Curriculum+Unit

//__**Canada - Through the Centuries A 7th Grade Mini-Unit **__ //


 * **//Topics Covered In This Unit: //** ||<  ||
 * < # __**Canada's Early People**__ **- The study if Native Canadians in different regions and their use of renewable natural resources.**
 * 1) **__The French and the British__ - The study if the first Europeans to arrive in Canada, through the American Revolutionary period. **
 * 2) **__Becoming a Nation__ - The study if Canada becoming a dominion, covering the years 1780-1982. ** ||


 * **//Rationale: //** ||
 * **The rationale behind this project is to infuse technology into a current unit of study that is already done in my classroom. Not only will students continue to learn applicable vocabulary and continue with various reading guides and organizers to grasp information, but the knowledge they gain will be "cemented" as they take the key concepts and complete fun, technology based activities. Also, by integrating technology into the units of study that we are going to complete this year, I hope to get those students who do not like to participate in "paper and pencil" type activities to take an active role in the classroom. By infusing technology with the district-prescribed assignments, students of all learning styles and abilities will participate and learn.** ||

**and phenomena in world,** **United States****, and** **Delaware** **history.** ||
 * **//Social Studies Standards Addressed: //** ||
 * ** GEOGRAPHY STANDARD TWO: Students will develop a knowledge of the ways humans modify and respond to the natural environment. ** ||
 * ** GEOGRAPHY STANDARD THREE: Students will develop an understanding of the diversity of human culture and the unique nature of places. ** ||
 * ** GEOGRAPHY STANDARD FOUR: Students will develop an understanding of the character and use of regions and the connections between and among them. ** ||
 * ** HISTORY STANDARD ONE: Students will employ chronological concepts in ****analyzing historical phenomena. ** ||
 * ** HISTORY STANDARD FOUR: Students will develop historical knowledge of major events **
 * ** CIVICS STANDARD ONE: Students will understand that governments have the **
 * power to make and enforce laws and regulations, levy taxes, conduct foreign policy, **
 * and make war. ** ||


 * **//<span style="text-align: left; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">NETS*S Standards Addressed: //** ||
 * 1. **__Creativity and Innovation__** - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. ||
 * 2. **__Communication and Collaboration__** - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. ||
 * 3. **__Research and Information Fluency__** - Students apply digital tools to gather, evaluate, and use information. ||
 * 4. **__Critical Thinking, Problem Solving, and Decision Making__** - Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. ||
 * 5. **__Digital Citizenship__** - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. ||
 * 6. **__Technology Operations and Concepts__** - Students demonstrate a sound understanding of technology concepts, systems, and operations. ||


 * **<span style="text-align: left; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">Important Sites ** ||
 * [|www.classchatter.com] - I'm in the process of setting up a blog site for my students. ||
 * [|www.socialstudies7gold.wikispaces.com] - Class wikipage which is under construction. ||

<span style="text-align: left; display: block; font-family: 'Comic Sans MS', cursive; color: #0000ff; font-size: 130%;">**<span style="text-align: left; display: block; font-family: 'Comic Sans MS', cursive; color: #0000ff; font-size: 130%;">__//Vocabulary://__ ** 2-3 Days <span style="font-family: 'Times New Roman', Times, serif; font-size: 110%;"> || <span style="text-align: left; display: block; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: 'Times New Roman', Times, serif; font-size: 110%;">1. Mobile || <span style="text-align: left; display: block; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: 'Times New Roman', Times, serif; font-size: 110%;">1. Hanger 2. Colored or white paper 3. String/yarn 4. Crayons/colored pencils 5. Scissors || <span style="text-align: left; display: block; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: 'Times New Roman', Times, serif; font-size: 110%;">1. Choose any three vocabulary words 2. Cut out nine shapes (any shapes will do) 3. Write one vocabulary word (back and front) on each shape (Total of three) 4. Write the definition on the back and front of a shape (Total of three) 5. Either use the word properly in a sentence OR illustrate the meaning of the word (back and front) of a shape 6. Connect the word to the definition with a piece of string/yarn 7. Connect the definition to the illustration/sentence with a piece of string/yarn 8. Connect a string to the top of each definition 9. Connect the top string to the hanger. Make sure to space the strings out. || 2. Internet 3. Written script of dialog/vocabulary/definitions || <span style="text-align: left; display: block; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: 'Times New Roman', Times, serif; font-size: 110%;">1. Students may work individually or in groups 2. Have students write all dialog/vocabulary words and definitions 3. Make sure to approve each script 4. Students will go to Audacity and record music/dialog 4. Have students go to Gabcast and upload their podcast 5. Students will save their finished product to the class wiki ||
 * <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Section ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Activity ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Materials ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Procedures ** ||
 * <span style="text-align: left; display: block; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: 'Times New Roman', Times, serif;">Lesson 2 Vocabulary
 * <span style="text-align: left; display: block; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: 'Times New Roman', Times, serif; font-size: 110%;"> || <span style="text-align: left; display: block; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: 'Times New Roman', Times, serif; font-size: 110%;">2.Podcast  || <span style="text-align: left; display: block; font-family: Arial, Helvetica, sans-serif;"><span style="font-family: 'Times New Roman', Times, serif; font-size: 110%;">1. Computer


 * <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Rubrics ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Samples ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Links ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Assessment ** ||
 * [[file:Canadathroughthecentvocabmobilerubric.doc]] || Classroom model || N/A || [[file:VocabQuizThroughtheCenturies.doc]]

[|Quizlet Vocab Review] || [|www.audacity.com] [|www.quizlet.com] ||  ||
 * [[file:Canada Lesson 2 Vocabulary Podcast Rubric.doc]] || media type="custom" key="4092253" || [|www.gabcast.com]

1 Day || 1. Textbook pages 142-143 2. Reading guide sheet 3. Pen/pencil 4. Art supplies
 * //<span style="text-align: left; display: block; font-family: 'Comic Sans MS', cursive; color: #0000ff; font-size: 130%;">__Section 1: Canada's Early People__ //**
 * <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Activity ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Materials ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Procedures ** ||
 * Reading Guide (Web)

OR

1. Computer 2. Printer 3. Internet 4. Mywebspiration [|Web] || 1. Students may work either individually or in groups of no more than three. 2. Students will complete the guide, following the directions. || 2 Days || 1. Textbook 2. Written script 3. Images to insert in the voice thread 4. Computer 5. Internet access 6. Microphone/Headphones 7. Pen/pencil 8. Flash drive || 1. Students will work in groups of no more than three students. 2. Students will choose any three Native Canadian tribes they wish. 3. Images will be obtained from the Internet to use and saved on a flash drive. 4. Students will write their script using the textbook as a resource. They will include the region where the Indian groups lived and any renewable natural resource(s) that were used. 5. Each group will record their script, as well as type their script and upload their photos. 6. The voice thread will be inserted onto the class wiki. ||
 * Voice Thread

|| media type="custom" key="4093513" || [|www.voicethread.com] ||
 * **<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Rubrics ** || **<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Samples ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">**Links** ||
 * [[file:CanadasEarlyPeopleRubric.doc]]


 * <span style="text-align: left; display: block; font-family: 'Comic Sans MS', cursive; color: #0000ff; font-size: 120%;">//__<span style="text-align: left; display: block; font-family: 'Comic Sans MS', cursive; color: #0000ff; font-size: 120%;">Section 2: The French and the British __// **

1 Day || 1. Textbook pages144-145 2. Reading guide sheet 3. Pen/pencil || 1. Students may work either individually or in groups of no more than two. 2. Students will complete the guide, following the directions. || 2-3 Days || 1. Research on chosen explorer 2. Videos/Pictures/Maps 3. Computer 4. Internet access 5. Textbook || 1. Students will choose one explorer discussed in the textbook section (Vikings, Giovanni Caboto, Jacques Cartier, or Samuel de Champlain). 2. Students will complete research on their explorer, gathering biographical facts and information on their voyages and discoveries. They will also gather appropriate pictures, videos, and maps that can be applied. 3. Students will work in groups to design and develop their webpage. ||
 * <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 110%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Activity ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 110%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Materials ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 110%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Procedure ** ||
 * Reading Guide (Flow Chart)
 * Explorer Webpage

[|www.google.com] [|www.youtube.com] OR [|www.teachertube.com] ||
 * = **<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">Rubrics ** ||= **<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">Samples ** ||= <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 130%;">**Links** ||
 * = [[file:Explorer Webpage Rubric.doc]] ||= [] ||= [|www.weebly.com]


 * <span style="text-align: left; display: block; font-family: 'Comic Sans MS', cursive; color: #0000ff; font-size: 140%;">//__Section 3: Becoming a Nation__// **

(Timeline) 1 Day || 1. Textbook pages 146-147 2. Reading guide sheet 3. Pen/pencil || 1. Students may work either individually or in groups of no more than three. 2. Students will complete the guide, following the directions. || 2-3 Days || 1. Computer 2. Microsoft Movie Maker 3. Storyboard pages 4. Pen/Pencil 5. Pictures 6. Text
 * <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Activity ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Materials ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">**<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Procedures ** ||
 * Reading Guide
 * Streaming Video

|| 1. Assign/Choose groups and have students choose jobs. 2. Have students either write/choose the text they will read. 3. Students will plot out the pictures and accompanying text on the storyboard pages. 4. Students will access MovieMaker and upload/place their pictures. 5. When ready, they will record their music/narrative. 6. Students will polish and "fine-tune" their finished product. 7. Students can upload their finished product to the class wiki or Teacher Tube. ||

[] [] ||
 * **<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Rubrics ** || **<span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">Samples ** || <span style="text-align: center; display: block; font-family: 'Comic Sans MS', cursive; color: #ff0000; font-size: 120%;">**Links** ||
 * [[file:CanadaBecomingaNationStreamingVideoRubric.doc]] || media type="custom" key="4095529" || [|www.teachertube.com]