Unit Plan: Exploration & Colonization
Social Studies / Grade 8
Exploration, expansion, and colonization had varying consequences for different peoples.
- First contact
Students will keep considering…
- How do conflicting ideas affect progress?
- What makes one culture seem more appealing than another?
Teacher Evaluative Criteria:
Geography extension/ mapping skills: Students create (3D model, online, or draw) the island, including natural resources found on it, geographic location in relation to other landmarks, location of settlement, etc.
> Students present one part of the project (oral debate OR written report)
> Written report is submitted in alternative form (drawing or mind map)
Develop rubrics to assess this project. Suggested evaluation branches: oral debate, policy proposal, realistic suggestions for compromise between two communities.
Quiz evaluation: can be open book and based on big ideas/ essential questions (synthesis) rather than fact-based recall.
Scaffold assessment with feedback on thesis statements, paragraph outlines, practice arguments.
Possibilities for paragraph expansion:
> Peer review paragraphs
> Create rubric with students; have students self-assess
Possibilities for project expansion:
> Study culture of indigenous groups around the world (e.g. music, food, religious traditions, etc.)
> Have students create map of the world during age of exploration to show specific information. E.g. natural resources, migration patterns, languages, etc.
Develop rubric to assess research skills (quality of sources, bibliography), presentation skills, information found (accuracy, relevancy).
Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:
> Note-taking (extracting big idea from text)
> Primary source analysis
> Group discussions
> Optional assignments: journal entries, etc
Potential Student Misunderstandings:
- Age of Exploration Handout
- Peoples of BC Map
- HBC Teaching resources
- National Humanities Centre
- Nova Scotia Digital Collections
- Newfoundand Heritage
- Pathways by Michael Cranny
- Crossroads: A Meeting of Nations by Michael Cranny
- Weslandia by Paul Fleischman
- Raven Steals the Light by Bill Reid
How will teachers and their students reflect on and evaluate the completed project?
Constant feedback from students and dialogue after each activity outlined in the Learning Events will help to direct and adapt what is explored in the next activity. Self, peer and teacher evaluation of the Performance Task and its alignment with the essential questions.
Next time I teach this unit I would…
Allow students to select the short stories that link to Identity.
My students needed:
Potential Student Misunderstanding:
Stage 2 – Evidence
Authentic Performance Tasks
AUTHENTIC PERFORMANCE TASK: Assessing for Understanding
Students will be able to demonstrate their understanding by:
What is a GRASPS task?
OTHER EVIDENCE: Assessing for Knowledge and Skills
Students will show they have acquired Stage 1 knowledge and skills by:
Paragraph writing assignments
Group research project on exploring/ colonizing European nations and colonies (M)
> In pairs students choose a European country (empire) and a colonized country to compare : goals of colonizing nations, traditions of indigenous peoples in that country, results of contact (political, cultural), etc.
> Have students integrate primary sources and historical maps.
> Students present raw facts to teach the rest of the class about their topic.
> Students present to class in gallery-walk (half the class presents, while the other half listens, then switch).
> Whole class prepares assignment (e.g. journal entry, video recording, mind map, blog post, etc.) comparing and contrasting experiences of colonization across the world, as presented in class project.
The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.
The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.
The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media
The knowledge, skills and processes we associate with intellectual development
The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society
Curricular Competencies & Content
Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.
First People's Principles of Learning
To read more about First People’s Principles of Learning, please click here.
For classroom resources, please visit the First Nations Education Steering Committee.