Unit Plan
I am Canadian, too!
Social Studies 10
Chapter 2: Identity, Society, and Culture:
Canada from 1815 to 1914
Charity Franczak
EDUC 496
September 30, 2010
I am Canadian, too!
Exploring Identity, Society, and Culture in Canada from 1815
to 1914
Social Studies 10
Rationale
This unit plan is rooted in Reconstructionist philosophy; however it does not exclusively
apply Reconstructionist philosophical practices. The aim of the unit is to develop critical
thinking and questioning skills in students, while exploring the impact of identity,
society, and culture in Canada from 1815 to 1914. This will be accomplished in many
ways, one of which is through exploration of Chapter One of Horizons: Canada’s
Emerging Identity. This chapter on The Geography of Canada contains many critical
inquiry tools to help analyse how Canada’s geography has shaped the way Canadian’s
view themselves. In addition to the textbook readings, the students will be exposed to a
variety of supplementary texts in order to offset some of the shortcomings of textbook
learning, such as superficial content, difficult reading, and contextual problems. For
instance, the students will analyze a variety of newspaper articles from Canadian
newspapers and access the popular online encyclopaedia, Wikipedia. The extremely
unpredictable and changing nature of truth will be well encapsulated within a thorough
exploration of the problems and benefits of Wikipedia. The exposure to multiple stories
will allow the students to reflect on the consequences of constructing knowledge in the
form of a singular voice of authority reflected in a textbook, while enhancing content and
appealing to a variety of learners. The students will also use an activity based learning
strategy that is more often associated with a Progressivist philosophy. However, the
strategy is also inherently Reconstructionist because it is exposing the students to
multiple perspectives, texts, and stories of history. The unit incorporates a comprehensive
view of social studies, attempting to draw from the multiple disciplines within social
studies, such as history, geography, and sociology, to enhance and expand learning.
Introduction, Scope, and Sequence
Students are required to study identity and geography in Canada from 1815 to 1914 as
part of their Prescribed Learning Outcomes for Socials Studies 10. In addition to
satisfying these content requirements, this unit requires students to use many of the skills
and processes that are required also required by the PLOs. This unit addresses many of
the prescribed learning outcomes for Social Studies 10 within four of the curriculum
organizers:
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1.
2.
3.
4.
Skills and Processes of Social Studies
Identity, Society, and Culture: Canada from 1815 to 1914
Governance: Canada from 1815 to 1914
Environment: Canada from 1815-1914
The unit will initially connect with students by having them view, and then discuss, the “I
am Canadian” commercial. This will segue into a discussion about the various factors
that may either challenge or support the production of one cohesive “Canadian national
identity”, such as separatism, regionalism, Aboriginal rights, American influence, and
multiculturalism. The students will then synthesize the information gathered in the
discussion to contemporary newspaper articles. This information will be built upon in the
next lesson which requires the students to compare the information on “Canadian
Identity” on Wikipedia to their textbook and other sources in they find online or in the
library (depending on resources available). Students will search for errors or omissions
individually or in small groups and then present their findings to the class. The problems
that need to be addressed will be catalogued and divided amongst the students in order to
edit the existing entries or submit new entries. These two lessons on the complexity of
Canadian identity and the necessity for multiple sources will be necessary for the students
to navigate the seven activity centers that will occupy the end of the unit. Each activity
center will require a day to complete. A make-up day will be provided at the end of the
seven sessions for students who were away, those who have unfinished activities, and for
those who would like to finesse their projects. In total the unit will take 2.5 to 3 weeks of
3 hour classes. The unit will include an introductory lesson that will focus on introducing
vocabulary, themes and concepts; a review class that will include review through sharing
completed portfolios and playing the students’ games; and a summative assessment class
that will focus on measuring the retention of the important themes, vocabulary, and
concepts. By the end of this unit students will be able to demonstrate how geography,
history, and culture have played a role in shaping contemporary views on Canadian
identity.
Lesson Plan Outlines:
1. Lesson One: I am Canadian, too!
General Objectives:
PLOs:
1. Skills and Processes of Social Studies
2. Identity, Society, and Culture: Canada from 1815-1914
3. Environment: Canada from 1815-1914
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Specific Objectives:
1. Apply critical thinking skills, including questioning, comparing, summarizing,
drawing conclusions, and defending a position. (A1)
2. Demonstrate effective written, oral, and graphic communication skills,
individually and collaboratively. (A3)
3. Describe the factors that contributed to a changing national identity from 1815 to
1914. (B4)
4. Analyse how geography influenced the economic development and settlement
patterns in regions of Canada from 1815 to 1914. (E2)
Introduction: (10 min’s)
Play a short video clip of the well-known “I am Canadian” rant, using a projector (off the
web) which has a short clip of “Joe” proclaiming his pride for being Canadian.
Body of Lesson:
-
-
-
(15 min’s) Generate discussion from the video clip from possible talking points
below.
o What does it mean to be Canadian?
o Are you proud of being a Canadian? Why?
o Who is portrayed as Canadian in the video?
o Is there a problem with a marketing campaign defining Canadian identity?
o Do you agree with the portrayal of Canadian identity in the video?
(35 min’s) Students will be placed into groups of four to brainstorm the factors
they believe are important to Canadian identity. This will be accomplished
through a “Placemat Activity”:
o Each group receives a large sheet of paper and a marker for each student.
o They divide the sheet of paper into four sections, with an area in the
centre. (5 min’s)
o The responses of individual students will be recorded within their allotted
space in one of the outside sections without discussion or debate from the
other students. (10 min’s)
o Once all of the students have contributed their ideas the group must
decide, collectively, on the five most important/significant items or
responses and record them in the centre of the placemat—it is important
that all group members agree on the top five items. (10 min’s)
o We will then reconvene as a group to hear a brief presentation from each
group on their top ten and then come up with a “Top Ten List” for our
class. (10 min’s)
By participating in the Placemat activity students might have encountered
differences in the way Canadian identity was defined, which will help them with
the next brainstorming session. If differences were not directly addressed during
the Placemat activity we would discuss this as a group during the production of
our Top Ten List.
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-
(15 min’s) Students will now brainstorm how our list compares with the vision of
national identity across BC and Canada. We will try to identify the various
perspectives that might not have been addressed in our definition. I will ask the
class to visualize how they might change their vision depending on their
geographical, economic, ethnic, or social position. This discussion will generate
ideas that will be scribed onto the board to be used after the break.
BREAK
-
-
-
-
(40 min’s) When the students return from their break they will work in groups to
sort news articles into categories that either support or challenge their “Top Ten
List” of Canadian identity.
The groups will have around 10 contemporary media headlines from newspapers
or online news reports. They will have headlines that represent the multitude of
different Canadian interests. There will be articles that address issues from the
federal, provincial and municipal levels. In addition, the articles will attempt to
include a variety of Canadian perspectives: nationalist, separatist, Aboriginal,
regional, and immigrant. The students will put the articles into one of three piles:
supports, contradicts, or not sure. (20 mins)
Afterwards each group will report back one supporting and one challenging
article and we will work as a class to figure out the ‘not sures’. Students will then
reflect on what these different interests mean to the construction of a “national
Canadian identity”. (40 min’s)
o Are the different issues problematic to Canadian identity?
o Are the differences the solution?
o Is a national Canadian identity possible?
o Is it necessary?
o Are these competing interests and diversity the most consistent component
of Canadian Identity?
o How does this affect their opinion of their “Top Ten List”?
Headlines have not been included as a resource because part of the lesson is to
show the relationship between contemporary and historical perspectives (from
current newspapers) on identity. A sampling of headlines, gathered September 29,
2010, is listed below:
o Aboriginal Children to get Laptops
o Government Accused of Manipulating Science News
o Bail Hearing Underway for Ontario Terror Suspect
o Saskatchewan Park Trying to Save Prairie Dogs
o Herring Fishermen Protest Quotas
o Western Canada Leads Population Growth
o Repulse Bay Man Faces Standoff Charges
o Offshore Bank Account nets Canadians
o Inuvik Outraged at Ten-Hour Power Outage
o Olympic Village Low-Income Housing Bids Rejected
o Police Release Clue to Drive By Shooting
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o Warm Night Breaks Record
o Mission Bridge to Open October 8
-
(20 min’s) Students will now predict how perceptions of Canadian identity might
change depending on the historical time frame (1815-1914): Students will
reanalyze the influence of geographical region (proximity to Americans, Atlantic
vs Pacific, North vs, South), immigration status, or ethnicity (French, British,
First Nations) according to a different era. This predictive discussion will
generate ideas that will be used as to help the class connect to our unit on
exploring identity, society, and culture in Canada from 1815 to 1914.
Closure:
- (10 min’s) We will recap the themes and new content words used in the lesson.
- Students will be introduced to the next day’s Wikipedia activity.
Assessment:
- Collect each student’s graphic organizer and placemat to evaluate participation
and assess comprehension. (/10)
- The group work and presentations will be assessed on effectiveness and ability to
collaborate. (/10)
Extension:
Assign pages 34-41 to be read in their textbook for next day, so that students can
compare the Wikipedia entry to the textbook entry.
Resources:
- Textbook: Horizons: Canada’s Emerging Identity
- News Articles: Online or Paper copies
- “I am Canadian” video clip www.coolcanuckaward.ca/joe
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2. Lesson Two: A Kaleidoscope of Canadian Identity
General Objectives:
PLOs:
1. Skills and Processes of Social Studies
2. Identity, Society, and Culture: Canada from 1815-1914
3. Governance: Canada from 1815 to 1914
Specific Objectives:
1. Apply critical thinking skills, including questioning, comparing, summarizing,
drawing conclusions, and defending a position. (A1)
2. Demonstrate effective written, oral, and graphic communication skills,
individually and collaboratively. (A3)
3. Analyse Canadian society from 1815 to 1914 in terms of gender roles, ethnicity,
daily life, and the arts. (B1)
4. Describe the factors that contributed to a changing national identity from 1815 to
1914. (B4)
5. Analyse political, economic, social, and geographical factors that led to
Confederation and to the development of Canada’s provinces and territories. (C2)
Introduction: (20 min’s)
Play a short video clip from The Wikipedia Revolution (2:15 – 12:39) so that students can
be introduced to the history of Wikipedia and some of its positive characteristics. After
the video we will discuss the some of the shortcomings of Wikipedia, such as
unreliability, lack of credibility due to uneven sourcing, and lack of neutrality.
Body of Lesson:
(55 min’s) Students will all go to the Wikipedia page on Canadian Identity. They will be
asked to scour the page, in groups of 3-4, to find errors and omissions. To spice up the
pot, I will have gone in before class and added five erroneous pieces of information for
the students to find. The erroneous information will be easy to spot for those whom have
completed the assigned reading, as it will be manufactured from information in the
textbook. The students who find the erroneous information will be win a piece of
Canadian Identity (Tim Horton’s Timbits). Students must submit their answers on paper
before they leave for break. Students may draw from the textbook, online sources,
reference books, or any other source they perceive to be valid.
BREAK
-
-
(30 min’s) When students return from break their assignments will have been
marked and we will review the corrected information together as a group. The
winners will be revealed and the prizes will be distributed at the end of class.
(60 min’s) Students will now be asked to brainstorm some of the information that
they noticed was missing from the Wikipedia page on their journey. Students will
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then be asked to work in their groups to write 1 to 3 entries, based on the gathered
information and work speed, to submit to the Wikipedia page and to correct one
piece of erroneous information with the correct information that will be provided
in a handout. The students’ entries must include references and must be edited by
each group member before it is submitted to me for final approval. If time
permits, the students will upload during class time, otherwise we will complete
the uploads the next day. All those entries that are completed and uploaded will
receive a Timbit.
Closure:
Those that did not complete their uploads, but have final approval may complete the task
at home if they would like. This is not a mandatory assignment because I do not know if
every student has access to a computer.
Assessment:
Rubric for Wikipedia entries will be provided
Extension:
-Complete the entries so they can be approved and uploaded on make-up class.
Resources:
- Textbook: Horizons: Canada’s Emerging Identity
- Laptop and Library Access
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3. Lesson Title:
Windows to Canada- Interactive Learning Stations
General Objectives:
PLOs:
5. Skills and Processes of Social Studies
6. Identity, Society, and Culture: Canada from 1815 to 1914
7. Governance: Canada from 1815 to 1914
Specific Objectives:
IRPs:
1. Apply critical thinking skills, including questioning, comparing, summarizing,
drawing conclusions, and defending a position. (A1)
2. Demonstrate effective research skills, including accessing information, assessing
information, collecting data, evaluating data, organizing information, presenting
information, and citing sources. (A2)
3. Demonstrate effective written, oral, and graphic communication skills,
individually and collaboratively. (A3)
4. Analyse Canadian society from 1815 to 1914 in terms of gender roles, ethnicity,
daily life, and the arts. (B1)
5. Evaluate the impact of interactions between Aboriginal peoples and European
explorers and settlers in Canada from 1815 to 1914. (B2)
6. Evaluate the influence of immigration on Canadian society from 1815 to 1914.
(B3)
7. Describe the factors that contributed to a changing national identity from 1815 to
1914. (B4)
8. Describe the evolution of responsible government in Canada in terms of
government structure and key contributing events. (C1)
9. Analyse political, economic, social, and geographical factors that led to
Confederation and to the development of Canada’s provinces and territories. (C2)
10. Describe the events of the Red River and Northwest Rebellions. (C3)
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Activity Center
Title
1. Analysing
Images
Specific
Objectives
- Identify potential
bias/ideology in
photographs.
- Analyse
Canadian society
from 1815 to 1914
in terms of gender
roles, ethnicity,
daily life, and the
arts.
- Identify factors
that determine
Canadian identity.
2. Political
Cartoons
-Identify the
stereotypes and
caricatures
-Describe the
factors that
contributed to a
changing national
identity from 1815
to 1914
Activities
Resources
Assessment
- Use Analyzing
Images handout
to critically view
historical picture
and photographs
- American Progress
- Handout –
assess the
handout for
completion,
reflection, and
effort.
- Each group
member will
analyse a photo
and then report
their findings back
to their group
- Group will
discuss whether
they agree or
disagree with
student’s analysis
in a respectful
manner
- Students will
reflect on their
participation
- Examine and
complete in a
group the Origins
of Political
Cartooning
Resource Package
(1872) by John Gast.
- Battle of St.
Eustache,
Lieutenant-Governor
Simcoe Opening First
Legislative Assembly
of Upper Canada
(1792), Indian
Trading Furs (1785)
by C.W. Jefferys.
- Engraving of
Thomas
Scott Execution from
the Canadian
Illustrated News
- Origins of Political
Cartooning Resource
Package:
o Techniques of
o
o
o
o
o
Cartooning
Exposing
Stereotypes
Example
Cartoon
Four Cartoons
Chart for
Comparing
Cartoons
Decoding a
Political
- Student
responses from
reflection–
studentshave
consideredhow
their effort
contributes to
group
understanding.
- Assess
participation
within group
discussions for
cooperation and
respect.
- Assess with
Analysis Rubric:
On back of
Chart for
Comparing
Cartoons
10
Cartoon
o Common
Stereotypes
3. Poetry
4. Create a
Canadian
Heritage Game
- Students learn to
think deeply about
the content of
poems
- Students talk
critically with
classmates about
the words and
ideas, while
makingconnections
to the unit’s
content
- Students learn to
express
themselves
creatively
regarding their
own
interpretations of
a poem’s meaning.
-Read and analyze
five poems
individually and
then as a group
- Compare and
contrast the
content, tone, and
structure of
historic Canadian
poems.
- Students choose
a Group Reflection
form to complete
- Co-operate with
group to
brainstorm ideas
for game.
- Students
brainstorm
themes, identities,
and geographical
regions that are
specific to
Canadian society
from 1815 to
1914.
- Identify themes,
identities, and
geographical
regions that are
specific to
Canadian society
from 1815 to
1914.
-Attached
compilation of five
poems:
o Canadian BornEmily Pauline
Johnson
(Tekahionwake)
o The Onondaga
Madonna-
Duncan Campbell
Scott
o A Poem for
Duncan Campbell
Scott- Armand
Garnett Ruffo
o A Canadian SongSusanna Moodie
o The Maple Leaf
ForeverAlexander Muir
- Poetry Prediction
Handout
- Horizons Textbook
- Atlas
- Assess Group
Reflection Sheet
- Library Resources
- Internet Resources
- Students will
draw from various
texts to find
information to
make their games.
-Student must
provide a
Bibliography for
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5. Journal
6. Video
Interpretation
- Students will
write an “authentic
diary/journal entry
about life in
Canada from
1815-1914.
- Take notes on
two videos and
use the notes as a
source of
information.
- Students will
synthesize
(compare and
contrast)
information from
both videos.
7. Canadian
society from
1815 to 1914: A
Poster Review
- Students will
each read one
provided article on
a major event the
occurred in 19th
Century Canada.
their resources.
-Students will be
presented with
two examples
from the journal
writing genre (one
authentic and one
forged).
-They will
determine with
their group if the
diary entry is
effective and why?
- They will also
determine if it
seems as though
it was written by
someone in 1847.
Students will then
work individually
to construct an
effective historical
diary or journal.
- Watch two
videos as a group.
- Genie Macleod’s
Diary
- Gerald Keegan’s
Journal
-Effective Historical
Journals/diaries
handout
- Character
Biographies handout
- Video: Canadian
Identity
- Each student will
take notes.
- Video: Canadian
Immigration
- Group will
identify the
similarities and
differences
between the two
videos.
- Venn Diagram in
Resource Package
- Construct a Venn
Diagram.
- Note taking.
Multiple Content
Handouts:
- Summarizing.
o Escaping the
- Discussion.
- Assess using
the journal and
diary rubric
- Venn diagram
– marked out of
10 marks.
-Assess with
Poster rubric
Irish Potato
Famine
o Battle of
12
- Making poster.
- Students will
summarize the
contents of each
paragraph to three
key words.
-Students will then
reconvene with
group in order to
make a poster
snapshot of “19th
Century Canada”.
Seven Oaks
o British North
America
o Cholera
Epidemic
o Rebellions of
Upper and
Lower Canada
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Bibliography
Clark, Patricia and Roberta McKay. Canada Revisited: Teacher’s Manual. Eds. Faye
Boer and Barb Demers. Edmonton, Arnold P. Ltd., 1993.
Hou, Charles and Cynthia Hou.The Art of Decoding Political Cartoons: A Teacher’s
Guide. Vancouver: Moody’s Lookout Press, 1998.
Lewis, Harry et al. Immigration in 20th Century Canada. Eds. Roland Case and
CatrionaMisfeldt.Richmond: Critical Thinking Cooperative, 2002.
Lunn, Janet and Christopher Moore.The Story of Canada. Toronto: Lester P. Ltd., 1992.
Parks, Malcolm G. Discoverers and Explorers in Canada – 1763-1911.Toronto: Imperial
Oil Limited, 196?.
Parks, Malcolm G. The Indians of Canada. Toronto: Imperial Oil Limited, 196?.
Parks, Malcolm G. The Rebellions of 1837 in Upper and Lower Canada. Toronto:
Imperial Oil Limited, 196?.
Sandwell, Ruth and Mark Woloshen.Snapshots of 19th Century Canada. Eds. Roland
Case and Catriona Misfeldt. Richmond: Critical Thinking Cooperative, 2002.
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Rubric for Composing and Uploading Wikipedia Entry
Criteria
Qualities
Excellent
Good
Tone
The tone is neutral,
The tone is most
clear, concise, and
often neutral, clear,
free from ideology.
concise, and free
from ideology.
Information The information
The information
provided is clearly
provided is clearly
related to the topic of related to the topic of
Canadian Identity
Canadian Identity
and is clearly
and is clearly
accurate.
accurate.
Mechanics The entry is free from The entry is mostly
spelling, grammar, or free from spelling,
punctuation
grammar, and/or
mistakes. The
punctuation mistakes.
references provided
The references
adhere to one
provided mostly
citation standard, are adhere to one citation
varied, and are
standard, are
academic.
somewhat varied,
and mostly academic.
Unsatisfactory
The tone is rarely
neutral, clear,
concise, and free
from ideology.
The information
provided is clearly
related to the topic of
Canadian Identity and
is clearly accurate.
The entry is
overwhelmed by
spelling, grammar,
and/or punctuation
mistakes. The
references provided
do not adhere to one
citation standard, are
from one or less
sources, and the
sources are not
academic.
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