Professional Documents
Culture Documents
Unit Plan
March 2016
Melissa Pratt
There are many opportunities for rigorous, authentic and engaged learning through my
social studies unit. Throughout the unit, the students will be writing in a response journal, and
they will have the opportunity to take on some of the many perspectives focused on in this unit.
Through this response journal, students will be completing entries at the beginning or end of
class, and it will provide as an excellent formative assessment for me, the teacher, as well as a
good assessment as learning for the students. English Language Arts integration was also a
focus of my unit and one of the reasons I chose to have students writing every day in their
journals. I am also giving the students the opportunity to research and explore a group that
immigrated to Alberta, and then they will be able to share their findings through an engaging and
authentic task with. By teaching their peers about their own topics, I am hoping they will become
engaged in their learning. I also think that students are more engaged when they get to do their
own research, and they will see this task as meaningful. There are also lots of opportunities for
class discussions, small group discussions, listening, reading, and sharing stories.
Some knowledge and skills that I am assuming are in place are that the students are
very familiar with the aboriginal perspectives as well as the geography of Alberta. The students
have learned all of the chapters and outcomes prior to this unit, so I am assuming that they
have all of the knowledge included in those. I am also hoping that students have the ability to
read and sort through information and then summarize it to create their projects. I am also
hoping that students will be able to mostly direct themselves and use their class time wisely to
complete their project. Students might be bringing many assumptions to this inquiry! They
might not fully realize the extent to which Alberta is made up of many different cultural groups.
There are also some students in the class who come from different cultural and linguistic
backgrounds. There are 3 ELL students and a couple FNMI students. I am hoping that this
might be an opportunity for some of these students to share their stories about coming their
families coming to Alberta, and that they will understand how they belong.
I plan to give
students the opportunity to share their own stories. I plan on addressing individual differences
in the classroom by promoting respect for the diversity, as this is what the unit is all about. I will
take these differences as an opportunity for the class to learn!
I am teaching in a lower income school, so there may be some family issues that I might
have to address. Another thing that could possibly come up is related to the current events
topic of Syrian refugees; many people do not have positive views on this and I could possibly
have students who have learned that. If this situation arises, I will do my best to promote
respect and acceptance and focus on what students can be doing to appreciate the diversity in
Alberta and what it means for people to want to live here.
In regards to my rubric, I have used the outcomes from the Program of Studies and the
students will be assessed based on these outcomes and how they align with the specific report
card grades. I have created this rubric in consultation with my TA, as they are working on
coding test answers and other summative tasks specifically to the outcomes and using the
language from the report card. Students get assessed in two different categories for Social
Studies (Students understand information, ideas and issues and Student locates, organizes,
interprets, and presents information). I have taken the knowledge outcomes and placed them in
the first section and then the skill outcomes in the second section. The report card is on a scale
of 1-4, as reflected by the achievement level in the rubric. The students know what they need to
complete to meet the outcomes by completing everything on the checklist and using the I Can
statements. From this point, their work can be placed on this rubric, which can then be used to
communicate grades to the parents and for their report cards.
Field Trips
1. Galt field trip Making Do or Doing Without
The students are taking a field trip to the Galt Museum at the end of the unit. Making
Do or Doing Without encourages students to learn about the Great Depression in
southern Alberta and Lethbridge. Students are introduced to various artefacts related to
the period and are provided with hands-on experiences. Making Do or Doing Without
further strives to raise an awareness and appreciation for the contributions made during
the 1930s for subsequent generations.
Web Resources
Book Resources
4. Reynolds, M., & McCallum, S. (1997). The new land: A first year on the prairie.
Victoria, B.C.: Orca Book.
This is a picture book that is set in the early twentieth century. It is about an immigrant
family arriving in North America, and travels by oxcart to the prairies where they build a
sod house and plant crops. Soft watercolour illustrations show the family's life through
the seasons. It is valuable to this unit because it uses stories to talk about immigration
to rural North America, and examines identity as well as quality of life, all of which are
important outcomes (4.1, 4.2.2) to this unit.
5. Fine-Meyer, R. (2003). The immigrant experience. Oakville, Ont.: Rubicon.
This story explores the Canadian immigrant experience through a collection of primary
source documents organized by decade. This is a quality resource that offers students
an opportunity to recognize that we are a nation of immigrants and to see patterns and
growth in immigration policies from 1896 into the 21st century. It includes documents
describing the impact that immigrants have made on the cultural, economic and social
values of Canadian society. It also touches on many of the outcomes (4.1, 4.3.1, 4.3.3)
for this unit. Students can examine and analyze many different types of primary
sources.
6. Kalman, B. (1997). The general store. New York: Crabtree Pub.
This story describes the general stores of the past, how they were stocked, the roles of
storekeepers in communities, and what happened to general stores in the twentieth
century. Although based on general stores in the United States, the text was reviewed
by an Alberta senior citizen for authenticity, and information provided is the same for
Alberta's general stores at the turn of the century. The book is full of great pictures and
content, and focus on communities.
7. Voices of Alberta: People, places, and possibilities. (2006). Toronto: Pearson
Education Canada.
This book is an approved textbook for the Social Studies 4 curriculum. It has a large
amount of useful information to provide students with an understanding of the subject
matter. The text provides many images, summary charts, maps, different perspectives
and thinking it through questions to help students learn and engage with the subject
matter. It provides information to meet the Program of Studies outcomes with
information and examples relevant to the students.
8. (2006). Voices of Alberta: People, places, and possibilities teachers resource.
Don Mills Ontario: Pearson Canada.
This is the teachers guide to accompany the Voices of Alberta textbook. It breaks down
each chapter by providing inquiry focus questions and chapter outcomes, as well as
provides extra resources and learning activities that the teacher can use. The resource
contains a lot of helpful ideas, as well as Black Line masters to help meet the learning
objectives of the unit.
9. Tyerman, M., BonBernard, T., & Cardinal, P. (2006). Our Alberta. Edmonton, AB:
Duval House Publishing.
This book is also an approved textbook for the Social Studies 4 curriculum. While it is
not the book that my school uses specifically, it provides a lot of useful information
about the subject, and could be used to allow students to research information in a
student friendly language.
10. Taylor, C. (2007). Many people. Don Mills, ON: Pearson Education Canada.
This book contains many letters, photos and first hand accounts of people who came to
Alberta. It is written so that a fourth grade student could read it, so it is an excellent
resource to allow students to research and explore different people of Alberta.
Grade: Four
Immigrants
Diversity
5. Specific Learning Outcomes for Unit
Knowledge:
4.2.2 - assess, critically, how the cultural and linguistic heritage and
diversity of Alberta has evolved over time by exploring and reflecting upon
the following questions and issues:
-How did European immigration contribute to the establishment of communities in
Alberta in the late 19th century and early 20th century?
-How did the arrival of diverse groups of people determine the establishment and
continued growth of rural and urban communities?
4.3.3- examine, critically, Albertas changing cultural and social dynamics
by exploring and reflecting upon the following questions and issues:
-How has multiculturalism in Alberta evolved over time?
-How do the names of geographic places reflect the origins of the people who
inhabited, discovered or developed communities in these places?
Attitude:
4.3.1- appreciate the factors contributing to quality of life in Alberta:
-Demonstrate respect for the rights, opinions and perspectives of others
-Demonstrate respect for the cultural and linguistic diversity in Alberta
Skill:
4.S.6 - develop age-appropriate behaviour for social involvement as
responsible citizens contributing to their community:
initiate projects that meet the particular needs or expectations of their
school or community
4.S.8 - demonstrate skills of oral, written and visual literacy:
Lesson Overview
Lesson 1
30 minutes
Focus Question:
What is a settler?
4.2.2 - assess, critically, how the
cultural and linguistic heritage
and diversity of Alberta has
evolved over time by exploring
and reflecting upon the following
questions and issues:
-How did European immigration
contribute to the establishment of
communities in Alberta in the late
19th century and early 20th century?
4.3.3- examine, critically,
Albertas changing cultural and
social dynamics by exploring and
reflecting upon the following
questions and issues:
-How has multiculturalism in Alberta
evolved over time?
Learning Activity:
The students will
talk about a
personal experience
where they moved
to a new place
-Read The New
Land: A First Year
on the Prairie
Formative
Assessment:
The students will
complete an entry
in their response
journals answering
the question What
do you think a
settler is? Thinking
about the story we
read, what do you
want to know more
about? What did
you already know?
(KWL in journal)
Lesson 2
1 hour
Focus Question:
How could you convince
people to come and settle in
Alberta?
Learning Activity:
-The students will
analyze an
advertisement
-Watch advertisement
4.2.2 - assess, critically, how from today and use
the cultural and linguistic
skills from first activity
heritage and diversity of
to talk about how they
Alberta has evolved over
can analyze
time by exploring and
advertisements around
reflecting upon the following them
questions and issues:
-How did European
immigration contribute to the
establishment of communities
in Alberta in the late 19th
century and early 20th century?
4.3.1- appreciate the factors
contributing to quality of life
in Alberta:
-Demonstrate respect for the
rights, opinions and
perspectives of others
Formative
Assessment:
-I will collect the
analyzing
advertisement
worksheets
Lesson 3
30 minutes
Focus Question:
How was the land changed?
Which group of settlers would
you want to be in- the ones
who chose their own land or
the ones who had their land
already marked out. Why?
What might the First Nations
thought about people moving
to Alberta?
Learning Activity:
-What would be the
first thing you would do
if you settled in one of
these regions? (show
different photos)
-Talk about the types
of homes settlers built
and examine pictures
-Talk about farming
Formative
Assessment:
The students will
complete an entry in
their response
journals.
Lesson 4
1 hour
Focus Question:
How did communities grow?
How does belonging to a
community add to the quality
of life?
What would be the
advantages be of passing both
language and culture to other
generations?
Why would groups of settlers
want to keep their own
cultures and languages from
their homeland?
Learning Activity:
-Name the smallest
community students
know and the largest in
Alberta
-Watch video in
another language that
students do not
understand. Get them
to respond in their
response journals
about how they felt
about that
Formative
Assessment:
The students will
complete an entry in
their response journals
Learning Activity:
-Research Jigsaw
activity
-Introduce
performance task and
assign topics/groups
Formative
Assessment:
-I will collect passports
at the end of jigsaw
activity.
Lesson 6
1 hour
Focus Question:
How can I apply the research
process to gather relevant
information?
4.S.8 - demonstrate skills of
oral, written and visual
literacy:
-organize and present
information, taking particular
audiences and purposes into
Learning Activity:
-Discuss research
strategies and good
note taking strategies
-Class time to work on
research notes
Formative
Assessment:
-Small group/one on
one discussions while
the students are
working on their
research notes
consideration
4.S.7 - apply the research
process:
-develop the skills of skimming
and scanning to gather
relevant information
-organize and synthesize
information gathered from a
variety of sources
-use graphic organizers, such
as webbing or Venn diagrams,
to make meaning of
information
-draw and support
conclusions, based on
information gathered, to
answer a research question
-formulate new questions as
research progresses
-cite references as part of
research
-access and retrieve
appropriate information from
the Internet by using a specific
search path or from given
uniform resource locations
(URLs)
Lesson 7
30 minutes
-Time to work on research notes
-Research notes will be collected for feedback at the end of class
Lesson 8
1 hour
Learning
Activity:
-Presenting
performance
tasks
Formative
Assessment:
The students
will complete a
passport on the
other exhibits.
communities?
4.3.3- examine, critically, Albertas
changing cultural and social dynamics by
exploring and reflecting upon the
following questions and issues:
-How has multiculturalism in Alberta evolved
over time?
-How do the names of geographic places
reflect the origins of the people who
inhabited, discovered or developed
communities in these places?
4.3.1- appreciate the factors contributing
to quality of life in Alberta:
-Demonstrate respect for the rights, opinions
and perspectives of others
-Demonstrate respect for the cultural and
linguistic diversity in Alberta
4.S.8 - demonstrate skills of oral, written
and visual literacy:
-Present information, taking particular
audiences and purposes into consideration
-Respond appropriately to comments and
questions, using language respectful of
human diversity
-Listen to others in order to understand their
perspectives
-Communicate effectively through
appropriate forms, such as speeches, reports
and multimedia presentations, applying
information technologies that serve particular
audiences and purposes
Focus Question:
Who comes to Alberta today?
4.3.3- examine, critically,
Albertas changing cultural
and social dynamics by
Lesson 11
30 minutes
Learning Activity:
-Current events video
about Syrian refugees
Formative
Assessment:
-Self reflection on
performance task
-The students will
complete an entry in
their response
journals.
Lesson 12
30 minutes
-Extra class time if presentations take longer or additional time is needed
-The students will complete an entry in their response journals.
LESSON PLAN
Subject: Social Studies
Grade: 4
Lesson Reflection:
This is a space for notes after youve taught the lesson.
LESSON PLAN
Subject: Social Studies
Grade: 4
Date: March
Critical Inquiry Question: What makes the contributions and
accomplishments of the different cultures in Alberta special?
Lesson: How could you convince people to come and settle in Alberta?
Time: 1 hour
SLOs: From the Program of Studies
4.2.2 - assess, critically, how the cultural and linguistic heritage and
diversity of Alberta has evolved over time by exploring and
reflecting upon the following questions and issues:
-How did European immigration contribute to the establishment of
communities in Alberta in the late 19th century and early 20th century?
4.3.1- appreciate the factors contributing to quality of life in
Alberta:
-Demonstrate respect for the rights, opinions and perspectives of others
Instructional Objectives:
Knowledge:
The students will know why settlers came to Alberta and what the
government did to get more people to come west.
Skill:
The students will be able to analyze advertisements and apply what they
learned about the advertising to settlers to the advertisements they view
every day in their lives.
Key Questions:
How could you convince people to come and settle in Alberta? Why come to
Alberta?
Materials:
-Advertisements for settlers to come to the west
-Advertisement worksheet
-Video of advertisement from today
-SMART board
Preparation:
-Have a video of an advertisement ready on SMART board
-Have worksheets ready
Adaptations:
-Flexible grouping: Create groups for students to work together on analyzing
their advertisements
-Different advertisements depending on student skill level
Lesson Procedure:
-Read page 180-181 in Voices of Alberta textbook as a class
-Talk about key points Why do people want to come to Alberta?
-Introduce the analyzing advertisements activity
-Work through an example as a class
-Students will work individually or with a partner to analyze an advertisement
that the government used to get settlers to come to Alberta. Questions they
will be answering are:
o What facts can you see in the poster? What information is true? How
do you know?
o What does the advertisement suggest about Western Canada? Does it
give a complete picture of what it was really like at that time?
o Is there any information about the land or the weather that the
government might not have wanted people to know? Why?
-Students will have 25 minutes to work on this. If the student finishes early,
they can draw their own advertisement in their response journals.
-Collect worksheets
-We will now be watching a video. Think about the questions you just
answered and how they can be applied to this video.
-Think-Pair-Share: Turn to the person next to you and answer the question
How can you use what youve learned to analyze advertisements that you
see around you everyday? What was the message this advertisement was
trying to get across? Is their any information the company didnt want you to
know?
-If there is extra time, we will write in our response journals
Assessment:
How will you know if students met your lesson objectives? What assessment
tool or strategy are you using? What are you looking for in this formative
assessment?
-Class discussion
-I will be listening to student discussion during the Think-Pair-Share activity
-I will collect their Analyzing Advertisement worksheets
Lesson Reflection:
This is a space for notes after youve taught the lesson.
How can we celebrate the different cultures in Alberta?
A New Museum Exhibit!
You have just been hired as a new curator for the Lethbridge Galt Museum!
The Galt Museum is creating a new exhibit to showcase and celebrate the
diverse groups that immigrated to Alberta in the past. The exhibit will share
the stories of the many groups of people who made Alberta what it is today.
As part of your job, you will become an expert on one group and create a
presentation to share.
It is your job to research and create a museum exhibit display highlighting
immigration to Alberta in the past.
In order to complete this project you must choose a group of people that
moved to Alberta in the past. Select one of the following groups:
United States (Mormons, Black settlers)
Ukrainians
Francophones
Poland
Germany
Russia
You will conduct research on the group and then you will prepare a display
that describes the following things about your group of people. Your display
needs to address the following:
Language spoken
The country they came from
Why they came to Alberta
How they got to Alberta
The community they lived in
Where they moved to (country or city)
Does the community get its name from this group of people? Explain.
Customs and traditions they brought with them
Other interesting information
Use the textbook and other resources assigned to find your information.
Your can present your ideas in one of the following formats:
Diorama
PowerPoint
Trifold
Poster
Before the exhibit opens, you and the other curators will share your
presentations with each other. After viewing the presentations, you will
record the information from other groups in your passport.
Celebrating Different Cultures in Alberta
The group I am researching is _______________________________________________
What country did they come
from?
Draw the route the group took to get to their new home! Label their new
home and where they came from.
Checklist
Draw a smiley face in the box where you feel best fits
your performance on this project!
Statement
I can describe how people
from Europe helped to start
communities in Alberta.
I can tell how people from
various places chose to
build and grow
communities in Alberta.
I can explain the value of
people keeping their own
language and culture.
I can explain how the
names of places reflect the
people who came to that
place.
4
I strongly
agree
3
I do agree
2
Im not sure
1
I do not agree