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Grade 7 History: The Development of Canada from the 17th to the 19th Centuries.




Melissa E. Ramon

Teacher Contact Information:

Office location: Rogers Hall Rm. 107

Telephone: 905 727 3189 x 419


Teacher web site: 





J. Bradley Cruxton and W. Douglas Wilson. Close-Up Canada.  Toronto: Oxford University Press, 2000.

Requirements: Students are required to have a three-ring binder (dedicated to history class), textbook, pens, pencils, coloured pencils, lined paper, and a positive attitude.

In addition to class work, students will do regular current events presentations, on a rotational basis.  These will examine a news article with the purpose of relating the story to our study of Canadian history.  Students will use to take part in discussions on various topics in the news.

Students will also be quizzed on course content.  These will comprise 10% of the overall grade.

Students will be required to use during our written projects.  This website will be a necessary tool to help students understand the concept of plagiarism and develop their skill in writing original prose.




In Grade 7, the study of history focuses on the development of Canada from the seventeenth to the early nineteenth century. Students investigate the contributions of significant groups and individuals and develop an understanding of Canada’s European roots. They study the early settlements of North America and their impact on the First Nation peoples and on English-French relations. They examine the economic, social, and political challenges facing New France and British North America, as well as the course of conflict and change in the two colonies that culminated in the rebellions of 1837–38. Emphasis is placed on the development of critical thinking skills, including the ability to examine issues from more than one point of view.





Unit Title

In delivered sequence



Unit 1

New France:

Students examine the roots and culture of the French communities in North America during the seventeenth and eighteenth centuries. They determine what changes resulted from the
interaction among First Nation peoples and French and English settlers during this time period. Students examine historical developments from diverse and sometimes conflicting
points of view, in order to develop skills of historical analysis and the ability to think critically about information and issues.


Unit 2

British North America

Students examine where and why colonists settled in British North America after the fall of New France, focusing on the American Revolution as a catalyst for the migration of the Loyalists, the Iroquois, and others. They also examine the causes, events, and results of the
War of 1812, including its influence on Canadian-American relations. Students use inquiry/research and communication skills to explore how personalities and events shaped the new British colonies.


Unit 3

Conflict and Change:

 Students examine the causes of the rebellions of 1837–38 in Upper and Lower Canada and describe the roles various men and women played in the conflict. Students use inquiry/research
and communication skills to identify social, economic, political, and legal changes in the colonies between 1837 and 1850 and to analyse their importance. Students consider ideas
about conflict and change, methods of creating change, and methods of conflict resolution in both historical and contemporary contexts.






Course e-mail conference:

Course Website:

Extra-help: During open classroom (after lunch) and/or before school on a request basis.




Evaluation is based on the four Ministry of Education achievement categories of knowledge and understanding, thinking/inquiry, communication, and application/creation.  A single evaluation may include one or more of the above categories.  Evaluation in this course will be continuous throughout the year and will include a variety of assessment methods (e.g. assignments, projects, practical exercises, presentations, discussions, unit tests, tests and an examination). The distribution of marks into a grade is based on the departmental assessment and evaluation guide for the course and will reflect the student’s most consistent level of achievement where appropriate.  Comments on the development of learning skills and contributions to the course will also be provided on reports.  Term work will be 100% of the overall grade for the course; there is no final examination for this course.












Current Events













Late Work:


Guided Learning Centre policies will apply for major projects that are overdue (see Parent & Student Handbook).