Grade 9 Unit Plan: Immigration

Joan Elago

Unit Introduction Rationale Immigration is a topic that is very prominent within Canadian society. With Canada being considered a multicultural society, the impacts of immigration can be found resonating within that idea. This unit of immigration is taught in the grade nine Social Studies curriculum as part of general outcome 9.1. This outcome discusses issues of Canadians in terms of governance and rights. By examining the topic of immigration it will allow students to be able to get a better understanding of a process and topic that affects many aspects of Canadian culture. The unit addresses the core concepts of citizenship and identity. It does this by looking at how certain political processes impact citizenship and identity. The whole idea of immigration relates to citizenship in that these are individuals who come to Canada with the hope and want of becoming a citizen of the country. It relates to the idea of identity in that many of the individuals who immigrate to Canada do so with the intention of forming an identity that aligns or is within the context of Canadian identity. The topic also relates to identity in that many issues that arise from immigration are about the struggle that individuals may face when trying to find the balance between the identity that they come with when entering Canada, and the identity that they must form in response to the Canadian context. By exploring how immigration relates to citizenship and identity students will be able to understand the complexity of the topic and its impact on Canadian society. I feel that this unit does reflect attention to the experiences and perspectives of Aboriginal and Francophone groups. There is an outcome in the curriculum that discusses the impact that increased immigration may have on Aboriginal communities. Through

this outcome, I feel that students will be able to have an understanding of how this topic impacts not only those that immigrate here but communities that have already been established. This unit has also been designed to look at how Francophone groups are impacted by immigration. More specifically, the unit will look at how provinces like Quebec attempt to preserve the French language among the influx of immigrant groups that settle in that province. Also, a large part of the unit will look at the specific policies and acts that have been created over time in response to these issues. In terms of planning and teaching the unit I started the process with the guidance of my teacher associate. He provided me with the topic and the timeline but essentially allowed me to develop and plan the unit as I saw fit. Using the content learned from my Curriculum and Instruction class, I was able to create an overarching critical inquiry question, which provided me with the focus for my lessons. When developing the plan for my unit, I was always thinking about who my students were. I approached the unit with the intention that I wanted my students to be engaged in the lessons in order to be able to connect to the content. Knowing who my students are, I know that many of them will connect personally to the topic of immigration, just as I do. I created the unit with the hope that my students would be able to share personal experiences where it would be appropriate. Powerful Teaching and Learning The unit that I have created reflects powerful teaching and learning in that it exemplifies features of each category. For example, the unit is active in that there are opportunities where thee students will be able to have hands on experiences with the content. One way that I do this is by have the activity that will relate to Canadas Point System for immigration. Also, I have included lessons where students will be analyzing

policies that have been created in both the present time and in the past. In terms of challenging, I feel that the unit I created does challenge the students to look at other perspectives that they may not necessarily consider such as Aboriginal and Francophone perspectives in relation to immigration. My unit reflects the notion of being value-based in that it does encourage the students to look at their own beliefs, experiences, and judgments about immigration. In terms of integrative, the unit does relate to other crosscurricular areas, such as Language Arts. Lastly, the unit is meaningful in that it gives students the opportunities to develop skills such as critical inquiry, Special Considerations Due to the part of the city that I am teaching in and the demographics of the school and its surrounding community, I am under the assumption that a large number of my students are able to personally connect to the topic of the unit. I assume that many of my students have either immigrated to Canada or have close family relatives that have. In terms of knowledge, I am assuming that my students are familiar with the Charter of Rights and Freedoms as this is a topic that they had learned previously and one that I will connect immigration policies to. In terms of skills, I am assuming that my students are able to effectively work in groups settings whether it is small groups or whole class. This is important because many of the activities that I have planned for the unit include students having to work with one another. A community issue that I will have to be prepared to address is the high frequency of English Language Learners (ELL) in the school community. Due to the fact that many of the students are ELL, this means that many of their parents and/or guardians could possibly have difficulty communicating in the English language. This is something that I must prepare myself for both in terms of the learners in my class and with any potential

parents that I may meet. One way that I am going to do this in terms of the students in my class is to create lessons that are differentiated and can work with multiple levels of ability. Another issue that I will have to be prepared to address is the range of socioeconomic levels that are present among the students. A way that I am going to address this is to not make socioeconomic levels a factor that matters in my classroom. For example, I am not assigning students projects that require them to purchase or use resources that would not be available outside the classroom setting. In terms of addressing relevant ICT outcomes there are few that I have linked through the assignments that my students will be completing. For example, one assignment that I have created for the students is a current events analysis. Through this assignment alone the students will be addressing a variety of ICT outcomes. Some of the ICT outcomes that will be addressed relate to the notions of composing, revising and editing text; accessing, using and communicating information; and critically assess information. Due to the nature of how my unit is designed and the time constraints that I have, there are not many opportunities to integrate other subject areas. The one area that I am in a sense integrating though is Language Arts. With my performance task being an editorial piece, students will have to understand the conventions of writing. They will have to be able to properly know and understand how to write an effective and persuasive newspaper editorial. If I had more time to teach this unit, I could potentially see the unit being able to integrate with Art. There are many art lessons that could be created that tie into the topic of immigration. For example, one could be a visual representation of immigration such as creating a poster persuading people to come to Canada that highlights the positives and benefits that immigration brings to the country.

When envisioning my classroom and the students there are many differences in terms of teaching and learning that I need to take into consideration. When creating my unit I considered the levels of differentiation that I could potentially include in terms of my activities and assignments. I know that my students all learn differently that is why I try and create as much variety in the lessons that would address their differences. For example, I have activities that reflect learners who are more auditory, visual, or kinesthetic learners. I also have tried to include many different learning strategies that would appeal to the different types of learners in my classroom. Since some of my students have certain exceptionalities, I have taken them into consideration as I created the unit. To assist the students in understanding the content I have planned to incorporate graphic organizers that will assist them in understanding the focus of the lessons.

Unit Planning Organizer Subject: Social Studies Unit/Topic: Chapter 5 - Immigration Date and Unit Duration: Starting the week of March 7th and ending sometime after the beginning of April. (Will most likely be taught in about 14 or so lessons) 1. Unit Overview Critical Inquiry Question How well do Canadas immigration laws and policies respond to immigration issues? 2. General Learning Outcomes for Unit GLO 1: Issues for Canadians: Governance and Rights Students will demonstrate an understanding and appreciation of how Canadas political processes impact citizenship and identity in an attempt to meet the needs of all Canadians. 3. Focusing Questions for Unit (Related Questions) What criteria does Canada use when accepting immigrants and refugees? How do the individual and collective rights of Canadians influence immigration laws and policies? How do provinces influence immigration laws and policies? What is immigration? What are the patterns of immigration found within Canada? In what ways does Canada benefit from immigration? What are the different ways that people can immigrate to Canada? What factors affected immigration in the past? And how have the policies of immigration changed over the course of time? What is the Immigration and Refugee Protection Act? What challenges and opportunities does immigration pose for different communities within Canada, such as the Aboriginals? What factors are considered in terms of the effect that immigration has on Canada? Grade: 9

4. Key Concepts for Unit Canadian Charter of Rights and Freedoms Immigration policies of Canada Immigration vs. refugees Factors related to Canadas immigration policies (economic, political, health and security)

5. Specific Learning Outcomes for Unit Knowledge: SLO 9.1.8: assess, critically, how legislative processes attempt to address emerging issues of immigration by exploring and reflecting upon the following questions and issues: What factors influence immigration policies in Canada (i.e., economic, political, health, security)? How are changes to Canadian policies on immigration and refugees a reflection of world issues? What impact does increasing immigration have on Aboriginal peoples and communities? How are provincial governments able to influence and implement immigration policies? How is the implementation of immigration policies in Qubec an attempt to strengthen the French language in North America? What is the relationship between immigration policies in Canada and the rights guaranteed in the Canadian Charter of Rights and Freedoms? To what extent does Canada benefit from immigration? Attitude: 9.1.1 appreciate the impact of the Canadian Charter of Rights and Freedoms on rights and governance in Canada 9.1.2 appreciate the various effects of government policies on citizenship and on Canadian society 9.1.3 appreciate how emerging issues impact quality of life, citizenship and identity in Canada Skill: 9.S.1 develop skills of critical thinking and creative thinking: determine the validity of information based on context, bias, source, objectivity, evidence or reliability to broaden understanding of a topic or an issue evaluate, critically, ideas, information and positions from multiple perspectives demonstrate the ability to analyze current affairs from multiple perspectives 9.S.2 develop skills of historical thinking: analyze selected issues and problems from the past, placing people and events in a context of time and place distinguish cause, effect, sequence and correlation in historical events and issues, including the long- and short-term causal relations

use historical and community resources to organize the sequence of historical events analyze the historical contexts of key events of a given time period

9.S.8 demonstrate skills of oral, written and visual literacy: communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration Curriculum Outcomes 9.1.8 assess, critically, how legislative processes attempt to address emerging issues of immigration by exploring and reflecting upon the following questions and issues: What factors influence immigration policies in Canada (i.e., economic, political, health, security)? How are changes to Canadian policies on immigration and refugees a reflection of world issues? What impact does increasing immigration have on Aboriginal peoples and communities? How are provincial governments able to influence and implement immigration policies? How is the implementation of immigration policies in Qubec an attempt to strengthen the French language in North America? What is the relationship between immigration policies in Canada and the rights guaranteed in the Canadian Charter of Rights and Freedoms? To what extent does Canada benefit from immigration?

Lesson Overviews Weekly Calendar Monday Week 1 March 11th 15th (50 minute lessons) 9.1.8.1 9.1.8.7 Preassessment Tuesday 9.1.8.2 9.1.8.6 9.1.8.7 Wednesday 9.1.8.2 9.1.8.6 9.1.8.7 Hand out Current Events Analysis Assignment 9.1.8.1 9.1.8.3 9.1.8.4 9.1.8.5 Performance Assessment Task handed out 9.1.8.1 9.1.8.2 9.1.8.4 9.1.8.6 9.1.8.7 Thursday 9.1.8.1 9.1.8.2 9.1.8.7 Friday 9.1.8.1 9.1.8.2 9.1.8.6 9.1.8.7

Week 2 March 18th 22nd (50 minute lessons) Week 3 April 8th 12th (50 minute lessons)

9.1.8.1 9.1.8.7 Due Date for Current Events Analysis

9.1.8.1 9.1.8.7 In class quiz

9.1.8.1 9.1.8.6 9.1.8.7

No Classes Noninstruction Day (Start of Spring Break)

9.1.8.7 Due Date for Performance Assessment Task

9.1.8.1 9.1.8.4 9.1.8.7

9.1.8.1 9.1.8.2 9.1.8.3 9.1.8.4 9.1.8.5 9.1.8.6 9.1.8.7 Test Review

9.1.8.1 9.1.8.2 9.1.8.3 9.1.8.4 9.1.8.5 9.1.8.6 9.1.8.7 Chapter Final In Class

Date Week 1

Objectives Students will

Lesson Procedure/Description

Materials

Assessment

Monday March 11th Length: 50 minutes Focus questions: -What is immigration? -What cities/provinces do individuals immigrate most to? Why?

Curriculum: 9.1.8.1 9.1.8.7 Knowledge: -Identify what immigration is -Identify where people immigrate from -Begin to develop the understanding of why people immigrate to Canada

Introduction: Pose the question, what is immigration? -Allow students 5 minutes to do a quick write individually -Then have them share what was written in table groupings -Brainstorm ideas that would form a working definition as a class. Point out that immigration means one stays in the country to live there, ie. a short vacation is not immigration Mapping activity: -Have a discussion on if any are from other countries or have friends, relatives, or ancestors from other countries. Have students come up to a map and plot the countries. Discuss. -Then ask students where they think most people settle when they come to Canada. Why is this so? Discussion: Draw inferences from the mapping activity Focus on: Countries where the majority of people originate from. Display the map of immigrant populations within Canada. Discuss what trends are evident? What do you notice? Discuss why people may live in certain areas more. Exit slip: Have students write one topic or question they would like to see addressed/answered in the unit.

-World map (either physical one or one on SmartBoard)

Formative: -The discussions throughout the lesson will indicate whether or not understanding of the content is occurring -Exit slip

Skills: 9.S.1 9.S.3 9.S.5 9.S.8

Tuesday March 12th Length: 50 minutes x2 Focus questions: -What policies did we have in the past about immigration? -What are the current policies? -What is the Immigration and Refugee Protection Act? *This class and the next overlap, so topics discussed today will extend to tomorrows class

Curriculum: 9.1.8.2 9.1.8.6 9.1.8.7 Knowledge: -Identify what the immigration policies were in the past -Identify what the current immigration policies are -Identify what a refugee is -Identify what the Immigration and Refugee act is -Identify what policies Canada has for refugees Skills: -9.S.1 -9.S.8

Introduction: Hand out newspaper article for students to read -Discuss what the article is about as a class -State how immigration policies change over time, and reflect the context of society Present the immigration policies of the past Present the current immigration policies Have students fill out the venn diagram that compares and contrasts the immigration acts (1976 vs. 2002) with their table groupings Show short video clip about Canadian refugees -Discuss what a refugee is Discuss the Immigration and Refugee Protection Act -Have students discuss what policies could be found in the Act. Hand out current events analysis Collect venn diagrams at the end of the class

-Newspaper article on immigration policy debate -Venn diagram template -Current Events Analysis Assignment Handout -Refugee video clip

Formative: -The discussions throughout the lesson will indicate whether or not understanding of the content is occurring -Collecting the venn diagrams will allow me to see whether or not students understand the content

Wednesday March 13th Length: 50 minutes

Curriculum: 9.1.8.2 9.1.8.6 9.1.8.7

Introduction: Hand back venn diagrams. Discuss them. This will act as the review.

-Video clip -Prezi presentation

Formative: -The discussions throughout the lesson will

Focus questions: -What was the Singh decision? -What impact did it have?

Knowledge: -Identify what the Singh decision was -Analyze the impact of the decision and the different perspectives that are had on the issue Skills: -9.S.2 -9.S.4

Discuss the Singh decision -What is it? -What were the results of it? Show the short video clip. Discuss what was presented in the video. Look at the different perspectives on the Singh decision. Divide students into 5 groups. Assign them each one perspective from page 182 and have them answer questions collectively. Then have each group present their findings. Exit slip: 2 stars and 1 wish have students write two things they learned from the past two classes and one thing they may still have questions about.

indicate whether or not understanding of the content is occurring -Exit slip

Thursday March 14th Length: 50 minutes Focus questions: -What are the different processes that people go through to immigrate?

Curriculum: 9.1.8.1 9.1.8.2 9.1.8.7 Knowledge: -Distinguish the different processes/ways that people can immigrate Skills: -9.S.1

Introduction: Show students a video clip, discuss. Show students the 4 square note taking strategy and have them use it during the lecture portion. Look at the different process that people can go through to come to Canada -Family reunification -Temporary worker -Student visa -Nomination program Divide the students into four groups; have them create a visual representation of one of the processes. Have them share with the rest of the

-Note taking worksheet -Post its -Video clip from the CIC website -Prezi presentation

Formative: -The discussions throughout the lesson will indicate whether or not understanding of the content is occurring -Exit slip -Collecting the note taking sheets to see if content is understood

class. Collect 4 square note taking sheets at the end. State that on Tuesdays class there will be a short quiz at the end of class. Go over format and what content will be covered. Exit Slip: Before leaving the class, provide each student with a Post it where there are to write one question or comment about todays lesson. Introduction: Verbal True/False quiz as a review of yesterdays lesson. Introduce the point system to the students. Discuss the following: -What it is? -How it works -The positives and negatives of the system. Have students each sign out a MacBook. Direct them to the website and go through the questions. Discuss the results as a class. Then, divide students into groups and distribute the case studies. Have them read through them and make predictions on their worksheet. As a group have them work through the website based on the case study. Have groups present their results to the class. Discuss them.

Friday March 15th Length: 50 minutes x2 Focus questions: -What was the Point System? -How did the point system work? *The topic for this class will be covered in two classes

Curriculum: 9.1.8.1 9.1.8.2 9.1.8.6 9.1.8.7 Knowledge: -Identify what the Points System is in Canada -Identify how the Point System works Skills: -9.S.1 -9.S.4 -9.S.5 -Demonstrate the ability to work cooperatively in small groups

- MacBook Cart -Website URL -Case Studies -Case Study worksheet

Formative: -The discussions throughout the lesson will indicate whether or not understanding of the content is occurring -The group responses will also allow me to see if the content connections were made

Date Week 2 Monday March 18th Length: 50 minutes Focus questions: -What are the factors that influence immigration? *This topic will be taught in 2 classes.

Objectives Students will Curriculum: 9.1.8.1 9.1.8.7 Knowledge: -Identify the four factors that influence immigration -Analyze the impact that each factor has Skills: -9.S.1

Lesson Materials Procedure/Description Introduction: 4 corners activity -Prezi - Have students pick which presentation factor they feel would most influence immigration policies. Then in their groups have them come up with reasons why and share with the rest of the class. Look at the factors that influence immigration economic, political, health, security Reflection question: Rate the four factors in terms of importance. Collect current event analysis assignment for marking. Exit Slip: 3-2-1. 3 things they learned today, 2 questions you have, 1 thing you already knew

Assessment Formative: -The discussions throughout the lesson will indicate whether or not understanding of the content is occurring -Exit slip Summative: -Because the current events analysis assignment is due today, this will be a form of summative assessment

Tuesday March 19th Length: 50 minutes Focus questions: -What are the factors that influence immigration?

Curriculum: 9.1.8.1 9.1.8.7 Knowledge: -Identify the four factors that influence immigration -Analyze the impact that each factor has Skills: -9.S.1

Introduction: Review the factors that were discussed yesterday. Continuing presenting the factors that influence immigration economic, political, health, and security. If time, redo the 4 corners activity and see if anyone changed his or her choice. Alternative to this: pose the question and just have students respond individually. Reflection question: In your opinion, rate the four factors in

-Quiz Formative: -Prezi -The presentation discussions throughout the lesson will indicate whether or not understanding of the content is occurring Summative: -Quiz

terms of importance Hand out the quiz 10 minutes before class ends. Wednesday March 20th Length: 50 minutes Focus questions: -How does immigration affect Aboriginal peoples? -How does it affect Francophone? -What is the Canada-Quebec Accord? Curriculum: 9.1.8.1 9.1.8.3 9.1.8.4 9.1.8.5 Knowledge: -Analyze how immigration affects Aboriginals -Identify what Canada-Quebec Accord is -Examine the relationship between conserving the French language and the impact that immigration is having Skills: -9.S.1 -9.S.2 Introduction: Divide students by AB method. Have As make predictions on how immigration may affect Aboriginal peoples. Bs will make predictions for Francophone. Have students share their predictions. Look at the effects of immigration on Aboriginal peoples. Look at the effects of immigration on Franco-Alberta Quebec. (Francophone) Discuss the Canada-Quebec Accord. -What was it? -What impact does it have? Show the video clip and discuss how it relates to Francophone issues. If time, have students compare their predictions with the content presented in class. Hand out performance assessment task. Go over the assignment and what is expected. (15 minutes) Exit slip: On a Post it have the students write one thing that stuck with them from the lesson. Introduction: Review the performance task. Ask if there -Video clip -Post its -Prezi presentation Formative: -The discussions throughout the lesson will indicate whether or not understanding of the content is occurring -Exit slip

Thursday March 21st

Curriculum: 9.1.8.1

-MacBook cart

Formative: -I will circulate

Length: 50 minutes Focus questions: -What criteria should be used to determine immigration policies?

9.1.8.6 9.1.8.7 Knowledge: -Create criteria for suggestions on immigration policies Skills: -9.S.1 -9.S.4 -9.S.6 -9.S.7 -9.S.8

were any questions. Work period for performance task - editorials. Hand out the reasoning maps and go over it as a class. Go through the process of completing it. Hand back current events analysis assignments

-Computer room booked -Newspaper editorial examples -Reasoning maps

among the students to ensure they are on task and answer any questions. I will mentally assess their work and provide assistance where needed.

Friday March 22nd Non-instruction Day Date Week 3 Monday April 8th Length: 50 minutes Focus questions: -What are some benefits to immigration? -What are the other views on immigration? Objectives Students will Curriculum: 9.1.8.7 Knowledge: -Evaluate what benefits immigration has for Canada -Identify alternative perspectives on immigration Skills: -9.S.1 Lesson Procedure/Description Collect performance assessment tasks for marking. Introduction: Have students respond to the following question on the board: What are some benefits to immigration Have a 15-minute review of what was learned prior to spring break. Hand out T-chart template for todays lesson. State that students must fill out the columns as the information is presented. Look at the benefits of immigration. Look at the perceived cons/alternative views of Materials -T-chart template -Prezi presentation Assessment Formative: -The discussions throughout the lesson will indicate whether or not understanding of the content is occurring Summative: -Since I am collecting the performance tasks today, this will be summative.

immigration.

Tuesday April 9th Length: 50 minutes Focus questions: -How do provinces influence and implement immigration policies? -What is the impact of immigration on Calgary? -What impact does it have on Alberta?

Curriculum: 9.1.8.1 9.1.8.4 9.1.8.7 Knowledge: -Identify the impact immigration has locally and provincially Skills: -9.S.1

Introduction: Verbally review through questioning some of the benefits and alternative views that were discussed yesterday. Look at the impact that immigration has on a provincial level. Discuss: -What do provinces do to influence and implement policies? -What impact does immigration have for Alberta? need for Alberta workers -Show the immigration video clip from the Alberta government Have students discuss at their tables what impact immigration has on Calgary? -Look at the impact

-Mock Twitter board -Government of Alberta video -Prezi presentation

Formative: -The discussions throughout the lesson will indicate whether or not understanding of the content is occurring -Exit slip

Wednesday April 10th Length: 50 minutes Focus questions: -What are some issues that immigrants face when coming to Canada?

Curriculum: 9.1.8.1 9.1.8.2 9.1.8.4 9.1.8.6 9.1.8.7 Knowledge: -Identify issues that immigrants face. -Formulate an understanding

Exit slip: On a mock Twitter feed board, students must write one things about todays content in less than 140 characters. Introduction: Read the excerpt about an immigration issue. Have students share their reactions. Ask: -Why is this an issue? -What solutions can we think about for this issue? Present other issues that immigrants may face. Hand out the worksheet that will be need to be completed

-Video (W5) -Note taking worksheet -Study guide -Prezi presentation

Formative: -The discussions throughout the lesson will indicate whether or not understanding of the content is occurring -Exit slip

about the issue discussed in Case Study Video. Skills: -9.S.1 -9.S.2

during the video. Go over what is expected. Show the video on a particular care study. Have students share their responses for the video worksheet. Exit slip: Respond to the following question in 3-5 sentences: Do you agree or disagree with the ideas/concepts presented in the video? Hand out study guide for test -Go over the format of the test -Go over the content that will be covered

Thursday April 11th Length: 50 minutes Focus questions: -What have I learned? -What do I have questions on still?

Curriculum: 9.1.8.1 9.1.8.2 9.1.8.3 9.1.8.4 9.1.8.5 9.1.8.6 9.1.8.7 Knowledge: -Demonstrate understanding of curriculum objectives in preparation for exam Skills: -9.S.1 -9.S.2 -9.S.4 -9.S.5

Introduction: Review class for the exam Divide students into colour groups, have students discuss any questions they may have about anything discussed. Go over the questions. Play a Jeopardy game created for review in the colour groups. If there is time, do an ABC review. If the items can be found in time, do a grab bag with the students as a culminating activity. Give each group a set of items that they will have to state what the relevance of the item is to the topic of immigration.

-Jeopardy game

Formative: -The Jeopardy review game

Friday April 12th Length: 50 minutes

Curriculum: 9.1.8.1 9.1.8.2 9.1.8.3 9.1.8.4 9.1.8.5 9.1.8.6 9.1.8.7 Knowledge: -Demonstrate attainment of the curriculum objectives Skills: -Demonstrate appropriate test taking skills

Chapter 5 Unit Exam Before starting the exam, go over test taking procedure -If students finish early have them preview the next chapter in the textbook. Hand back performance assessment tasks after students have finished the exam.

-Chapter 5 exam -Test taking materials (pencil, pen, eraser)

Summative: -Chapter 5 Unit Exam

Annotated List of Resources Alberta Civil Liberties Research Centre. (2006). Refugees and discrimination: Teacher and student materials. This is a teacher resource that discusses multiple aspects about refugees. It provides a very detailed explanation of who refugees are, why they leave, life in a refugee camp, laws concerning refugees and what settling in Canada means for them. This is a valuable resource because not only does it have materials for teachers it also includes some teaching materials for students. Cambridge Studies. (2003). Ethnic fragmentation in Canada. Retrieved February 15, 2013, from http://www.learnalberta.ca/content/aeve/movieLauncher.html?movie=smil/et hnic_fragmentation.mov This is an authorized video for the grade nine curriculum. It provides a case study of two communities in Canada. In particular it looks at Montreal and the difficulties they are facing in preserving the French language within new immigrants. This resource is valuable because it links to the curriculum outcome 9.1.8.5. Community Resource: Guest Speaker Immigration officer A guest speaker that I would invite into the classroom is an immigration officer. I think the immigration officer could provide excellent information on details of Canadas immigration process and policies. It would provide the students with excellent real life accounts. I feel that a guest speaker would be a great way to engage the students with content discussed in class. Editors. (2008). Good for Canada? We certainly hope so. Macleans,121 (14), p. 2-3.

This is an editorial piece written about immigration in Canada. It discusses the issue of whether or not immigration is beneficial for Canada. I think this is an excellent resource as it will be an exemplar that I will show my students in terms of the performance task. Government of Canada. (2013). Citizenship and immigration Canada. Retrieved February 9, 2013 from http://www.cic.gc.ca/english/index-can.asp This is a website produced by the Government of Canada. It provides details about obtaining citizenship and the process of immigration. I feel that it is a very useful and valuable resource to use because it provides the perspective that the government takes on immigration. Hearn, E., & Milne, M. (2007). Our new home: Immigrant children speak. Toronto, ON: Second Story Press This is a book that has short excerpts of childrens experiences immigrating to Canada. Though the excerpts are from the perspectives of young children I feel that it will be a valuable tool. It will provide the students with a sense of what it is like to leave their home and arrive in a country where everything is different and new. This will be useful to the unit because it can help the children take the perspective of immigrants if it is something that they are not familiar with. Hughes, S. (2005). Coming to Canada: Building a life in a new land. Toronto, ON: Maple Tree Press Inc. This is a book that provides a broad overview of the history of immigration in Canada. It provides stories of immigration over the course of time. The one issue that I have with this resource is that it paints the picture of immigration mainly from the positive perspective. It does not discuss any of the negative experiences that immigrants may have

faced over the course of Canadian history. It is valuable for the unit because it will provide me with brief understandings of the course immigration has taken over time. Lychak, P. (2009). Issues for Canadians: Teaching resource. Toronto, ON: Nelson Education This is the teacher resource manual that was created for the textbook that my students are using. One of the useful aspects of this resource is the fact that it has activities that coincide with the material in the textbook. One issue that I have with this is that many of the activities are limiting in terms of student engagement or relevance to my overarching critical inquiry questions. McIntyre Media Inc. (2005) W5 Broken Promises. CTV Media. This is a video that discusses an issue that immigrants in Canada may face. It provides an analysis of immigrants who come to Canada with certain qualifications that are not recognized in the same degree. This is valuable to the unit because it relates to the issue of what issues immigrants may face and how certain policies affect them. The video is presented in a manner that the students would enjoy viewing. Star Media Corp. (2013). Canadian immigrant. Retrieved February 9, 2013, from http://canadianimmigrant.ca/ This is a website that details many immigration issues and topics within Canada. In a sense, it acts as an all in one source to get current information about immigration. For example, it has links to immigration news, stories, entertainment, forums etc. It is a resource that would be easily accessible for my students to navigate through.

Performance Assessment Task and Evaluation Tool

Editorial Assignment
Worth: 25% Due: Monday April 8th, 2013

Purpose: The purpose of this assignment is to be able to create a list of suggestions that you feel will benefit Canada the most when accepting immigrants. This is your opportunity to take the concepts that we have learned in class and apply them to suggestions that you feel would work best. The assignment allows you to be able to effectively defend and support your ideas. Background Information: The Government of Canada is considering making changes to the criteria that they use to accept new immigrants into the country. As an employee of your local newspaper you have decided to write an editorial piece voicing your opinion on what criteria should be used in creating the new policies. The editorial should include the following: A minimum of four suggestions of criteria to determine the policies that should be created Justification for each criteria suggestion Implications that the criteria would have on immigrants and on citizens of Canada At least two connections to the Canadian Charter of Rights and Freedoms Consideration and mention of the economic, political, health or security influence that your criteria suggestions would have Format: Should be written using the standard editorial format (as shown in class)

Editorial should not be longer than 2 pages Typed, double spaced Can be neatly handwritten, double spaced

Some questions to consider: Before writing: Do I think it is more important to have criteria that benefit Canadas economy, politics, health and/or security? Are there any policies currently in place that I do not agree with or would like to change? Are there policies in place that I do agree with? During the writing process: Does my suggestion make sense given the context of the situation? Is my suggestion something that could be adopted by the government? Will my suggestion benefit Canada and its citizens? Who does my suggestion benefit, and it what way? What will my suggestion look like if it were in place? These are just some questions to get you to start thinking, about what sort of suggestions you can include. Remember you can make suggestions that could have an impact locally, provincially, nationally and/or globally. What needs to be handed in: *Reasoning map Editorial piece Evaluation: The letter will marked based on the rating scale provided below.
*Reasoning map will be completed at an earlier date. This will be used as a planning activity for the assignment.

EDITORIAL EVALUATION GUIDE

Poor Satisfactory Excellent 4

Criteria suggestions 1 2 3 Are there clearly four suggestions outlined in the editorial? Are the suggestions clearly explained? Do the suggestions seem plausible? Are there some examples provided that support the criteria suggestion?

Justifications for suggestions 1 Is there a justification for each criteria given? Are the justifications presented in a thoughtful manner? Do the justifications show thoughtful consideration? Are the justifications reflecting content learned in class?

Implications of suggestions 1 2 3 4 Is there consideration of what the implications may be to Canada and its citizens? Do the implications seem beneficial to Canada? Are the implications fair and just to all parties involved? Are the implications well thought out? Connections to Charter and factors 1 2 3 4 Does the criteria connect to two of the Rights and Freedoms found in the Charter? Does it accurately use the Rights and Freedoms in a manner that is relevant? Are connections to the factors that influence immigration made? Do the connections show thoughtful consideration? Presentation 1 2 3 4 Is there proper punctuation, grammar, and spelling? Is the editorial in the correct standard letter format and within the two-page limit? Are the ideas clearly expressed and organized in a way that makes sense? Is the tone of the editorial written in a persuasive manner?

Total = _________ 20
*When work is judged limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.