Unit Rational

Why is the Unit Taught?

The grade seven Social Studies curriculum explores Canadian history in great detail;

including significant events and people from before, during, and after Confederation. The entire year

is based on the formation of Canadian identity and citizenship. This unit, Becoming Canada, is

situated between the Royal Proclamation of 1763 and Confederation in 1867. Prior to the unit,

students will have an understanding of the multiple perspectives of British North America, such as

the French, British, and Aboriginal. They will also understand the challenges and struggles faced by

the various characters in the forming nation. Becoming Canada continues the conversation of

struggle and integration of diversity in British North America: investing the key events that lead to

the creation of Canada.

Citizenship and Identity

The Program of Studies explains that, “Social studies provides opportunities for students to

develop the attitudes, skills and knowledge that will enable them to become engaged, active,

informed and responsible citizens” (Alberta Education, 2005). This unit allows students to progress

their understanding of Canadian citizenship as it explores how Canada became a nation. Students

will study and engage with the events and key people who made Canada the nation it is today and

understand how citizenship shifted throughout history.

Identity is another key aspect of Social Studies. Our unit inquiry is framed around the

creation of a unique Canadian Identity. Through a collective, national identity is central to this unit;

students will also recognize the several unique, individual identities that helped shape Canada as a

whole. These identities include American loyalists, the Canadien, early immigrants, and First

Nations. Students will understand the complexity of identity in the Canadian context (Alberta

Education, 2005).

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Aboriginal, Francophone, Pluralistic Perspectives

Multiple perspectives and diversity are essential in Alberta’s curriculum. The Program of

Studies explicitly states that the perspectives of Aboriginals and Francophones “contribute to

Canada’s evolving realities” (Alberta Education, 2005). This unit focus heavily on the perspective of

both groups and explores the role they have in the formation of Canadian identity. Students are

encouraged to look at the various events through a number of viewpoints and understand that one

event could impact different groups in different ways. Throughout the unit, students will recognize

how Canada was built through pluralism, and embrace the diversity and inclusivity in today’s

society.

Approach to Planning and Teaching

The Unit is based on the inquiry “What was the most significant event from 1765-1850 in

shaping a unique Canadian identity?” In order to frame this inquiry, the first two lessons introduce

key concepts in the question: Canadian identity and significance. Throughout the unit, students will

evaluate each event’s significance in regards to its impact on Canadian identity. The event’s covered

are the Rebellion in the Thirteen Colonies, the Great Migration, The War of 1812, and the Rebellions

in Upper and Lower Canada. Because we have six weeks to cover this unit, we have time to explore

each event and it’s significance in depth.

There are a variety of strategies used so I can experiment as a student teacher and so my

students experience the content in a number of ways. A number of teaching and learning activities

are used throughout the unit to enhance student engagement. Although the unit is planned, I am

understand that the students will have an impact on what I teach, therefore I am flexible to changing

the learning activities as I get to know my students better.

Alberta Education. (2005). Program of Studies: Social Studies K-12. Retrieved from
http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=564423#

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 Unit Planning Organizer
Social Studies Grade 7 GLO 7.1
Topic: Becoming Canada 1765-1850 (Chapter 6)
Unit Duration: 24 (7Sas) 22 (7Mol)

1. Unit Overview – Critical Inquiry Question

What was the most significant event from 1765-1850 in shaping a unique Canadian
identity?

2. Focusing Questions for Lessons (Related questions)

- What is Canadian identity?
- What makes an event significant? (Intro to performance task)
- What was the rebellion in the thirteen colonies?
- Who were the loyalists and how did they change British North American?
- What caused the War of 1812?
- Who were influential Canadian people in the War of 1812? (Tecumseh)
- How did the War end and how did it impact British North America?
- What was the Great Migration? (5 Ws)
- What was the government in the colonies before 1837?
- What was the Rebellion in Lower Canada?
- What was the Rebellion in Upper Canada?
- Who was Lord Durham?
3. SEE-I of Key Concept for Unit
Identity

S- the fact of being who or what a person or thing is

E- Identity is a set of characteristics and values that describes the essence of a person or
group. Personal identity is the concept you develop about yourself that evolves over the
course of your life. Answers the question “who am I?” National identity is the sense of
the nation as a collective whole, the sense of belonging within the nation (cultural,
language, tradition, etc.)
E- An example of national identity is the support of British Loyalists during the
American War of Independence who flew to British North America because the
identified with its culture as opposed to the collective identity of the American rebels.
I-

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4. Specific Learning Outcomes for Unit (bolded assessed by culminating
task, others by exam)
Knowledge: (bolded assessed by culminating task, others by exam)
7.1.5 - assess, critically, the political competition between the French and the British
in attempting to control North America by exploring and reflecting upon the
following questions and issues:
 How was British North America impacted by rebellion in the 13 colonies and by
the subsequent Loyalist migration?
7.1.6 - assess, critically, how political, economic and military events contributed to
the foundations of Canada by exploring and reflecting upon the following questions
and issues:
 What was the role of Chief Tecumseh in the War of 1812?
 How did the War of 1812 contribute to British identity in Canada?
 How did the War of 1812 contribute to defining Canada's political boundaries?
 How was the Great Migration of 1815-1850 in Upper Canada and Lower
Canada an attempt to confirm British identity in the Province of Canada?
 How was the Act of Union of 1840 an attempt to resolve the issues raised by the
1837 and 1838 Rebellions in Lower Canada and Upper Canada?

Attitude:
7.1.1 - appreciate the influence of diverse Aboriginal, French and British peoples on
events leading to Confederation
7.1.2 - appreciate the challenges of co-existence among peoples

Skill:
Dimensions of Thinking
Students will:
7.S.2 - develop skills of historical thinking:
• analyze historical issues to form or support an opinion
• distinguish cause, effect, sequence and correlation in historical events, including the
long-and short-term causal relations of events

Research for Deliberative Inquiry

Students will:
7.S.7 - apply the research process:
• develop a position that is supported by information gathered through research
• draw conclusions based upon research and evidence

Communication
Students will:
7.S.8 - demonstrate skills of oral, written and visual literacy:
• communicate information in a clear, persuasive and engaging manner, through written
and oral means

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Grade 7 Lesson Overview

Lesson Focus Question Learning Activities Assessment

1 Introduction to Intro: A little bit about me presentation Nametag with
Me Ask students to make name card and write one notes (f)
thing they love about social studies, one thing they
What is Canadian struggle with, and a fun fact about themselves. Observation
Identity? (5min)

Intro to Unit 1- Show videos and images of Canadian identity

(not American, not British), ask students what it
means to be Canadian. Think back to what you’ve
learnt until this point: fur trade, indigenous groups
Think-pair-share each item. Themes, conclusion.
(20)

2- Introduce Unit: In this unit we will answer the

question: What was the most significant event
from 1765-1850 (the period leading up to
Confederation) in shaping a unique Canadian
identity? (10)

Conc: We will cover:

- Historical significance, the, The Rebellion in the
13 Colonies, Great Migration, The War of 1812,
Rebellions in Upper and Lower Canada.
2 What makes an Intro: What does it mean to be historically Hand in
event historically significant? Think about events from your own Cellphone Scale
significant? life. Think-Pair-Share. Handout (f)
Brain storm criteria (5)
Write any
1- “For whom is it significant” 5 corners. questions you
Students will assess the significance of events have about
based on global, national, regional, local, or not at historical
all significant. (10) significance.

2-Watch TC2 Video with guided notes. (10)

https://tc2.ca/en/creative-collaborative-critical-
thinking/resources/thinking-about-history/
3 Criteria:
1- How notable was the event at the time it was
happening?
2- How widespread and lasting were the
consequences after the event?
3- Has the event become a symbolic or
representative of key historical issues or trends?
Rate on scale of 1-10

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 3-Work through example of the invention of
cellphone in groups, then as class. Write any
questions you still have about historical
significance (10)
3 What was the Intro: BC has decided to separate from the rest of Exit Slip (f)
Rebellion in the Canada: divide into groups; - who are rebelling in
Thirteen BC
Colonies? - gov’t of Canada
- Causes - gov’t of Alberta (to rebel or not?) (15)

-Why are we not 1- Lecture of Quebec Act, causes of rebellion, and

American? why Canada didn’t become involved. (10)

2-Invaders or Liberators (p.125) students work in

pairs to answer questions (10)
**Refer to Canadian history for dummies for idea.

Exit Slip Why didn’t Canada become involved?

(5)
4 Who were the Intro: link to past lesson Dialogue
Loyalists? between
Explain British Loyalists as first refugees. Charlotte and
father (f: skill)
Charlotte: Story based on actual events.
Pause at points to ask (Think, pair, share) Conversations
- Why would someone want to remain loyal to
thrown? Note on board.
- How do you think the conversation with her
father went (Create dialogue: 15 min, what makes
a good dialogue: work in pairs)
- At end: What kind of life do you think Charlotte
had as a loyalist? Note on board.
5 Who were the Intro: tie to previous lesson (3) Jigsaw handout
Loyalists? (f)
1- Jigsaw with textbook and handout:
a- “Loyalists Head to Nova Scotia”p.126 Significance
b- Black Loyalists chart
c- New Colonies observations (f)
d-Loyalists Come to Quebec
Meet in groups to “teach” each other, discuss as
class. (20)
2- Lecture: Impact for First Nations,
Constitutional Act (10)

Conc-Mark significance of Rebellion on Chart in

classroom (10)

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 -Students think pair share
6 What was the Mini lecture on: leading up to War of 1812 (5) Guided Notes
War of 1812?
War of 1812 Virtual Exhibit (rest of class) Discussions
In the computer lab: guided notes.
7 -Tecumseh Intro: Parody Video
-Laura Secord
How did they 1-Discussion about findings from last class, meet
help shape in pairs, they can add anything to their own notes. Biography
Canadian Who do you think won the war: 4 corners (10) Graphic
Identity? Organizer (RSS
Why should they 2- Lecture of Tecumseh and Laura Secord: (15) 0.26) (f)
be remembered? Read biography p.132
Read figure 6.13
http://www.learnalberta.ca/content/ssvs/movieLau
ncher.html?smil=laura_secord.smil

3- Students will choose one of the main characters

and fill out Biography Graphic Organizer
RSS0.26. OR Create a stamp, poster, song, or
poem to remember their character.
They can choose to work with others, using digital
and print resources. (20)
8 How did the war Intro: Lecture: Treaty of Ghent: How the war Biography
end? How did it ended. (10) Graphic
impact British Organizer (RSS
North America? 1- Affinity Mapping (sticky notes, one idea per 0.26) (f)
note) “How did the War of 1812 impact British
North America”? Exit Slip (f)
-In groups, students will organize ideas into
categories (i.e. political, social, geographical,
economical). Ask groups how they sorted them.
(15)

2-Finish biography organizer. (15)

Conc-Exit Slip: mark significance on Chart

-Student write name on sticky note, place it on
chart.
9 What was the Intro: Immigration – Explain the Image: Political Explain the
Great Migration? Cartoons (Hou collection)/images (Who were the image
immigrants? What were their lives like?
Then/Now)
Students fill out “Explain the Image form”
-Group discussion
-Explain what is going on in each image
(entire class)

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10 What was the Intro: Students think of one thing that stood out to Question sheet
Great Migration? them in last lesson. “Speed dating activity” (5) (f)
1- Think it through p.138 questions completed in
pre-arranged groups. (30) Significance
- Loyalists vs. Great Migration chart (f)
- Graphing Population growth
- Great Migration and identity
Class dissusion to follow

Conc- Mark significance of Great Migration on

Chart (10)
11 What was the Intro: Desks arranged in groups titled “Governor” Exit
government in the “Executive Council” “Legislative Council” Slip/reflection
colonies before “Legislative Assemble” “Voters” with
1937? explainations of what the role of each group is.
Students will student what their job is in the
government. (10)

1- Government Simulation/Role play (10)

2- The various historical perspectives/ people in

the Upper and Lower Canada leading up to
rebellions (p. 141-142) Lecture/Jigsaw Activity
(25)
Conc: Exit slip
12 What were the Intro: Recap of last lesson: various perspectives.
Rebellions?
1- Expert groups of the two rebellions (Who were
key people, what did they want, what happened) -
> Create Posters/-> Gallery Walk

Conc: Class discussion

https://thecanadianencyclopedia.ca/en/timelines/re
bellions-of-1837/
13 What were the Intro: Tie to previous lesson
Lord Durham
Report and the 1- Lecture on Lord Durham Report and the Act of
Act of Union? Union. (20)

2-Students will create a report card for the Act of

Union. (20)
14 What were the Classwork: Students will work on the report card Report card
Lord Durham (most of class) (f/s?)
Report and the
Act of Union? Conc: Exit slip: mark significance of Rebellions Exit slip
on Chart

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15 Overview of Review of 4 major events Discussion/
project Review of significance Observation
4 Corners activity: discus, share

16 Class work Students will complete steps 1-3 Check-ins

17 Class work Students will do peer evaluation and start creating “”

project. Steps 5-

18 Class work Students will create and complete project. “”

19 Exam Review Group Exam Review/handout

20 Write Exam
21 Go over exam/
Last day wrap

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Annotated List of Resources

Ferguson, W. (2005). Canadian History for Dummies (Second ed.). Toronto: CDG Books Canada. - I
am using this resource as a guide and reference for myself. Although I have taken several Canadian
history courses, this book explains the events that I am teaching in a clear and simple way to help me
understand the knowledge and content I am covering.

Great Canadian Political Cartoons, 1820 to 1914 by Charles Hou (If I can find a copy)
- This would be a fantastic resource to add an element of humor and perspective to a number of
events that we are covering in this unit. I would use this cartoon book for my Explain the Image
activity for the Great Migration lesson #9, as well as other lessons to introduce particular events,
such as the Rebellions in Upper and Lower Canada.

Vinko. (2006, May 22). I Am Canadian [Video file]. Retrieved from

https://www.youtube.com/watch?v=BRI-A3vakVg
- I will be using this resource (in addition to photographs) in my introduction lesson to help students
identify what it means to be Canadian. This is a good resource as it demonstrates one perspective of
what it means to be Canadian in a humorous way that the students will enjoy. We will discuss
Canadian identity and why it is so difficult to define. These resources help frame the unit, as we will
be exploring the creation and distinction of Canadian identity leading up to Confederation.

The Critical Thinking Consortium. (2014). Teaching historical thinking. Retrieved from
https://tc2.ca/en/creative-collaborative-critical-thinking/resources/thinking-about-history/
- I am referencing a lesson from TC2 to teach my students historical significance. I am also using
this video that we will watch while using guided notes. The video gives a clear explanation of
historical significance and student-friendly. The handout is a great resource of the students to use to
track their understanding and use as a formative assessment.

Lunn, J., & Deines, B. (1998). Charlotte. Toronto: Tundra Books.

- I will be using this picture book as an introduction to loyalists. It tells the true story of a young
American loyalist who must decide whether she will flee to Canada after the rebellions or stay in
America with her wealthy family. I will be stopping at various points in the book for discussion: pros
and cons of leaving, creating a dialogue between Charlotte and her father, and predicting what her
life as a loyalist might look like. This book might really intrigue students because it is a different
format then they are used to and it is based on a true story.

Summerhill Entertainment. (2005). United Empire Loyalists. Retrieved from

https://app.discoveryeducation.ca/learn/videos/b397357e-759a-45cf-bffd-15318d75a8b4/
- In the second loyalist lesson, we will be watching this (somewhat cheesy) video that briefly
mentions and shows how loyalists arrived in Canada, where they stayed, and that there were loyalists
from different backgrounds. I like the video because will be able to see where and how the loyalists
actually lived when they arrived in Canada. This will lead to a jigsaw activity where students
examine the experiences of different loyalists.

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War of 1812 Virtual Exhibit http://www.warmuseum.ca/war-of-1812/1812-faq/
- Students will interact with this site using guided notes. It offers basic facts, and the four
perspectives of the war (Canadian, American, British, First Nations), where students can learn about
key characters, events, and outcomes of the war. The source color coordinates the four perspectives
for student-friendly use. They can also complete a quiz to see what their perspective would be based
on their responses to a series of questions.

Discovery Education. (2018). Tecumseh. Retrieved from

https://app.discoveryeducation.ca/learn/search?q=tecumseh
- I will use various information and images from this resource to help identify Tecumseh and explain
the role he had in the war. This source offers several images that would help the students understand
who he was and articles that explain what he did for Canada.

Baldwin, D., & Wigham Family Collection (University of Lethbridge. Faculty of Education.
Curriculum Laboratory). (2003). Rebellion and Union in the Canadas. Calgary, Alta: Weigl
Educational Publishers. -I
am currently using this informational text for my own use, to gain a deeper understanding of the
rebellions. I may also use this for the jigsaw activity in lesson #12 as a resource that students can use
to completed their guided research. It offers strong graphics and is a bit more user-friendly than the
textbook.

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 Becoming Canada: Culminating Task
Due Date:

Critical Inquiry Question: What was the most significant event from 1765-1850
in shaping a unique Canadian identity?
Task: CBC is creating a video series about Canadian identity, including the most
important events throughout Canadian history. They have reached out to schools
throughout the country to help them decide the most significant, identity-defining
event leading up to Canadian Confederation. They have narrowed it down to:
 The Rebellion in Thirteen Colonies
 The War of 1812
 The Great Migration
 The Rebellions of 1837 and 1838

Your job is to determine which of these is the most historically significant and
played the biggest role in contributing to Canada’s identity and explain why you
think so.
You can create a commercial, a cartoon strip, a brochure, a newspaper article, a poster
board, or another format you can discus with your teacher.
Steps
1. Review and mark historical significance scales (on page 3)
2. Select the event you will argue (review notes and use device)
3. Fill out visual planning guide (on page 4)
4. Get another student to peer review your visual planning guide (on page 5)
5. Make any changes to visual planning guide
6. Select the type of presentation you will make
7. Create your project!

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 Culminating Task Checklist

Task Have I Checked

done this? by
teacher?
1. I have filled out the historical
significance scales on page 3
2. I have selected my event. Write it here:

3. I have filled out the visual planning guide

on page 4
I have used notes from class and used my
device
4. I have met with a friend to fill out the
peer evaluation on page 5
5. I have made changes to the visual
planning guide
6. I have selected the type of presentation I
will create. Write it here:

7. I have created an engaging and detailed

project
8. I have looked over my project from
neatness and spelling errors
9. I have my name on my project

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 Significance Scales
The Rebellion in the Thirteen Colonies The War of 1812
How notable was the event at the time it was happening? How notable was the event at the time it was happening?
0 10 0 10

How widespread and lasting were the consequences after the event? How widespread and lasting were the consequences after the event?
0 10 0 10

Has the event become a symbolic of key historical issues or trends? Has the event become a symbolic of key historical issues or trends?
0 10 0 10

The Great Migration The Rebellions in Upper and Lower Canada

How notable was the event at the time it was happening? How notable was the event at the time it was happening?
0 10 0 10

How widespread and lasting were the consequences after the event? How widespread and lasting were the consequences after the event?
0 10 0 10

Has the event become a symbolic of key historical issues or trends? Has the event become a symbolic of key historical issues or trends?

0 10 0 10

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 Visual Planning Guide
The most significant event from 1765-1850 in shaping a unique
Canadian identity is ________________________ because

Argument #2:
Argument #3:
Argument #1:

How do I know this?

How do I know this?
How do I know this?
Example (in words or picture):
Example (in words or picture):
Example (in words or picture):

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Peer Review of Visual Planning Guide
Has the student… Yes, you got it! Almost there Missing...

Selected an event?

Written 3 strong
arguments?

Identified how
they found their
arguments?

Written/drawn
examples of each
argument?

One thing I like about your plan is…

One thing I hope you add is…

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Culminating Task Rubric: How will you be graded?
Level
Excellent (4) Proficient (3) Adequate (2) Limited (1)
Criteria

Explains why Provides a precise Provides a thorough Provides a partial Provides an

event is and detailed (covers all important (have some of the incomplete (missing
significant in explanation of why points) explanation of information, but not most information)
Canadian event is significant in why event is significant all) explanation of explanation of why
history (7.1.5, Canadian history. in Canadian history. why event is event is significant in
7.1.6, 7.S.2) significant in Canadian history.
Canadian history.
X2

Supports Supports answer Supports answer with Supports answer Supports answer
opinion with a detailed a thorough with a simplistic with a weak
(7.S.7) explanation of their explanation of their explanation of their explanation of their
argument. Uses argument. Uses argument. Uses argument. Uses
X2 significant example. relevant examples reasonable examples. unrelated and
example. limited examples.

Communicate Information is Information is Information is Information is

s information presented in an presented in an presented in an presented in an
(7.S.8) engaging and skillful interesting and appropriate and inappropriate and
way. effective way. straightforward ineffective way.
way.

/20

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