Kaylyn Cudrak 1

Unit Planning Organizer

Subject: Social Studies Grade: 5

Unit/Topic: Building Canada Unit Duration: 12 classes

1. Unit Overview Critical Inquiry Question

Should we celebrate Confederation?

2. Focusing Questions for Lessons

- What is Confederation?
- When and where did Confederation occur?
- Who played a role in Confederation?
- What were the arguments for and against Confederation?
- What were/are the implications and effects of Confederation, historically
and in the modern day?
-
3. SEE-I of Key Concept for Unit: Canadian Confederation

State: Canadian Confederation was the process that united the colonies of Nova Scotia,
New Brunswick, and Canada (Ontario and Quebec) into one Dominion, the Dominion of
Canada, on July 1, 1867.

Elaborate: According to the Canadian Encyclopedia, Confederation was created in a

series of conferences and orderly negotiations rather than the product of war or
violence. There were four main motivations behind Confederation. Supporters believed it
would lead to a strong economy and stable government while providing safety from a
possible American attack. They also supported the creation of a national railroad. Some
people in the colonies, such as Francophone residents of Quebec, thought that
Confederation was a threat to their independence and way of life. Other groups, such as
women and First Nations, Metis, and Inuit peoples, were excluded from the process
altogether.

Exemplify: Hundreds of years before Confederation, another Confederacy was formed

in Canada. The Haudenosaunee Confederacy, also known as the Iroquois Confederacy
or Six Nations, was a confederacy consisting of the Cayuga, Mohawk, Oneida,
Onondaga, and Seneca nations. The Tuscarora later joined, as well. These nations were
united by The Great Law of Peace. A political body made up of representatives from
each nation governed the Confederacy.

Illustrate:

Rex Woods, Fathers of

Confederation, 1968.

What do you notice about this

painting? Who is represented?
Who is left out?
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4. Specific Learning Outcomes for Culminating Task

Values and attitudes:

Students will:
5.3.1 appreciate how changes impact citizenship and identity:
recognize how economic and political changes impact ways of life of citizens
recognize the effects of Confederation on citizenship and identity from
multiple perspectives
recognize the historical significance of French and English as Canadas
official languages

Knowledge and understanding:

5.3.2 assess, critically, the changes that occurred in Canada immediately following
Confederation by exploring and reflecting upon the following questions and issues:
How did John A. Macdonald and George-tienne Cartier contribute
as partners of Confederation?
How did the circumstances surrounding Confederation eventually lead to French
and English becoming Canadas two official languages?
How did the building of Canadas national railway affect the
development of Canada?
Why were Aboriginal peoples excluded from the negotiations
surrounding Confederation?

Skills and processes:

5.S.1.2: Critically evaluate ideas, information, and positions from multiple perspectives
5.S.1.3: Re-evaluate personal opinions to broaden understanding of a topic or an issue
5.S.1.4: Generate original ideas and strategies in situations of individual and group
activities
5.S.2.1: Use photographs and interviews to make meaning of historical information
5.S.5.2: Demonstrate the ability to deal constructively with diversity and disagreement
5.S.8.2: Respond appropriately to comments and questions, using language respectful
of human diversity
5.S.8.3: Listen to others in order to understand their perspectives
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Resources:

Bumstead, J.M. (2014). The Peoples of Canada: A post-confederation history.

Oxford University Press.

Canadian Encyclopaedia (various articles)

Library and Archives Canada. (2005). Canadian confederation. Retrieved from

https://www.collectionscanada.gc.ca/confederation/023001-7000-e.html

Pearson Canada. (2007). Voices of Canada: People, places, and possibilities:

Teacher resource guide. Toronto: Pearson Canada.

Petrone, P. (Ed.) (1991). First people, first voices. Toronto: University of Toronto
Press.

Roby, Matthew. (2013). The Canadian Pacific Railroad: Eight-Lesson Resource

Set. Retrieved from
https://qspace.library.queensu.ca/bitstream/handle/1974/12310/The
%20Canadian%20Pacific%20Railroad%20by%20Matthew
%20Roby.pdf;jsessionid=A5ECDA6CE16DAD7EAAE9BA99043076DA?
sequence=1