https://podcasts.apple.com/ca/podcast/s2e3-worlds-most-famous-native-life-times-joseph-brant/id1084867254?i=1000376417536

I will be playing five minute segments of podcasts that pertain to the grade 7 curriculum.  Today,  7B and 7A will listen to a podcast regarding Joseph Brant.  Podcasts are an option for students who wish to bring history to life in phase 2 of their class project.


https://podcasts.apple.com/ca/podcast/cool-canadian-history/id1084867254

Grade 7 & 8  History Project     50 marks 

Expectation: students are required to learn about New France and British North America.

Phase 1: All assignments must contain a written component or summary of their assigned chapter: this is a one to two page hand written or printed explanation on an 8 ½ X 11 sheet of paper.

This is due December 2nd for 7A and 7B.  7C has already done this. Each group member had to paraphrase or use their own words to summarize the chapter.

Your summary will  count for 10 marks and it will be graded according to  your accurate summary of ideas, your vocabulary, your organization of paragraphs, and the application of language rules. 

Phase 2:

This is due before Friday, December 20th..

You only do one of the suggested activities.

Bring History to Life.  Here are some suggestions.  (These examples, in this case, only apply to the War of 1812).  Each person or group has a different topic according to their previously assigned chapter in the text book.
*You may not use Minecraft.*

A) Model of a structure or system. i.e.  a model of Fort George in Newark or Niagara-on-the-Lake or what York (Toronto) looked like in 1812 with clear indication of streets, government buildings, the Don River, and Lake Ontario

B)  Prepare a comic strip  i.e. create a story-board on the life a Canadian soldier who participated in the Battle of Queenston Heights

C) Perform a play. i.e. re-enact Laura Secord listening to the planned invasion of Canada and her attempts to inform General Fitzgibbon

D)Design an informative poster or Powerpoint presentation. i.e. list and explain the number of wars between America and England during this period; then, you must highlight the most important battles and explain why they were very important

E)  Do a documentary and tape it. i.e. recreate the Battle of Detroit and add historical commentary

F)  Create a large poster diagram. i.e. explain various naval battles that occurred along Lake Erie

G)  Write out a script for a debate. i.e. one student argues that Native groups contributed greatly to specific battles and intelligence to help win the war while another student argues that Canadian militia and British forces contributed greatly.

H)   Write  two stories  or two perspectives about the  Battle of New Orleans i.e. one from a British soldier and the other from an American soldier

I)  Create maps with an explanation. i.e. indicate the number of battles fought along the St. Lawrence, Lake Ontario, the Niagara River, and Lake Erie; explain the most critical battles and which were less significant

J) Create diagrams with detailed explanations. i.e. the daily routine of a soldier stationed at Fort York

K) Write out a recipe for a dish made for soldiers. Be sure to include diagrams and instructions on how to prepare the food. You can even make it. Be aware of food allergies in the class.

L) Write and perform an informative rap or hip hop song that conveys the accurate historical information of your topic.  i.e.  Governor Kayne West drops hip-hop lyrics on why America should declare war on the British Empire

N) Design a website, blog or  Instagram account that conveys the information. i.e. authentic battle hymns, songs,  and marches with a historical explanation.

O) Draw an outfit or a piece of clothing from that period. You can even make it with fabric.  i.e. French Canadian military outfit, a British military outfit, a Canadian militia outfit, and a Native warrior

P)  A historical and semi fictitious diary entry of a person i.e. the wife of a soldier or general

Q) Write a speech to a various group i.e. Tecumseh motivates his people to stop settlers from colonizing the Ohio Valley

R) Create your own podcast about your topic.

S) Be a fashion designer  by sewing or knitting clothing worn in that period.  i.e. Make a 19^th century British uniform.

One of these is done by the group members.

January

Phase 3: The group must teach a lesson.  They must be able to explain the main topics of their chapter.  They have to create an activity for the students to learn the material, such as a Jeopardy game.

The lesson plan has the following format:

List your group members:

List the materials needed to teach the lesson:

3) Write down the chapter title and and page numbers for your lesson.

4) Provide the  main ideas of this chapter on the chalkboard. 5 minutes

5) Provide an explanation of the events, people, and other things.           10 minutes

6) Design an activity for the students to do.   20 minutes

7) Review the main concepts of the  lesson.    5  minutes

*Student might want to have the students do a hands-on-activity, such as designing various 17th century hat designs using construction paper or foam board.  This would deal with the fur trade and emphasize the different styles of hats.  Students could also compete in a Jeopardy like game to review the main ideas.

Rubric: I will grade phase two according to the following criteria:

historical accuracy,

originality,

presentation skills  (visual messages, your body language, your eye contact, and the projection of your voice),

the quality level of your content,

 and quality of written explanations.

  Each category is out of 4 and the total is 20.

*All subjects must be finalized by Mr. Paralusz to provide variety and originality.*

Your lesson will be graded on the following:

Preparation

Visual messages

Understanding of the material

The level of involvement of the students

How well the group works together and how smoothly, and on time, the lesson proceeds.

Each category will have four mark and there will be a total of 20 marks.

7A & 7B History Project 50 marks

Expectations: students are required to learn about New France and British North America.

Phase 1: All assignments must contain a written component or summary of their assigned chapter: this is a one to two page hand written or a printed explanation on an

 8 ½ X 11 sheet of paper. 

This is due December 2nd for 7A and 7B.  7C has already done this. Each group member had to paraphrase or use their own words to summarize the chapter. 

Your summary will  count for 10 marks and it will be graded according to  your accurate summary of ideas, your vocabulary, your organization of paragraphs, and the application of language rules.  

Phase 2:

This is due before Friday, December 22nd.

You only do one of the suggested activities. 

Bring History to Life.  Here are some suggestions.  (These examples, in this case, only apply to the War of 1812).

A) Model of a structure or system. i.e.  a model of Fort George in Newark or Niagara-on-the-Lake or what York (Toronto) looked like in 1812 with clear indication of streets, government buildings, the Don River, and Lake Ontario

B)  Prepare a comic strip  i.e. create a story-board on the life a Canadian soldier who participated in the Battle of Queenston Heights

C) Perform a play. i.e. re-enact Laura Secord listening to the planned invasion of Canada and her attempts to inform General Fitzgibbon

D)Design an informative poster or Powerpoint presentation. i.e. list and explain the number of wars between America and England during this period; then, you must highlight the most important battles and explain why they were very important

E)  Do a documentary and tape it. i.e. recreate the Battle of Detroit and add historical commentary

F)  Create a large poster diagram. i.e. explain various naval battles that occurred along Lake Erie 

G)  Write out a script for a debate. i.e. one student argues that Native groups contributed greatly to specific battles and intelligence to help win the war while another student argues that Canadian militia and British forces contributed greatly.

H)   Write  two stories  or two perspectives about the  Battle of New Orleans i.e. one from a British soldier and the other from an American soldier

I)  Create maps with an explanation. i.e. indicate the number of battles fought along the St. Lawrence, Lake Ontario, the Niagara River, and Lake Erie; explain the most critical battles and which were less significant

J) Create diagrams with detailed explanations. i.e. the daily routine of a soldier stationed at Fort York

K) Write out a recipe for a dish made for soldiers. Be sure to include diagrams and instructions on how to prepare the food. You can even make it. Be aware of food allergies in the class.

L) Write and perform an informative rap or hip hop song that conveys the accurate historical information of your topic.  i.e. Governor Kayne West drops hip-hop lyrics on why America should declare war on the British Empire

N) Design a CD cover , website, and instagram account that conveys the information. i.e. authentic battle hymns, songs,  and marches with a historical explanation. 

O) Draw an outfit or a piece of clothing from that period. You can even make it with fabric.  i.e. French Canadain military outfit, a British military outfit, a Canadian militia outfit, and a Native warrior

P)  A historical and semi fictitious diary entry of a person i.e. the wife of a soldier or general 

Q) Write a speech to a various group i.e. Tecumseh motivates his people to stop settlers from colonizing the Ohio Valley

R) Create your own podcast about your topic.

*You may not use minecraft.*

One of these is done by the group members.

January

Phase 3: The group must teach a lesson.  The students must be able to explain the main topics of their chapter.  They have to create an activity for the students to learn the material, such as a Jeopardy game.

The lesson plan has the following format:

1. List your group members:
2. List the materials needed to teach the lesson:

3) Write down the chapter title and and page numbers for your lesson.

4) Provide the  main ideas of this chapter on the chalkboard. 5 minutes

5) Provide an explanation of the events, people, and other things. 10 minutes

6) Design an activity for the students to do. 20 minutes

7) Review the main concepts of the  lesson. 5  minutes

*Student might want to have the students do a hands-on-activity, such as designing various 17th century hat designs using construction paper or foam board.  This would deal with the fur trade and emphasize the different styles of hats. Students could also compete in a Jeopardy like game to review the main ideas. 

Rubric: I will grade phase two according to the following criteria:

historical accuracy, 

originality, 

presentation skills  (visual messages, your body language, your eye contact, and the projection of your voice), 

the quality level of your content,

 and quality of written explanations.

  Each category is out of 4 and the total is 20.

*All subjects must be finalized by Mr. Paralusz to provide variety and originality.*

Your lesson will be graded on the following:

1. Preparation
2. Visual messages
3. Understanding of the material
4. The level of involvement of the students
5. How well the group works together and how smoothly, and on time, the lesson proceeds.

Each category will have four mark and there will be a total of 20 marks. 

Student in 7A are asked to watch the remaining 20 minutes of the below video.  They are taking notes in class.  Here is the following link:

https://www.youtube.com/watch?v=Q8rheibq-nM&t=1057s

I will check next Tuesday, November the 12th.

Grade 7 students took notes on the following video.

https://www.youtube.com/watch?v=Q8rheibq-nM&t=1057s

 They are asked to complete a summary of their previously assigned chapter. Each person must write a one to two page summary of the assigned chapter as evidence that they have read it.  Their work must be in their own words.  This will be marked for completion.  This is due on Monday, November the 4th.

We are beginning our next unit on British North America: the American Revolution, the Loyalist Migration, and the War of 1812.

Here is the link to the video series that we are watching in class:

https://www.youtube.com/watch?v=Q8rheibq-nM&t=1057s