Lesson Title: The Establishment of British Rule Subject: History

Unit Title: British North America Time Required: 1 Period (50 min.)
Teacher Candidate: Arthur Adamski Date: Feb. 8th
Mentor Teacher: Milica Stepanovic Grade: 7

Learning Goals (What do you want the students to know or be able to do at the end of the lesson?)
Through research students will:

- Investigate how, after the French were defeated, the new British colony of Quebec would operate using
three vital documents: The Treaty of Paris 1763, Royal Proclamation of 1783, and The Quebec Act;
- Explain the historical significance of each assigned document
- Describe the document by identifying developments and significance events and assessing the documents
purpose through analysis
- Explore the cause and effect of each document (including short-term and long-term impact) on Canadian
history and Canadians

Success Criteria (What will you observe that tells you that students are successful?)
- Students will work collaboratively
- Students will keep record their findings following the research questions guide in relation to their treaty
- Students will identify key points and events that arose from the treaty
- Students will record the purpose and impact of the treaty
Accommodations (How will you meet the needs of your students? What management strategies will you use?)

- Allow students to work together in groups of 3

- Pre-organize groups
- Provide students with the resources (computer, websites, and books) needed for their research
- Select the document for each member

Background Knowledge Required (What prior knowledge and or experiences need to be in place?)

Students will be expected to have investigated past historical events and their impacts in regards to the defeat of
the French and the events leading up to the Establishment of British Rule. They must be familiar with events from
1713-1763 including the historical significance (cause and effect).

Curriculum Expectations (Which expectation is the focus for your instruction?)

A1.2 Analyze some of the main challenged facing individuals and/or groups in Canada between 1713 and 1800 an
ways in which people responded to those challenges
A2.2 Gather and organize information and evidence about perspectives of different groups on some significant
events, developments, and/or issues related to the shift of power in colonial Canada from France and Britain, using
a variety of primary sources
A2.6 Communicate the results of their inquiries using appropriate vocabulary (e.g. treaty, expulsion, etc.)
A 3.1 Identify factors leading to some key events that occurred in and/or affected Canada between 1713 and 1800
A3.2 Identify key political and legal changes that occurred in and/or affected Canada during this period
A 3.3 Identify key social and economic changes that occurred in and/or affected Canada during this period

Lesson Template #5 1 Revised 2011

Assessment (How will you know that the students have achieved the learning expectation? What assessment tool will you use?)
Teacher will be tracking the progress of the group using a checklist monitoring the students ability to work
alongside their group members. In addition each member will be assessed on their written record of their research
where they must identify the key events, purpose of the treaty, and the treatys impact using at least 3 resources.
Level 1-4 will be given depending on their information (answer the guiding questions) and writing (punctuation,
grammar, etc.).

Instructional Strategies (Which teaching strategies will you use? how will you group the students?
+ Independent Work + Cooperative Learning + Summarizing & Note taking + Questions
Students will work independently within groups of 3. Each group member will be assigned a treaty where each
student is responsible for their own treaty to collaboratively share their findings as a group once finished. Students
will be following guiding questions where they will take notes and summarize their findings.
Materials Key Questions
What was the purpose of this document?
Classroom Textbook (Canada Revisited) What were the main points presented in this document?
Photocopies of 3 graphic organizers What was the impact on the Canadians?
Photocopies of the questions What is the significance of this document to Canadian
Access to the internet history?
Access to research materials

Instruction (How will the students develop the knowledge and /practice the skills?.)
Duration Activity/Task
5 min. Introduction (How will you engage and motivate the students?)
Students will be given a set of tiles with three headings: Treaty of Paris 1763, Royal
Proclamation 1763, and The Quebec Act with a multitude of main points derived from these
documents mixed up.

Teacher will challenge the students, after dividing them into groups of 3, to try to determine,
based on trial and error, to match the main points to the appropriate treaty. Students will
discuss how they arrived at the answer.

35 min. Lesson Steps (Describe the sequence of the lesson.)

Teacher will provide the students with a number of resources (ie. Websites, textbooks, etc.)
and will instruct the students to explore and find the answers themselves. The teacher will
handout the materials, including 3 photocopied graphic organizers and photocopies of the
questions, to each group.

Students will be allowed to research their topic individually following the graphic organizer.

10 min. Conclusion (How will you wrap-up the lesson?)

Lesson Template #5 2 Revised 2011
 Students will share their findings for at last 1-2 questions in their graphic organizer with their
other group members upon the direction of the teacher.

This exercise will require 2 periods to complete. In the second period, the students will
discuss and summarize their findings to each group member. This process will be repeated for
each group member with the guidance of the teacher indicating when to switch. The group
will complete the questions sheet as a collective group.

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Lesson Template #5 3 Revised 2011