Lesson/Unit Title: 1763 Rebellion
Grade Level: 7
Subject: Canadian History – New France; Conflict & Change
Topic: Royal Proclamation of 1763 and Aboriginal Perspectives
Date: TBD
GENERAL DESCRIPTION:
This is a concluding lesson on the relationship between French, British and indigenous peoples of
Canada after The Seven Year's War. Students will learn how the 1763 Rebellion and the Royal
Proclamation was important in the history of Canda, how this Rebellion played in determining the
relationship between Canada and First Nations peoples, and how indigenous peoples of Canada
have both a long history of asserting self-detemination while also working alongside settler
populations. Students will be discuss what they know already about the European settling of
Canada. Then students will read a section of The 500 Years of Resistance Comic Book on the role of
Chief Pontiac in this history and also a portion from People and Stories of Canada to 1867. In small
groups, students take turns reading the materials to one another and then using a graphic
organizer, will record information about the story and facts they learned. Students will be able to
compare the styles of recording history, the history that is recorded and practice their group work
skills. Group reflection will follow.
SPECIFIC MINISTRY EXPECTATIONS:
Grade 7 History: New France
• Identify and explain examples of conflict and cooperation between Europeans and First
Nations peoples;
• Outline the background and causes of key events in the period and describe their effects;
• Formulate questions to aid in gathering and clarifying information;
• Analyze and describe conflicting points of view about an historical event.
Grade 7 History: Conflict & Change
• Identify types of conflict and describe strategies for conflict resolution
TEACHING/LEARNING STRATEGIES AND STUDENT GROUPINGS:
K-W-L; Discussion; Collaborative Read Aloud; Thinking Activity through Directed Reading
(graphic Organizer); Reflection.
BACKGROUND INFORMATION
Many indigenous peoples in the Great Lakes region were allied with the French, but France ceded
New France to Britain in 1763. Afterward, Great Britain issued the Royal Proclamation of 1763,
which established a nation-to-nation relationship between the Crown and First Nations peoples;
recognized that Aboriginal peoples have rights to the land; established a treaty-making process;
and recognized the existence of First Nations rights, including rights to land, rights to hunt, fish,
and gather, and rights to self-government. After the War of 1812, First Nations people were no
longer needed as allies, so the Crown began to concentrate on obtaining and settling land via
treaty.
TEACHING STEPS:
Recalling Previous Knowledge
1. Teacher Prompt: “Are there any common values between indigenous peoples and French
and English settlers? Where could French, British and indigenous peoples compromise
during their lives together in the 1700s?” Proceed with an informal (on the chalk board)
K-W-L of previously learned content. Refer to Word Wall and discuss new and related
vocabulary (13 Colonies, allies, allegiance, proclamation, peace treaty, resistance).
Body of Lesson
Instruction
Reasoning
1. Organize students into groups of 4-6. Ask or assign
students to the following roles (* are essential roles):
• *Task Master: To keep the group on task.
• *Scribe: To write down information into the
graphic organizer;
• *Challenger: Ask critical questions about the text
(Role can often be given to disruptive student).
• *Reporter: Presents the student's findings.
• Spell Checker and Trouble-Words Recorder
• Performer: Kinesthetic learners can act out what
the reporter says.
By assigning different roles to the
students, they will be more likely to
(1) stay on task, (2) encourage one
another in their roles, and (3)
participate in ways that they are good
at and model these strengths to their
peers. Dominating students may also
be less likely to control the group.
Changes can be made to encourage
students to work outside of their
natural roles.
2. Have students create a graphic organizer/mind map of Provide attached Venn Diagram if
their own group-design showing the connections and
students are struggling.
conflicts among France, Britain, and First Nations
peoples.
3. In their groups, have students take turns reading to
one another “Pontiac: 1763 Rebellion and the Royal
Proclamation” in The 500 Years of Resistance Comic Book
(pages 44-45). Then have them read from People and
Stories of Canada to 1867, pages 82-82 & 95-96. (Teacher
will roam around classroom.)
Students can learn how to properly
pronunciate from one another and not
feel as timid in smaller groups.
Students will also be able to compare
texts.
4. Have a large-group discussion where each “Reporter” This allows the teacher to provide
(and “Performer”) presents about the ways in which
clarification to any missing links or
France, Britain, and First Nations people cooperated and misunderstood history.
were in conflict during the era of New France. Make sure
to discuss any differences in the points of view presented
by People and Stories of Canada to 1867 and The 500
Years of Resistance Comic Book. Also make sure to build a
list of new vocabulary, discuss them and prepare a quick
lesson on them the following day.
5. Have students display their organizers on a bulletin
board outside the classroom.
Increases students sense of pride in
their academic work, provides
exemplars of graphic organizers and
creates a more visually-appealing
learning community.
Extension Activity for gifted learners or if there is extra time:
• Have students write a paragraph stating why indigenous peoples and European
historians might have different points of view on this issue or on why the Royal
Proclamation of 1763 is so important to indigenous land rights today.
• Have students write a short poem or haiku about the Royal Proclamation.
ASSESSMENT:
Students will not be formally assessed during this lesson. However, the teacher can use a
checklist to record students' ability to remain on-task, work in a group, answer questions, and
understand the text.
ADAPTATIONS (POSSIBLE & REAL):
•
•
Provide graphic organizer to groups if they feel overwhelmed at creating their own.
Assign appropriate roles to students with exceptionalities. For example, a student with
Asperger's Syndrome may be an excellent time-keeper as they can be focused and it can
also teach them time-management skills if it is a challenge.
NOTES TO SELF:
•
•
•
•
Get 6 copies of The 500 Years of Resistance Comic Book and People and Stories of Canada
to 1867.
Print graphic organizers.
Bring blank paper.
If assigning certain roles to certain students, assign ahead of time.
RESOURCES:
•
•
•
•
Blank paper;
The 500 Years of Resistance Comic Book
People and Stories of Canada to 1867
Graphic organizer.
Hill, G. (2010). The 500 Years of Resistance Comic Book. Arsenal Pulp Press: Vancouver, BC.
Syms, E. L. & Visser-Wikkerink, M. 2007. People and Stories of Canada to 1867. Portage & Main
Press: Winnipeg, MN.
HAIKU/POETRY EXEMPLAR:
The Royal Proclamation, 1763
Britain's attempt to
establish peace in North America.
Led to the Royal
Proclamation as they
wanted peace since, they had the
control of the colonies
in North America.
Hence, the Treaty of Paris
was created in 1763.
The Royal Proclamation, 1763
The Canadian British Government
The British signed
a Royal Proclamation
'cause of Pontiac
What is the Royal Proclamation?
A statement of law
Pontiac began resistance
of the British rule
Effect of Proclamation
British were making
Quebec British-style
Abolishing French civil law