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Conflict & Change Grade 7 History Unit

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K Fevery

on 27 February 2013

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Transcript of Conflict & Change Grade 7 History Unit

Overall Goal of the Unit
Students will become activists of change as they identify the relationship between Conflict and Change as exemplified in Canadian History as well as the current events in our global society
-Multiple events and people contributed to the rebellions of 1837
-The rebellions of 1837 motivated change within Canada and the British Empire
-History and present day are very alike where issues of conflict influence change Questions:
-How have people and events of the rebellions of 1837 contributed to the conflict which arose in the mid 1800s
-How have issues of conflict from the Rebellions of 1837 influenced change
-What patterns can we see between the past and present demonstrating this relationship between conflict and change LESSON 12 Culminating - Amnesty International Letters The Culminating lesson will allow student to become activists of change, demonstrating their understanding of conflict and change in today's society. They will complete their own research on Amnesty International and a profile of their choice, to construct a letter addressing the change which can be made from the conflict presented. LESSON 10 Rebellion of 1837 Heritage Minute
For this lesson students will identify the purpose and technical elements of a Heritage Minute outlining the success criteria as they create their own Heritage Minute for the Rebellions of 1837. Student will collect the knowledge they have on the Rebellions of 1837 to put together a scene outline and complete a video narration. This will encourage students to think about the role of media delivering certain perspectives and ideas. LESSON 9 Political Cartoons
Through dramatic role play and activities students will think about the perspectives of the major figures of the Rebellions of 1837, brainstorming ideas for their creation of a political editorials. Students will become familiar with the purpose of political editorials as it becomes a representation of the political conflict and change in the media. LESSON 8 Rebellion 1837 Trading Cards
Using the well known trading cards, students will summarize the contributions and significance of the major figures of the Rebellions of 1837. Students will be hooked into the lesson through a 21 questions Trading Card Challenge. They will then proceed to make their own cards indicating their understanding of the role these major figures played as important people worth carding. LESSON 7 Google Earth Virtual Field Trip: Tracing the Path of the Rebellions In this lesson, students perform research on the major events and battles of the Rebellions using a variety of digital and print sources. Students prepare a short report, which will ultimately be compiled as a class document on Google Docs, and present on one of the 10 major events in small groups when the teacher reaches each respective point in the Google Earth exploration. LESSON 6 Rebellions of 1837-38 Timelines
In this lesson, students collaboratively organize a series of articles into chronological order to further their understanding of the context in which the Rebellions took place. Students then synthesize this information to create digital timelines of their own, highlighting what they determine to be the most important events of the Rebellions. LESSON 5 Exploring the Causes of the Rebellions of 1837-38 in Upper and Lower Canada
In this lesson, students analyze a variety of primary documents to discover various perspectives and issues and predict how these contributed to the Rebellions of 1837-38 in upper and Lower Canada. Students also communicate their understanding of potential causes for the Rebellions with their peers and work collaboratively to further their understanding. LESSON 4 Hot Seat
Students will participate in a "hot seat" or character in role activity focused on the key personalities of the rebellions in Upper and Lower Canada. Students will work in their groups to develop questions for each of the other key personalities represented by their classmates. Using a jigsaw method, students will use their knowledge and understanding of their key personality to actively engage in the "hot seat" activity to help their classmates better understand the perspective of their assigned key personality. Students will ask and answer questions to develop an understanding of all of the perspectives from the rebellions of Upper and Lower Canada and will then be asked to discuss (as a class) the roles each of the key personalities played and the impact they had in the rebellions with a focus on conflict and change. LESSON 3: Character Map
Students will develop a knowledge and understanding of the roles of each of the key personalities (ex. Mackenzie, Papineau, Bond Head etc.) involved in the rebellions, and the methods they used to bring about change. Students will work in groups to research and discuss a key personality involved in the rebellions and will be asked to fill out a character map and present their findings/descriptions of the individual's involvement in the rebellions to the class. Students will formulate questions and research their key personality using a variety of primary and secondary resources. This activity will lead into the next lesson that will require students to be familiar with their assigned individual and the methods they used to bring about conflict and/or change. LESSON 2 Defining Conflict
The second lesson focuses on different types of conflict integrating language Arts. By activating prior knowledge students identify and define different types of conflict. Using newspapers articles and images, students are responsible for looking at current types of conflicts. LESSON 1 What is Conflict
Eliciting emotions for the first lesson in unit students are made aware of the social/political climate that partakes during the rebellions of 1837- 1839. Through engaging with emotions students are introduced to important names and figures during this time period in Canadian history. LESSON 11
Students will identify, compare and contrast various conflict resolution strategies used in present day issues and will explain their own ideas to resolve these conflicts using prior knowledge and experience with conflict/change content. These conflicts include: Caledonia Land Dispute, 2011 Stanley Cup Riot, The Occupy Movement and the Quebec Student Protests. Students will research these issues using a variety of resources (internet, newspapers, magazines etc.) and will present their present day issues to the class using a Jigsaw method. Students will brainstorm new conflict resolution strategies and will also reflect on why they believe there is still conflict in the world today and if they believe conflict resolution has changed throughout history. Grade 7 History
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