Unit Assessment Plan

Stage
$stablished Goals%

Subject Area Grade Level Topic Length of Unit (days)

Social Studies 4 The Fur Trade 10

! "esired #esults

Students explore to what extent did the fur trade involve British, Aboriginal, and Francophones in the development of Alberta !"#s$ 4 1$ Alberta$ A Sense of the "and Students will demonstrate an understanding and appreciation of how elements of ph%sical geograph%, climate, geolog% and paleontolog% are integral to the landscapes and environment of Alberta 4 &$ The Stories, 'istories ( )eoples of Alberta Students will demonstrate an understanding and appreciation of the role of stories, histor% and culture in strengthening communities and contributing to identit% and a sense of belonging 4 *$ Alberta$ +elebrations ( +hallenges Students will demonstrate an understanding and appreciation of how Alberta has grown and changed culturall%, economicall% and sociall% since 1,0Understandings% $ssential &uestions% Students will understand that 'ow does the ph%sical geograph% and natural There exist multiple perspectives in resources of a region influence communit% regards to the fur trade development1 Those who participated in the fur trade had their reasons for doing so The fur trade brought more people out .est, some of which developed permanent settlements /ver%one who was part of the fur trade pla%ed a role in Alberta0s histor%, and who we are toda% Students will know That diverse Aboriginal, Francophone, and British peoples and their perspectives were inherent to Alberta0s culture and identit% Students will be able to do 5se historical maps and photographs to ma2e meaning out of events in the past Appreciate how the natural environment impacts exploration, settlement, and development .hat were different bac2grounds and perspectives of people who participated in the fur trade 3British, French, Aboriginal41

/65+ *704 8 5nit Assessment )lan Template

Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Social Studies 4 The Fur Trade 10

6emonstrate respect for places and ob9ects of historical significance

Stage ' ! Assessment $vidence

Performance Tasks, Projects )erformance Tas2$ Travelogue Quizzes, Tests, Assignments +haracter web of multiple perspectives /xit Slips 5nit :ui; Student self!assessment Self<=eflection$ +hec2list with explanation of performance tas2 criteria

Other E idence 3observations, wor2 samples, dialogues4 )re<assessment +lass discussions #bservations of progress on performance tas2 entries

/65+ *704 8 5nit Assessment )lan Template

Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Social Studies 4 The Fur Trade 10

(GL(s)SL(s *s)

Learning (utcomes

Title
(1ormative)S ummative)

Type

Pre+ Assessment 1 +

,haracter -eb 1)S '23

$.it Slips 1 '23

Self+ #eflection 1)S +

Performance Tas/ 1)S 423

&ui0 S '23

-eighti ng

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Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Social Studies 4 The Fur Trade 10

Assessment Tool (vervie5

Assessm ent Tool Title 6rief "escription A sheet is distributed to students with a s:uare in the middle that reads, Awhat B want to 2nowC and the outside perimeter Awhat B 2now C /xplain to them what 2inds of things the% would write in each section B will be able to use this information as a rough guide on what B need to focus on more and what does not need as much time because students alread% have a good understanding of it Students will identif% what the% alread% 2now about the sub9ect of the fur trade 3names, places, etc 4 on the perimeter through writing andDor drawings Bn the middle of the page, the% will write what the% want to learn, or learn more about
,haracter -eb
Assessmen t F#= "earning Assessm ent AS "earning Assessmen t #F "earning

Pre+ assessmen t Activity

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> A large blan2 sheet will be given to students and, as a class, ever%one will discuss how to ma2e a web of ideas and what 2ind of things %ou could put on one Bnform students that their webs will have Apeople of the fur tradeC in the middle with British, Aboriginal, and Francophone bubbles coming from it The% will be allotted time to complete a web of ideas with what the% have learned about these people and can pla% ideas off of each other This can inform me of areas that might need to be clarified more for students in later lessons as well as provides me with evidence of their learning Students will compose a web of the general participants in the fur trade 3i e , British, Aboriginals, Francophones4 and expand

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Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Social Studies 4 The Fur Trade 10

each section using the 2nowledge the% learn about them 3e g , language, 9obs, reason for participating, views of others, where the% come from, etc 4 At the end of each lesson, a couple minutes will be left for students to fill out a brief exit slip B can use this to assess m% own lesson, to see what might need to be clarified b% addressing individual :uestions from students #ther times, B will have them reflect on their own learning their own learning process
$.it Slips

> Students will answer a :uestion at the end of classes regarding a 2e% topic of the lesson and as2 a :uestion about something the% want to better understand /ach entr% will count for mar2s, but mostl% be based off of completion and evidence of effort /xit slip :uestions will be addressed at the beginning of the next class Students will be given a brea2down of the criteria that should be in their performance tas2 with room to explain each section in reference to what the% included

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Self+ #eflection

5pon completion of their performance tas2s, students will go through a chec2list of the criteria that the% need to have included and briefl% explain how the% 2now the% have completed each of the criteria 3well4 The% will have the option to ma2e ad9ustments before handing it in for mar2ing > Students will ma2e a travelogue as if the% were a British fur<trader in +anada The% will wor2 on it throughout the unit There will be four entries in total that will be

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Performanc e Tas/

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Unit Assessment Plan

Subject Area Grade Level Topic Length of Unit (days)

Social Studies 4 The Fur Trade 10

assessed, along with a final mini< presentation to the class of an entr% of their choosing 3i e , what the% did and wh%4 The entries will be$ 1 An introductor% narrative that introduces themselves as a settler 3where the% came from, their name, their purpose, and who the% have met4 and what the% thin2 about reading maps the% see & A personal design of a pair of gauntlets 3decorative EFtis gloves4 that the% traded something for with a few sentences regarding the significance of the design 3pattern, colours, material4 * A recount of meetingDbeing a vo%ageur .hat the 9ob entails, including language, culture, ph%sical demands 4 A drawing of the =oc2% Eountain 'ouse trading post or Fort /dmonton including the ph%sical environment, the t%pes of people, the items being traded, and an% permanent dwellings 'ave students label or describe 2e% aspects of the drawing
&ui0 (selected response)

Students will write a summative :ui; on the unit that includes :uestions that address all !"#sDS"#s but the s2ill S"#s

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