Unit Planning Organizer General

Unit Plan
Grade 5 Social Studies

How do the stories and experiences of groups who settled Canada shape Canadian
identities today?
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How do the stories and experiences of groups who settled Canada shape
Canadian identities today?
My goal for this unit is to introduce students to using sources and discussion to
actively participate in understanding history. In this way, I want students to understand
that all history is a perspective of events that have taken place. There are many players
and actions in history and this unit is designed to introduce students to diverse cultures
who helped to build Canada. Students will have the opportunity to collaborate with their
peers, discuss ideas and reflect on their own ideas and opinions of history throughout
the term. Students will have the opportunity to work with documents and less traditional
sources of history by learning through stories and story-telling rather than the traditional
textbook model of teaching, although there will be some of that. Throughout this unit,
students will learn about groups and people, fictional and real characters of the
Canadian landscape. Prior to this unit, students have spent a substantial amount of time
learning about the geography of Canada, and this unit focuses on the people within the
places they already learned about in the past. These stories are meant to connect with
students and aide in their understanding of the interactions of influence, people and
places throughout Canadas history from the 18th to the beginning of the 20th century. It
my hope this unit ignites a passion for understanding historical events and the active
process that history is in seeking out interpreted truths of the past.
Throughout this unit, I will introduce students to groups from Canadas past and
present through the use of stories. I start and continue to use The Ring, Memories of a
Metis Grandmother written by Marion W. Dowler, the story of Sam and Jane Livingston
throughout the unit to demonstrate that history is passed on like a family heirloom in
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some cases and that a single family can experience many events in Canadian history.
This is done to demonstrate that history does not happen in period or waves, but rather
is built upon itself. I also video clips, picture books and short biographies to tell the
stories of the groups outlined by Grade Five Program of Studies. This is usually done as
a hook to bring the students in and find relevance in their discussions. I want the
students to see that the people of the past are not nameless and faceless but could be
people they can identify with. I also want students to see the ties between the people of
the past and the current stereotypes that have been built around the Canadian identity.
An example of this is students learning of Sam Steele, a North West Mounted Police
General. This man rules the west with an iron fist, but a lack of guns and violence
contributing to our ideas about the steadfast Canadian Mountie and our notions of
peace-keeping, polite Canadians. Sometimes, this unit will allow students to challenge
these notions such as a lesson about Black Canadians and the Underground Railroad
in which students will learn that slavery was also a part of Canadas past as well as
Americas. To encourage this view of history, I also use an ongoing formative
assessment task which puts individuals in my students spotlights: trading cards the
students make on people they found interesting in each lesson. Trading cards are not
only relevant to the age group, they also offer a short activity to consolidate learning that
happened each class. Students are given the choice of people, events or themes to
make trading cards for. The task requires students to write down the strengths,
weaknesses, rarity, a short description and they make a small illustration. This
consolidates knowledge for students in a small but powerful way that requires students
to understand these people and their stories and encourages students to play these
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people of historys roles in the building of a Canadian identity. This formative
assessment task will be completed as a conclusion of most lessons and will be
transferred to a homework activity if it is not completed in task. This will encourage
students to learn outside the classroom as well. It is my hope that switching the medium
of the story-telling and in actively trying to find diverse and inclusive representations of
people that my students will be exposed to unconventional stories that may challenge
their ideas of the Canadian identity and excite them into developing a range of
Canadian characters represented in their trading cards.
Half way through this unit, students will be given their performance task and be
given substantial class time and encouragement to work on their project at home. Each
student will choose a person who would fit into any of our lessons on the groups who
settled in Canada, fictional or real. Then they will write a speech that will perform in
class in character as that person, using sources and research to assist them with this
task. Students are encouraged to take ownership of this project by writing up and
signing learning contracts, committing to complete work on time and offering alternative
suggestions if their work is not at the stage it is supposed to be in the time they
committed to completing it. Students will also assist in building the rubric for which they
will be assessed and have time for their peers to give suggestions for editing. The
speeches will take four classes to perform and students will be given the opportunity to
ask and respond to the questions of their peers. These speeches I hope to video record
to show to parents for parent-teacher interviews in order to celebrating the students
hard work. Each day, the class will hold a silent vote for who they believe made a great
speech and then the four elected students speeches will move onto the next step of the
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performance tasks, tableau scenes to bring the speech to life all the more. The
remaining students of the class will be split into the four groups and will have to
collaborate and work together toward building the tableau, reflecting on their
contributions to the group. Tableaus are abstract as students will have to brainstorm and
problem solve how to represent a scene in history. This will require higher level critical
thinking and will challenge students in a fun and active way. I plan on inviting the
principal and vice-principal to see the final tableaus and speeches, maybe even finding
a way to perform them over lunch for their fellow students to celebrate learning.
I spend a significant part of instructional time in the course working with the
theme of immigration. Students will learn about the Great Migration of people from the
British Isles, immigration of Loyalists in the United Empire, Non-European immigrants
consisting of Chinese, Black and Indian peoples and their struggles, and finally other
European immigrants consisting of Ukrainian, Polish, German and Russian immigrants.
I believe this will be an important topic for students to interact with as there are several
students between two classes who are second generation Canadians, but also because
the experiences of immigrants also challenges ideas of Canadas acceptance of multiculturalism. Students will learn about Canadas policies of prejudice such as the
Chinese Head Tax, or the struggles faced by people who were pressured to adopt
British culture once they immigrated. This will be a tender topic if not executed well, and
therefore I found sensitive materials in order to encourage students to challenge
prejudicial ideas.
Throughout this unit, I have planned a diverse set of activities for each lesson in
order to show students the various ways they can interact with history. They will be
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given the opportunity to construct arguments and questions, to analyze documents,
collaborate with others and reflect independently. I have given students the opportunity
to challenge their prior knowledge and to build off of it, many classes starting with a
students predictions or prior knowledge and then coming back to assess it again. I
wanted to employ metacognition, or the thinking of ones learning in order to challenge
my students and encourage them to learn more about history in and out of the
classroom.
Unit Planning Organizer

Subject: Social Studies
Grade: Five
Unit/Topic: Histories and Stories of Ways of Life in Canada

Date and Unit Duration: March 9th to April 24th
1. Unit Overview Critical Inquiry Question
How do the stories and experiences of groups who settled Canada shape our own Canadian identities today?
2. General Learning Outcomes for Unit

Students will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canadas
heritage.
In the program of studies, stories are not restricted to non-fictional real events throughout history but more specifically:
Stories: Stories provide a vital opportunity to bring history to life. Through stories, people share information, values and attitudes about history, culture and
heritage. Stories are communicated through legends, myths, creation stories, narratives, oral traditions, songs, music, dance, literature, visual and dramatic arts,
traditions and celebrations. They can include or be supported by biographies, autobiographies, archives, news items, novels or short stories.
In social studies, stories provide students with opportunities to understand the dynamics of peoples, cultures, places, issues and events that are integral to
Canadas history and contemporary society.
3. Focusing Questions for Unit (Related Questions)
What was life like for the people of Canadas past?

What stories do we know about Canada?
Which ones have we heard before? Which ones have been silenced?
Who decides what stories are told?
How can Canadian Identity be defined?
What is diversity?
Who are the people that settled Canada?
What were their challenges?
How did they overcome them?
Do we see the same struggles today?
How did stories told about Canadian change over time?
What can these changes tell us?
What contributions have been made by the diverse groups we are discussing to our lives today?
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4. Key Concepts for Unit
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5. Specific Learning Outcomes for Unit
Values and Attitudes:

5.2.1 appreciate the complexity of identity in the Canadian context:
recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity
acknowledge oral traditions, narratives and stories as valid sources of knowledge about the land and diverse Aboriginal cultures and history.
acknowledge the roots of Francophone identity and presence in Canada
acknowledge British influence and presence in Canada
acknowledge the contributions made by diverse cultural groups to the evolution of Canada
recognize how changes in society can affect identity
Knowledge:
5.2.2 examine, critically, the ways of life of Aboriginal peoples in Canada by exploring and reflecting upon the following questions and issues:
What do the stories of First Nations, Mtis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land?
How are the Aboriginal cultures and ways of life unique in each of the western, northern, central and eastern regions of Canada?
How were the natural environment and geography of each region of Canada determining factors of the diversity among Aboriginal groups (e.g., languages,
symbolism)?
What was the significance of the potlatch to the identity of the Aboriginal peoples of the Northwest Coast?
In what ways do anthropology and archaeology contribute to our understanding of First Nations, Mtis and Inuit peoples?
5.2.4 examine, critically, ways of life of the fur traders by exploring and reflecting upon the following questions and issues:
How are the stories of the Mtis people, their culture and heritage rooted in the fur trade?
How do stories about ways of life in fur trade forts reflect the British influence in Canada?
What were the main languages spoken by fur traders and their families in the fur trade forts?
5.2.5 examine, critically, ways of life of the United Empire Loyalists by exploring and reflecting upon the following questions and issues:
What do stories of the United Empire Loyalists tell us about British culture and presence in Canada?
How did the diversity of United Empire Loyalists contribute to Canadian diversity?
5.2.6 examine, critically, the ways of life of immigrants from the British Isles during the Great Migration by exploring and reflecting upon the following
questions and issues:
What do stories of Irish and Scottish immigrants tell us about their heritage and presence in Canada?
What do stories of British peoples tell us about the British history, culture and presence in Canada?
5.2.7 examine, critically, how the North West Mounted Police shaped ways of life in Canada by exploring and reflecting upon the following questions
and issues:
What do stories of the North West Mounted Police tell us about the settlement and development of western and northern Canada?
How have stories of the North West Mounted Police shaped identity in western and northern Canada?
5.2.8 examine, critically, ways of life of non-European immigrants by exploring and reflecting upon the following questions and issues:
How do stories of Chinese immigrants (i.e., railway workers) contribute to an understanding of the development of Canada?
What do stories of the Underground Railroad tell us about the history and presence of Black communities in Canada?
How do stories of immigrants from India contribute to an understanding of diversity in Canada?
5.2.9 examine, critically, how European immigrants shaped ways of life in western Canada by exploring and reflecting upon the following questions and
issues:
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What do stories of immigrants from Ukraine, Poland, Russia and Germany tell us about their history and presence in western Canada?
How were European immigrants affected by pressures to conform in western Canada?
Skill:
Dimensions of thinking
5.S.1 develop skills of critical thinking and creative thinking:
analyze significant local and current affairs from a variety of sources, distinguishing between fact and opinion
evaluate ideas, information and positions from multiple perspectives
re-evaluate personal opinions to broaden understanding of a topic or an issue
generate original ideas and strategies in situations of individual and group activities
seek responses to inquiries from various authorities through electronic media
o recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or
relevance for the purpose used
5.S.2 develop skills of historical thinking:
use photographs and interviews to make meaning of historical information
use historical and community resources to understand and organize the sequence of national historical events
explain the historical context of key events of a given time period
o organize information, using such tools as a database, spreadsheet or electronic webbing
5.S.4 demonstrate skills of decision making and problem solving:
determine when a decision needs to be made in dealing with problems and issues
collaborate with others to apply strategies for decision making and problem solving
select and use technology to assist in problem solving
o use data gathered from a variety of electronic sources to address identified problems
o solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or
hypertext technology
o use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a
problem-solving environment
o generate alternative solutions to problems by using technology to facilitate the process
Social Participation as a Democratic Process

5.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
consider multiple points of view while attempting to reach group consensus
demonstrate the ability to deal constructively with diversity and disagreement
work collaboratively with others to achieve a common goal
o record group brainstorming, planning and sharing of ideas by using technology
o retrieve data from available storage devices, such as a shared folder, to which a group has contributed
5.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:
demonstrate commitment to the well-being of the school or community by volunteering to help where needed
Research for Deliberative Inquiry

5.S.7 apply the research process:
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determine themes, patterns and trends from information gathered

use graphs, tables, charts and Venn diagrams to interpret information
draw and support conclusions, based on information gathered, to answer a research question
cite references as part of research
o design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan, as necessary
o access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locators (URLs)
o navigate within a document, compact disc or other software program that contains links
o organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories
o organize information, using such tools as a database, spreadsheet or electronic webbing
o use a variety of technologies to organize and synthesize researched information
o reflect on and describe the processes involved in completing a project
Communication
5.S.8 demonstrate skills of oral, written and visual literacy:
select appropriate forms of delivery for written and oral information, taking particular audiences and purposes into consideration
respond appropriately to comments and questions, using language respectful of human diversity
listen to others to understand their perspectives
o create visual images for particular audiences and purposes
o identify and distinguish points of view expressed in electronic sources on a particular topic
o extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and e-mail
o communicate effectively through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies
that serve particular audiences and purposes
5.S.9 develop skills of media literacy:
examine how various people might interpret a media message differently
examine diverse perspectives regarding an issue presented in the media
Unit Overview
5B March 9
5A March 9
Lesson 1: Introduction to the Unit,
Formative Assessment Task
Fur Traders
Length of Lesson:
55 minutes (1 class period)
Instructional Objectives
Outcomes Addressed
Students will:
Students will:
use information gathered to assess character traits

and describe people, places or themes.
Identify the language that were used by fur traders
and their families.
define the terms DIVERSITY, CULTURE and
STORIES.
examine, critically, ways of life of the fur traders by

exploring and reflecting upon the following
questions and issues:
How are the stories of the Metis people, their
culture and heritage rooted in the fur trader?
How do stories about ways of life in fur trade forts
reflect the British influence in Canada?
What are the main languages spoken by fur traders
and their families in the fur trade forts?
Key Questions
What is important information we need to know when we dont have much room?
What are fur traders?
What is diversity?
What is culture?
What is a fictional story? What is a historical story? How do they get passed on?
How do we know Joseph Howses story? When does the story take place? When was it written down?
What does that tell us about stories?
Who are the Metis? How did their customs and heritage differ from British fur traders?
What did the fur traders do? Why were furs so important to Europe? For Aboriginals?
What is the legacy of the fur traders?
What are languages were spoken by fur traders and their families?
How did fur traders live?
Did they have families? What did these families look like?
How did the fur trade affect family life?
What was important for keeping fur traders going in Canada?
Materials
Assessment
Hancock, L. & Dowler, M. W. (2010). The Ring, Memories

of a Metis Grandmother The Pioneer Love Story of Sam
and Jane Livingston. Lantzville, BC: Lyn Hancock Books.
Pages 19-33.
Pre-Assessment anonymous question box
Poster paper
Short work sheet
Trading Cards Formative Assessment

Classroom observations
Markers
Unit Overview sheet
Half an index card per student
Clear paper protectors for their duo-tangs
Lesson Procedure
Introduction:
5A: Students will pass two beach balls around and answer the questions on the beach balls pertaining to Social Studies.
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This was an activity performed with 5B on orientation day. This is to introduce me to the students so I can learn more
about them. The rest of the lesson will be for both classes.
I will hand out unit overviews. We will go over this and I will mention that our three themes are DIVERSITY, STORIES and
CULTURE. We want to find these themes in looking at every group of people we study throughout the unit.
Finally, we will go over the formative assessment task for the rest of unit. Students will each be handed out an index card
each and will be asked to think about what they would need to know to make a trading card for their favourite character in
a movie, TV show, videogame or book. Ill ask everyone what a trading card usually has. Write this information on the
whiteboard.
Explain that each day every student will be asked to make a trading card for a person, fictional or real, or a place that we
talked about. Well need to put relevant information on the trading cardthe theme of the cards being Stories of Canadian
History.
Development:
I will introduce them to the book The Ring: Memories of a Metis Grandmother. While reading this book, I will ask for
students to write down in their notebooks any information about:
Metis or Aboriginal
Family of fur traders
Customs or rules
Hudsons Bay Company
North West Company
Trading posts
Voyageurs or Adventurers
Languages
Students will know which of these subjects or themes to write about because they will be given it randomly on a piece of
paper at the start of this activity. This will hopefully start to develop student skills with active note-taking. Each group will
be asked to listen to the story like an investigator. You are trying to learn as much as possible from the story about your
subject.
As I read the first chapter, I will stop and ask all students questions about the story or about the content. They will be
encouraged to write down information about the theme or subject they were given. If students are struggling, I will offer
them pieces to go with their subjects.
Once the story is over, as a class, I will put up a graph on the whiteboard. I will ask students to write down in their Social
Studies notebooks the same graph so we can learn this information together. The students who worked on each subject or
theme will be asked to share what they wrote down.
Conclusion
Students will be asked to come up with three questions they still have about fur traders. These will be anonymous
questions they will put in a box and I will have a chance to review them for class the next day.
Then students will have the have the rest of the class to work on their trading card for the day.
5B March 10
5A March 11
Lesson 2: Fur traders contd
Length of Lesson:
Outcomes Addressed
Students will:
Students will:
Compare and contrast the
examine, critically, ways of life of the fur traders by exploring and
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stories of HBC fur traders and

NWC fur traders
Examine artefacts to predict
and infer to their relevance to
fur trade society.
reflecting upon the following questions and issues:

How are the stories of the Metis people, their culture and
heritage rooted in the fur trader?
How do stories about ways of life in fur trade forts reflect the
British influence in Canada?
What are the main languages spoken by fur traders and their
families in the fur trade forts?
Key Questions
What is similar about David Thompsons story to that of Joseph Howse?
Why was David Thompson written about more than Joseph Howse? How do we know about these men? What do
we know about them?
What do we know about their families?
How did they interact with the Aboriginals they were trading with?
What were they trading to the Aboriginals? What were the Aboriginals trading for?
How would these goods change their lifestyles?
Materials
Assessment
HBC Heritage (n. d.). Our History:

People: Explorers: David Thompson.
The HBC Years. Retrieved from:
http://www.hbcheritage.ca/hbcheritage/h
istory/people/explorers/david-thompson
Classroom Observation
Trading Card Formative Assessment Task
Notebooks
Pen/pencil
Photographs, paintings and artifacts.
Lesson Procedure
Introduction:
Once students are seated, we will begin class with the story of another trader, this time one from the North West
Company: David Thompson. After the story we will have a short discussion.
Development:
Direct instruction. To ensure students have learn what they need to about the fur trade, I will explain to them a brief history.
I will hand out paintings or pictures for students to look at while they are learning. In this time, I will try to answer as many
of the questions from the box of questions the students contributed to from the previous day.
After direct instruction, the next step will be photograph centres. In these centres, students will examine photographs or
paintings and write down hypothesis and inferences they may have about the way of life for the fur traders.
After making their predictions, all students will come back, share their predictions and then the real answers will be
revealed. Students can then change the answers in their notebooks.
Conclusion:
Students will have time to write out their trading card for the day.
5B March 11
5A March 12
Lesson 3-4: United Empire
Loyalists
Length of Lesson:
2 class period (96 minutes)
Outcomes Addressed
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Students will:
Predict the relevance of historical

events to Canada.
Compare the motives of United
Empire Loyalists from diverse
groups.
Categorize and distinguish
between loyalism and
separatism.
Explain how the British increased
their influence in Canada.
Identify multiple views on
loyalism
Relate Loyalist views and
discussions to today.
Students will:
Recognize how an understanding of Canadian history and the stories
of its peoples contributes to their sense of identity.
Acknowledge British influence and presence in Canada.
Recognize how changes in society can affect identity.
5.2.5 examine, critically, ways of life of the United Empire Loyalists by
exploring and reflecting upon the following questions and issues:
What do stories of the United Empire Loyalists tell us about British
culture and presence in Canada?
How did the diversity of United Empire Loyalists contribute to
Canadian diversity?
Evaluate ideas, information and positions from multiple perspectives
Re-evaluate personal opinions to broaden understanding of a topic or
an issue.
5.S.2: develop skills of historical thinking
explain the historical context of key events of a given time period.
Key Questions
Who were the Loyalists? What did they fight for?

What does it mean to be loyal?
What did the British Empire offer to the Loyalists?
Why did people reject loyalism?
Who could be Loyal?
Why would Aboriginals like the Shawnee or Iroquois combine forces with the Loyalists?
What happened to Loyalists in separatist areas?
What happened to non-Loyalists in Loyalist areas (Acadia)
Is it fair to remove people from their homes for not agreeing with government?
Materials
Assessment
PowerPoint presentation
Pre-Assessment Anonymous prediction box
KWL for Settlers of Canada
Formative Assessment Motives sort
Concept sort
Formative Assessment Report Cards
Centres for Loyalist groups
Formative Assessment Trading Cards
Report Cards
Acadian letter
Half-index card
Pencils
Lesson Procedure
Introduction:
In a group discussion, I will ask what students know about settlers who came to Canada. I will write a KWL chart on the
board and collect information on it. After, Ill take a picture and then erase it. Then, students will be given a KWL sheet and
be asked to complete it.
After this, I will introduce the topic for the next few classes: British influence in Canada. I will let students know that we will
start with an American War and have them guess which one it is.
Then once we know its the American Revolution, I will give students the opportunity to write down an anonymous
prediction of why Canada would have a heavier British influence because of an American War. These predictions will be
put in a box and shared at the end of the final lesson on this subtopic.
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I will introduce Loyalism and have students define what they think being loyal means. Then I will ask them what they
think the punishment should be for people who choose not to be loyal and what the punishment should be for people who
dont want to choose sides.
Development:
Activity 1:
Students will work through a direct instruction lesson to learn about United Empire Loyalists. I will hand out students a
worksheet with a table on it to organize information. As a class we will discuss building tensions and the experience that
led to the motivations on either side. This way students may understand why the war happened as it did. Here is also
when I will explain to students that we are going to look at this topic in two parts:
Loyalists in Canada-area before and after American Revolution
Non-Loyalists in Canada and their treatment.
Concept sort. Students will be given motivations and will have to choose what side this person will stand with. This will
allow me to see that students understand what motivations were what.
Activity 2:
Students will be placed into groups of four and have the opportunity to go around to centres themed with different groups
of loyalists. After reading the short stories at each centre, the group will be asked to write a short report card for the
group. Students will be asked to give the loyalists a grade on their loyalty, and the British government a grade on their
treatment of the people who stayed loyal to them. Then the students will have to come together to figure out what
comment theyd give to each.
Black Loyalists:
Aboriginal Loyalists:
Iroquois shut out of any deals with the Treaty of Paris, 1783
Metis Loyalists:
Chloe Cooley
Joseph and Molly Brant
British Loyalists:
First Loyalists
Late Loyalists
Each of these centres will have one or two stories and some artifacts: pictures of items or paintings, etc
Activity 3:
Students will be given the letters from Marianne Pichet. These letters are fictional but they represent real experiences of
the Acadians. Students will do a popcorn read out loud.
Then we will split the class into two groups: British governors of the colonies and Expelled Acadians.
In these two groups, students will be asked to talk to each other about what the motivations would have been for either of
these groups. Then students will be paired together and asked to share their groups conclusions.
Conclusion:
The predictions from the first day of the lesson will be read. Students will compare what the predictions say with what
really happened.
After students will be asked as a group if they think this event affected Canada until today. After discussing this, students
will be given the final few minutes to make a trading card.
5B March 16
5A March 17
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Lesson 5: Great Migration
Length of Lesson:
Outcomes Addressed
Students will:
Students will:
Recognize how an understanding of Canadian history and the stories
of its people contributes to their sense of identity.
Acknowledge the contributions made by diverse cultural groups to
the evolution of Canada.
5.2.6 examine, critically, the ways of life of immigrants from the British
Isles during the Great Migration by exploring and reflecting upon the
following questions and issues:
What do stories of Irish and Scottish immigrants tell us about their
heritage and presence in Canada?
What do stories of British peoples tell us about the British history,
culture and presence in Canada?
Explore stories from Irish and

Scottish immigrants and relate
them to Irish and Scottish
presence in Canada.
Distinguish the challenges
associated with settling land and
building farms.
Recognize the contributions of
the immigrants from the British
Isles to Canadian society
Key Questions
What are the British Isles?

Why did people migrate to Canada in great waves from the British Isles?
What struggles did they face?
How did Canadian society react to their arrival?
What contributions did they make to Canadian society?
How does this group contribute to our ideas of Canadian identity?
Materials
Assessment
Barnes, C. (1981). Two Letters from

Upper Canada. Ottawa, ON: Canadian
Library Association.
Hancock, L. & Dowler, M. W. (2010). The
Ring, Memories of a Metis Grandmother
The Pioneer Love Story of Sam and Jane
Livingston. Lantzville, BC: Lyn Hancock
Books. Pages 19-33.
Pre-Assessment Culture game

Trading card formative assessment
Journal reflection formative assessment
Lesson Procedure
Introduction:
Students will play a culture game. They will be split into two groups and be given 10 seconds to come up with team
names. Then, they will be handed out three pieces of poster paper. These pieces of paper will have English, Irish and
Scottish at the top. Each group can choose two scribes to write down the contributions to Canada at any time in history.
The goal will be to write down as many as possible. Students will be reminded that they will have to whisper or the other
group can hear. Groups will have two minutes to write down as many contributions as they can.
We will put all 6 pieces of poster paper on the whiteboard and as the lesson goes on, students will be asked to raise their
hand and tell me to circle any of the contributions that existed at the time of the Great Migration.
Development:
I will ask students to read silently page 164-169 of their textbook. Then I will read two stories of settlement to the students,
one is fictional and the other a real story passed down from Sam Livingston. As students read page 164 and have the two
stories read to them, students will be asked to write down the positive parts of migrating to Canada and the negatives.
After the stories are done. Students will be given the opportunity to speak in small groups about the top three positive
aspects and the top three negative aspects their group came up with.
We will re-address the posters at the front of the room and I will ask students if there is anything they would add to the
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posters based on the new information we went over. Anyone who raises their hand and contributes can then write their
answer on the poster it belongs to.
For a second activity, I will put up pictures of relatively untouched parts of Canada with corresponding numbers. Students
will see photographs of forest, Canadian shield, etc I will give students a number of one of the photographs. Then,
students will write down in their Social Studies notebooks what they would have to do to make the land livable for
themselves and their families. This is a silent journal exercise.
Conclusion:
I will explain push and pull factors. Students will then have a three corners activity where they will be asked to imagine the
perspective of a prospective immigrant to Canada. They will have to decide whether to A) stay in the British Isles, B) Feel
pulled to Canada, or C) Feel pushed to move to Canada. Then students will be asked to defend their points in their
groups.
In the final minutes of class, students will have a chance to write their trading card for the day.
5B March 17
5B March 18
Lesson 6: North West Mounted
Police
Length of Lesson:
1 class period
Outcomes Addressed
Students will:
5.2.1 appreciate the complexity of identity in the Canadian

context:
Recognize how an understanding of Canadian history and the
stories of its peoples contributes to their sense of identity.
5.2.7 examine, critically, how the North West Mounted Police
shaped ways of life in Canada by exploring and reflecting upon
the following questions and issues:
What do stories of the North West Mounted Police tell us about
the settlement and development of western and northern
Canada?
How have stories of the North West Mounted Police shaped
identity in western and northern Canada?
5.S.2 develop historical thinking
Use historical and community resources to understand and
organize the sequence of national historical events
Challenge the myth of the North West

Mounted Police
Generalize the contributions made by
the NWMP to Canadian society.
Reconstruct a history of the West
through the use of resources provided.
Key Questions
Who were the NWMP?
How were they formed? Why were they formed?
What challenges did this group face?
What contributions did they make to the building of the West?
What do the stories of the NWMP tell us about Canadian identity?
Materials
Assessment
Robertson, A. (2005). North West Mounted

Police, A Tradition in Scarlet. Lethbridge, AB: Sir
Alexander Galt Museum and Archive. Retrieved
from: http://www.virtualmuseum.ca/sgc-
Worksheet for Scavenger hunt formative assessment

Classroom discussion and observations
21
cms/expositionsexhibitions/police/eng_flash/1.1_introduction.ht
ml
Laptops if possible.
Sam Steele Heritage Minute.
Worksheet for scavenger hunt
Hancock, L. & Dowler, M. W. (2010). The Ring,
Memories of a Metis Grandmother The Pioneer
Love Story of Sam and Jane Livingston.
Lantzville, BC: Lyn Hancock Books.
Lesson Procedure
Introduction:
As a class we will watch the Sam Steele Heritage Minute and a small clip of Chris Turners TEDTalk. Then students will
discuss what they think is important about the NWMP in relation to the building of the West. The goal will have students
answer the question: Why were the NWMP important?
Development:
Then students will go onto Virtual Museum for a scavenger hunt. During this scavenger hunt, they will be asked to interact
with the virtual exhibit to find informationusing the information from previous lesson such as the fur trade to consolidate
their knowledge further and to make a timeline of important events that led to the construction of the NWMP and important
events afterward.
Conclusion:
We will have a group discussion on what the NWMP or the Redcoats symbolize in Canadian history. Ill read another
chapter from The Ring, Memories of a Metis Grandmother to show a different side of the NWMP.
Then students will be given time work on their trading cards for the day.
5B March 19 5B March 30
5A March 19 5B March 31
Lesson 7:
Non-European Immigrants
Length of Lesson:
Outcomes Addressed
Students will:
5.2.1 appreciate the complexity of the Canadian context:

Recognize how an understanding of Canadian history and the
stories of its peoples contributes to their sense of identity
5.2.8 examine, critically, ways of life of non-European immigrants by
exploring and reflecting upon the following questions and issues:
How do stories of Chinese immigrants (i.e., railway workers)
contribute to an understanding of the development of Canada?
What do stories of the Underground Railroad tell us about the
history and presence of Black communities in Canada?
How do stories of immigrants from India contribute to an
understanding of diversity in Canada?
5.S.2 develop skills of historical thinking
Use historical and community resources to understand and
organize the sequence of national historic events.
Explain the historical context of key events of a given time period.
Construct a timeline of slavery in

Canada leading up to and including
the Underground Railroad.
Reflect on stories and experiences

of Indian immigrants coming to
Canada.
Describe the challenges faced by

Chinese immigrants in building the
railroad.
22
Key Questions
How did the experiences of Indian immigrants coming to Canada differ from what we learned of immigrants from
the British Isles in previous lessons?
What did the Chinese experience in coming to Canada?
Materials
Assessment
Pens/pencils
Centers passport
Timeline for
Social Studies notebooks
Sadlier, R. (n.d.). Black History Canada
Timeline. Historica Canada. Retrieved
from:
http://www.blackhistorycanada.ca/timeli
ne.php?id=1800.
TC2. Chinese Canadian Primary Sources.
Retrieved from:
http://tc2.ca/sourcedocs/uploads/history
_docs/Chinese-Canadian
%20History/Reasons-for-the-HeadTax.pdf.
Yee, P. (2010). Blood and Iron, Building the
Railway. Toronto, ON: Scholastic
Canada.
Yee, P. (1996). Ghost Train. Vancouver, BC:
Douglas and McIntyre.
Centers Passport
Guest book
Classroom observation
Lesson Procedure
Introduction
To begin the class, I will have students write in point form some of the struggles and contributions they think nonEuropean immigrants have made to Canada. This is just a small pre-assessment to get students thinking of the
contributions and struggles that these groups faced.
I will split students into groups randomly by choosing popsicle sticks in groups of four and two groups of five. Then I will
lay out the expectations for this centres activity in which students will be able to explore these three groups of nonEuropean immigrants. At the end of each centre, students will have to add something to their Centres passport and will
sign a guestbook for the centre to learn more about that history.
Development
There will be six centres for students to complete as they learn more about non-European groups who came to Canada:
Three centres will be centred on picture books with stories of the three groups, Chinese immigrants, Black Canadians and
their experiences with the Underground Railroad, and Indian immigrants and their experiences.
Two centres will use the two computers in the classroom to interact with online resources. One will be A Scattering of
Seeds. The other will be Scholastic The Underground Railroad Escape from Slavery resource.
One Center will use primary source documents around Chinese immigration.
Conclusion
Students will re-evaluate their first point form struggles and contributions to see if they would add anymore to the list.
Students will be given time to complete their trading cards for the day.
5B March 31
5A April 1
Lesson 9:
Length of Lesson:
23
European immigrants
Introduction to Performance Task
Outcomes Addressed
Students will:
Students will:
Compare the stories of European immigrants to

those they heard of British immigrants.
Reflect on the hardships and struggles faced by

marginalized European groups.
Use sources to gather information about the lived

experiences of European immigrants.
5.2.9 examine, critically, how European immigrants

shaped ways of life in western Canada by exploring and
reflecting upon the following questions and issues:
What do stories of immigrants from Ukraine,
Poland, Russia and Germany tell us about their
history and presence in western Canada?
How were European immigrants affected by
pressures to conform in western Canada?
Key Questions
When did Canada have a sudden increase in immigration?
Who came to Canada in this time and why?
What was life like for people who were settling in this area?
How did immigrants feel pressured after moving to Canada?
Materials
Assessment
McGugan, J (1994). Josepha: a Prairie Boys Story. Red

Deer, AB: Red Deer College Press.
Kuchmij, H. (March 25, 2010). A SCATTERING OF
SEEDS: The Fullness of Time: Ukrainian Stories from
Alberta [Video file]. White Pine Pictures. Retrieved from:
https://www.youtube.com/watch?v=ut94NuwHqMI.
We Couldnt Talk to Each Other resource from Nelson
Education.
Globe and Mail (March 6 2015). Pierogi or Poutine? Things
heat up on Day 4 of Munchie Madness. Retrieved from:
http://www.theglobeandmail.com/life/food-and-wine/foodtrends/welcome-to-the-globes-munchie-madness-16comfort-foods-four-weeks-and-only-one-can-be-crownedking/article23263250/.

Classroom observation
We Couldnt Talk to Each Other source reflection.
Learning contract
Lesson Procedure
Introduction:
As a class, everyone will watch a video on Ukrainian immigrants. Then I will read Josepha. Students will then discuss
what contributions European immigrants made and what struggles they would have faced.
Development:
Students will then work independently on a worksheet We Couldnt Talk to Each Other. They will be asked to highlight
anything that took them back or made them think differently about immigrant experiences.
Then I will introduce the big project for this unit: each student will give a five minute speech in character of a Canadian
they think is representative of a Canadian identity. This can be someone who was real or fictional. They will have to
research their person and make it interesting for their audience. Then as a class, we will vote for our four favourite and
those speeches will be used by the class to come up with four scenes called Tableaus. Students will be able to make
scenes behind the speech to match what it going on in the speech. These will then be performed. Students will be given a
learning contract so that they know what they should be doing when in order to complete their assignment.
Conclusion:
Students can use the rest of the class time to make their trading card and then they will be able to brainstorm with other
students and look their trading cards already made for ideas for the performance task.
24
5B April 2
5A April 2
Lesson 10:
Rubric Design
Immigration
Length of Lesson:
1 Class Period (55 minutes)
Outcomes Addressed
Students will:
Students will:
Design assessment
criteria based on their
learning so far in the
term
Create an argument for

or against immigration
Debate respectively
with one another based
on their position.
Apply prior learning to

new understanding

recognize how an understanding of Canadian history and the stories of its
peoples contributes to their sense of identity
acknowledge British influence and presence in Canada
acknowledge the contributions made by diverse cultural groups to the evolution
of Canada
recognize how changes in society can affect identity
5.2.8 examine, critically, ways of life of non-European immigrants by exploring
and reflecting upon the following questions and issues:
How do stories of Chinese immigrants (i.e., railway workers) contribute to an
understanding of the development of Canada?
What do stories of the Underground Railroad tell us about the history and
presence of Black communities in Canada?
How do stories of immigrants from India contribute to an understanding of
diversity in Canada?
5.2.9 examine, critically, how European immigrants shaped ways of life in
western Canada by exploring and reflecting upon the following questions and
issues:
What do stories of immigrants from Ukraine, Poland, Russia and Germany tell
us about their history and presence in western Canada?
How were European immigrants affected by pressures to conform in western
Canada?
Re-evaluate personal opinions to broaden understanding of a topic or an issue.
Generate original ideas and strategies in situations of individual and group
activities.
determine when a decision needs to be made in dealing with problems and
issues
collaborate with others to apply strategies for decision making and problem
solving.
Key Questions
What arguments are there for and against immigration?
Should immigrating to a country mean adopting new language, customs and traditions?
Was immigration important to Canadas history?
What policies affected immigration?
Materials
Did these policies reflect all Canadian values?
What did these policies work to achieve

Assessment
25
Exemplar speeches in character
on YouTube
Rubric design for Performance Task
Criteria templates
Trading Card
Two Men, Two Views: Readers

Theatre from Nelson Education
Reflection on immigration
Pens/Pencils
Post-It Notes
Lesson Procedure
Introduction:
Students will have the opportunity to watch two speeches similar to the one they are doing. They will then brainstorm what
they think is important based on what weve learned throughout the unit and what a good speech looks like.
I will give students the rubric they designed the next day after I review and write it up. Students will also have to choose
which Canadian they will be performing their speech about by today.
Development:
Then students will write a short reflection in their Social Studies books about what they think of immigration around some
of the key questions written above.
After students will be divided into two groups and will nominate one person to represent their group and read for readers
theatre.
Students will read Two Men, Two Views while their peers act it out Readers Theatre style.
Then the groups will have five minutes to come up with arguments for or against immigration based on the character
assigned for Readers Theatre. They will be allowed to use their textbooks to collect information. Once the arguments
have been made, students will nominate two people: one to present their argument, the second to argue against the
opposing group.
Conclusion:
Students will re-evaluate their reflection from the beginning of the activity to see if it has changed. Then they will be given
the opportunity to make their trading card for the day.
5B April 7
5A April 8
Lesson 11:
Work period for
performance task
Length of Lesson:
Outcomes Addressed
Students will:
Students will:
Use technology and

other resources to
gather information.
Apply the
information in a new
way.
Construct a meaning
of Canadian identity

Recognize how an understanding of Canadian history and the stories of its people
contributes to their sense of identity
Acknowledge the contributions made by diverse cultural groups to the evolution of
Canada.
Recognize how changes in a society can affect identity.
Generate original ideas and strategies in situations of individual and group
activities.
5.S.7 apply the research process:
Determine themes, patterns and trends from information gathered.
Design and follow a plan including a schedule to be used during the inquiry
26
process, and make revisions to the plan as necessary.

Use a variety of technologies to organize and synthesize researched information.
Reflect and describe the processes involved in completing a project.
Key Questions
Who was important to Canadian history?
How did this person live and interact with others?
What was this persons struggles?
How did this person contribute to a sense of Canadian identity?
Materials
Assessment
Ipads or Laptops
Learning Contract
Graphic organize to assist

with organizing information
Graphic Organizer for Performance Task
Learning Contracts
List of resources
Books from library
Lesson Procedure
Introduction:
Students will be given the rubric for the performance task. I will ask them what the expectations should be and what on
task students look like. They will also be given a list of resources to help them with researching for their character.
Development:
Students will work on developing their performance task. They will have the opportunity to work with ipads or laptops and
books from the library to collect information. They will be given a graphic organizer to help them track information and
sources.
Conclusion:
Students will fill out their learning contracts and will make goals for what they will need to complete for homework to finish
their speech on time. No trading card will be needed for the end of class, however, it will be strongly encouraged for
students to have completed one if they have not already for their character.
5B April 8
5A April 9
Lesson 12:
Immigration effects on First
Nations
Peer Edit for Performance Task
Length of Lesson:
Outcomes Addressed
Students will:
Students will:
Use historical sources to

construct ideas about the past.
Explore prejudice policies of the

Government against First
Nations people.
Explore the cause and effect of

5.2.2 examine, critically, the ways of life of Aboriginal people in Canada
by exploring and reflecting upon the following questions and issues:
27
immigration on First Nations
people.
What do the stories of First Nations, Metis and Inuit peoples tell us
about their beliefs regarding the relationship between people and the
land?
Key Questions
How did the immigration of Europeans and non-Europeans affect Aboriginal and Metis peoples?
Did the government treat First Nations people equally to those of immigrants?
Materials
Assessment
Hancock, L. & Dowler, M. W. (2010). The

Ring, Memories of a Metis Grandmother
The Pioneer Love Story of Sam and Jane
Livingston. Lantzville, BC: Lyn Hancock
Books.
Making Meaning of Historical Information Worksheet

Peer Edit
Trading Card
Making Meaning of Historical Information

Worksheet from Nelson Education
Lesson Procedure
Introduction:
I will read another chapter of The Ring, Memories of a Metis Grandmother The Pioneer Love Story of Sam and Jane
Livingston. In this chapter, Jane Livingston has a sick child at home and must buy medicine in town, but her husband is
out of town and she doesnt have her pass and is worried she will be picked up by NWMP and taken to the reserve for
looking Indian. She covers her face with powder to look white and fearful goes to pick up the medicine.
Development
Student will read pages 225-226 and will discuss with their neighbours what relationships between immigrants and First
Nations people looked like. Then they will work on the worksheet Making Meaning of Historical Information.
After, students will be split into two groups to work on peer editing. This will be carried through like a speed date scenario
where students will be set up with a partner from the other group. They will have ten minutes to read through each others
speeches and then offer a feedback sandwich of one compliment, one suggestion and then another compliment. Then the
first group will move to another student and repeat the process. This will happen three times to offer three different pieces
of advice.
Conclusion:
Students will then have the final few minutes of class to make a goal for homework that evening to have their speech
ready for the following day and complete a trading card for the day.
5B April 10 5B April 13 5B April 14 5B April 16

5A April 10 5A April 14 5A April 15 5B April 16
Lesson 13-16:
Performance Task Dates
Length of Lesson: 3 hours and 26 minutes

(4 class periods)
Outcomes Addressed
Students will:
Students will:
explain how changes in society affect

identity.
communicate a story through
a speech that engages an
audience.
respond to comments and questions
respectfully.
5.2.1: appreciate the complexity of identity in the Canadian context:

5.2.1.1: recognize how an understanding of Canadian history
and the stories of its peoples contributes to their sense of
identity
5.2.1.5: acknowledge the contributions made by diverse cultural
groups to the evolution of Canada
5.2.1.6: recognize how changes in society can affect identity
28
apply the information I gather to the

story I tell through my speech.
5.S.8: demonstrate skills of oral, written and visual literacy
give peers effective and
5.S.8.2: respond appropriately to comments and questions,
constructive feedback.
using language respectful of human diversity.
ask meaningful questions to
5.S.8.7: communicate effectively through appropriate forms such
peers to enhance learning.
as speeches. . . applying information technologies that serve
particular audiences and purposes.
reflect on feedback given from
peers.
Key Questions
Who were the people that settled Canada?
How did they live?
What was important to them?
What were their interactions like with other people?
Materials
Assessment
Pencils/pens
Rubric for Speech/Monologue
Peer feedback (3 Stars and a Wish)
Peer feedback
Post It Notes
3 Stars and a Wish for each table group to complete
Post-It Notes
Checks for participation and understanding of audience.
Each table of students are given a stack of post-it notes to write
down interesting information or questions during their peers
presentations.
Cube
Consolidation of learning
Homework
Self-reflection
This will be collected and responded to by the teacher.
Lesson Procedure
Introduction:
Expectations will be outlined for active participation during speeches.
Listening quietly during speeches but writing down any thoughts or questions
Students have to ask at least 3 questions and record which three speeches they have asked questions
about.
Post It Notes will be collected after each presentation and then the teacher will type the comments out to
give to each person.
Post-It Notes will also be stapled to a bulletin board in the classroom to celebrate learning and encourage
more comments and active participation.
Expectations will be outlined for self-reflection. This will a short informal evaluation the student will write about
how they feel they did, what their strengths were and what their weaknesses are.
Development:
Students will be given the opportunity to volunteer to read their speeches in character. If no one volunteers, name
will be drawn randomly to present.
Each student will have about 5 minutes for their speech and then 2 minutes for questions answering questions.
Conclusion:
When there are 5 minutes of class left, students will have the opportunity to share some of their post-it notes or
ask any lingering questions that didnt get answered.
At the end of each class period, students will be asked to silently vote (using post-it notes at their tables) on which
speech they want to make a tableaux for. This will result in 4 final speeches that each class will present with all
other students making a tableaux for.
29
Each of the students whose speech will be moving on to be turned into a tableaux will know at the end of class so
they may prepare to make their speech better.
5B April 20
5A April 21
Lesson 17: Work period for
Tableaux
Length of Lesson:
55 minutes
Outcomes Addressed
Students will:
Students will:
represent historical events using

abstract methods.
work with a group toward a common
goal.
consider all my group members
suggestions and work to reach a
compromise.
solve disagreements helpfully and
respectively.
5.S.1 develop skills of critical thinking and creative thinking

5.S.1.3 generate original ideas and strategies in situations of individual
and group activities
5.S.2 develop skills of historical thinking
5.S.2.1 use photographs and interviews to make meaning of historical
information
5.S.2.3 explain the historical context of key events in a given time
period
5.S.4 demonstrate skill of decision making and problem solving
5.S.4.2 collaborate with others to apply strategies for decision making
and problem solving
5.S.5 demonstrate skills of cooperation, conflict resolution and
consensus building
5.S.5.1 consider multiple points of view while attempting to reach
group consensus
5.S.5.2 demonstrate the ability to deal constructively with others to
achieve a common goal
Key Questions
What is a tableaux?
How can a historical event be interpreted through bodies?
What is important to include in the background? What can be excluded? Why?
Materials
Assessment
Photographs from the time the

speeches took place to be found by
the teacher
Students will have time at the end of class to fill in a self-reflection about their
contributions to the group.
Written versions of the three speeches

Tableaux checklist
Lesson Procedure
Introduction:
Students will be given their groups for this assignment. They will be expected to get into their groups of 6 or 7
assigned randomly by their teacher. They will be assigned to one of the four speeches that were voted for by their
fellow students.
In drama class, students will have worked on tableauxs in previous lessons. This will ensure they have the
previous knowledge they need to be successful.
Expectations will be outlined:
30
Students are to work with their groups so everyone has an opportunity to contribute ideas and to the final
product.
They will be expected to resolve conflicts respectfully
Group members should encourage quiet peers to contribute ideas.
Development:
Students will be given 40 minutes to work on their tableauxs in groups.
As the teacher, I will rotate among the room and give help as needed.
Conclusion:
The final 10 minutes of class will be given to students to fill out a self-reflection about their contributions to the
group.
If students have not finished their tableauxs, they will be encouraged to get together as a group to work on it
together.
5B April 21
5A April 23
Lesson 18:
Tableaux Performance and
Consolidation.
Length of Lesson: 55 minutes

1 class period
Outcomes Addressed
Students will:
Students will:
Perform their tableaus using

the knowledge and skills
they learned throughout the
term
Collaborate with their peers
to work towards a common
goal.
Interpret Canadian history
using their bodies to
symbolize important aspects
of events.

Evaluate ideas, information and positions from multiple perspectives.
Collaborate with others to apply strategies for decision making and
problem solving.
5.S.5 demonstrate skills of cooperation, conflict resolution and consensus
building:
Consider multiple points of view while attempting to reach group
consensus.
Demonstrate the ability to deal constructively with diversity and
disagreement
Work collaboratively to achieve a goal.
5.S.8: demonstrate skills of oral, written and visual literacy:
Respond appropriately to comments and questions, using language
respectful of human diversity.
Key Questions
How can we symbolize Canadian history?
What is important when replaying an event in history?
Materials
Assessment
Video camera
Rubric developed with students will mark students as a group

Classroom observation.
Lesson Procedure
31
Introduction:
Students will be given the opportunity to practice their tableaux for 10 minutes.
Development:
Students will be given the opportunity to volunteer to go first. If no one volunteers, Groups will be chosen randomly by
drawing groups from hat.
The principal and vice principal will be invited to watch the speeches.
**** I would love to film the speeches and tableauxs to give to the school or email to parents I need to find out what I
would need to do for this, what forms would need to be signed, etc
Conclusion:
Students will be thanked for their hard work. Then we will have a short sharing circle to discuss what we learned
throughout this unit.
Annotated List of Resources

Alberta Assessment Consortium. (November 2013). A Day at the Museum Student Task and Rubric.
Retrieved from: http://www.aac.ab.ca/assessment-materials-2/performance-assessments/testsearch/?wpcf-grades%5B%5D=Grade+5&wpcf-topics%5B
%5D=Social+Studies&wpv_filter_submit=Search.
This resource helped me to build the preliminary rubric that will later be developed further by
students using the I Can statements for the performance task. I have modified the rubric to fit
better into this assessment as needed.
Barnes, C. (1981). Two Letters from Upper Canada. Ottawa, ON: Canadian Library Association.
This source will be used to show the hardships settlers experienced while putting down land
and migrating from the British Isles to Canada.
Globe and Mail (March 6 2015). Pierogi or Poutine? Things heat up on Day 4 of Munchie Madness.
Retrieved from: http://www.theglobeandmail.com/life/food-and-wine/food-trends/welcome-tothe-globes-munchie-madness-16-comfort-foods-four-weeks-and-only-one-can-be-crownedking/article23263250/.
This article will be used to show the students that there is evidence of contributions from
diverse groups in Canadas history that remain to this day. Specifically, we will discuss the
foods that are competing and the cultures they came from.
Hancock, L. & Dowler, M. W. (2010). The Ring, Memories of a Metis Grandmother The Pioneer Love
Story of Sam and Jane Livingston. Lantzville, BC: Lyn Hancock Books.
This book will be used in three different lessons as it is a local example of history and will
demonstrate that history doesnt happen in stages but rather is compounded. It reflects a
family history handed down through the oral tradition and then written down years later.
HBC Heritage (n. d.). Our History: People: Explorers: David Thompson. The HBC Years. Retrieved
from: http://www.hbcheritage.ca/hbcheritage/history/people/explorers/david-thompson
This story will be used to juxtapose the story told of Joseph Howse. David Thompson is an
important person in history from his map-making to his fur trading.
HBC Heritage (n. d.). Our History: People: Women: Isobel Gunn. The Orkney Lad: The Story of
Isobel Gunn. Retrieved from:
http://www.hbcheritage.ca/hbcheritage/history/people/women/isobelgunn.asp
This could be a good idea for a student to use for their performance task.
HBC Heritage (n. d.). Our History: People: Women: Thanadelthur. Thanadelthur. Retrieved from:
http://www.hbcheritage.ca/hbcheritage/history/people/women/thanadelthur.asp
This could be a good idea for a student to use for their performance task.
Kazimi, A. (March 25, 2010). A SCATTERING OF SEEDS: Passage from India [Video file]. White Pine
Pictures. Retrieved from: https://www.youtube.com/watch?v=7x5gbX5vTw8.
White Pine Pictures produced a series of short videos directed by diverse immigrants to
represent those stories in Canadian history. This one will be used in the lesson on Indian
immigrants so students will see the tough struggles this group faced.
33
Kuchmij, H. (March 25, 2010). A SCATTERING OF SEEDS: The Fullness of Time: Ukrainian Stories
from Alberta [Video file]. White Pine Pictures. Retrieved from: https://www.youtube.com/watch?
v=ut94NuwHqMI.
This is another episode of A Scattering of Seeds and will be used in the discussion of
European immigrants to demonstrate this groups experiences.
Mackenzie, A. (n. d.) A Short History of the United Empire Loyalists. United Empire Loyalists
Association of Canada. Retrieved from: http://www.uelac.org/PDF/loyalist.pdf.
This is a resource I will use in order to understand more about the United Empire Loyalists and
their history to become more familiar with the topic.
McGugan, J (1994). Josepha: a Prairie Boys Story. Red Deer, AB: Red Deer College Press.
This picture book will be shared with the class to demonstrate the experiences of new
immigrants families in Canada and specifically the prairies.
Nelson Education (2007). Our Land and People. Toronto, ON: Nelson Education. Retrieved from:
http://www.nelson.com/albertasocialstudies/productinfo/ourlandpeople/default.html.
I used many of the resources from the Online textbook. Many of the activities taken from this
site will be useful, but I will modify them to fit better the needs of the lesson they will be used
for.
Robertson, A. (2005). North West Mounted Police, A Tradition in Scarlet. Lethbridge, AB: Sir
Alexander Galt Museum and Archive. Retrieved from: http://www.virtualmuseum.ca/sgccms/expositions-exhibitions/police/eng_flash/1.1_introduction.html
Students will use this resource as a Scavenger Hunt to find out more about the NWMP and
their history, interpreting the information in a variety of ways throughout the challenges asked
of the assignment.
Sadlier, R. (n.d.). Black History Canada Timeline. Historica Canada. Retrieved from:
http://www.blackhistorycanada.ca/timeline.php?id=1800.
I will use this resource in a centres activity to construct a timeline (vertically) of Black Canadian
History.
TC2. Chinese Canadian Primary Sources. Retrieved from:
http://tc2.ca/sourcedocs/uploads/history_docs/Chinese-Canadian%20History/Reasons-for-theHead-Tax.pdf.
This resource has many primary sources collected about the governments treatment of
Chinese immigrants. This resource will be used in the centres activity to use primary sources
to construct historical meaning and see the prejudice the government carried toward its
Chinese immigrants and citizens.
Turner, C. (July 15, 2013). Why Canadian History isnt as Boring as you Think [Video file]. TEDxYYC.
Retrieved from: https://www.youtube.com/watch?v=CBPvQRazhw8
A short clip of this video will be used to tell a story about Sam Steele and his diverse
contributions to the NWMP.
Yee, P. (2010). Blood and Iron, Building the Railway. Toronto, ON: Scholastic Canada.
Yee, P. (1996). Ghost Train. Vancouver, BC: Douglas and McIntyre.
34
This childrens novel written like a diary, and picture book respectively will be used in a centres
activity for students to explore the experience of Chinese immigrants. The novel will have
excerpts for students to use.
35
Performance Assessment Task
Grade: 5
Topic: Canadian settlers
Title of Task: Become a Canadian settler, speech and tableaux
Social Studies Outcomes
The Bigger Picture:
Students will conduct their own research and makes decisions of important information to include. Then they will need to
review their speech with their peers, helping each other build a speech that is relevant and interesting. Next, students will
perform their speeches and ask one another questions based on their speeches they are delivering and hearing. Finally,
students will be required to work together to build a scene around their speeches as a tableau. This will require students to
think creatively and employ collaborative skills.
General Outcome:
Students will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and
appreciate the diversity of Canadas heritage.
Specific Outcomes
Values and Attitudes
Knowledge
Skills and
Processes:
Dimensions of
Thinking
Skills and
Processes:
Social Participation
as a Democratic
Practice
Skills and
Processes:
Research for
Deliberative Inquiry
Skills and
Processes:
Communication
5.2.1: appreciate the complexity of identity in the Canadian context:

5.S.1.1: recognize how an understanding of Canadian history and the stories of its
peoples contributes to their sense of identity
5.S.1.5: acknowledge the contributions made by diverse cultural groups to the evolution
of Canada
5.S.1.6: recognize how changes in society can affect identity
-Varies
5.S.1: develop skills of critical thinking and creative thinking
5.S.1.2: evaluate ideas, information and positions from multiple perspectives
5.S.1.4: generate original ideas and strategies in situations of individual and group
activities
5.S.2: develop skills of historical thinking
5.S.2.1: use photographs and interviews to make meaning of historical information
5.S.2.2: use historical and community resources to understand the sequence of national
historical events
5.S.2.3: explain the historical context of key events of a given time period
5.S.4: demonstrate skills of decision making and problem solving
5.S.4.2: collaborate with others to apply strategies for decision making and problem
solving
5.S.4.3: select and use technology to assist in problem solving
5.S.5: demonstrate skills of cooperation, conflict resolution and consensus building
5.S.5.1: consider multiple points of view while attempting to reach group consensus
5.S.5.2: demonstrate the ability to deal constructively with diversity and disagreement
5.S.5.3: work collaboratively with others to achieve a common goal
5.S.7: apply the research process
5.S.7.1: determine themes patterns and trends from information gathered
5.S.7.3: draw and support conclusions, based on information gathered, to answer a
research question.
5.S.8: demonstrate skills of oral, written and visual literacy
5.S.7.2: respond appropriately to comments and questions, using language respectful of
human diversity
5.S.7.3: listens to others to understand their perspectives
5.S.7.6: extend the scope of a project beyond classroom collaboration by using
communication technologies, such as the telephone and e-mail
5.S.7.7: communicate effectively through appropriate forms, such as speeches, reports
and multimedia presentations, applying information technologies that serve particular
audiences and purposes
36
37
Grade 5 Social Studies
Performance Assessment Task:
A Speech from the Lips of someone who contributed to Canadian Identity
As an employee of Heritage Park, you have been asked to create a monologue (a long speech)
spoken in character of a great Canadian who helped shape what you see now as your own
Canadian identity.
Your boss wants your speech to be 5 minutes long and answer the following questions park
guests may ask:
Who is your person? What kind of life did they lead?
What groups did this person belong to?
Why is he or she important to Canadas past? Was it a positive or negative contribution to

Canada?
What challenges did this person face?
Did they overcome their challenges? If so, how? If not, could they have done something
differently?
What changes in Canada were having an effect on this person?
What did this person do to contribute to the Canadian identity?
Its important your monologue is made from your own words, but that it contains real facts. This
means you will have to research this person to find out more about him or her. Look on the
internet, in library books and your textbook to come up with interesting and relevant information
that people would want to know. The best monologues tell the audience a story so use your best
story-telling skills! Each employee will make their own speech and then everyone will vote on
three speeches that will be chosen to represent the class!
The second part to this project will require the class to be separated in three groups, one for
each speech. Everyone in each group will work together to create a tableaux background for the
speech in their group. A tableaux is a still image that your group will make with your bodies to
represent a scene. Your group can choose to represent one scene or to change as the story the
speaker is telling is told. These decisions are to be made as a group. Your group will have to
collaborate and work together effectively to create scenes that are important to the story told in
38
the speech.
I Can! What I should work on throughout this Project!

Character Monologue/Speech
I can work on my project effectively in the classroom and out of the classroom.
I can communicate a story through a speech that engages my audience.
I can tell a story of Canadian history and explain how it contributes to my own
Canadian identity.
I can explain how changes in society affect identity.
I can consider multiple peoples point of views.
I can apply original ideas to events in history.
I can explain why key events were important to the time period I chose.
I can use sources from books, internet, people or photographs to gather information
in order to understand historical events.
I can draw and support a conclusion based on information I gathered to answer my

research question.
I can use technology to gather information and solve problems.
I can apply the information I gather to the story I tell through my speech.
I can find a theme, pattern or trend in the information I gather.
I can respond to comments and questions respectfully.
Peer Feedback
I can give my peers effective and constructive feedback.
I can ask meaningful questions to my peers to enhance their learning and my own.
I can take feedback from my peers and use it to make my own work better.
Tableaux
I can work with a group to create a still-life scene background to support the story
being told.
I can represent a historical event using my body as a tool to tell a story.
I can work with a group toward a common goal.
I can consider all my group members suggestions and work to reach a compromise.
39
I can solve disagreements helpfully and respectively.
Canadian Stories: Create Your Own Trading Cards!
Over the course of the next unit, as a class we will hear about many different stories told
throughout Canadian history. We will be exposed to stories of individual people, groups
of people, places and sometimes themes. At the end of every class, every student will be
asked to make a trading card about either a person, place, important item or theme that
they thought was interesting.
Every good set of trading cards have specific and brief information about its subject and
has a way of showing its rarity or uniqueness.
On the front of your trading card:
The title of the subject of the card.
A picture of the subject of the card. Here is where you draw the person, the place
or an illustration of the theme you are choosing to describe.
On the back of your trading card:
State who the person is, where the place is or what the theme is.
Elaborate on it. Explain more about the subject in your own words.
Exemplify, write an example or an important event associated with this person,

place or theme.
Demonstrate the historical significance. A lot of trading cards will use symbols for
showing strengths and weaknesses. Then write a short statement about why you
chose what you chose.
Ex. 4 tools out of 5 to show strength in farming/agriculture
Ex. 1 heart out of 5 to show this person wasnt well-liked
This assignment is supposed to be short and a way to show Ms. Donahue-Reid that you
have learned something in Social Studies class. There will be time given at the end of
each Social Studies class to complete your card for the day and then they will be kept in
a pouch in your Social Studies duo-tang.
If you do not complete your trading card for the day, you can choose to stay in at lunch
to finish or you will need to finish it for homework before the next Social Studies class.
40
By the end of the unit, you should have a nice collection of Canadian history trading
cards you can show off to your friends!
Student _______________________________________________________________________________
Level
Excellent
Proficient
Adequate
Speech
Limited *
Insufficient / Blank
*
Criteria
Share information
Draw and support

conclusions
Communicate
information
Share impression of
Canadian identity
Asks and responds to

questions
appropriately and
respectfully.
Provides significant
information about the
selected person.
Provides meaningful
selected person.
Provides predictable
selected person.
Provides superficial
selected person.
Draws conclusions
about the relevance of
the chosen person to
Canadian identity and
provides pertinent
supporting evidence.
Draws conclusions
provides relevant
Draws conclusions
provides appropriate
Draws conclusions
provides unrelated
evidence.
Communicates
information in a
compelling manner to
engage the audience.
Communicates
information in a
purposeful manner to
interest the audience.
Communicates
information in a
straight-forward
manner that generally
holds the attention of
the audience.
Communicates
information in an
ineffective manner that
does little to sustain
attention of the
audience.
Shares insightful
impression of Canadian
identity.
Shares thoughtful
identity.
Shares simplistic
identity.
Shares vague
identity.
Asks peers insightful

questions (well thought
out which require critical
thinking) about their
performance while
being respectful and
appropriate.
Asks peers thoughtful

questions (opinion or
list-type answers) about
their performance while
attempting to be
respectful and
appropriate.
Asks peers simplistic

questions (yes or no
answers) about their
performance while
struggling to be
respectful and polite.
Asks confusing or
vague questions about
their performance while
being disrespectful or
inappropriate.
No score is awarded
because there is
insufficient evidence
of student
performance based on
the requirements of
the assessment task.
42
Student _______________________________________________________________________________
Level
Excellent
Proficient
Adequate
Tableau
Limited *
Insufficient / Blank
*
Criteria
Interpretation of the
Speech
Presentation
Participation
Demonstrates an
excellent understanding
of the topic.
The scene is accurate
and creative.
Group shows superintense focus.
Portrayals are very
strong, show effort,
expression and
realism.
Group shows close
attention to detail.
All group members are
participating.
Group shows
enthusiasm.
Group is cooperative
and cohesive.
Demonstrates a
thoughtful
understanding of the
topic. The scene is
logical and relevant.
Group shows proficient
focus.
Portrayals are solid.
Group shows some
Demonstrates a basic
understanding of the
topic. The scene makes
sense and is minimally
relevant.
Group shows adequate
focus.
Portrayals waiver.
Group shows little
Demonstrates a
confusion of the topic.
The scene is illogical
and has no relevance.

participating.
Most of the group shows
enthusiasm.
Group is mostly
cooperative.

participating.
Some of the group
shows enthusiasm.
Group struggles to be
cooperative.
Not all group members

are participating.
Group shows a
reluctance to
participate.
Group is neither
cohesive nor
cooperative.
Group shows little to no

concentration.
Portrayals are sloppy,
lack effort, and show
no expression.
Group shows no
No score is awarded
because there is
insufficient evidence
of student
performance based on
the requirements of
the assessment task.

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Unit Plan

Grade 5 Social Studies

Unit Planning Organizer

Unit/Topic: Histories and Stories of Ways of Life in Canada

2. General Learning Outcomes for Unit

3. Focusing Questions for Unit (Related Questions)

What was life like for the people of Canadas past?

Values and Attitudes:

Social Participation as a Democratic Process

Research for Deliberative Inquiry

determine themes, patterns and trends from information gathered

use information gathered to assess character traits

examine, critically, ways of life of the fur traders by

Hancock, L. & Dowler, M. W. (2010). The Ring, Memories

Pre-Assessment anonymous question box

Short work sheet

Trading Cards Formative Assessment

Family of fur traders

Hudsons Bay Company

North West Company

Compare and contrast the

examine, critically, ways of life of the fur traders by exploring and

stories of HBC fur traders and

reflecting upon the following questions and issues:

What is similar about David Thompsons story to that of Joseph Howse?

What do we know about their families?

How would these goods change their lifestyles?

HBC Heritage (n. d.). Our History:

Predict the relevance of historical

Who were the Loyalists? What did they fight for?

Pre-Assessment Anonymous prediction box

KWL for Settlers of Canada

Formative Assessment Motives sort

Formative Assessment Report Cards

Centres for Loyalist groups

Formative Assessment Trading Cards

Loyalists in Canada-area before and after American Revolution

Non-Loyalists in Canada and their treatment.

Joseph and Molly Brant

Explore stories from Irish and

What are the British Isles?

Barnes, C. (1981). Two Letters from

Pre-Assessment Culture game

5.2.1 appreciate the complexity of identity in the Canadian

Challenge the myth of the North West

Who were the NWMP?

How were they formed? Why were they formed?

What challenges did this group face?

What contributions did they make to the building of the West?

What do the stories of the NWMP tell us about Canadian identity?

Robertson, A. (2005). North West Mounted

Worksheet for Scavenger hunt formative assessment

5.2.1 appreciate the complexity of the Canadian context:

Construct a timeline of slavery in

Reflect on stories and experiences

Describe the challenges faced by

What did the Chinese experience in coming to Canada?

1 class period (55 minutes)

Compare the stories of European immigrants to

Reflect on the hardships and struggles faced by

Use sources to gather information about the lived

5.2.9 examine, critically, how European immigrants