Immigration: Grade 9

Social Studies
*
How well do Canadas
immigration laws and policies
respond to immigration?

Taylor Gouw
March 2015
Unit Plan
ED 3601
Lance Grigg

Table of Contents:
Unit
Introduction
3
Unit
Organizer
6
Summative
Assessment
..9
Lesson
Overview
...13
Lesson Plan for 1st
lesson21
Calendar
..24
List of
Resources
25

Taylor Gouw - 2015

UNIT INTRODUCTION
Rationale:
The unit I will be teaching for my PSII practicum is Immigration in
Canada, part of the grade nine Social Studies curriculum. The over
arching question for the unit is, How well do Canadas immigration
laws and policies respond to immigration issues? This is, in part, a
section of the curriculum that addresses Rights and Governance in
Canada, and how this shapes citizenship and identity. Throughout our
exploration of the unit, students will develop an understanding of
impact that immigration has on the identity and citizenship of all
peoples of Canada. This will include individuals who are not, or not yet,
citizens, and how the Charter of Rights and Freedoms attributes rights
to these individuals. They will also examine how immigration impacts
those who are already citizens of Canada, and the historical impact
immigration had on the policies and laws developed by Canada.
Students will also examine in the impact that immigration has on
the collective rights of Aboriginals, and francophone groups. And how it
fosters an environment of multiculturalism through the growth of a
diversity of linguistic, ethnic and cultural groups.
Through this unit, students will be able to explore concepts they
have already addressed, such as the Charter of Rights and Freedoms,
individual and collective rights, and the impact of world issues on
policies and laws, and apply them to the setting of immigration within

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Canada. As a multicultural nation it is beneficial for students to be

informed about immigration and how it impacts Canada, and the
challenges and opportunities that are connected.

Special Considerations:
Having no experience working with these individuals, some
knowledge and skills that I am assuming are in place include; students
are familiar with concepts from previous units. Students are able to
apply these concepts and make connections with previous material to
expand their understanding of the current topic. Reading and writing
skills are proficient for their general level.
I am not entirely familiar with the students or their backgrounds;
however, I do assume that the students will have some experience
with someone who as immigrated to Canada. Whether it is a member
of his or her own family, friends, an ancestor, or a community member.
I will gleam some of this information with our introductory activity,
how did you get here? and apply what I learn through that activity to
my subsequent lessons.
I definitely want to focus the learning and unit on a positive
classroom environment. While I want students to be able to open
discuss and address their thoughts, concerns, and issues, there needs
to be in place an appropriate climate of respect and tolerance to
examine these issues. Depending on the personal situations of the

Taylor Gouw - 2015

students, some may have differing perspectives, opinions,

experiences, or knowledge about what is going to be addressed. I
believe establishing early on that the classroom is a setting for open,
full and fair mindedness will help to address some of these issues.
As far as learning differences go, I am prepared to develop
differentiated assignments and instruction according to the needs of
the students. I have already established a final assignment specifically
targeted towards the students on the K&E curriculum, and as I get to
know them and start to see what works and what doesnt work for the
students I will be able to incorporate this into all of my lessons and
assignments based on individual needs.

Taylor Gouw - 2015

Unit Planning Organizer

Subject__Social Studies______________________Grade_______9_________
Unit/Topic_______Immigration___________________________________________
Date and Unit Duration Begin March 9 4 Weeks
Duration___________________
1. Unit Overview Critical Inquiry Question
How well do Canadas immigration laws and policies respond to
immigration issues?
How do provinces influence immigration laws and policies?
K & E What factors influence immigration policies in Canada?
What impact does immigration have on Aboriginal people and
communities?
How are the immigration policies of Quebec an attempt to strengthen
the French Language in North America?
How (and how much) does Canada benefit from immigration?
2. General Learning Outcomes for Unit
9.1. Issues for Canadians: Governance and Rights
Students will demonstrate an understanding and appreciation of how
Canadas political processes impact citizenship and identity an attempt
to meet the needs of all Canadians.
Rationale - Grade 9 students will broaden their understanding and
appreciation of the relationships among governance, economics,
quality of life, citizenship and identity.
3. Focusing Questions for Unit (Related Questions)
Week One: What criteria does Canada use when accepting immigrants
and refugees?
Week Two: How do the individual and collective rights of Canadians
influence immigration laws and policies?
Week Three: How do provinces influence immigration laws and
policies?
4. Key Concepts for Unit
Immigration, refugee, Charter of Rights and Freedoms, collective
rights, individual rights, Immigration and Refugee Act (2002),
Aboriginal rights, Singh decision
5. Specific Learning Outcomes for Unit

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Knowledge:
9.1.4 examine the structure of Canadas federal system by exploring
and reflecting upon the following questions and issues:
To what extent do political and legislative processes meet the
needs of all Canadians?
9.1.8 critically assess 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)? (C, ER, PADM)
How are changes to Canadian policies on immigration and
refugees a reflection of world issues? (PADM, GC, C, I)
What impact does increasing immigration have on Aboriginal
peoples and communities? (C, I, GC, PADM)
How are provincial governments able to influence and implement
immigration policies? (PADM, GC)
How is the implementation of immigration policies in Quebec an
attempt to strengthen the French language in North America?
(PADM, GC, C, I)
What is the relationship between immigration policies in Canada
and the rights guaranteed in the Canadian Charter of Rights and
Freedoms? (I, PADM)
To what extent does Canada benefit from immigration? (GC,
PADM)
9.2.3 appreciate the impact of government decision making on quality
of life (C, CC, PADM)

Attitude:

9.1.1 appreciate the impact of the Canadian Charter of Rights and

Freedoms on rights and governance in Canada (C, I, PADM)
9.1.2 appreciate the various effects of government policies on
citizenship and on Canadian society (C, I, PADM)
9.1.3 appreciate how emerging issues impact quality of life, citizenship
and identity in Canada (C, I, PADM)

Skill:
9.S.3

9.S.7

Geographic Thinking
Interpret thematic maps to analyze economic and political issues
Research and Information
Reflect on changes of perspective or opinion based on
information gathered and research conducted

Taylor Gouw - 2015

K&E Outcomes:
Explore how legislative processes attempt to address emerging
immigration issues by examining the following questions and issues
- What factors influence immigration policies in Canada?
(C, ER, PADM)
- What impact does immigration have on Aboriginal
peoples and communities? (C, I, GC, PADM)
- How are the immigration policies of Quebec an attempt to
strengthen the French language in North America? (I, GC, PADM)
- To what extent does Canada benefit from immigration?
(GC, PADM)

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Written Assignment: Immigration

Due:

Friday, April 3

You will be developing your own response to ONE of the following

inquiry questions that we have addressed:
How well do Canadas immigration laws and policies
respond to immigration issues?
OR
How do provinces influence immigration laws and
policies?
Your response should come to a reasoned decision, supported by
evidence from your textbook, class notes and discussion, and the
internet.
Take into consideration some of the topics we have covered, such as:
Criteria established by Canada for accepting immigrants and
refugees
Individual and collective rights of Canadians
Provincial influences, such as French Language in Quebec
Impact on Aboriginal communities by immigration
Format: Your argument should contain a reasoned decision, which will
have at least two supporting reasons that are backed up with specific
evidence from your research. You will also conclude your argument
with one paragraph. This will be outlined in your Reasoning Map.
I

1*

Student
has not
shown
knowledge
of this
issue

Student has stated

their opinion.
Arguments to
support opinion are
present, but lack of
detail or confusion
within arguments fails
to convince reader.

Students
opinion is
clear.
Arguments
supporting
their opinion
are
essentially
clear and
details are
used
satisfactorily
to convince
reader

Students
opinion is
clear.
Arguments
supporting
their
opinion are
clear and
use details
to convince
reader

Students opinion is
clear and concise.
Arguments
supporting their
opinion are clear and
use details effectively
to convince reader

*Will meet with instructor to

discuss arrangements for
improvement.

Reasoning Map: Written Assignment Immigration

Name:_________________
Date:_________________

Supporting Reason:

Reasoned Decision:

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Supporting Reason:

Supporting Reason:

Supporting Evidence:
Supporting Evidence:

Supporting Evidence:
Supporting Evidence:

Supporting Evidence:

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Supporting Evidence:

10

Response Assignment: Immigration

Due:

Friday, April 3

Please find evidence to support your response to ONE of the following

questions:
What is the impact of immigration on Aboriginal peoples
of Canada? Reflect on page 183 of your textbook.
OR
How (and how much) does Canada benefit from
immigration? Consider individual and collective rights of Canadians,
and immigrations influence on Canadas workforce needs.
Find specific examples (from your textbook, class notes, or the
internet) to defend your answer.
You should have two pieces of evidence to support your response, as
well as a concluding statement. You will use your Outline Map to write
your response.
I

1*

Student
has not
shown
knowledge
of this
issue

Student has stated

their opinion.
Arguments to
support opinion are
present, but lack of
detail or confusion
within arguments fails
to convince reader.

Students
opinion is
clear.
Arguments
supporting
their opinion
are
essentially
clear and
details are
used
satisfactorily
to convince
reader

Students
opinion is
clear.
Arguments
supporting
their
opinion are
clear and
use details
to convince
reader

Students opinion is
clear and concise.
Arguments
supporting their
opinion are clear and
use details effectively
to convince reader

*Will meet with instructor to

discuss arrangements for
improvement.

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11

Outline Map: Immigration

Name: __________________
Date:___________________

Question:_____________________________________________________
Argument:

Supporting Evidence #1:

Supporting Evidence #2:

Conclusion:

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12

LESSON OVERVIEW
Taylor Gouw
LESSON: 1
March 10, 2015 (a & b)

DATE: Tuesday,

Wednesday, March 11, 2015 (a)

Thursday, March 12, 2015 (b)
SLO: 9.1.8.7 I appreciate the extent to which Canada benefits from
immigration.
9.2.3 I can appreciate the impact of government on decision making on
quality of life.
9.1.8 I can understand how legislative processes attempt to address
emerging issues of immigration in Canada.
9.1.8.1 I can identify what factors influence immigration policies.
(Economic, political, health, security)
Lesson Objective:
Time:
To introduce the topic and
9A 90 min 1 period
myself
9B 45 min 2 periods
Fill in getting to know you survey
Challenges and opportunities
Video on immigration (and video
guide)
Lesson Focus Question:
How did you get here?
Why would someone want to immigrate to Canada?
What criteria does Canada use when accepting immigrants and
refugees?
Lesson Procedure:
Introduce myself
Students will complete getting to know you survey
I will introduce the unit and the focus question for the unit.
How did you get here? Activity
Challenges and Opportunities hand out
Why would someone want to immigrate to Canada?
Watch video what criteria does Canada use when accepting
immigrants?
Vocabulary sheet - handout
Materials: Slides
Assessment:
Survey handout
Students complete handout 001
Handout 001 C and O
formative
Video
Guided notes formative
http://www.cic.gc.ca/english/dep Vocabulary Handout formative
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13

artment/media/multimedia/video
/immcan/immcan.asp
Guided notes
Vocabulary Handout 000

check

LESSON: 2
March 12, 2015 (a&b)

DATE: Thursday
Friday March 13, 2015 (a)
Monday March 16, 2015 (b)

SLO:
9.1.4 I can assess to what extent political and legislative processes
meet the needs of all Canadians.
9.1.8.1 I can identify what factors influence immigration policies.
(Economic, political, health, security)
9.1.8.2 I understand how changes to Canadas policies on immigration
and refugees are a reflection of world issues.
9.1.2 I can appreciate the various effects of government policies on
citizenship and on Canadian society.
Lesson Objective:
Students will understand the various factors
and reasons for these factors, behind
Canadas immigration policy.
Students will examine historical influences
on immigration.
Students will understand Canadas point
system for accepting immigrants.

Time:
9A 90 min 1 period
9B 30 min 2a 1 period
9B 45 min 2b 1 period

Lesson Focus Question:

What factors shape Canadas immigration policy?
Lesson Procedure:
With a partner, students will discuss question: the decision of these
people to become citizens of Canada, and the decision of Canada to
accept them as immigrants. Think critically: What factors may have
influenced these decisions?
Will examine what factors shape Canadas immigration policy
Will examine the points system in Canada Students will have
opportunity to test this.
View clip on historical immigration.

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14

Will examine historical immigration who and when were people

drawn to Canada?
Students will create posters depicting criteria Canada uses when
accepting immigrants.
Materials: Slides
Computers/electronic devices:
http://www.canada-da.com/calculator.html
https://www.youtube.com/watch?
v=Yo4ViKqT7Cw
Paper for posters
Vocabulary Handout 000
Guided notes
LESSON: 3
March 16, 2015 (a&b)

Assessment:
Posters
Handout 000 formative
check

DATE: Monday,

Tuesday, March 17, 2015 (a)

Wednesday, March 18, 2015 (b)
SLO:
9.1.8.2 I understand how changes to Canadas policies on immigration
and refugees are a reflection of world issues.
9.1.8.6 I understand the relationship between immigration policies in
Canada and the rights guaranteed in the Canadian Charter of Rights
and Freedoms.
9.1.3. I can appreciate how emerging issues impact quality of life,
citizenship and identity in Canada.
Lesson Objective:
Students will understand the role
Canada plays in accepting and
helping refugees, internationally.
Students will understand how
world issues affect Canadas
immigration policy.

Time:
9A 90 min 1 period
9B 45 min 2 periods

Lesson Focus Question:

What is Canadas policy towards refugees?
How has immigration policy changed in response to security concerns?
Lesson Procedure:
Students will examine what qualifies an individual as a refugee.
Examine objectives of the immigration and refugee act.
Watch video on refugee in Canada.
Students will explore historical aspects of the criteria for who was
accepted as an immigrant.
Watch video on Chinese Head Tax.
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15

Students decide on key aspects under the Immigration and Refugee

protection Act, 2002 that would not permit one to be accepted into
Canada.
Complete building Vocabulary
Vocabulary Check
Materials: Slides
Coming to Canada by Susan
Hughes
Videos
http://www.cbc.ca/archives/categor
ies/society/immigration/chineseimmigration-to-canada-a-tale-ofperseverance/not-welcomeanymore.html
https://www.youtube.com/watch?
v=AmPG_8_598I
LESSON: 4
March 18, 2015 (a&b)

Assessment:
Handout 000 formative check
Guided notes
Vocabulary check - formative

DATE: Wednesday,
Thursday, March 19, 2015 (a)
Friday, March 20, 2015 (b)

SLO:
9.1.8.6 I understand the relationship between immigration policies in
Canada and the rights guaranteed in the Canadian Charter of Rights
and Freedoms.
9.2.3 I can appreciate the impact of government on decision making on
quality of life.
9.1.1 I can appreciate the impact of the Canadian Charter of Rights and
Freedoms on rights and governance in Canada.
9.1.2 I can appreciate the various effects of government policies on
citizenship and on Canadian society.
9.1.8.3 I understand what impact increasing immigration has on
Aboriginal peoples and communities.
Lesson Objective:
Time:
Students will understand the
9A 90 min 1 period
impact immigration laws and
9B 45 min 2 periods
policies have on collective and
individual rights in Canada.
This will extend to the rights of
non-citizens, as well as the impact
on collective groups such as the
Aboriginal peoples in Canada.
Lesson Focus Question:
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16

How do the collective and individual rights of Canadians influence

immigration laws and policies?
Lesson Procedure:
Start with Vocabulary check.
Review on collective and individual rights; introduce how these apply
to immigration in Canada.
Will examine news story:
http://globalnews.ca/video/1855855/montreal-woman-barred-fromwearing-hijab-in-courtroom
http://news.nationalpost.com/2015/02/26/quebec-hijab-judge/
Students will complete worksheet addressing this news story.
Students will examine the Singh Decision. Think-Pair-Share.
We will examine the effect collective rights of Aboriginal peoples have
on immigration.
Start planning for panel discussions.
Materials: Vocab Check, video
clip, worksheet, planning
materials (chart, computer, etc).
Guided notes
LESSON: 5
March 23, 2015 (a&b)

Assessment: Vocab Check

formative
Worksheet News Story Analysissummative
Think-Pair-Share
DATE: Monday,
Tuesday, March 24, 2015 (a)
Wednesday, March 25, 2015 (b)

SLO:
9.1.4 I can assess to what extent political and legislative processes
meet the needs of all Canadians.
9.1.8.1 I can identify what factors influence immigration policies.
(Economic, political, health, security)
9.1.8.4 I understand how provincial governments are able to influence
and implement immigration policies
9.1.8.5 I understand how the immigration policies in Quebec aim to
strengthen French language in North America.
9.1.2 I can appreciate the various effects of government policies on
citizenship and on Canadian society.
9.S.3 Geographic Thinking I can interpret maps to analyze economic
and political issues.
Lesson Objective:
Students will understand the
impact that provincial
governments have on immigration
laws and policies and will be able
to connect this to other influences
Taylor Gouw - 2015

Time:
9A 90 min 1 period
9B 45 min 2 periods

17

that we have discussed.

Lesson Focus Question: How do provinces influence immigration
laws and policies?
Lesson Procedure:
We will begin by re-examining collective rights as they pertain to the
province of Quebec and their perceptions of immigration.
We will examine francophone communities and the challenges and
opportunities that immigration poses for these communities.
We will begin to examine how provinces influence immigration laws
and policies.
Examine graph, what workers does Alberta need?
Examine Canada-Quebec Accord.
Continue work on panel discussion.
Materials: slides
Assessment:
Update and use Handout 001
Challenges and opportunities
challenges and opportunities
handout, formative (Francophone
Handout Albertas workforce
communities)
Alberta minister handout.

LESSON: 6
March 25, 2015 (a&b)

DATE: Wednesday,

Thursday, March 26, 2015 (a)

Friday, March 27, 2015 (b)
SLO: Assignment should address these SLOS
9.1.8 I can understand how legislative processes attempt to address
emerging issues of immigration in Canada.
9.1.8.1 I can identify what factors influence immigration policies.
(Economic, political, health, security)
9.1.8.4 I understand how provincial governments are able to influence
and implement immigration policies.
9.1.8.5 I understand how the immigration policies in Quebec aim to
strengthen French language in North America.
9.1.8.6 I understand the relationship between immigration policies in
Canada and the rights guaranteed in the Canadian Charter of Rights
and Freedoms.
9.1.8.7 I appreciate the extent to which Canada benefits from
immigration.
9.2.3 I can appreciate the impact of government on decision making on
Taylor Gouw - 2015

18

quality of life.
9.1.1 I can appreciate the impact of the Canadian Charter of Rights and
Freedoms on rights and governance in Canada.
9.1.2 I can appreciate the various effects of government policies on
citizenship and on Canadian society.
9.1.3. I can appreciate how emerging issues impact quality of life,
citizenship and identity in Canada.
9.S.7 Research and Information I can reflect on changes of
perspective or opinion based on information gathered and research
conducted.
Lesson Objective:
Time:
Students will finish preparing and
9A 90 min 1 period
working on their panel discussion
9B 45 min 1 period
assignments.
9B 30 min 1 period
Lesson Focus Question:
What factors should shape Canadas immigration policies most:
Economic, Political, Health or Security?
Lesson Procedure:
This lesson will be a chance for final practice and preparations for their
panel discussion. Group 1 and 2 will begin their panel discussions.
(Unless filming this becomes an option.)
Materials:
Filming equipment/technology
Access to computers etc.

LESSON: 7
March 27, 2015 (a&b)

Assessment:
Summative assessment of panel
discussion

DATE: Friday,
Monday, March 30, 2015 (a)
Tuesday, March 31, 2015 (b)

SLO:
9.S.7 Research and Information I can reflect on changes of
perspective or opinion based on information gathered and research
conducted.
Lesson Objective:
In this lesson I will introduce the
students to their final assignment.
During this time we will work on,
and refine, our reasoning maps,
so that students can begin to
Taylor Gouw - 2015

Time:
9A 60 min 1 period
9B 45 min 2 period

19

write their papers.

Lesson Focus Question: How well do Canadas immigration laws and
policies respond to immigration issues? OR How do provinces influence
immigration laws and policies?
K&E - What is the impact of immigration on Aboriginal peoples of
Canada? OR How (and how much) does Canada benefit from
immigration?
Lesson Procedure:
Immigration video 2 https://www.youtube.com/watch?
v=iaSlneygbS8&list=PLIoMfeUpHuoTII7R2lgvwZhWgOS2G9fAp&index=
12
Introduce reasoning maps. Break down first column of the reasoning
map, outlining what students should be addressing in their
assignments.
Once they have been cleared in a formative check for their outlines
they will begin to write.
Materials:
Assessment:
Reasoning Maps, Computers etc., Formative check of reasoning
resources
maps before students begin
writing their assignments

LESSON: 8
March 31, 2015 (a&b)

DATE: Tuesday,
Wednesday April 1, 2015 (a)
Thursday, April 2, 2015 (b)

SLO:
9.S.7 Research and Information I can reflect on changes of
perspective or opinion based on information gathered and research
conducted.

Lesson Objective:
Taylor Gouw - 2015

Time:
20

This will be the last lesson of the

unit. Students will have the
opportunity to continue writing,
revising and editing their written
assignments during class.

9A 90 min 1 period
9B 45 min 2 periods

Lesson Focus Question:

How well do Canadas immigration laws and policies respond to
immigration issues? OR How do provinces influence immigration laws
and policies?
K&E - What is the impact of immigration on Aboriginal peoples of
Canada? OR How (and how much) does Canada benefit from
immigration?
Lesson Procedure:
Students will continue to work on their writing assignment. They will
have the opportunity for support from myself as they work through
their assignments. Writing will be an individual activity. A first draft will
be emailed to me, once this has been completed the opportunity for
peer editing will be available.
Materials:
Reasoning Maps, Computers,
resources

Taylor Gouw - 2015

Assessment:
Summative Assessment Final
Writing Assignment.

21

LESSON PLAN
Subject: Social Studies
Grade:
9
Date: March 9,
2015
Critical Inquiry Question: What criteria does Canada use when
accepting immigrants?
Lesson: 1 - Introduction to unit
Time: 90
min
SLOs: From the Program of Studies
9.1.8.7 I appreciate the extent to which Canada benefits from
immigration.
9.2.3 I can appreciate the impact of government on decision making on
quality of life.
9.1.8 I can understand how legislative processes attempt to address
emerging issues of immigration in Canada.
9.1.8.1 I can identify what factors influence immigration policies.
(Economic, political, health, security)

Instructional Objectives: (Not outcomes, but lesson objectives. Not

a description of lesson procedure, but an indication of what students
will know or be able to do by the end of the lesson).
Knowledge:
Students will know what immigration is
The challenges and opportunities surrounding immigration in Canada
Why individuals choose to immigrate to Canada
The criteria Canada established for accepting immigrants and refugees
The Immigration and Refugee Protection Act, 2002
Examine difference between a law and a policy.
Skill:
Will have built on vocabulary.
Can identify factors influencing immigration policy.

Key Questions:
What is the focus question for this lesson? What are some related
questions?
What criteria does Canada use when accepting immigrants?
How did you get here? Why would someone want to immigrate to
Canada?

Materials:
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22

Slides
Survey handout
Handout 001 C and O
Video
http://www.cic.gc.ca/english/department/media/multimedia/video/immc
an/immcan.asp
Guided notes
Vocabulary Handout 000
Preparation:
I will have slides prepared and ready to present.
Handouts 000 and 001 printed off.
Guided notes printed.
Getting to know you survey printed.

Adaptations:
Guided notes, will determine the need for further adaptations upon
meetings.

Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction,
development and conclusion if that helps clarify the flow of the lesson.
Write it with enough detail that a substitute teacher could teach the
lesson.)
Introduction:
I will introduce myself, give opportunity to ask questions, outline
what we will be doing.
Current Event: #TheDress
http://www.ctvnews.ca/world/salvation-army-uses-thedress-inpowerful-ad-campaign-1.2267110#.VPolkKs83Ko.gmail
Start slides.
Getting to know you. Explain survey and its purposes. Distribute
and give student opportunity to complete it
Lesson:
I will tell students, we are currently sitting in Claresholm,
room but how did you get here? Not bus, walking, etc., farther
back
I will outline how I got here, parents going back
Students will, on a piece of paper, outline how they got here,
where were their ancestors from? Once completed they can
share with a partner, to the class after if they wish

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23

Introduce immigration, what is it? How does it apply to what we

are learning, focus question, what criteria does Canada use when
accepting immigrants?
I will distribute handout 001, ask students, what are some of the
challenges and opportunities created by immigration in Canada
today?
Students can jot point form their responses.
Have student share some of their responses
I will distribute their guided notes booklets for the lesson
We will examine challenges and opportunities
I will ask the class what they think would be some reasons for
immigration to Canada?
In groups, students will receive an excerpt from Coming to
Canada, by Susan Hughes, which will outline some examples of
reasons people choose to immigrate to Canada, they will identify
the reason and share with the class
We will watch video clip, on criteria Canada uses when accepting
immigrants and refugees
We will examine the different categories of immigrants
We will examine the Immigration and Refugee Protection Act
I will ask students to identify the difference between a law and a
policy, and create one example of each, which they will share
with a partner.
Conclusion:
I will distribute the vocabulary handout 000 and we will begin to
build our vocabulary with the words from todays lesson
Will have students fill out an exit slip, one thing they learned,
one thing they are unsure about, one question
Assessment:
How will you know if students met your lesson objectives? What are
you looking for in this formative assessment?
I will observe students responses when they are discussing in pairs or
to the class. I will observe students responses to their handouts, and
check their vocabulary guides. I will review the exit slips students hand
in.

Lesson Reflection:
This is a space for notes after youve taught the lesson.

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24

Taylor Gouw - 2015

25

March 2015

Immigration Unit Planner

How well do Canadas immigration laws and policie

respond to immigration?

Sunday

Monday

Tuesday

02

Wednesday

03

Thursday

Friday

Saturday

04

05

06

07

11(1)

12(2)

13(1)

14(1)

9A
9B

1
Week
One: What
criteria does
Canada use
when
accepting
immigrants
and refugees?
FACTORS*

15

9 (1/PD)
First Day
Of
Practicum

Week
Three:

22

How
do provinces
influence
immigration
laws and
policies?

29(1)
(1)3129

Vocab/intro

Lesson 1 b
Lesson 2 a&b

Lesson 2a

Lesson 1a

Lesson 1a&b

16 (2)

Week
Two: How do
the individual
and collective
rights of
Canadians
influence
immigration
laws and
policies?

10 (2)
Workshop
9B (45min
SS missed)
Vocab/intro

Lesson 3 a&b
Lesson 2b

17(1)
St. Patricks
Day
Lesson 3a

18 (2)
Vocab
Check
Lesson 3b
Lesson 4 a&b
(hijab)
worksheet?

23 (2)
Lesson 4b
Lesson 5 a&b

300293
130 (1)

Taylor Gouw - 2015

24 (1)

25 (2)
Lesson 6 a&b
Lesson 5b

19(1)
Vocab
Check

20(ISC)

21

No class

Lesson 4a

26 (1)
Lesson 6a

27 (2)

28(1)

Lesson 6b
Lesson 7 a&b

Lesson 5 a

(1)(1)3131
31(2)

1 (1)(2)
(2)3127

2
(2)0273
128

3
(1)0283
129

223130

26

Week
Four:

Lesson 7a

Lesson 7b
Lesson 8 a&b

Final Day
for class
Lesson 8a

0303131

NO SCHOOL

Lesson 8b

0313131

ANNOTATED LIST OF RESOURCES

Lychak, P., Gerrits, D.A., Nogue, A., & Parsons, J. (2008). Issues for
Canadians. Toronto, ON: Nelson Education.
1. This is the textbook that is prominently used in the classroom I
will be teaching in. Every student has access to a copy and it
contains a good overview of the content that will be addressed
throughout the unit. While not a complete source of information it is
a good reference of pertinent information from which the students
can utilize.
Hughes, S. (2005). Coming to Canada: building a life in a new land.
Toronto: Maple Tree Press.
2. This is a marvelous source, which helps bring to light some of the
history of immigration to Canada, and has real testimonies of
individuals who choose to immigrate to Canada. I believe this will be
a practical resource for students to see some of the decisions that go
into immigration in Canada, both from the perspective of the
government of Canada, and the individuals who decide to immigrate
to Canada.
Williams, J. (no date) WilliamsSocial. YouTube. Available at:
https://www.youtube.com/user/WilliamsSocial (Last accessed: 6
March 2015).
3. This YouTube channel, created by Alberta Social Studies teacher
Jennifer Williams, is an incredible summary of the important aspects
of the unit (and the Social Studies curriculum for high school). It
gives a great overview of the lessons I will be teaching. I plan on
using the immigration part 1 video as a midway review on the
important elements we will have learned to date. The second part
will be a good review for before the students begin their final writing
assignment.
Chinese immigration: Not welcome anymore (2014). CBC Digital
Archives. Available at:
http://www.cbc.ca/archives/categories/society/immigration/chine
Taylor Gouw - 2015

27

se-immigration-to-canada-a-tale-of-perseverance/not-welcomeanymore.html (Last accessed: 6 March 2015).

4. This video will give students an opportunity to visually see some
of the affects of Canadas historical policy of immigration had on
Chinese immigrants. It reflects that Canada has not always been as
open and welcome to its immigrant, and this video depicts this
historical event in an engaging way for students.
Hamilton, G. (2015) You are not suitably dressed: Quebec judge
refused to hear single mothers case because of hijab. National
Post. Available at:
http://news.nationalpost.com/2015/02/26/quebec-hijab-judge/
(Last accessed: 6 March 2015).
5. This news article addresses some prominent issues surrounding a
multicultural society. It also addresses the individual rights of
Canadian citizens and to what extent officials have the ability to
enforce such an opinion. This article will be useful when we are
examining issues such as integration into a new society for
immigrants.
The Associated Press. New York City public schools to give students
2 Muslim holidays off (2015). Available at:
http://www.cbc.ca/news/world/new-york-city-public-schools-togive-students-2-muslim-holidays-off-1.2981849 (Last accessed:
6 March 2015).
6. This article will be used for an exercise in which the students will
use a source and establish a position, and then acknowledge
multiple perspectives on the issue. It will also invite students to
examine some challenges and opportunities surrounding
immigration and its impact on all citizens. This real-world example is
one that students could perhaps relate to, more easily than the first.
Citizenship and Immigration Canada | Citoyennet et Immigration
Canada (no date). Available at: www.cic.gc.ca (Last Accessed: 6
March 2015).
7. I have used a few different pages from this website that are very
valuable for providing insights and information on immigration in
Canada. One page includes a video on the life of a refugee family, it
depicts the lifestyle and quality of life they left behind, and what
kind of life they were able to create in Canada. I also examined the
Strategic Plan: To foster immigration to francophone minority
Taylor Gouw - 2015

28

communities document from CIC. This document outlined what

strategies are in place for the building of Francophone communities
through immigration. Though not suitable for the students as is, I
will be able to utilize vital information from the document,
IMMIGRATION TO CANADA Skilled Worker Points Calculator (no
date). Available at: http://www.canada-da.com/calculator.html
(Last accessed: 6 March 2015).
8. This tool will give the students hands-on application of the points
system for immigration into Canada. Students will be able to see
how qualified they are to immigrate to Canada as Economic
Immigrants, and see how difficult the criteria are for one to
successfully reach the 67 points that are required.
Events that shaped the Immigration and Refugee Board of Canada
Immigration and Refugee Board of Canada (no date). Available
at: http://www.irbcisr.gc.ca/Eng/NewsNouv/NewNou/2009/Pages/20.aspx (Last
accessed: 6 March 2015).
9. This website offers a timeline for the event, laws, and policies
that would eventually lead to the Immigration and Refugee
Protection Act, 2002. While a bit extensive for what the students are
required it does supply very good information about the history of
Immigration and Refugees in Canada. The best use of this
information would be to summarize into student friendly language.
Canadian Museum of History and Civilization (no date). Crossroads
of culture, exploring 200 years of Canadian immigration.
Canadian Museum of Civilization Corporation. Available at:
http://www.historymuseum.ca/cmc/exhibitions/tresors/immigrati
on/index_e.shtml (Last accessed: 6 March 2015).
10. This website has great archives of physical artifacts that portray
the history of immigration within Canada. It depicts various themes
surrounding immigration, such as specific groups of immigrants or
time periods, as well as photos and descriptions of documents and
artifacts from immigrants who have come to Canada. I did not
include this in any of my instructional activities or times, but it is
something I would like to give the students to explore for
themselves. They can choose which elements they would like to
examine from the easily navigated website.

Taylor Gouw - 2015

29