show the similarities and
differences between the 3 First Nation groups
Profile: First (i.e., Venn diagram, table). Students will have
X
Nations Societies one class to look up additional information and
add it to their visual. Groups will be encouraged
to collaborate with others to share information.
Students will peer assess their group members
which will be taken into consideration when
the product is assessed.
Students will choose from a selection of images
that depict First Nations – European contact
Hidden Messages: during the exploration/colonization of North
America by the French and English. Students
Perspectives on will work in partners to create a written
X
Early Contact response that describes the explicit message
and an implicit message that explores another
perspective of the image.
 Subject Area English Language Arts & Social Studies
Humanities 7 Unit 1 Grade Level 7
Teacher: Elizabeth Spohn Topic To what extent do diverse ways of life impact
our past and present?
School: St. Joseph’s School
Length of Unit (days) 22 days

Students will choose from a list of French and

British explorers that contributed to Canada.
Bio: Contributors Students will research one person to create a
profile that will showcase their impact on
X
to Canada
Canada’s history. (Format: trading card,
Instagram bio, Facebook profile etc?)
This test will be comprised of multiple choice
and short answer questions that cover the
Unit 1 Test knowledge and understanding outcomes from
X
the Social Studies Program of Studies.
Reading responses will be written (or typed)
entries that show that students are thinking
about and interacting with the text. Response
Reading Response prompts will include connections to social
X
studies topics as well as connections to
personal life.
The learning log (digitally or on paper) will be
Learning Log: used to analyze plot and character aspects of
the texts we interact with, primarily Willa’s
Plot & Character New World. This learning log will support
X
Analysis students in completing the letter at the end of
the unit.
Students will be asked to write a letter from the
perspective of one of the main characters from
Letter: A Willa’s New World. This letter should include
Character’s significant events and people that this X
Journey character meets that contribute to their
development and who they are at the end of
the novel.
 Subject Area
Humanities 7 Unit 1 Grade Level
Teacher: Elizabeth Spohn Topic
School: St. Joseph’s School
Length of Unit (days)
Day 1 (W1)
3 classes x 43 min
Theme: Historical Thinking and Historical Fiction
How do we think historically?
Resource(s): Voices and Visions: A Story of Canada; Willa’s New World
Chapter 1; Teaching about Historical Thinking
Activities:
Class 1 & 2:
Timeline & 3-2-1: First students will be introduced to “Humanities”, it
will be explained why students are now taking a course that will blend
social studies and LA. Students will explore why thinking historically is
important through discussion and group activities. First, we will talk
about how events from our own lives have shaped who we are today.
Similarly, Canada has a history that shapes the society we live in today.
Activity 1 (Timeline) will ask that students reflect on significant events
and people from their lives and create a mini timeline. We will discuss
why those events and people are so significant in shaping we are today.
Activity 2 (3-2-1 Activity) we will discuss what we already know about
Canada’s history and what we would like to learn more about.
Class 3:
Tea Party: Students will be introduced to the novel we will be reading
this unit Willa’s New World. Students will get quotes from the book and
will have to walk around and share the quotes with other students in the
class. Students will make predictions about what the book may be
about. Following we will have a mini lesson on historical fiction and why
we are reading this book. Read Chapter 1(?)
Assessments: Pre-Assessment; observation & conversation
SLOs:
7.S.2 develop skills of historical thinking
1.1.2a discuss and respond to ways that content and forms of different
texts interact to influence understanding
English Language Arts & Social Studies
7
To what extent do diverse ways of life impact
our past and present?
22 days
Day 2 (W1)
2 classes x 43 min
Theme: How were pre-contact Aboriginal societies structured?
Resource(s): Voices and Visions: A Story of Canada
Activities:
Reading: We will explore topics in Chapter 1 of Voices and Visions.
Students will receive information that is provided to them from the
textbook through reading and conversation. Students will use a
graphic organizer to gather information.
Art & Literature: We will look at different forms of art and literature
from recent time to see how Aboriginal beliefs and values are still
important in society today. We will make connections between pre-
contact and current Aboriginal beliefs and values.
Assessments: Observation & conversation
SLOs:
7.1.3.1 What were the different ways in which Aboriginal societies
were structured (i.e., Iroquois Confederacy, Ojibwa, Mi’kmaq)? (CC, I,
LPP)
7.S.2 develop skills of historical thinking
Day 3 (W1)
2 classes x 43 min
Theme: How were pre-contact Aboriginal societies structured?
Resource(s): Voices and Visions: A Story of Canada; Edwin laptops
Activities:
Reading: Students will take what they learned from yesterday’s class
to create a profile (Venn diagram/table) of the similarities and
differences between pre-contact Aboriginal societies. Students will
use resources available to them to compare the different ways
Aboriginal societies made decisions during this time period (include
page numbers).
Snowball: Once students have gathered information they will be
encouraged to get together with another group and compare
information gathered. Students should feel free to share ideas and
look for information gaps together.
Review: We will look at each Aboriginal society separately and
students will share the NEW information collected today (i.e., decision
making information). We will discuss similarities and differences that
came up. Big takeaways will be highlighted at the end of the lesson.
Assessments: Pre-contact Profile (Do, Write, Say)
SLOs:
7.1.3.2 How did the structures of Aboriginal societies affect decision
making in each society (i.e., role and status of women, consensus
building)? (CC, TCC, PADM)
5.1.4d demonstrate respect for diverse ideas, cultures and traditions
portrayed in oral, print and other media texts
 Subject Area
Humanities 7 Unit 1 Grade Level
Teacher: Elizabeth Spohn Topic
School: St. Joseph’s School
Length of Unit (days)
Day 4 (W1)
2 classes x 43 min
Theme: Who are significant characters in Willa’s journey?
Resource(s): Willa’s New World Ch 1-2; Edwin laptops
Activities:
*Introduce Reading Responses and Learning Log (expectations)
Pre-Reading: Students will “Think, Pair, Share” in response to a question
that will have them make predictions about the chapter(s) we are about
to read.
Read: Chapters 1-2
After the Reading: Have students in teams to respond to a few
comprehension questions. Teams will get points for how many questions
they answer correctly to encourage careful listening during the reading
of the story.
Reading Responses and Learning Logs: Students will synthesize personal
responses to the story in a notebook or digitally (must be accessible to
the teacher). Learning logs will be completed collaboratively with the
class when we discuss character or plot development. It is a space for
students to record ongoing developments in the story that will support
their final task of creating a letter.
Assessments: Reading Responses; Learning Log
SLOs:
2.2.1b justify own point of view about oral, print and other media texts,
using evidence from texts
2.2.2b analyze how plot develops; the connection between plot and
subplot; and the interrelationship of plot, setting and characters
English Language Arts & Social Studies
7
To what extent do diverse ways of life impact
our past and present?
22 days
Day 5 (W2)
2 classes x 43 min
Theme: What is imperialism? What were the social and economic
factors of European imperialism?
Resource(s): Voices and Visions: A Story of Canada; Imperialism video
https://www.youtube.com/watch?v=lO-4DkFh5ww
Activities:
Defining Imperialism: Have students try to find 3 different definitions
in pairs. Share definitions. Discuss commonalities.
Imperialism Video & Worksheet: How does imperialism work?
Students will watch a video describing how imperialism works to take
over another territory. Students will record the reasons countries
engage in imperialism.
Reading: We will investigate what our textbook has to say about
imperialism and the specific factors of European imperialism. Students
will record important information.
Assessments: Exit Slip
SLOs:
7.1.3.3 What were the social and economic factors of European
imperialism? (CC, I, TCC)
Day 6 (W2)
3 classes x 43 min
Theme: How did imperialism impact the social and economic structures of
Aboriginal societies? How has setting impacted Willa?
Resource(s): Voices and Visions: A Story of Canada; Elder in the Making Ep.
1; Willa’s New World Ch. 3; Edwin laptops
Activities:
Classes 1 & 2:
Reading: We will investigate the ways in which imperialism impacted the
social and economic structures of Aboriginal society that are outlined in
our textbook. Additional resources will be used to supplement information.
Case Study on p.60 & Mi’kmaq perspective on p.63
Legacies of Imperialism: students will watch Elder in the Making Episode 1
and we will discuss how impacts of European imperialism are still seen
today. Students will share one new thing they learned from the video with
the class.
Horseshoe Debate: Is imperialism good? We have now explored the
benefits and consequences of imperialism. Students will take a position
and defend it by using information learned over the last two classes.
Class 3:
Read: Chapter 3
After the Reading: Have students in teams to respond to a few
comprehension questions. Teams will get points for how many questions
they answer correctly to encourage careful listening during the reading of
the story.
Reading Responses: Students will synthesize personal responses to the
story in a notebook or digitally (must be accessible to the teacher).
Assessments: Observation & conversation; Reading Response
SLOs:
7.S.2 analyze historical issues to form or support an opinion
7.1.3.4 in what ways did European imperialism impact the social and
economic structures of Aboriginal societies?
2.2.2d develop, clarify and defend own interpretation, based on evidence
from the text with support from own experiences
 Subject Area
Humanities 7 Unit 1 Grade Level
Teacher: Elizabeth Spohn Topic
School: St. Joseph’s School
Length of Unit (days)
Day 7 (W2)
2 classes x 43 min
Theme: How was European imperialism responsible for the
development of Acadia, New France and British settlements? How has
setting impacted Willa?
Resource(s): Voices and Visions: A Story of Canada; Britannica School
https://school.eb.com/levels/middle/article/colonization-of-the-
Americas/272832
Willa’s New World Ch. 3
Activities:
Jigsaw: Have groups responsible for exploring the development of each
of Acadia and New France, and British settlements using their textbook
and the Britannica School link from above. Once groups have collected
information they will pair up with an opposite group and discuss the
impact European imperialism had on Canada.
Mapping: Once students have shared with one another we will take a
look at what areas exactly the British and French colonized.
Class 2:
Learning Log: Focussing on Chapter 3 we will discuss character/plot
development. Students will record ongoing developments in the story
that will support their final task of creating a letter.
Assessments: Observation & conversation; Learning Log
SLOs:
7.1.3.5 How was European imperialism responsible for the development
of Acadia, New France and British settlements? (I, GC, PADM)
2.2.2d develop, clarify and defend own interpretation, based on evidence
from the text with support from own experiences
2.2.2b analyze how plot develops; the connection between plot and
subplot; and the interrelationship of plot, setting and characters
English Language Arts & Social Studies
7
To what extent do diverse ways of life impact
our past and present?
22 days
Day 8 (W2)
2 classes x 43 min
Theme: How does perspective impact how we view history?
Resource(s): CW Jeffrey drawings: http://www.cwjefferys.ca, Edwin
laptops; Voices and Visions: A Story of Canada
Activities:
Brainteasers: Present brainteasers that play with our ideas of
perspective. Discuss how must of history presents one perspective.
Review: Recall our horseshoe debate that asked students to take a
stance on whether imperialism was good or not.
Hidden Messages: Following instructions and modelling students will
be put into groups and asked to analyze the implicit and explicit
messages being portrayed in a piece of art. Students will share with
the class what they see in the picture and what more might be
happening. Afterward students will continue to work in their groups to
write an alternative perspective from a person depicted in the image.
Assessments: Hidden Messages Project (Do, Say, Write)
SLOs:
5.1.1a discuss how ideas, people, experiences and cultural traditions
are portrayed in various oral, print and other media texts
2.2.2d develop, clarify and defend own interpretation, based on
evidence from the text with support from own experiences
Day 9 (W2)
2 classes x 43 min
Theme: What are the different perspectives in Willa’s New World?
Resource(s): Willa’s New World Ch. 4-5
Activities:
Pre-Reading: Students will “Think, Pair, Share” in response to a
question that will have them make predictions about the chapter(s)
we are about to read.
Read: Chapters 4-5
After the Reading: Have students in teams to respond to a few
comprehension questions. Teams will get points for how many
questions they answer correctly to encourage careful listening during
the reading of the story.
Reading Responses and Learning Logs: Students will synthesize
personal responses to the story in a notebook or digitally (must be
accessible to the teacher). Learning logs will be completed
collaboratively with the class when we discuss character or plot
development. It is a space for students to record ongoing
developments in the story that will support their final task of creating
a letter.
Assessments: Reading Responses; Learning Log
SLOs:
5.1.1b explain how differing perspectives and unique reactions expand
understanding
 Subject Area
Humanities 7 Unit 1 Grade Level
Teacher: Elizabeth Spohn Topic
School: St. Joseph’s School
Length of Unit (days)
English Language Arts & Social Studies
7
To what extent do diverse ways of life impact
our past and present?
22 days

Day 10 (W3) Day 11 (W3) Day 12 (W3)

2 classes x 43 min 3 classes x 43 min 2 classes x 43 min
Theme: What types of cultural differences are present in Willa’s World? Theme: What roles did the Royal Government and Catholic Church play in Theme: How do different choices distinguish characters?
the social structure of New France? How is plot developing in Willa’s New
Resource(s): Willa’s New World Ch 6-7 World? Resource(s): Willa’s New World Ch 10-15

Activities:
Pre-Reading: Students will “Think, Pair, Share” in response to a question
that will have them make predictions about the chapter(s) we are about
to read.
Read: Chapters 6-7
After the Reading: Have students in teams to respond to a few
comprehension questions. Teams will get points for how many questions
they answer correctly to encourage careful listening during the reading
of the story.
Reading Responses and Learning Logs: Students will synthesize personal
responses to the story in a notebook or digitally (must be accessible to
the teacher). Learning logs will be completed collaboratively with the
class when we discuss character or plot development. It is a space for
students to record ongoing developments in the story that will support
their final task of creating a letter.
Assessments: Reading Response; Learning Log
SLOs:
1.1.2a discuss and respond to ways that content and forms of different
texts interact to influence understanding
5.1.1a discuss how ideas, people, experiences and cultural traditions are
portrayed in various oral, print and other media texts
Resource(s): Voices and Visions: A Story of Canada; Willa’s New World Ch
8-9
Activities:
Class 1 & 2:
Visualizing New France: Create groups of students to be responsible for
one of the sections: “Populating the Colony”, “Women in New France”,
“The Economy in New France” and “The Catholic Church in New France”. In
those groups’ students will create a poster of the all the important
elements under that reading. This activity will be modelled using the
section titled “Royal Takeover”. Students are to include any definitions
their section has. Each group will have a matching group and they will all
get together to present what their section was about
Graphic Organizer: Students will record any of the important information
discussed on a graphic organizer individually to be kept in their notes.
Class 3:
Read: Chapters 8-9
After the Reading: Have students in teams to respond to a few
comprehension questions. Teams will get points for how many questions
they answer correctly to encourage careful listening during the reading of
the story.
Reading Responses and Learning Logs: Students will synthesize personal
responses to the story in a notebook or digitally (must be accessible to the
teacher). Learning logs will be completed collaboratively with the class
when we discuss character or plot development. It is a space for students
to record ongoing developments
Activities:
Pre-Reading: Students will “Think, Pair, Share” in response to a
question that will have them make predictions about the chapter(s)
we are about to read.
Read: Chapters 10-15
After the Reading: Have students in teams to respond to a few
comprehension questions. Teams will get points for how many
questions they answer correctly to encourage careful listening during
the reading of the story.
Reading Responses and Learning Logs: Students will synthesize
personal responses to the story in a notebook or digitally (must be
accessible to the teacher). Learning logs will be completed
collaboratively with the class when we discuss character or plot
development. It is a space for students to record ongoing
developments
Assessments: Reading Response; Learning Log
SLOs:
2.2.1b justify own point of view about oral, print and other media texts,
using evidence from texts
2.2.2a compare the choices and behaviours of characters portrayed in
oral, print and other media texts with those of self and others

Assessments: Observation & conversation; Learning Log

SLOs:
7.1.3.7 What roles did the Royal Government and the Catholic Church play
in the social structure of New France (i.e., governor, intendants, Jesuits,
religious congregations)? (ER, GC, PADM, LPP)
2.2.2b analyze how plot develops; the connection between plot and
subplot; and the interrelationship of plot, setting and characters
 Subject Area
Humanities 7 Unit 1 Grade Level
Teacher: Elizabeth Spohn Topic
School: St. Joseph’s School
Length of Unit (days)
Day 13 (W3)
2 classes x 43 min
Theme: What role did the British government play in the settlement of
North America? How does setting impact character development?
Resource(s): Voices and Visions: A Story of Canada; Willa’s New World
Ch 12-15
Activities:
Class 1:
Instruction: Why might Britain have colonized North America? (p.55),
The Thirteen Colonies, comparing the Colonies and New France.
Read/Think, Pair, Share: the table on page 57 of the textbook. Ask
students to think about who they think had more power, the French or
the British? Why do they think this?
**Access more resources
Class 2:
Read: Chapters 12-15 (overlap with last class)
After the Reading: Have students in teams to respond to a few
comprehension questions. Teams will get points for how many questions
they answer correctly to encourage careful listening during the reading
of the story.
Reading Responses and Learning Logs: Students will synthesize personal
responses to the story in a notebook or digitally (must be accessible to
the teacher). Learning logs will be completed collaboratively with the
class when we discuss character or plot development. It is a space for
students to record ongoing developments
Assessments: Exit Slip
SLOs:
7.1.3.9 What role did the British government play in the settlement of
North America? (PADM, ER, LPP, GC)
2.2.2b analyze how plot develops; the connection between plot and
subplot; and the interrelationship of plot, setting and characters
English Language Arts & Social Studies
7
To what extent do diverse ways of life impact
our past and present?
22 days
Day 14 (W3)
2 classes x 43 min
Theme: What role did the British government play in the settlement
of North America?
Resource(s): Voices and Visions: A Story of Canada
Activities:
Read: Read to class pages 59-63. Have students follow along and use a
fill in the blank to keep track of information.
Think it Through Activity: Once we have finished reading, have
students get into pairs and answer the questions at the end of the
chapter. Ask willing students to share with the class.
**Access more resources
Assessments: Observations & conversations
SLOs:
7.1.3.9 What role did the British government play in the settlement of
North America? (PADM, ER, LPP, GC)
Day 15 (W4)
2 classes x 43 min
Theme: Who were the key figures in the French and British
exploration and settlement of North America?
Resource(s): Voices and Visions: A Story of Canada
Activities:
Biographies: Now that students have background information on the
events that were taking place during the colonization of Canada, they
will be looking at the people who contributed to it. Give short
presentations on several individuals that contributed to Canada’s
history.
Discussion: Why do we not often see the names of First Nations
peoples in our textbook?
Key Contributors to Canada: Explain assessment to students. They will
have some time in today’s class and the next class to research their
figure.
Research: Give students strategies for researching their key figure.
What type of information should they be looking for? What is a
reliable source? Etc.
Assessments: Observations & conversations
SLOs:
7.1.3.6 Who were the key figures in the French exploration and
settlement of North America? (CC, LPP, TCC)
 Subject Area
Humanities 7 Unit 1 Grade Level
Teacher: Elizabeth Spohn Topic
School: St. Joseph’s School
Length of Unit (days)
Day 16 (W4)
3 classes x 43 min
Theme: How do people and events from Willa’s past influence her decisions?
Who were the key figures in the French and British exploration and
settlement of North America?
Resource(s): Willa’s New World Ch 16-19; Voices and Visions: A Story of
Canada
Activities:
Class 1 & 2:
Pre-Reading: Students will “Think, Pair, Share” in response to a question that
will have them make predictions about the chapter(s) we are about to read.
Read: Chapters 16-19
After the Reading: Have students in teams to respond to a few
comprehension questions. Teams will get points for how many questions
they answer correctly to encourage careful listening during the reading of the
story.
Reading Responses and Learning Logs: Students will synthesize personal
responses to the story in a notebook or digitally (must be accessible to the
teacher). Learning logs will be completed collaboratively with the class when
we discuss character or plot development. It is a space for students to record
ongoing developments
Class 3:
Key Contributors to Canada: Explain assessment to students. They will have
some time in today’s class and the next class to research their figure.
Research: Give students strategies for researching their key figure. What type
of information should they be looking for? What is a reliable source? Etc.
Organizing Information: Give students strategies for organizing their
information.
Assessments: Reading Response; learning log; observations & conversations
SLOs:
7.1.3.6 Who were the key figures in the French exploration and settlement of
North America? (CC, LPP, TCC)
7.1.3.8 Who were the key figures in the British exploration and settlement of
North America? (CC, LPP, TCC)
English Language Arts & Social Studies
7
To what extent do diverse ways of life impact
our past and present?
22 days
Day 17 (W4)
2 classes x 43 min
Theme: Who were the key figures in the French and British
exploration and settlement of North America?
Resource(s): Voices and Visions: A Story of Canada
Activities:
Key Contributors to Canada: Students will create their Contributor Bio
in whatever form they have chosen (list will be given to students to
choose from).
Assessments: Bio: Key Contributors to Canada
SLOs:
7.1.3.6 Who were the key figures in the French exploration and
settlement of North America? (CC, LPP, TCC)
7.1.3.8 Who were the key figures in the British exploration and
settlement of North America? (CC, LPP, TCC)
Day 18 (W5)
2 classes x 43 min
Theme: How do diverse ways of life impact Willa’s story?
Resource(s): Willa’s New World Ch 20-25
Activities:
Pre-Reading: Students will “Think, Pair, Share” in response to a
question that will have them make predictions about the chapter(s)
we are about to read.
Read: Chapters 20-26
After the Reading: Have students in teams to respond to a few
comprehension questions. Teams will get points for how many
questions they answer correctly to encourage careful listening during
the reading of the story.
Reading Responses and Learning Logs: Students will synthesize
personal responses to the story in a notebook or digitally (must be
accessible to the teacher). Learning logs will be completed
collaboratively with the class when we discuss character or plot
development. It is a space for students to record ongoing
developments
Assessments: Reading Response; learning log
SLOs:
5.1.1a discuss how ideas, people, experiences and cultural traditions
are portrayed in various oral, print and other media texts
5.1.4d demonstrate respect for diverse ideas, cultures and traditions
portrayed in oral, print and other media texts
 Subject Area English Language Arts & Social Studies
Humanities 7 Unit 1 Grade Level 7
Teacher: Elizabeth Spohn Topic To what extent do diverse ways of life impact
our past and present?
School: St. Joseph’s School
Length of Unit (days) 22 days

Day 19 (W5) Day 20 (W5) Day 21 (W5)

3 classes x 43 min 2 classes x 43 min 2 classes x 43 min
Theme: How do diverse ways of life impact Willa’s story? / Study Period Theme: Which people and events most impacted Willa? Theme: Which people and events most impacted Willa?

Resource(s): Voices and Visions: A Story of Canada; Willa’s New World
Ch 23-30
Activities:
Class 1 & 2:
Pre-Reading: Students will “Think, Pair, Share” in response to a question
that will have them make predictions about the chapter(s) we are about
to read.
Read: Chapters 23-30 (overlap with last class)
After the Reading: Have students in teams to respond to a few
comprehension questions. Teams will get points for how many questions
they answer correctly to encourage careful listening during the reading
of the story.
Reading Responses and Learning Logs: Students will synthesize personal
responses to the story in a notebook or digitally (must be accessible to
the teacher). Learning logs will be completed collaboratively with the
class when we discuss character or plot development. It is a space for
students to record ongoing developments
Class 3:
Unit 1 Review (Study)
Resource(s): Willa’s New World Ch 31-33
Activities:
Pre-Reading: Students will “Think, Pair, Share” in response to a
question that will have them make predictions about the chapter(s)
we are about to read.
Read: Chapters 31-33
After the Reading: Have students in teams to respond to a few
comprehension questions. Teams will get points for how many
questions they answer correctly to encourage careful listening during
the reading of the story.
Reading Responses and Learning Logs: Students will synthesize
personal responses to the story in a notebook or digitally (must be
accessible to the teacher). Learning logs will be completed
collaboratively with the class when we discuss character or plot
development. It is a space for students to record ongoing
developments
Introduce final task for Willa’s New World. Class tomorrow will be to
learn how to write a letter, and to create their own from a character’s
perspective.
Resource(s): Willa’s New World
Activities:
Review with students our ongoing plot and character analysis that
should be in their learning logs.
Writing a Letter teach students the elements of a letter. They will be
choosing a character to write a letter in their perspective. The letter
must include the description of one person and one event that they
think impacted that character the most. From that character’s
perspective students will write why that person and event is
significant to shaping who they are.
Assessments: Letter: A Character’s Journey
SLOs:
2.2.2d develop, clarify and defend own interpretation, based on
evidence from the text with support from own experiences

Assessments: Reading Response, Learning Log Assessments: Reading Response, Learning log

SLOs:
5.1.1a discuss how ideas, people, experiences and cultural traditions are
portrayed in various oral, print and other media texts
5.1.4d demonstrate respect for diverse ideas, cultures and traditions
portrayed in oral, print and other media texts
SLOs:
2.2.2d develop, clarify and defend own interpretation, based on
evidence from the text with support from own experiences
 Subject Area English Language Arts & Social Studies
Humanities 7 Unit 1 Grade Level 7
Teacher: Elizabeth Spohn Topic To what extent do diverse ways of life impact
our past and present?
School: St. Joseph’s School
Length of Unit (days) 22 days

Day 22 (W5) Notes:

2 classes x 43 min
Theme: Unit 1 Exam

Resource(s): Unit 1 Exam

Activities:
Unit 1 Exam
Students may use the complete class time to complete the exam. If it
does not take them that long, they can work on their Letter.

Assessments: Unit 1 Exam

SLOs: