March 11/27, 2019 Social Studies 7 (x2)

Loyalist Migration Cardston Junior High

Stage 1: Desired Results

General 7.1: Toward Confederation
Outcome(s)
Specific 7.1.1: Appreciate the influence of diverse Aboriginal, British, and French peoples on events
Outcome(s) leading to Confederation
7.1.2: Appreciate the challenges of co-existence among peoples
7.1.5.4: How was British North America impact by rebellion in the 13 colonies and by the
subsequent Loyalist migration?
Learning By the end of the lesson, students will be able to:
Intentions  Understand the tensions that arose due to an influx of migrants
 Connect the actions of the British government to the consequences of said actions

Stage 2: Assessment Evidence

Formative  Discussion Summative Recommendations
Assessment Assessment

Stage 3: Learning Experience

Prior to  Students will have Resources to  Recommendations paper
Lesson: discussed the importance Bring:
of migration, the reasons
behind the loyalist
migration, have discussed
the Quebec Act
Time: Content/Description Notes/Materials
5 minutes Introduction:
 Last class we discussed the migration of Loyalists from the 13
colonies and into British territory, why did this happen?
 What happened when there was an increase of people on the
blanket?
Body:
7 minutes  Activity 1: Porque?
o Play https://www.youtube.com/watch?v=vuHibtJRqPA to
the class
o Ask them to record what they think the scene is about
o Discuss how there were language barriers that prevented
the true meaning of things from getting across
o One time in Greece we asked where the nearest Coffee
shop was and we were directed to the nearest pharmacy….?
Porque?
o This indicated how messages can be distorted when you do
not speak a language and rely heavily on visuals. This also
shows what can happen when you only understand portions
of a language.
 Activity 2: Merging of Peoples
10 minutes o Students will be divided into two sections
o Each section will have to sing their own song (Mary had a
little lamb, or Old McDonald)
March 11/27, 2019 Social Studies 7 (x2)
Loyalist Migration Cardston Junior High
o Instruct students to keep singing their song when they enter
the classroom/ when the other group enters the class
o Allow students to sing the song through its entirety.
o Ask students if they found it hard to remain with their
original groups or if they changed songs.
o This reflects the difficulties faced by loyalists as they
moved north and into Nova Scotia. These new loyalists felt
that they had different needs and priorities than the older
colonists did and wanted to have their own colony.
 Activity 3: Infringing on rights
o By reading pg. 166-167 about the Quebec Act, and pages
181-184 What should the British Government have done?
o How did Britains response to loyalist concerns affect other
people?
2 minutes Conclusion:
 Tomorrow we will be diving into the war of 1812 and talking
about this for the next few days.
 Exit Slip:
1. The arrival of the Loyalists in Quebec threatened the Canadien
identity and the First Nations peoples’ rights to land.
2. Before the Loyalists came to Canada, Britain negotiated
treaties of ___________________ and
__________________with First Nations peoples.
Reflection
What went well in this lesson?

What did I struggle with specifically in the lesson?

How would I change this lesson to increase learning for next time?
March 11/27, 2019 Social Studies 7 (x2)
Loyalist Migration Cardston Junior High

Name: ______________________

The British Government needs your help!

With the new waves of refugees coming up from the 13 colonies, Nova Scotia and
Quebec are looking pretty full. Considering the First Nations, the Canadiens, the
British Colonists, and the new Loyalists all have very different perspectives on
what constitutes a good life.

The British Government needs your recommendations on how to solve the

following issues (pick at least two):

1. Relationships between the British and the First Nations (pg. 182-183)
2. Relationships between the new Loyalists and the First Nations (p. 183)
3. Relationships between the British and the Canadiens (pg. 166-167, 184)
4. Tensions between Canadiens and Loyalists (p. 184)

Give suggestions as to how the British government can handle all the opposing
views and what they can do to make sure that everyone gets along and is living a
good life.

If you use page 185 as a guide, explain how this helped to establish a middle
ground, what was lost, what was gained, and what remained the same. Consider
how each party would have been affected by the choices Britain made.

Make sure to include:

 What the issue is

 How you would address the issues
 What the potential impact on other groups may be
March 11/27, 2019 Social Studies 7 (x2)
Loyalist Migration Cardston Junior High
March 11/27, 2019 Social Studies 7 (x2)
Loyalist Migration Cardston Junior High

Stage 1: Desired Results

General 7.1: Towards Confederation
Outcome(s)
Specific 7.1.6.7: How was the Great Migration of 1815-1850… an attempt to confirm British identity in
Outcome(s) the Province of Canada?
Learning By the end of the lesson, students will be able to:
Intentions  Identify various groups of people who migrated to the Province of Canada
 Describe reasons why people would come to the Province of Canada

Stage 2: Assessment Evidence

Formative  Small Group discussion Summative No summative
Assessment  Assessment

Stage 3: Learning Experience

Prior to  Students will have Resources to  Identity cards
Lesson: discussed the idea of Bring:  Wrench cards
demographics and how it  Blank paper
effects people
 Class will know about
migration and why it
happens
Time: Content/Description Notes/Materials
5 minutes Introduction:
 Reminder of student lead conferences (videos should be marked by
then, you will be able to show your parents them)
 Question the band festival thing
 Today we will be talking about movement and how that affects
people
Body:
15 minutes  Activity 1: Great Migration
o Students will receive a card with an identity on it
o They are to decide if they should move to the Province of Identity cards
Canada (why or why not) 9x11 white paper
o They will write their decision on their card
o When students have figured out their response to the card,
they will be given additional information that may sway
their decision
o They are to make a 9x11 paper poster outlining who they
are, their reasons for moving/ staying, their final decision
15 minutes  Activity 2: Reasons for Migration
o Students will share their card, and the reasons for why they
migrated (or didn’t) to Canada
o This will bring up key ideas like famine, disease, war and
fear, and the prospect of a new life
o Students can add to their paper as they see fit
 Activity 3: Getting and Staying Here
15 minutes o Students will discuss the things that may be difficult when
coming over to North America
March 11/27, 2019 Social Studies 7 (x2)
Loyalist Migration Cardston Junior High
 Disease, famine, harsh seas, pirates, sanitary
conditions
o They will add these things to their papers
o What may be difficult when they get to Canada? Who is
this difficult for?
 Working the land
 Language
 Culture
 Land
 Activity 4 Sponge: Classroom Demographics
o Students will come to the board and add tallies to the
categories that apply to them
o How does this shape a Cardston Identity? How would it
change if….
2 minutes Conclusion:
 Today we talked about the various reasons why people migrate.
These are still seen today throughout the world. People generally
do not move to a completely new place because they want to. It
normally has to do with economic pursuits, political alignment, or
safety. Considering this, tomorrow we will be talking about what
people do once they get to a new place, and how that has shaped
the nations we see today.
Reflection
What went well in this lesson?

What did I struggle with specifically in the lesson?

How would I change this lesson to increase learning for next time?
March 11/27, 2019 Social Studies 7 (x2)
Loyalist Migration Cardston Junior High

THE
ADDINGTON’S
Family 3 daughters, 4 sons, 1 mother, 1 father
 The daughters are all under the age of 4
 Two of the sons are 7, one son is 12
 Mother does not work
 Father and oldest son work at local mine
Background  The Addington’s run a small farming operation which is manned by the 3 daughters
and 2 youngest sons.
 The father and eldest son bring in the majority of the money for the family by working
at the mine. Without this job, the Addington’s would not have enough money to
survive the wintering months
 The Addington’s are well respected in their community for their generosity and
helpfulness
The problem The mine has dried up and the father and eldest son have been laid off. They can no longer
provide for the family. With new technologies, you no longer can compete with other farmers
of the area who have bigger and faster machinery than you do.
The question Do you stay in your community in Britain? Go to British North America? Do something else?

THE
BIRKENHEAD’S
Family 2 sons, 1 daughter, 1 mother, 1 father, 1 grandfather, 1 grandmother
Background  The Birkenhead’s are British settlers in North Carolina
 They operate a small cattle ranching operation which has provided them with a good
life.
 They have all pledged allegiance to the Queen of England
 The grandparents are too old and broken for any travel and remain home most days.
The Problem The patriots are coming! You have heard wind of a patriot mob who have been ravaging
villages and tarring and feathering Loyalists
The question Do you stay in North Carolina? Do you go up to British North America? Do something else?

THE
HUCKABEE’S
Family 3 single adult brothers (Alfred 23, Ashton 21, Axton 19) with no living relatives

Background  The rest of your family has died from the plague, yet you three brothers survived along
with one goat.
 You all rent a single bedroom in the house of a local shoe smith in London
 Only Alfred has a job as a stable boy, mucking stalls for wealthy land owner
 This job is not enough to support you let alone the other 2 brothers.
The problem You will not survive the next three weeks living off of Alfred’s sole income
March 11/27, 2019 Social Studies 7 (x2)
Loyalist Migration Cardston Junior High
The question Do you stay in London? Do you go to British North America? Do something else?

THE
O’CONNOR’S
The family 5 daughters and 9 sons, 1 mother, 2 uncles
The background  Your father recently passed away due to starvation and disease.
 Your uncles have moved into your house to help man the potato farm that has been
passed down for generations in your family
 Your siblings, all 14 of them, tend to the farm in various capacities, but 4 of them have
fallen ill within the past 2 months.
The problem Your potato fields and those around you have fallen victim to dry rot, a potato blight which
ruins your potato crops. This year, similar to the last two years, your family will not have
enough potatoes to sell in order to sustain you.
The question Do you stay in West Ireland where the blight has hit hard? Do you go to British North
America? Do Something else?

BRIGGER and
BENTLY
The family You and your fiancé
The background  You just left your family in Belgium in order to begin a new life with your fiancé
 You are relatively well off financially
 You have no attachments to Belgium and are seeking a new adventure
 Since the Napoleonic wars have ended, the ocean is much safer for travel
The problem You are bored in Belgium and want to see what the world has to offer
The question Do you stay in Belgium? Go to British North America? Do Something Else?

THE
OSTAPOWICH’S
The family 2-year-old daughter, 4-year-old son, husband, wife
The background  The conditions in your town are becoming unbearable and unsanitary
 Husband served in the Napoleonic wars and is a respected veteran
 Son is the life of the community, as he is the only child to have survived an
influenza outbreak
The problem You fear the unsanitary conditions will lead to another disease sweeping through your
town
The question Do you stay? Go to British North America? Do Something Else?