OVERVIEW
In Grade 7 history, students will examine social, political, economic, and legal changes
in Canada between 1713 and 1850. They will explore the experiences of and challenges
facing different groups, including First Nations, Métis, and Inuit communities, in Canada
during this period, and will compare them to the experiences of present-day Canadians.
In this grade, students will be introduced to the historical inquiry process and will apply
it to investigate different perspectives on issues in eighteenth- and early-nineteenth-century
Canada, including issues associated with the shift in European imperial powers and the
impact on Indigenous individuals and communities. Students will learn about various
groups that existed in colonial Canada and how they were affected by the conflicts and
changes that characterized this period. They will begin to apply the concepts of historical
thinking to their study of Canadian history, leading to deeper and more meaningful
explorations of life in colonial Canada. Students will also develop their ability to gather
and critically analyse evidence from primary sources in order to form their own conclusions
about historical issues and events.
The Grade 7 history expectations provide opportunities for students to explore a number
of concepts connected to the citizenship education framework (see page 10), including
beliefs and values, equity, freedom, identity, power and authority, and relationships.
The following chart presents an overview of Grade 7 history, and is meant to provide
a starting point for planning instruction. For each overall expectation (listed in the first
column), it identifies a related concept (or concepts) of historical thinking and a big idea
(see pages 14 and 13 for an explanation of big ideas and the concepts of disciplinary
thinking and page 60 for definitions of the concepts of historical thinking). General
framing questions are provided for each strand to stimulate students’ curiosity and
critical thinking and to heighten the relevance of what they are studying. These broad
and often open-ended questions can be used to frame a set of expectations, a strand,
or a cross-disciplinary unit. The final column suggests ways in which spatial skills can
be introduced and/or developed at this grade level, and indicates specific expectations
with which they can be used (see page 25 for a description of spatial skills).
- Teacher: Bouyela Education Corporation