Social Unit Plan - Grade 7: After Confederation

Part 1 Logistics

Unit Title: Following Confederation: Encouraging Immigration

Instructional Designers: Laura Friesen and Shelley Wiebe

Subject Area: Social Studies

Grade: 7

Curriculum Strand(s): 7.2.5 evaluate the impact of Confederation and of subsequent immigration on Canada from 1867 to the First World War by exploring and reflecting upon the following questions and issues:

Duration: (days, class periods, or weeks) 4 weeks, 20 periods

Rationale: How does this unit fit into the subject curriculum? Why have you grouped the chosen set of outcomes together? How is the unit plan content developmentally responsive, taking into account the interests, abilities and diversities of students? At what time of year would you offer this unit and why?

Students have been working through the history of Canada prior to this unit. The most logical order for presenting the grade seven curriculum is in the order that it occurred; therefore, it will follow after the units “Toward Confederation” around February. The curriculum outcomes are grouped together for a few reasons. First of all, the outcomes fit our resource. Secondly, grouping these specific outcomes promotes higher level thinking and does not overwhelm students with content.

Through this unit students will come to appreciate and respect how multiculturalism has shaped Canada linguistically, culturally and socio­economically. They will begin to understand the unique qualities of Canada as she grew to become a country, and the conflict with Aboriginal peoples, as well as how history has impacted Canada currently. As students work through this unit they will acquire the skills to research ethically, organize and interpret their findings in order to present it to others.

Prior knowledge: What prior knowledge and skills do students need to know in order to be successful in this unit? (ie – What have they learned in previous years?) Where are they headed? (ie – What does next year’s curriculum say?) What experiences do the students bring to the unit? How will you involve the students in the pre­planning of the unit and determine what they already know?

In grade six, the students learned about become active participants in decision making in Canada as well as exploring two different democracy 1

models seen in history­ the Greeks and the Iroquois Confederacy. This unit is not built upon previous knowledge from grade six. As they work through the grade seven curriculum, students build a foundation preparing them for this unit. In eighth grade students will look to the world and examine how other countries and cultures have developed over time, which means that students should be prepared to use their knowledge to understand how the world and Canada has been shaped over time. As students move up through the grades, the skills they learn continually build upon each other. Students will complete a KWL chart to reveal their previous knowledge on the subject and how the teacher should proceed.

Part 2 – Desired Results

Learning Outcomes: (State the specific learner outcomes from the curriculum document) 7.2.5 evaluate the impact of Confederation and of subsequent immigration on Canada from 1867 to the First World War by exploring and reflecting upon the following questions and issues: • What strategies were used by the government to encourage immigration from Europe?

(GC, LPP, TCC) • What strategies were used by religious communities and missionaries to encourage migration and immigration to western Canada from eastern Canada and the United States?

(TCC, LPP, GC) • What impact did immigration have on Aboriginal peoples and on communities in Canada?

(GC, CC, I, TCC) • How did communities, services and businesses established by Francophones contribute to the overall development of western Canada (i.e., health, education, churches, commerce, politics, journalism, agriculture)? (ER, TCC, CC, PADM) • How did immigrants from eastern Europe contribute to the development of western Canada (i.e., health, education, churches, commerce, politics, journalism, agriculture)?

(CC, ER, TCC, PADM) • To what extent was agricultural activity a key factor in the population growth of western Canada? (TCC, LPP, ER)

Values and Attitudes ­ 7.2.3 • appreciate the challenges that individuals and communities face when confronted with rapid change (I, CC, LPP)

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Skills 7.S.1 develop skills of critical thinking and creative thinking: • determine the validity of information based on context, bias, source, objectivity, evidence and/or reliability to broaden understanding of a topic or an issue • evaluate, critically, ideas, information and positions from multiple perspectives 7.S.2 develop skills of historical thinking • analyze historical issues to form or support an opinion • distinguish cause, effect, sequence and correlation in historical events including the long and short­term causal relations of events 7.S.7 apply the research process: • develop a position that is supported by information gathered through research • draw conclusions based upon research and evidence • determine how information serves a variety of purposes and that the accuracy or relevance of information may need verification • formulate new questions as research progresses 7.S.8 demonstrate skills of oral, written and visual literacy: • communicate information in a clear, persuasive and engaging manner, through written and oral means

Enduring Understandings: What are the big ideas that you want students to understand and be able to use several years from now?

Students will understand...

How Western Canada was settled.

The impact that migration immigration had on Canada and Aboriginal people.

Possible misconceptions...

Students may not fully understand the timeline that these events happened, or even how it shaped the world.

Knowledge: What knowledge will students acquire as a result of this

Essential Questions: What provocative questions will foster inquiry, understanding of the unit content and transfer of learning?

Essential Question: To what extent did the confederation impact immigration in Canada from 1867 to the First World War?

Skills: What should students be able to do? What behaviors will they exhibit?

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unit?

Think: Nouns! Ex: Vocabulary, definitions, facts, formulas, critical details, important events or people, sequence and timelines, etc.

Students will know…

Vocabulary: Immigration, Immigrant, migration, ancestry, push and pull factors, persecuted, internal immigrants, Francophones, pacifist, communal lifestyle, settlement pattern, discrimination, religious organizations, charitable organizations, Knowledge ● I can identify the strategies used by the government to encourage immigration. ● I can identify the strategies used by religious communities to encourage migration to western Canada. ● I can identify the impact immigration had on the Aboriginal communities in Canada. ● I recognize the contribution the Francophone businesses, communities, and services had on the overall development on western Canada. ● I can identify the contributions made by eastern Europeans to the development of western Canada. ● I can determine the impact that agricultural activity had on the population growth of western Canada.

Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret), communication skills (listening, speaking, writing), study skills (note taking), interpersonal, group skills, research, inquiry, investigation skills, etc. ● I can evaluate ideas from multiple perspectives. ● I can form an opinion on things that happened in the past. ● I can support my position based on information found through research. ● I can take evidence and develop a conclusion from it. ● I can organize information. ● I can successfully communicate my ideas, written and orally. ● I can determine the push and pull factors in historical events. ● I can determine the impact of events on a short­term and long­term scale.

Part 3 – Assessment Evidence Performance Task: 4

What authentic, relevant task will allow students to show what they`ve learned during the unit? In the space below, describe the scenario or situation (in paragraph form) that will require students to apply their knowledge and skills to demonstrate their learning in a real­life situation. Include all elements of GRASPS, including success criteria (based on learner outcomes). Attach your performance task rubric to your unit plan.

G ­ Goal What should students accomplish by completing this task?

Through this task, students will become familiar with the impact that migration and immigration had on the First Nations people and on the development of Canada. Each individual student will learn about their topic through research. They will record their found information in a graphic organizer. The different groups that contributed to Western Canada’s development are Francophones, Eastern Europeans (Scottish, British, German, Ukrainian), and Religious Communities (Hutterites, Pacifists, Doukhobors, Mennonites). Students will also research the impact that immigration had on Aboriginals. Using their graphic organizer students will make a brochure, powerpoint, prezi, or some other presentation format.

R – Role What role (perspective) will students be taking?

Students will become the researchers and the developers. They are required to make a product that fully tells the perspectives of a people group that immigrated and migrated to Western Canada, as well as the impact that immigration and migration had on the First Nations people.

A – Audience Who is the relevant audience?

Students will be preparing their presentations for the Red Deer Museum as well as the teacher.

S – Situation The context or challenge provided to the student As individuals, students will be challenged to research relevant information for their topic that will first be recorded in a graphic organizer, and then be presented to the teacher in any form of multimedia.

P – Product, Performance What will the student create?

The students will individually complete a graphic organizer that guides their research. With this information, they will create a brochure, 5

poster, Prezi, or any other form of presentation.

S – Success criteria To be successful students will research a particular immigration group as well as the first nations of Western Canada. Students will fill out a graphic organizer that will be formatively assessed, but will aid students in the completion their choice a multimedia presentation such as a brochure, powerpoint, prezi or other. *See attached rubric*

Other Evidence: How will you gather evidence of learning through the unit? List your formative, summative and student self­assessment ideas. These may include work samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.

Formative: KWL Chart­ What you KNOW, What you WANT to know, and what you LEARNED Exit Pass­ How well did you connect to the topic?

Journals­ Students will reflect upon lesson.

Over the Shoulder Checks Teacher will walk around the classroom and ask probing questions and offer guiding tips.

Four Corners Where do you fit?

Graphic Organizer Students organize their research Double Entry Journal Students respond to the text they just read

Summative: Multimedia Presentation

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Self­assessment: Individual reflections Students will reflect periodically on their work, behavior, and attitude in class

Part 4 – Learning Plan What teaching and learning experiences will you use to achieve the learning outcomes in Part 2 and prepare them for the assessment tasks in Part 3? What will the sequence of instruction be for this unit?

Introductory Activity How will you engage students and generate interest at the beginning of the unit? Describe your ‘anticipatory set’.

Watch the Western Film ­ “Seven Alone” https://www.youtube.com/watch?v=ePL2bZCzjFQ This film is good to watch, even just a clip, because it shows the struggle of a family as the move across the West to their ‘promised land.’ It explicitly shows the hardships of the family, and as the children become orphans it connects to lessons later in the unit.

Lesson #

Learning Outcome (Curriculum)

Activities (Instruction)

Assessment (FOR/OF/AS)

Resources / Materials (equipment, textbooks, technology, multimedia, etc.)

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• How did immigrants from eastern Europe contribute to the development of western Canada (i.e., health, education, churches, commerce,

KWL Class Discussion: Ask students about their ancestry.

Four Corners: based on ethnicity, have students move to a corner or area of the room. Discuss what this means for Canada today, and what ethnicities

FOR­ KWL, Four Corners

Multimedia Presentation Rubric and Assignment Sheet Voices and Visions Textbook Dear Canada Novel

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politics, journalism, agriculture)?

(CC, ER, TCC, PADM)

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7.2.5 evaluate the impact of Confederation and of subsequent immigration on Canada from 1867 to the First World War by exploring and reflecting Values and Attitudes ­ 7.2.3 • appreciate the challenges that individuals and communities face when

might have been present in Canada in 1867 onwards. (Chapter 11, pg. 250) Discuss Maps and the change of population in Canada Hand­out and go over Multimedia Presentation Assignment ­ students will choose a immigration or migration group to do their project on. **Remind students throughout the unit to gather information for their people group** Start Word Wall: Immigration, Immigrant, ancestry Start Reading Novel: Children’s Literature: Dear Canada: A Prairie as Wide as the Sea: The Immigrant Diary of Ivy Weatherall, Milorie, Saskatchewan, 1926

Field Trip: The Red Deer Museum FOR­ Looking at Looking at Objects worksheet and Art Gallery Objects worksheet Students are led in a tour of the Red Deer Museum immigration artifacts and information, focusing mostly on the Pioneer and First Nations history.

Discuss: Ask students about what they noticed within the exhibit. Guide them into thinking about the changes they would face if they had lived in this 8

confronted with rapid change (I, CC, LPP)

time period. What would it be like?

What would some challenges be? If this same change happened today, how would you respond?

Activity: Students will work in groups to complete the “Looking at Objects” worksheet. Each will receive an artifact from either this time period.

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Skills 7.S.1 develop skills of critical thinking and creative thinking: • evaluate, critically, ideas, information and positions from multiple perspectives 7.S.2 develop skills of historical thinking • distinguish cause, effect, sequence and correlation in historical events including the long and short­term causal relations of events

Project Time Give students access to technology in order for them to complete the research needed for their project.

Guide students when needed.

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• What impact did immigration have on Aboriginal peoples and on communities in Canada?

(GC, CC, I, TCC) • What strategies were used by the government to

Class Discussion: Round Robin­ Why FOR­ Exit Pass, did Canada need immigrants?

Venn Diagram ­ immigration has served, and still does, as a catalyst for the Canadian economy.

Does Canada want immigrants now? why or why not?

Activity Venn Diagram: Compare

FOR ­ Over the Shoulder Checks

Book Computer Lab or Chromebooks Graphic Organizer

Dear Canada Novel Voices and Visions Textbook

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encourage immigration from Europe?

(GC, LPP, TCC)

and contrast the way aboriginals lived, and the way immigrants would have lived.

Word Wall: push and pull factors, persecuted **Note: If there are any FNMI students within in the class, ask them about their experiences with this topic and how their family was affected.** Exit Pass: Laurier already had people that could have done the jobs: the First Nations and Metis. People didn’t even think of that. Why do you think this is so?

Read Novel: Children’s Literature: Dear Canada: A Prairie as Wide as the Sea: The Immigrant Diary of Ivy Weatherall, Milorie, Saskatchewan, 1926

• How did communities, services and businesses established by Francophones contribute to the overall development of western Canada (i.e., health, education, churches, commerce, politics, journalism, agriculture)?

(ER, TCC, CC, PADM)

Anticipatory Set: Enter the classroom FOR­ Double speaking French asking students entry journal multiple questions, even getting frustrated at their lack of response. In English teacher will make a point about Canada being bilingual, and be ‘disgusted’ that students don't’ know French.

Students will realize their lack of bilingualism.

List of French Words, Phrases, and Questions that are practiced to present to class Voices and Visions Textbook Double Entry Journal Dear Canada Novel

****Letter of Permission

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pg 249­ Read and discuss “betrayal of the promise of confederation” especially towards the French speaking people. They only imported those who spoke English, or willing to learn it to the West.

What impact does that have for us living here now?

Discussion Question: Why wasn’t the government trying to make the West a place for both Anglophones and Francophones? pg. 256­259: Students will get into groups of four and to read a section of the this topic. On a large piece of paper students will write key ideas to present to the rest of the class.

Double Entry Journal: Students will fill in their ‘double entry journal’ Word Wall: internal immigrants, Francophones Read Novel: Children’s Literature: Dear Canada: A Prairie as Wide as the Sea: The Immigrant Diary of Ivy Weatherall, Milorie, Saskatchewan, 1926 ****sent letter home to parents asking permission to talk about religious affiliation

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7.S.7 apply the research process: • develop a position that is supported by information gathered through research • draw conclusions based upon research and evidence • determine how information serves a variety of purposes and that the accuracy or relevance of information may need verification

Project Time Give students access to technology in order for them to complete the research needed for their project.

Guide students when needed.

FOR­ Over the shoulder check

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• What strategies were used by religious communities and missionaries to encourage migration and immigration to western Canada from eastern Canada and the United States?

Introduction: Ask students about their FOR­ Debate religious affiliation, and they move into one of the four corners of the room. Depending on your class the corners may be, non­religious, atheist, muslim, jewish, christian, catholic, sikh, spirituality or other. Recognizing that Canada today is very multi­religious. pg. 252­255 Read the ‘Case Study’ pg. 255: Discuss what it would be like to not have a father or mother, and be sent to another country. Refer to Western film watched as an anticipatory set.

What hardships might have been faced in Britain versus Canada?

Brainstorm ideas of what your

Book computer lab or chromebooks Graphic Organizer

Voices and Visions Textbook Dear Canada Novel

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adoptive family might be like.

What are the chances these orphans actually got a better life by coming to Canada?

Debate: Students will broken into two different groups. Half of the class will agree with the Church sending British orphans to Canada for a better life.

While the other half of the class will have to disagree with the Church sending orphans. They will defend their side and give reasons as to why it is right.

Word Wall: pacifist, communal lifestyle, settlement pattern, discrimination, religious organizations, charitable organizations Read Novel: Children’s Literature: Dear Canada: A Prairie as Wide as the Sea: The Immigrant Diary of Ivy Weatherall, Milorie, Saskatchewan, 1926 8 *May take 3 classes*

• To what extent was agricultural activity a key factor in the population growth of western Canada?

(TCC, LPP, ER) 7.S.7

Introduction: Introduce the idea of powerful questions to the students.

Guide students through the powerful questions activity. Allow for exploration and questioning.

AS­ Self Assessment Rating Scale

Asking Powerful Questions http://www.learnalberta.ca/conte nt/ssmt/html/docs/askingpowerfu lquestions.pdf

George Friesen 13

• formulate new questions as research progresses Students will prepare 4 powerful questions that would be suitable to ask the guest speaker.

YouTube: Go West! Settling Canada’s Prairies: Students get a snapshot of technology used to farm.

Guest Speaker: George Friesen Invite students to ask their powerful questions. **For students who would not feel comfortable asking questions orally allow them to submit them beforehand and give questions to the guest speaker**

Discussion: What did students learn?

Which questions generated the most interesting responses?

Conclusion: Students will complete the Self­Assessment Rating Scale provided as a way to reflect on learning.

Read Novel: Children’s Literature: Dear Canada: A Prairie as Wide as the Sea: The Immigrant Diary of Ivy Weatherall, Milorie, Saskatchewan, 1926

Go West! video http://www.youtube.com/watch? v=GRLD5XmLZ0Q

Self­Assessment Rating Scale

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7.S.8 demonstrate skills of oral, written and visual literacy: • communicate information in a clear, persuasive and engaging manner, through written and oral means

Class Gallery Walk Review: Quiz­Quiz­Trade

FOR­ Quiz­Quiz­Trade, Class Gallery Walk OF­ Multimedia presentations

Part 5 – Reflection How did you address diverse learner needs in your unit design? Consider the following: (differentiation, learning style, grouping, culture, FNMI perspectives, multiple intelligences and variety of instructional strategies and approaches).

Throughout our unit we included many of the multiple intelligences. This not only benefits the students with learning disabilities but also the regular learners in your classroom. ­ Interpersonal­ research for graphic organizer, reflection ­ Visual­ maps, word wall ­ Bodily­kinesthetic­ Four Corners ­ Mathematical­logical­ graphic organizer, venn diagram ­ Verbal­linguistics­ discussions This unit provides great opportunities for students to share about their families personal experiences with immigration. Time permitting you could spend a day doing a “Show and Tell” with the families of your students. There are likely to be many diverse cultures and backgrounds and this would be a good way for students to relate immigration to everyday life.

Within this unit, there are various instructional strategies used to keep students engaged. Students will be provided with many different avenues to learning all the required concepts. By using varied formative assessments the teacher will also be able to keep track of their students learning and understanding of the unit throughout.

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