Backward Design Unit Template: Cycle: 3 Grade 6

Running head: MICHELLE RACINE 2021
BACKWARD DESIGN UNIT TEMPLATE
Cycle: 3; Grade 6
DESIRED RESULTS
Unit Title: Impacts of Immigration on Canadian Society and Territory between 1745-1980
Established Goals:
Broad curriculum competency:
Cycle 3 Competency 2: To Interpret Change in a Society and its Territory
The cluster of evaluation criteria that will drive the unit:

→ Recognition of changes in the geographic and historical contexts of the society
→ Description of changes in social and territorial organization
→ Establishment of cause and effects of changes
→ Definition of the influence of certain people and their interests on some changes
→ Definition of the effects of certain events on some changes
→ Identification of the way in which these changes are evident today
→ Use of pertinent arguments to justify his/her interpretation
→ Use of various supporting materials
Essential Questions:
● What factors influence immigration policy? (Environmental, political, economic, social)
● How are Canada’s current immigration policies different from past policies? How have
the changes impacted immigration to Canada?
● Who do the current immigration policies benefit? Who is this system fair/unfair to?
● What are the benefits of immigration? What are the concerns? Do these benefits outweigh
the concerns? Why or why not?
● Do you think immigration policies in Canada have improved/gotten worse? How did you
determine your decision? Consider benefits to the
population/immigrant/economy/Canadian government/Canadian society.
● What qualities has Canada sought in immigrants? How has that changed over time?
Big Ideas:
● Canada’s immigration policy has long sought to limit entry to those it considered to be
“undesirable”, with the definition of “undesirable” shifting as Canada’s development has
progressed.
● Through examination of continuity and change as well as the short- and long-term cause
and consequence relationships in immigration laws from the early 20th century to today,
it is apparent that Canada’s policy negatively impacts poorer immigrants applying from
countries whose economies and education standards are considered to be lower than those
of Canada.
BLAIS, BOISVERT, DOYON, KEEFE, & RACINE
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Enduring Understandings:
● Students will understand continuity and change as it applies to the context of Canadian
Immigration policy after the Conquest.
● Students will understand the short-term and long-term cause and consequence
relationships that occur due to changing immigration policy in Canada.
● Students will understand the main groups that developed the Eurocentric framework of
Canada and how this Eurocentric framework has impacted immigration to Canada since
colonization.
● Students will understand how Loyalists impacted the population between 1745 and 1820,
and how Black Loyalists we marginalized as a result.
● Students will understand how the Canadian Confederation affected immigration in
Canada between 1820 and 1905 which was largely unrestricted towards certain groups
and tailored to grow the white, settler-colonial base of the population.
● Students will understand how the construction of the Pacific railway increased the
immigration in Canada between 1820 and 1905 and how the influx of Chinese workers
affected the face of immigration law.
● Students will understand that immigration policy has often reflected the racial attitudes or
national concerns of Canada at the time of implementation and how immigration law
evolved through the late 19th and 20th centuries to prioritize the influx of immigrants by
race and economic standing.
Social Studies Thinking Concepts

- Identify continuity and change
- Analyze cause and consequence
- Take historical Perspective
- Establish historical significance
- Primary source evidence
- Movement
Students will know…

D. Canadian society between 1745 and 1820 (Movement and immigration of English coming to a
newly minted English Canada)
a. Indicates changes in the society during this period (occupation of the territory, presence of
anglophones)
b. Names people and groups that played a role in the changes (Murray, Carleton, Loyalists:
(Black Loyalists, United Empire Loyalists))
c. Indicates events that marked this period (the Conquest)
E. Canadian Society and Québec society between 1820 and 1905 (Immigration of minority
populations who worked towards building Canada)
a. Indicates changes in the society during this period: (occupation of the territory,
industrialization, urbanization, settlement, railway building)
b. Names people and groups that played a role in the changes: John A. Macdonald, unions
c. Indicates events that marked this period: Canadian Confederation, unionization,
immigration, railway building
F. Québec society between 1905 and 1980 (Exploring early 1900s immigration law changes
vs.1967 Points based immigration system; comparing/contrasting these changes)
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a. Indicates changes in the society during this period: (Immigration law, introduction of
proof of finance, introduction of deportation legislation)
b. Names people who played a role in the changes (Wilfrid Laurier, Frank Oliver (minister
of the interior from 1905 to 1911))
c. Indicates events that marked this period: (Influx of Immigrants, Charter of Rights and
Freedoms, Point-based Immigration system)
Students will be able to…

Students will know how to plan research:
a. Make a research plan
b. Locate sources of information
c. Choose or create data-gathering tools
Students will know how to gather and process information:

a. Collect data
b. Sort data into categories
c. Distinguish between facts and opinions
d. Criticize data
e. Distinguish between relevant and irrelevant data
f. Compare data
Students will know how to organize information:

a. Choose a way to communicate information
b. Make a plan
c. Identify the essential elements of information
d. Arrange data in tables, lists, diagrams or texts
e. Use supporting documents
f. Indicate sources
Students will know how to communicate the results of research:

a. Choose appropriate language
b. Use various media
c. Present a production
Students will know how to interpret tables and diagrams:

a. Read the title
b. Decodes the legend
c. Locate the scale
d. Identify the nature of the information
e. Find data
Students will know how to construct tables and diagrams:

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a. Select information
b. Indicate and name each entry
c. Establish the scale
d. Indicate the legend
e. Indicate the data
f. Indicate the title
Unit Description
In this unit, students will understand how immigration throughout the years has affected Canadian
society and territory. To do so, this unit has been divided into five separate subtasks followed by a
culminating task at the end. The subtasks are presented in chronological order from 1745 to
present day. The substaks, in order, are: the arrival of the Loyalists, Confederation and
introduction of Canadian Immigration law, the construction of the Canadian Pacific Railway, the
Canadian immigration laws of the 20th century, and immigration then and now. Each subtask was
carefully crafted to follow each other so that students can see the progression and effects
immigration law has had on the societal makeup of Canada.
The first subtask consists of examining the arrival of the Loyalists in Canada between 1775 and
1783. Students will explore the different groups of Loyalists from various perspectives. They will
closely examine the difference between the United empire Loyalists and the Black Loyalists
allowing them to recognize the marginalization of the Black Loyalists during this time.
The second subtask explores and examines Canada’s first immigration act which was
implemented in 1869 by John A Macdonald. Through class discussions and examination of
primary source documents, students will make their own inferences about immigration policy in
1869, hypothesize about why the poster was deliberately designed this way, and think about the
affects these events have had on current society. They will then apply this knowledge in making
their own immigration poster, delineating why they believe people should move to Canada.
The third subtask consists of examining the arrival of the Chinese workers to Canada from 1881 to
1884 to help with the construction of the Canadian Pacific Railway. This subtask will also cover
the Chinese Immigration Act of 1885. Students will be asked to use primary and secondary
sources to reflect on and create their own understandings of this Immigration Act.
The fourth subtask will allow students the chance to explore primary source documents from the
turn of the 20th century. These documents center around key changes to law and regulation
concerning immigration to Canada during this era. Students will become aware that key elements
of these laws, the introduction of Proof of Finance as well as the Deportation Law, had a great
impact on both 20th and 21st century Canada. Students will also explore the beginnings of our
modern-day immigration point system within the official documentation of the 1967 law.
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In the fifth subtask, students will apply the information they learned from the fourth subtask. In
groups of four, students will receive an ‘immigrant profile’ containing information about a
potential immigrant to Canada. Using primary and secondary source documents, students will
decide whether their profiled individual would be admitted to Canada in 1910 and again in 2019.
Students will be encouraged to consider elements such as what elements changed or remained the
same, who immigration laws impact today, how immigration laws are fair/unfair, and who they
are fair/unfair to.
For the culminating task, students will create a poster presenting what they consider to be the high
and low points of immigration policy and laws in Canada. They will use the information from
research they have conducted themselves and from the unit itself. Students will be given primary
source documents for all the time periods and topics covered in class.
In taking the “Big Ideas” of this unit into consideration, students be able to determine the
continuity and change they observe throughout time and identify desirable/undesirable immigrant
groups in Canada throughout history to today. Additionally, they will express the the short-term
and long-term cause and consequence relationships that occur due to changing immigration policy
in Canada. Students will reflect on present-day immigration law in comparison to the past and take
a position on how this impacts marginalized populations in the past and present society.
Alignment Matrix of Curriculum Expectations and Tasks

Place and asterisk (*) where an expectation is taught in an ST or assessed
in the CT
CT ST 1 ST 2 ST 3 ST 4 ST 5
Understanding: Students will *

understand how the conquest affected
the changes of Canadian territory and
society between 1745 and 1820.
POL: Canadian society between 1745 and
1820 on p. 12
d. Indicates changes in the society
during this period
e. Names people and groups that
played a role in the changes (e.g.
Loyalists)
f. Indicates events that marked this
period (e.g. the Conquest)
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Understanding: Students will understand * *

how certain events such as the Canadian
Confederation and the construction of the
Pacific Railway affected the changes of
Canadian territory and society between
1820 and 1905.
POL: Canadian Society and Québec
society between 1820 and 1905 on p. 12
during this period: occupation of
the territory, industrialization,
urbanization, settlement, railway
building
e. Names people and groups that
played a role in the changes: John
A. Macdonald
period: Canadian Confederation,
immigration, railway building
Understanding: Students will understand * * *

the changes in immigration and
immigration laws, as well as the impact on
Canadian society and territory between the
20th and 21st century.
POL: Québec society between 1905 and
1980 on p. 12
during this period
e. Names people who played a role
in the changes
period: charters of rights and
freedoms
Annotated Resources List for the Unit

References for Subtask #1:
Marguerite R. Dow., Ed Scott. (2009). United Empire Loyalists associations of Canada. Retrieved
from https://www.thecanadianencyclopedia.ca/article/united-empire-loyalists-association-of-
canada
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→ This webpage focuses on the description of the United Empire Loyalists. On this page
students will find basic information about the United Empire Loyalists such as why they left the
thirteen colonies, and where they settled. Furthermore, this is an interactive resource allows
students to explore words they may not have seen before or names of places or groups they
want to learn more about. This resource would be provided by the teacher and used by
students who will be researching the United Empire Loyalists.
Laura Neilson Bonikowsky. (2013). Arrival of Black Loyalists in Nova Scotia (1783). Retrieved from
https://www.thecanadianencyclopedia.ca/en/article/black-loyalists-feature
→ This webpage focuses on the group of black Loyalists that arrived to Canada. It illustrates
some of the reasons the this group followed the crown, where they settled compared to the
other groups of Loyalists as well as the occupations that the members of these groups held. This
resource will be provided by the teacher and used by students who will have to research
information about Black Loyalists. It will allow students to have a better and more global view of
this group of Loyalist. This webpage is an interactive resource which will allow students to
research new vocabulary, places or groups that appear.
LEARN. (2017) The Loyalists. [Webpage] Retreived from

http://blogdev.learnquebec.ca/societies/wp-content/uploads/sites/10/2015/01/The-Loyalists-
teachers-site-ALL.pdf
→ This resource various articles about the different groups of Loyalists, their journey, their
settlement, their impact on the government, territory and society. The teacher provide students
with the following documents North America before 1763, Who were the Loyalists?, Leaving
Home, Arriving in new land, Help the government, Loyalist children, Black Loyalist, enslaved
black people and women & war. The North America before 1763 reading will be read as class to
help students recall information about North America. The Readings Who were the Loyalists,
Loyalist children, Black Loyalist, enslaved black people and women & war. Will be distributed to
the groups who have been assigned to these Loyalists groups. The rest of the document will also
be available for student consultation if needed. These readings provide useful information in a
simplistic and understandable way, easy for students to understand.
Léon Robichaud. Les Loyalistes. Retrevied from http://primaire.recitus.qc.ca/sujets/9/groupes-

sociaux/3732
→ This web page provides information about the Loyalists in general, where they came from,
who they were and where they settled. This web page also provide images of Loyalists and maps
of canadian territory that students will be able to analyze. This resource will be used by students
during their research about the Loyalists. With this resource student will gain general
knowledge about this group as well as some impacts they had on territory and society.

Canadian Museum of Immigration at Pier 21. (2019). Retrieved from
https://pier21.ca/research/immigration-history/immigration-act-1869
→ This resource will be used by the teacher as well as the students. Information and photos
will be taken and shown to the class on a powerpoint slide show. This resource contains
relevant fact using student friendly language about Canada’s first immigration act of 1869, John
A. Macdonald’s intentions begin creating the act, and information about who was immigrating
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to Canada and the poor conditions they were facing. Students will be required to view it
critically in order to amend it as being more inclusive of minorities.
Canadian Museum of History. (2019). Retrieved from

https://www.historymuseum.ca/cmc/exhibitions/hist/advertis/ads3-09e.html
→ This resource will be used by the students to view the Canadian immigration poster (see
appendix).

Collectionscanada.gc.ca. (2005). ARCHIVED - History: Building the Canadian Pacific Railway.
[online] Available at: https://www.collectionscanada.gc.ca/settlement/kids/021013-2031.3-
e.html.
→ This resource will be used by the students will they fill out the activity sheet in groups of 3 to
4 people. This resource depicts the conditions in which the chinese workers were working.
Students will be able to see how the workers lived, the danger of their job, how much they were
paid and what they were feed.
The Critical Thinking Consortium. (2011). Reasons for the Head Tax. [online] Available at:
https://tc2.ca/sourcedocs/uploads/history_docs/Chinese-Canadian%20History/Reasons-for-the-
Head-Tax.pdf.
→ This resource will be used by the students will they fill out the activity sheet in groups of 3 to
4 people. In this resource, students will be able to read extracts of texts and observe images
showing parts of the Chinese Immigration Act of 1885. Students will be able to understand that
a head tax was put in place since most people were against chinese immigration.
Canadian Museum of Immigration at Pier 21. (2019). The Chinese Immigration Act, 1885. [online]
Available at: https://pier21.ca/research/immigration-history/the-chinese-immigration-act-1885.
→ This is the resource students will use to do the final activity of subtask three. It is the Chinese
Immigration Act of 1885. Students will use this resource and modify it for the activity. Students
will be able to create their own understandings regarding the Chinese Immigration Act of 1885.

Canadian Museum of Immigration at Pier 21. (2019). Continuous Journey Regulation, 1908
[Webpage]. Retrieved from https://pier21.ca/research/immigration-history/continuous-journey-
regulation-1908
→ This resource will be used by students within the fourth subtask of this unit plan. Students will
use this primary source to fill out their 5W1H chart. This primary source discusses the
Continuous Journey Regulation of 1908. Students will be able to understand that this act
prohibited immigrants to enter Canada if they did not arrive by a continuous journey from their
country of origin.
Canadian Museum of Immigration at Pier 21. (2019). Immigration Act, 1906 [Webpage]. Retrieved
from https://pier21.ca/research/immigration-history/immigration-act-1906
→ This resource will be used by students within the fourth subtask of this unit plan. Students
will use this primary source to fill out their 5W1H chart. This primary source discusses the
Immigration Act of 1906. Students will be able to understand that this act allowed the
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government to commence a deportation process as well as allowing them veto power, without
need of cause, regarding any admission to Canada.
Immigration Act of 1910. Students will be able to understand that this act allowed for
permanent residency after three years in Canada. This act also solidified and intensified
government power over deportation laws.
Canadian Museum of Immigration at Pier 21. (2019). Immigration Regulations, Order-in Council PC
1967-1616, 1967 [Webpage]. Retrieved from https://pier21.ca/research/immigration-
history/immigration-regulations-order-in-council-pc-1967-1616-1967
Immigration Point System of 1967. Students will be able to understand that this act was the first
inclusion of a points system as a qualification for admission to Canada. This system was the
groundworks for our present-day system.

Canadian Museum of Immigration at Pier 21. (2019). Continuous Journey Regulation, 1908
[Webpage]. Retrieved from https://pier21.ca/research/immigration-history/continuous-journey-
regulation-1908
→ This is the summary and primary source document for the Continuous Journey Regulation of
1908. Students will use a hard copy of this document to complete this assignment. It, along with
all other past Canadian Immigration policies, can be found at the Pier 21 website. This will be
used by students to justify their stance regarding whether or not the immigrant on their profile
was allowed entry into Canada in 1910.
→ This is the summary and primary source document for the Immigration Act of 1906.
Students will use a hard copy of this document to complete this assignment. It, along with all
other past Canadian Immigration policies, can be found at the Pier 21 website. This will be used
by students to justify their stance regarding whether or not the immigrant on their profile was
allowed entry into Canada in 1910.
→ This is the summary and primary source document for the Immigration Act of 1910.
Students will use a hard copy of this document to complete this assignment. It, along with all
other past Canadian Immigration policies, can be found at the Pier 21 website. This will be used
by students to justify their stance regarding whether or not the immigrant on their profile was
allowed entry into Canada in 1910.
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Government of Canada. (2019). Six selection factors for Federal Skilled Worker Program [Webpage].
Retrieved from https://www.canada.ca/en/immigration-refugees-citizenship/services/immigrate-
canada/express-entry/eligibility/federal-skilled-workers/six-selection-factors-federal-skilled-
workers.html
→ This is the information teachers will use to create an information sheet delineating the
‘points’ attributed for various factors (age, gender, education, etc.) to individuals seeking to
immigrate to Canada. It can be found on the Government of Canada website. Students will use
this information to justify their stance regarding whether or not the immigrant on their profile
would be allowed entry into Canada in 2019.
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ASSESSMENT AND LEARNING PLAN

Culminating Task
Expectations:
Understandings:
The understandings taken away from this lesson are a synthesis of all understandings from
previous subtasks completed. Students will demonstrate that they comprehend these
understandings in applying them to this culminating task.
Competency features addressed within the culminating task:

- To situate a society and its territory in space and at two points in time
- To recognize the main changes in the organization of a society and its territory
- To establish cause and effects of the changes
- To justify his/her interpretation of the changes
Evaluation criteria addressed within the culminating task:

- Recognition of changes in the geographic and historical contexts of the society
- Description of changes in social and territorial organization
- Establishment of cause and effects of changes
- Definition of the effects of certain events on some changes
- Use of pertinent arguments to justify his/her interpretation
- Use of various supporting materials
POLs addressed within the culminating task:

D. Canadian society between 1745 and 1820
a. Indicates changes in the society during this period
- Occupation of the territory
c. Indicates events that marked this period
- Immigration (Influx of the Loyalists into Canada 1775-1783)
E. Canadian Society and Québec society between 1820 and 1905
- Settlement
- Railway Building
- Immigration (Royal Commission on Chinese Immigration of 1885 including
amendments in 1887, 1892, 1900, and 1903 to head tax amounts)
- John A Macdonald’s Immigration Policy of 1869
F. Québec society between 1905 and 1980
- Immigration Act 1906
- Continuous Journey Regulation, 1908
- Immigration Act of 1910
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- Points system of 1967 (Origin of Current System)
Description of the CT:

What will the students do?:
In groups of four, students will conduct research and create a poster delineating what they
consider to be the high points and low points of immigration policy in Canada. In this reflection,
students will consider and have access to primary source documents for the following events:
● Influx of Loyalists into Canada, 1775-1783
● John A Macdonald’s Immigration Policy of 1869
● Royal Commission on Chinese Immigration of 1885 (plus amendments in 1887, 1892,
1900, and 1903 to head tax amounts)
● Immigration Act 1906
● Continuous Journey Regulation, 1908
● Immigration Act of 1910
● Points system 1967 (currently being used today)
After the teacher demonstrates the assignment with an example, students will record these
immigration events in chronological order and list 4-5 characteristics of each legislation.
Additionally, students will situate what they consider to be the highest and lowest point of
immigration policy (‘progressions’ and ‘declines’). This will be done on a cartesian graph
whereby the horizontal axis will be the timeline of events and the vertical axis will be the
students’ subjective degrees of progression or decline. Students are encouraged to approach this
poster project with creativity, as they will be put up around the classroom. Finally, students will
present their poster to the class and defend their positionality regarding Canada’s progression or
decile in Immigration policy.
Why is this task authentic? How does it replicate what adults do when they “do” social
studies?:
This task is authentic in that it uses historical thinking concepts such as identify continuity and
change and analyze cause and consequence. It replicates authentic social studies discourse in that
student will be able to, through research, describe the challenges potential immigrants to Canada
would experience during various time periods. Students will also compare those experiences to
what immigrants might experience today and draw their own conclusions about that experience.
Time to complete CT: two 75 minutes lessons

In the first 75 minute period, students will review the primary source documents that are very
familiar to them at this point. From this, groups will create an outline of their poster on a piece of
paper.
In the second 75 minute period, students will convey their outline in a creative and artistic way
onto a large poster.
Time to present CT: one 75 minute lesson

All groups will present their posters to the class. After the presentations, students will draft a letter
to Parliament explaining what they learned during this unit and what changes they believe ought
to take place in Canada’s current immigration legislation. This will engage students with the
Social Action Approach of the Banks Model of Curricular Inclusion.
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Social Studies Thinking Concepts Assessed

- Analyzing the cause and consequences
- Take historical perspective
- Establishing historical significance
- Identifying the continuity and change
- Use primary source evidence
Assignment rubric that will be used for CT
D C B A
Content: Less than 4 4-5 of the events 6-7 of the All 7 events are
4-5 events are are present; events are present;
characteristics present; characteristics present; characteristics are
of each point characteristics are somewhat characteristics very clearly
are not clearly clearly expressed are clearly expressed
are clearly
expressed expressed
expressed
Knowledge and Research is Research is Research is very well

understanding inaccurate or somewhat Research is well expressed and shows
incomplete and expressed and expressed and great understanding of
understanding understanding is understanding the characteristics of
is not somewhat is demonstrated each event
demonstrated conveyed in each event
Poster Progress or Progress or Progress or Progress or decline is

decline is not decline is decline is well extremely well
present in the somewhat represented in represented in the
poster represented in the poster poster
the poster
No visuals Some visuals Most events are All events are

accompany the accompany the accompanied accompanied by
event events by a relevant relevant and
visual considerate visuals
Justification of There is no There is some There is There is well thought

progress or justification justification justification out justification
decline provided for the provided for the provided for provided for the
progress or progress or the progress or progress or decline
rankings
decline decline rankings; decline rankings; reasoning
rankings; reasoning is rankings; is consistently and
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reasoning is not accompanied reasoning is clearly accompanied

accompanied with some mostly with research
with any research accompanied
research with research
SUBTASKS
Subtask #1: The Arrival of the Loyalists
Evaluation Criteria and/or POLs: Understanding:

1. Canadian society between 1745 and 1820 ● Students will understand the different
a. Names people and groups that groups of loyalists of the time.
played a role in the changes ● Students will understand that despite
advertising freedom and land, Upper
and Lower Canada discriminated
against Black immigrants coming in
with the Loyalist influx due to their
cultural background.
Duration of lesson: 75 minutes
Description of the ST:

The focus of the lesson will be to examine the arrival of the Loyalists between 1775 and 1783.
Students will access prior knowledge about the American revolution and Canada between 1775-1783
that was covered in a previous unit. In order to start the lesson the teacher will create a KWLM chart
and hand out sticky notes to every student asking them to write down what they remember about the
Loyalists and Canada between 1775-1783. The teacher will also ask students to write down what they
know about immigration. The students will then post their sticky note in the KNOW column. The
teacher will then ask “Why do people move?”, “Do you believe Loyalists coming into Canada from
the United States were immigrants? Why or why not??” After a short class discussions, students will
write down what they WANT to know. In order to facilitate this part, the teacher may ask questions
such as “Where did the Loyalist settle?”, “What are the different groups?”, “What are different
reasons for their leaving?” “Why did Black Loyalists seek to immigrate to the area?”, “How were
Black Loyalists treated as opposed to Caucasian British Loyalists?”, “How did public sentiment limit
minority Loyalists?”, and “Do you think Immigration to Upper and Lower Canada was as free and
welcoming as advertised?” After completing the two first columns of the chart, students will form
groups where they will be given different groups of loyalists (Black Loyalists, United Empire
Loyalists, Children Loyalists, Aboriginal Loyalists). Students will use secondary sources, such as
websites and images (provided by the teacher) to discover information about their given group. They
will need to answer the following: Why did this group come to Canada? Where did they settle? What
were the consequences of their arrival in Canada? How did they impact Canadian territory and
society? Once students are done they will conduct a small presentation to share their knowledge with
the class. At the end of the lesson the teacher will do a small recap and students will complete the
LEARN and MISCONCEPTION sections of the KWLM chart. This will allow students to answer
the beginning question of “Why do you believe Loyalists were/were not immigrants? What did the
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government promise these groups for remaining loyal to the Crown? What ultimately happened to
each group?”
Social Studies Thinking Concepts engaged:

- Analyzing the cause and consequences
- Taking a historical perspective
Teacher will… Students will…

- Provide useful resources for students. - Participate in class discussions
- Facilitate class discussions by asking - Share thoughts and ideas in the
engaging questions. KWLM chart
- Elicit student thinking - Research information using given
- Address student misconceptions by resources.
providing concrete information. - Share discovered information
- Conclude the activity - Compare old and new knowledge.
Instructional Strategies Utilized and how:

Cooperative learning: Students will work in small groups to complete a task. In order to properly
complete the task students will have to work collaboratively and put equal efforts.
Group discussions: Students will engage in class discussions, this will provide an opportunity for
students to share their views, concerns and knowledge.
Cognitive Organizers: Students will use the KWLM chart to represent their knowledge visually.
With this organizer students will generate, record and re-organize ideas.
Assessment Strategy
What student does that will be assessed? How will teacher see it to assess it?
- Students will go back to the KWLM - Observing group work and participation
chart and move their sticky notes. of each group member.
- Students perform a short, informal - Observe class discussions; is the student
presentation sharing the information asking questions and sharing his/her view
they have collected. point.
- The KWLM chart, did the student had to
the Learn section, did the student notice
some misconceptions he/her may of had
before the lesson?
- Observing/analyzing the information that
students will be presenting.
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Subtask #2: Confederation, Canada’s first Immigration Act and its Influence on Canadian
Population

1. Canadian Society and Québec society Students will understand that immigration
between 1820 and 1905 policy has often reflected the national
a. Indicates changes in the society concerns of Canada at the time of
during this period: first implementation; from Confederation until
immigration policies of a post- 1885, immigration will remain largely
Confederation Canada unrestricted and tailored to grow the
b. Names people and groups that population in Canada’s West.
played a role in the changes: John
A. Macdonald
c. Indicates events that marked this
period: Canadian Confederation

The focus of this subtask is to introduce John A Macdonald’s Immigration Act of 1869. The
primary focus of this act was to make immigration to Canada easier by ensuring the safety of
immigrants during the dangerous journey to Canada and protecting them from exploitation upon
arrival.
Students will be split into groups of 4-5 and will examine an immigration advertisement poster as a
primary source document (see appendix). As a group, they will be asked to create a list of what they
notice about the poster. They will be asked to discuss the following: Where do you think the
majority of the Canadian population was located at this time? Where do you think this poster was
promoting new immigrants to move to? Students will be asked to observe the “homes for
everybody” on the poster. Who do you think they meant by everybody? Who do you think this poster
was targeted toward? Who are they trying to limit? Who is allowed to purchase property at this
time? Teacher points out promise of free land and agricultural opportunities, and that Britain had a
high population involved in agriculture. Do you think this poster helps support the intention of the
Immigration Act of 1869? Students will then be asked to create another list responding to the
question: How would you change the poster to support John A Macdonald’s intention of populating
Western Canada as quickly as possible? What would you include and what would you take away?
These questions and lists would then be discussed as a class and differences of opinions would be
explored respectfully.
Finally, students will take the historical perspective and create their own poster, advertising more
equitably for immigrants to move to Canada’s uninhabited West. Their amended posters would be
placed side-by-side with John A. Macdonald's in order to take on a critical outlook of the realities
immigrants at the time faced.

● Primary: Identify continuity and change; Take historical perspectives
● Secondary: Analyse cause and consequence; Movement
16

● Provide educational resources to students ● Participate in class discussions
(see appendix for primary resource poster) ● Share thoughts and ideas in small
● Encourage deep engagement with the groups
material by providing visual cues (poster) ● Interpret primary resources (poster)
and splitting class into smaller groups to ● Develop opinions about the intentions
increase comfort level and discussion behind the design of the poster and
participation how that reflects Canadian
● Facilitate class discussions by asking immigration “needs”
engaging/provoking questions ● Create their own poster regarding
● Press student thinking, encourage students present-day immigration to Canada.
to explore differences of opinion
● Address student misconceptions by
providing concrete information
● Conclude the activity
Cooperative learning groups of 4: Students will work in small groups to complete a task. In order
to properly complete the task students will have to work collaboratively and divide tasks equally
amongst themselves. To ensure this, students will be assigned the task of timekeeper/tracker
(focus), recorder, document manager, and spokesperson.
Group discussions: Students will engage in class discussions, this will provide an opportunity for
students to share their views, concerns, and respectfully debate their differences in opinions.
Assessment Strategy
Students will create two lists. One list The teacher will be able to visually see both lists
containing their observations of the primary and will walk around to observe and listen to
source material (poster), the second on what groups discuss the concepts. The teacher will also
they would change to reflect John A. guide the class discussion.
Macdonald’s “need” if they were to create
their own poster. Students will also listen,
develop, and share their understandings about
the immigration act, immigration policies and
their impact on Canadian society in small
groups and in a whole class discussion.
17
Subtask #3: Immigration and the Canadian Pacific Railway

1. Canadian Society and Québec society ● Students will understand how the
between 1820 and 1905 construction of the Pacific railway
a. Indicates changes in the society increased the immigration in Canada
during this period: influx of between 1820 and 1905.
immigration ● Students will understand how Chinese
b. Names people and groups that men were discriminated against
played a role in the changes: John through the Chinese Immigration Act
A. Macdonald of 1885.
period: The Canadian Pacific
Railway, Chinese Immigration
Act of 1885

The focus of this subtask is to introduce the immigration of Chinese workers that came to Canada
from 1881 to 1884 to help build the Canadian Pacific Railway and the creation of the Chinese
Immigration Act that followed. The intent is to show the students how badly these workers were
treated compared to the other workers and to discuss the inherent discrimination in the immigration
rules that were then put in place.
This lesson will start with the teacher asking the students why they think people would move to
Canada in the 1880s. The teachers will then inform the students that in the 1880s, 15,000 Asian
men immigrated to Canada. Students will think, pair and share reasons as to why all these men
would have immigrated to Canada. The students will share their answers as a class. The teacher will
introduce the lesson topic, the Canadian Pacific Railway, and give a brief description of its history.
Students will be provided with primary and secondary sources depicting the harsh working
conditions of the men, and the follow-up Chinese Immigration Act of 1885. In groups of 3-4, the
students will use these sources to answer questions such as “Why do you think the Canadian
government implemented the Chinese Immigration Act in 1885 and not before? From your
observations, how do you think the Chinese workers were treated? In your opinion, what do you
think the purpose of the Chinese Immigration Act of 1885 is?” After they have answered the
questions, all students will share their answers as a class. After the discussion, students will be
asked to write a creative piece from the perspective of a Chinese migrant worker employed by the
railroad. In this piece, the worker will discuss the conditions they face as well as the hardships they
encountered in the process of immigration to Canada.

Primary: Taking a historical perspective; Understanding the historical significance
Secondary: Analyzing the cause and consequences
18

● Provide primary and secondary sources to ● Participate in class discussions.
the students. ● Engage with the material.
● Facilitate class discussions throughout the ● Think/Pair/Share with their peers
lesson. ● Voice their ideas and opinions during
● Engage the students with the material by the discussions.
asking thought provoking questions. ● Reflect on the topic at hand.
● Press the students to explore different
ways of thinking.
● Encourage the students to share their ideas
and opinions.
● Conclude the activity.
Cooperative Learning: Students will be asked to answer questions as a group of 3 or 4. During

this task, students will need to work together, listen to each other’s ideas and participate equally.
Class Discussions: As a class, students will discuss their ideas and opinions. During this time, all
students need to be respectful of each other’s opinions and ideas, listen to their peers and not
interrupt.
Class Model: Students will need to come together to put all their ideas into one document. They
will need to be respectful of each other and be willing to compromise.
Assessment Strategy
● The teacher will collect the question ● The teacher will look over the students
sheet that the students have answered answers on both documents to make sure
in group of 3-4. Through this the the students understand.
teacher can have a general idea as to ● The teacher will observe the students
what the students understand. during the class discussions to see if they
● The teacher will keep the individual are participating and if the quality of their
activity that the students have filled interjections.
out (Revised Immigration Act). With
this, the teacher will be able to see
what the students really think.
19
Subtask #4: Canadian Immigration Laws: 5W1H (Who, What, Where, When, Why, & How)

1. Québec society between 1905 and 1980 Students will understand the changes in
a. Indicates changes in the society during immigration laws and their impact on
this period Canadian society and territory between the
- Immigration Influx 20th and 21st century (Introduction of Proof
b. Names people and groups that played a of Finance, & Deportation Law).
role in the changes
- Wilfrid Laurier (Prime Minister Students will understand how immigration
from 1896 to 1911
laws have evolved within and since the 20th
- Frank Oliver (Minister of the
Interior from 1905 to 1911) century to accommodate the influx of
- Lester B. Pearson (Prime Minister immigrants (Integration of Canadian Points
from 1963 to 1968) System- 1967).
period Students will understand and identify key
- Immigration Act 1906
figures that played a role in the immigration
- Continuous Journey Regulation,
1908 law changes during this time (Wilfrid Laurier,
- Immigration Act of 1910 Frank Oliver, Lester B. Pearson)
- Points System of 1967
Duration of lesson: This lesson will last one period of 75 minutes.

This lesson will allow students to gain knowledge concerning Canadian Immigration Law at the
beginning of the 20th century. Students will be introduced to the immigration acts and regulations
of 1906, 1908, 1910, as well as the 1967 points system. This lesson will begin with the teacher
asking students a conversation starting question: What factors/reasons would individuals decide to
immigrate to a different country? Students will be asked to brainstorm answers by forming think-
pair-share groups of two. After this, the class as a whole will discuss and debate their reasonings.
Following this hook, the teacher will distribute a 5W1H hand-out chart with a list of primary source
documents. The 5W1H chart (Who, What, Where, When, Why, & How) will be divided into four
major events (Immigration Act 1906, Continuous Journey Regulation 1908, Immigration Act of
1910, Points System of 1967). Students will pair off in groups of two and fill out their charts using
primary source documents found over the internet. Once all students have completed their charts,
they will be asked to share their findings, which will be written on the board’s “public record”.
Using the “public record” students will be able to complete their charts. The teacher will lead
students in a discussion regarding the inequities surrounding successful entrance to Canada for
immigrants from varying countries. This discussion will focus on students’ perceptions regarding
the Canada Immigration ‘points system’ and how it may be skewed to favor individuals
immigrating from countries whose economies and education systems are considered to be more
developed. Finally, students will be asked a summative question to this lesson as an exit card: What
is the most interesting element of Canadian immigration you have learnt today, and why?
20

Primary Thinking Concepts:
→ Use primary source documents, & Understanding historical significance
Secondary Thinking Concepts:
→ Analyse cause and consequence, & Movement

→ Initiate class discussion by asking a general → Hypothesis and discuss their ideas
question concerning immigration (hook) and within their think-pair-share groups
asking students to think-pair-share. (hook).
→ Distribute and 5W1H chart as well as links to → Present/voice their initial thoughts with
primary source documents. the class during a group discussion.
→ Explain the 5W1H chart to the class and ask → Use primary source documents in order
student to pair off for this portion of the to fill out their 5W1H charts.
activity. → Engage/voice their findings with the
→ Circulate during activity and take notes class in order to add to the class’s “public
concerning different levels and discussions record”.
between students. → Observe and record information from
→ Ask students to share their work and write the “public record” into their 5W1H charts
down their findings in a classroom “public → Respond to the final class question (exit
record” which will be on a whiteboard. card) individually.
→ Direct students to fill in missing information
within their 5W1H charts using the “public
record”.
→ Ask students a final exit card question in order
to assess their learning.
Instructional Strategies utilized and how:

Think-Pair-Share:
This activity will serve as a hook for the lesson. Students will be able to collectively discuss their
ideas concerning the initial question. Discussion in pairs will allow students to start thinking about
immigration.
5W1H Chart & Public Record:
This chart will allow students to record their findings in a organized manner. By using primary
source documents to find information, students will be gathering and processing information as
well as organizing the information on a table. This will allow students to the chance to view
resources and process information as historians.
Exit Card:
The exit cards will be used as an assessment by the teacher. The will also allow the student to
reflect upon their findings in order to communicate what they found to be interesting in the day’s
lesson.
Assessment Strategy: Assessment of Learning

21
Students will be required to fill out a 5W1H The teacher will act as a facilitator of dialogue
chart based on their findings after having during class discussions. This will allow the
reviewed primary source documents. The teacher to view the different levels of
extent of completion of this chart will be understanding both prior and after the lesson has
assessed by the teacher in order to evaluate taken place. The teacher will take notes of these
their level of understanding and help focus varying levels of understanding in order to be able
what should be revised with the class at the to review progress at the end of the lesson
beginning of the next lesson.
The teacher will circulate during the 5W1H group
The teacher will be able to assess the student’s work section of this lesson. This will allow the
responses within their exit cards. This will teacher a chance to observe participation and
allow the teacher a change to understand the listen in on dialogue between students.
different levels of understanding of each
student.
22
Subtask #5: Immigrating to Canada: Then and Now

2. Québec society between 1905 and 1980 Students will understand that limitations
a. Indicates changes in the society during within the Canadian immigration process have
this period a greater impact on minority groups based on
i. Immigration Influx their lower economic status, unrecognized
b. Indicates events that marked this period education, and a reduced access to family ties
i. Immigration Act 1906 within the “receiving” country.
ii. Continuous Journey Regulation,
1908 Students will understand that although the
iii. Immigration Act of 1910 Canadian government prides itself as being
iv. Points System of 1967 inclusive, it is actively limiting individuals by
creating conditions unfavorable and
inequitable based predominantly on economic
access and standing.
Duration of lesson: This lesson will last one period of 75 minutes

This lesson addresses the inequitable access vying immigrants have to successfully enter Canada.
The lesson will open with the use of a snowball activity, where students will be prompted to recall
and discuss previous knowledge regarding Canada’s immigration system in 1910 and today. After
this hook, the teacher will perform a guided practice of the task at hand wherein an immigrant
profile is assessed and it is determined whether the immigration applicant would have been
accepted into Canada in 1910 and again in 2019. Group members will take on the role of
timekeeper/tracker recorder, document manager, or spokesperson. Students will then be provided
with an immigrant profile and primary source documents from the Immigration Acts of 1906, 1908,
and 1910. Students will use their knowledge about Canadian immigration policies past and present,
analyze an individual’s profile, and construct and support their decision regarding the individual’s
immigration status.

● Primary: Identify continuity and change; Take historical perspectives
● Secondary: Analyse cause and consequence; Movement
23

- Provide prompts for students to discuss - Recall and record previous knowledge
what they found of interest on their about Canadian Immigration laws in
snowball paper. the early 20th century (snowball
- Distribute immigrant profiles and primary activity)
source documents to students - Analyse their “immigrant profile” in
- Perform a guided practice of the task at groups
hand with an example profile so that - Use primary source documents to
students will understand the assignment complete a T-chart delineating
- Facilitate class discussions by asking whether the immigrant on their profile
engaging questions would be accepted into Canada in
- What remained the same between 1910 versus in 2019
1910 and 2019? - Participate in group and class
- What has changed? discussions
- Who do immigration laws impact - Present profiles and reflection answers
today? to the class and communicate their
- Why do you think those reasoning for each answer.
differences occur? - Engage in discussion or debate about
- Why are immigration laws fair the choices made on each profile
and unfair? Who are they fair and
unfair to?
- Do you believe immigration to
Canada has changed for the better
or the worse? Why?

List the instructional strategy/ies here and a sentence about it/they each work/s.
-Snowball activity: will serve as a modeling exercise. Students will use their knowledge about
Canadian immigration policies past and present, analyze an individual’s profile, and construct and
support their decision regarding the individual’s immigration status.
-Co-operative Groups (4): student will be assigned the task of timekeeper/racker (focus), recorder,
document manager, or spokesperson. This will help students to remain on task throughout the
assignment
Assessment Strategy: assessment for/of learning

24
In groups, students will complete a T-chart The teacher will circulate and observe the
delineating whether the immigration applicant discussion and collaboration that goes on during
on their profile would be accepted into Canada group work.
in 1910 and against in 2019.
The teacher will seek to identify whether students
Students will present their findings to the classwere capable of finding the necessary information
and answer the reflection questions posed to in the primary source documents and recording in
them by the teacher at the beginning of the clearly and accurately on the T-chart
assignment. This reflection should demonstrate
their understanding of historical thinking skills The teacher will note students’ verbal responses
and the influence settler colonial mentality had to the reflection questions each group was asked
on Canadian immigration policy. to discuss during the presentation of their
immigrant profile to the class.
25
Appendix
Canadian Immigration Poster n.d. (Subtask #2)

Backward Design Unit Template: Cycle: 3 Grade 6

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Running head: MICHELLE RACINE 2021

BACKWARD DESIGN UNIT TEMPLATE

The cluster of evaluation criteria that will drive the unit:

Social Studies Thinking Concepts

Students will know…

Students will be able to…

Students will know how to gather and process information:

Students will know how to organize information:

Students will know how to communicate the results of research:

Students will know how to interpret tables and diagrams:

Students will know how to construct tables and diagrams:

Alignment Matrix of Curriculum Expectations and Tasks

Understanding: Students will *

Understanding: Students will understand * *

Understanding: Students will understand * * *

Annotated Resources List for the Unit

LEARN. (2017) The Loyalists. [Webpage] Retreived from

Léon Robichaud. Les Loyalistes. Retrevied from http://primaire.recitus.qc.ca/sujets/9/groupes-

References for Subtask #2:

Canadian Museum of History. (2019). Retrieved from

References for Subtask #3:

References for Subtask #4:

References for Subtask #5:

ASSESSMENT AND LEARNING PLAN

Competency features addressed within the culminating task:

Evaluation criteria addressed within the culminating task:

POLs addressed within the culminating task:

- Points system of 1967 (Origin of Current System)

Description of the CT:

Time to complete CT: two 75 minutes lessons

Time to present CT: one 75 minute lesson

Social Studies Thinking Concepts Assessed

Assignment rubric that will be used for CT

Knowledge and Research is Research is Research is very well

Poster Progress or Progress or Progress or Progress or decline is

No visuals Some visuals Most events are All events are

Justification of There is no There is some There is There is well thought

reasoning is not accompanied reasoning is clearly accompanied

Evaluation Criteria and/or POLs: Understanding:

Duration of lesson: 75 minutes

Description of the ST:

Social Studies Thinking Concepts engaged:

Teacher will… Students will…

Instructional Strategies Utilized and how:

Evaluation Criteria and/or POLs: Understanding:

Duration of lesson: 75 minutes

Description of the ST:

Social Studies Thinking Concepts engaged:

Teacher will… Students will…

Instructional Strategies Utilized and how:

Subtask #3: Immigration and the Canadian Pacific Railway

Evaluation Criteria and/or POLs: Understanding:

Duration of lesson: 75 minutes

Description of the ST:

Social Studies Thinking Concepts engaged:

Teacher will… Students will…

Instructional Strategies Utilized and how:

Cooperative Learning: Students will be asked to answer questions as a group of 3 or 4. During

Evaluation Criteria and/or POLs: Understanding:

Duration of lesson: This lesson will last one period of 75 minutes.

Description of the ST:

Social Studies Thinking Concepts engaged:

Teacher will… Students will…