Differentiated Instruction Teaching/Learning Plan

Subject: Economics
Course Title: Analysing Current Economic Issues, Grade 12
Course Code: CIA4U
Lesson Title: The economic impact and rationale for welcoming refugees
Duration: _____ 75 minute periods
Overall Expectation(s):
A1.1: formulate different types of questions to guide investigations into current national and global
economic issues
A1.3: assess the credibility of sources, data, evidence, and information relevant to their
investigations
A1.5: use the concepts of economic thinking when analyzing and evaluating data, evidence, and
information and formulating conclusions/and or judgements about current Canadian and
international economic issues
A2.2: apply in everyday contexts skills and work habits developed through economic
investigations
A2.3: apply the concepts of economic thinking when analyzing current events involving economic
issues
Specific Expectation(s):
B4.2: explain how governments with different political perspectives respond to economic
challenges, including the allocation of limited resources among competing interests
B4.3: analyse ways in which sociocultural factors and the influence of political-economic
stakeholders affect economic decisions
C3.1: explain how economic factors influence the allocation by governments, both in Canada and
internationally, of scarce resources to address social needs
C3.3: explain the role and rights of workers as well as the role of governments, both in Canada and
internationally, in shaping and enforcing these rights
E2.2: explain the significance of a variety of international events/developments for the Canadian
economy
E2.3: describe Canadian government responses to global economic challenges that affect stability
and assess their effectiveness
E2.4: describe the ways in which individuals and groups attempt to address problems related to
international economic activities and assess their effectiveness
Learning Goal(s):
Students will apply the theoretical costs and benefits of refugee arrivals to the Canadian
economy
Students will evaluate the arguments for and against welcoming refugees and assess the
credibility and accuracy of each
Students will debate what the governments responsibility should be to refugees and what
they will do
Students will interpret the arrival of refugees in economic terms and compare the concepts
to economic theories of labour supply and immigration

Assessment and Evaluation

Evaluation (Summative

Formative Assessment

Diagnostic Assessment

Description:
- A critical assignment
where students will
read an article and
assess the argument
as it relates to
migration and
refugees.
- Will negotiate a due
date with students
and they will have
adequate time to

Number of Formative
Assessments: _____

Purpose:
To determine:
o Prior knowledge
o Prior skills
o Student interest
o Students requiring
additional support
during this lesson.
o Students who may
require enrichment
material during this

Assessment)

1.Description:
2. Description:
3. Description:

read the article and

answer the questions.

Tools Needed: checklist,

rubric, checkbric, rating scale,
anecdotal comments,
conferencing notes/form

Tools Needed: i.e. rubric,

checklist, checkbric,
marking scheme.

Exemplars Needed:
-

Assignment is
attached

Teacher Check
The evaluation activity
chosen allows the student
to demonstrate their
mastery of the above
learning goal. It allows
students to demonstrate
their learning in different
ways where possible to
meet their individual
preferences, strengths and
interests

Teacher Check
Each of the formative
assessments directly relates to
the evaluation.
All formative assessment results
will be used to inform teaching
prior to the evaluation.
Students will be given formative
feedback prior to the evaluation
with enough time to relearn and
improve their knowledge and
skills.

lesson
Other:

Description:
Short Q and A with
students on their
previous knowledge
about the refugee
crisis
A series of questions
will gauge prior
knowledge on the
subject, student
interest, and will
identify which
students may require
additional
support/closer
attention during
lesson and unit
Teacher Check
Diagnostic Assessment can
be completed up to several
lessons prior to the new
topic in order to give the
teacher time to use the
information in their lesson
planning.

Strategies and Structures for this Lesson

Teacher Check: consider diagnostic assessment information, D.I. strategies to meet the needs of
at risk learners, student interests, strategic groupings, special student needs (i.e. ELL, Special
Education), etc.

1. Take a five minute break in the middle of the lesson or take 5-10 minutes to allow students
to destress and prepare themselves for the coming lesson.
2. Use of questions to assess student learning up to this point and to understand which
students will need the most support throughout the lesson, assignment and future class
activity.
3. Use of video to engage visual learners. Use of newspaper article and class reading to
engage literary learners. Use of class discussion and oratory instruction to engage audio
learners.
4. Lesson takes a relevant and controversial issue students will be aware of and connects it to
critical skill development and meeting of curriculum requirements.
5.

Part 1: Minds On
Teacher Check: The goal is to establish a positive learning environment, connect the topic to
prior learning and/or experiences, setting the context for learning and completing the diagnostic
assessment.

Name of Activity/Strategy:
YouTube video and newspaper article to
introduce lesson
Whole Class/Strategic
Grouping/Individual:
Whole Class

Connections/Considerations
ELL:
I.E.P.:
Use a diversity of resources that will help
visual, auditory and discussion based

Description:
Introduce lesson by asking students
about their prior knowledge regarding
the Syrian refugee crisis. Ask: what has
been going on regarding Syrian
refugees? Why are they fleeing their
country? Is it dangerous for them to
stay or to leave? Why do you think
theyre risking their lives to flee? What
is the worlds response to the crisis?
What is Europes experience in this?
What is Canada doing to respond and
aid the millions fleeing?
These questions act as a minds on and
a diagnostic assessment. They help to
get students prepared and focused for
the lesson ahead. They help the teacher
to assess where student understanding
is on the issue of refugees and
economic migration.
Follow this by showing a YouTube video
to the class that highlights the struggle
refugees face (link to the right).
Then, contrast this by showing an
article online to the class that
represents a view that is opposed to
allowing refugees into Canada/North
America. (link to the right)
Pose the final question to the class: Is
there an economic benefit or cost to
admitting refugees? Are there positives
or negatives to economic migration?

learners and encourage student

engagement.
Literacy:
Mathematical Literacy:
Notes:

Materials/Resources Needed:

Article: http://www.cnbc.com/2015/11/16/usstates-to-turn-away-syrian-refugees.html
Video:
https://www.youtube.com/watch?v=M5JrxkXAPpc

Part 2: Action
Teacher Check: Consider the diagnostic data and the results of the Minds On Activity when
planning learning activities. In this section, introduce new learnings or extend/reinforce prior
learning. Provide numerous opportunities for practice and application of learning (guided >
independent). Formative Assessment is ongoing during the Action period and should be used to
guide teaching.

Name of Activity/Strategy:
Class discussion
Whole Class/Strategic
Grouping/Individual:
Whole class
Description:

The minds on leads into the crux of the

lesson which is a discussion surrounding
the impact refugees may have and
what the students think about the issue.
Given prior lessons on supply-demand,
labour movements, poverty, and
government policies, students will be
able to make connections and
contribute to the discussion
Guide student discussion and oratory
learning with questions: how will
refugees coming to Canada find housing
and economic opportunity? Is there any
reason to fear a negative impact of their
arrival to the economy? What would a

Connections/Considerations:
ELL:
I.E.P.:
Use variety of learning styles and
resources to ensure content is presented
well enough and in different ways so that
student has opportunity to gain
knowledge and share thinking.
Literacy:
Mathematical Literacy:
Notes:
Materials/Resources Needed:
Powerpoint

negative impact look like? What would a

positive impact look like? What jobs will
refugees be able to do? What will
refugees contribute economically?
Culturally? How can the government
support them? How much would that
cost? Should the government do this?
Do you think governments of all political
ideology would want to support
refugees the same? What is the current
government doing to assist and resettle
refugees? Should they be doing more or
less?
It is key to control the language and
energy in the class to ensure discussion
is positive, engaging, and not
inflammatory to anyones identity,
beliefs, and opinions.
Conclude discussion with what
economists and experts say about the
economic rationale for
economic/refugee migration.
(supporting details on attached
powerpoint)
Explain to the class with the images on
PowerPoint (attached) as a guide that
refugees and economic migrants
provide a boost of labour to many
communitites and that this is
overwhelmingly positive to the
economy. Explain with assistance of
graphs and expert opinions how
immigration is positive to the economy
and how accepting refugees is the same
economic rationale.

Formative Assessment(s):

Part 3: Consolidation and Connection

Teacher Check: The teacher helps students demonstrate what they have learned and provide
opportunities for consolidation and reflection. Formative feedback is actively provided to
students to help prepare them for their evaluation.

Name of Activity/Strategy:
Introduce newspaper and the assignment
Whole Class/Strategic
Grouping/Individual:
Whole class

Connections/Considerations:
ELL:
I.E.P.:
Literacy:

Description:
The discussion and explanation to the
class is concluded by asserting that the
economy can handle refugees and that
it is a very positive boost to the
economy to admit more in.
Consolidate by introducing an article to
the class that will be read together by

Mathematical Literacy:
Notes:

Materials/Resources Needed:

giving students who were not as

engaged in the discussion the chance to
read aloud.
The article will explain an economists
opinion on the benefits of refugees.
(link to the right)
This introduces an assignment where
they will need to evaluate the argument
in the article, and with what theyve
learned in the lesson, apply it to
Canadas current situation and think
about societal and economic
implications.

The article:
http://www.newyorker.com/news/johncassidy/the-economics-of-syrian-refugees

Formative Assessment(s):

Part 4: Evaluation (Summative Assessment)

Teacher Check: Teachers should review all formative assessment results to ensure students are
prepared to demonstrate their learning and be evaluated. Small groups of at risk students may
need individual teacher attention while students who have mastered the expectations will
benefit from enrichment learnings.

Evaluation Differentiated by:

Content - want to see student has read
and understood content
Process
- want to see that student has
thought critically about the issues and
applied it to various
scenarios/environments
Product - want to see that the final
product is well written, articulated, and
Description:
Students will have to review the article
that takes a position on the refugee
crisis. The focus of the article is the
positive benefit to the economy that an
influx of refugees can have.
Students will evaluate the merits of this
argument, how well it is argued and
whether the points are valid. Given
what they learned in this lesson, they
will apply the points and rationale to
Canadas current situation and think
critically about societal and economic
implications.

ELL accommodations:
- Change assignment to an oral presentation on
a private time so that students can think and
express the issues without worrying about
written English.
I.E.P. accommodations:
- Give students extra time in class to finish
assignment and extend due date.
- Modify questions for students so that they can
work together with teacher to succeed
Other Considerations:
Notes:

Materials/Resources Needed:

Exemplars Needed: