The Great Migration and Push for Democracy Unit Plan

Grade Seven Social Studies

Brooks Junior High School

Ms. Shania Mack

General This unit discusses the Great Migration of 1815-1850 and the
Overview of this effects it had on an ever changing Upper and Lower Canada. It
Unit, its explores three major concepts: How the Great Migration affected
Instruction and the democracy of British North America, First Nations peoples and
Rationale the Canadiens, Why the rebellions of 1837 and 1838 took place
and How the Act of Union affected the way issues raised by the
rebellions were resolved. The chapter has four subdivisions: The
Great Migration, The Push for Democracy, The Rebellions of
1837 and 1838 and Britains Response to the Rebellions.

The instruction of this unit will span over thirteen days. It includes
in class activities like interactive lecture style lessons/discussions,
self-directed work periods with guiding questions in the form of a
scavenger hunt, readers theatre, a debate workshop, debate work
periods and class interactive debates. Unfortunately for me, the
Grasslands school district creates its summative evaluation (tests)
as a collective; so I have chosen to do much of my portion of the
students summative evaluation through the debates, for which
there will be a rubric. My sequencing of lessons is designed to
support and prepare students for the test (which I am guessing will
either take place following the end of this unit, or my next unit,
unit eight. If the latter is the case, a Jeopardy style review period
will be allotted).

Each class is forty-six minutes in length and all classes are given
five minutes of transition time. Each lesson will be taught twice
(to two separate homeroom classes). Each homeroom class has
twenty-five students: 7-3 has five students who require
differentiated instruction for slower learners, and 7-5 has nine
students that require differentiation for slower learners, an ADHD
student and an ESL student who speaks and understands, at most,
semi-moderate English. I have designed this unit to be inclusive to
and appeal to/fit with all learners. For instance, scavenger hunt
worksheets can be simplified for the ESL learner depending on the
teacher associate prescribed level; and the debate teams
will be made ability homogenous with students being able to
choose, their team roles to what they most feel comfortable with.

1. What challenges of coexistence did the Great Migration

Guiding create?
Questions 2. Why did peoples in British North America want more
democratic government?
3. To what extent did demands for more democratic
government reflect challenges of coexistence in North
America?
4. How did the response to demands for more democratic

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 government shape Canada?

7.1: Toward Confederation:

General Students will demonstrate an understanding and appreciation of
Learning the distinct roles of, and the relationships among, the Aboriginal,
Outcome of this French and British peoples in forging the foundations of Canadian
Unit Confederation.

Values and Attitudes SLOs:

Learner Students will:
Expectations for 7.1.1: Appreciate the influence of diverse Aboriginal, French and
this Unit British peoples on events leading to Confederation (C, I, TCC).
7.1.2: Appreciate the challenges of co-existence among peoples
(C, CC, I, LPP).

Knowledge and Understanding SLOs:

Students will:
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:
7.1.6.7: How was the Great Migration of 18151850 in Upper
Canada and Lower Canada an attempt to confirm British identity
in the Province of Canada? (LPP, I, TCC).
7.1.7.8: 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? (PADM, LPP, I, TCC).

Dimensions of Thinking Skills and Processes:

Students will:
7.S.1: Develop skills of critical thinking and creative thinking:
7.S.1.2: Evaluate, critically, ideas, information and positions from
multiple perspectives.
7.S.1.6: Access diverse viewpoints on particular topics, using
appropriate technologies.
7.S.2: Develop skills of historical thinking:
7.S.2.3: Explain the historical contexts of key events of a given
time period.
7.S.2.4: Distinguish cause, effect, sequence and correlation in
historical events, including the long and short-term causal
relations of events.

Social Participation as a Democratic Practice Skills and

Processes:
Students will:

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 7.S.5: Demonstrate skills of cooperation, conflict resolution and
consensus building:
7.S.5.1: Assume various roles within groups, including roles of
leadership where appropriate.
7.S.5.3: Consider the needs and perspectives of others.

Research for Deliberative Inquiry Skills and Processes:

Students will:
7.S.7: Apply the research process:
7.S.7.4: Organize and synthesize researched information.
7.S.7.6: Integrate and synthesize concepts to provide an informed
point of view on a research question or an issue.

Communication Skills and Processes:

Students will:
7.S.8: Demonstrate skills of oral, written and visual literacy:
7.S.8.1: Communicate information in a clear, persuasive and
engaging manner, through written and oral means.
7.S.8.2: Use skills of informal debate to persuasively express
differing viewpoints regarding an issue.
7.S.8.3: Elicit, clarify and respond appropriately to questions,
ideas and multiple points of view in discussions.
7.S.8.4: Listen to others in order to understand their perspectives
offer reasoned comments related to a topic of discussion.

Activities: Discussion based and lecture style getting to know you

Day One lesson that relates to immigration and introduces the topic of The
Monday Great Migration. (Many students are children of immigrants who
The Great work at the meatpacking plant, and I think asking them personal
Migration questions will engage them with the subject material).

Materials: Entrance slip, PowerPoint, teacher lecture notes/related

questions for discussion, fill in the blank sheets for lecture
listening purposes.

Objective: Introduce self to students, learn about students, gage

students/class understanding of previous knowledge of the
previous unit (The United States Breaks Away/The War of
1812), introduce associated terminology and subject material,
establish course/instructor expectations and classroom culture.

Learner Expectations Being Addressed: 7.1.2, 7.1.6.7, 7.S.8.4.

Guiding Question Being Addressed: What challenges of

coexistence did the Great Migration create?

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 Assessment: Observed student engagement and participation in
discussion and during lecture style learning; student comments and
questions; entrance slip answers.

Activities: Interactive lecture style lesson that continues to expand

Day Two on The Great Migration, quarantine sites, and the interaction
Tuesday between British immigrants and Canadian residents.
The Great
Migration Materials: PowerPoint, teacher lecture notes/related questions for
discussion, fill in the blank sheets for lecture listening purposes.

Objective: Refresh memory of previous lesson, continue to

introduce associated terminology and subject material,

Learner Expectations Being Addressed: 7.1.1, 7.1.6.7, 7.S.8.3,

7.S.8.4.

Guiding Question Being Addressed: What challenges of

coexistence did the Great Migration create?

Assessment: Observed student engagement and participation in

discussion and during lecture style learning; student comments and
questions.

Activities: Textbook scavenger hunt (page 207-210)!

Day Three
Wednesday Materials: Entrance slip, Our Canada Textbook, scavenger hunt
The Push For worksheets.
Democracy
Objective: Assess memory of previous lessons, continue to
introduce associated terminology and subject material.

Learner Expectations Being Addressed: 7.1.1, 7.1.6.7, 7.S.7.4,

7.S.8.1, 7.S.8.4.

Guiding Question Being Addressed: Why did peoples in British

North America want more democratic government?

Assessment: Response to entrance slip; observed student

engagement and participation in textbook scavenger hunt activity;
correct completion of scavenger hunt activity; student comments
and questions.

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Day Four Activities: Rebellious Reformer Readers Theatre.
Thursday
The Push For Materials: Readers Theatre scripts for students, SmartBoard
Democracy/Th projection of student/role or pre-written white board cast list,
e Rebellions of chairs for circular formation.
1837 and 1838
Objective: Continue to extrapolate upon/introduce associated
terminology and subject material, introduce four main rebellion
perspectives (Chateau Clique and Parti-Patriotes/Loyalists in
Lower Canada and the Family Compact and Loyalists in Upper
Canada) that will be stakeholders in the future class debates.

Learner Expectations Being Addressed: 7.1.1, 7.1.2, 7.1.6.7,

7.S.1.6, 7.S.2.4, 7.S.5.3.

Guiding Questions Being Addressed: Why did peoples in British

North America want more democratic government? To what extent
did demands for more democratic government reflect challenges
of coexistence in North America?

Assessment: Engagement and participation in the Readers Theatre

activity; student comments and questions.

Day Five Activities: Surprise formative comprehension quiz (explain that it

Friday is not to be used for marks, but for measuring understanding and
The Great where we should go with the class), introduction of group debates.
Migration/ The
Push For Materials: Formative comprehension quiz, debate information
Democracy/Th packet/debate group list.
e Rebellions of
1837 and 1838 Objective: Assess students/class understanding of terminology
and subject material, introduce premise of debate
groups/expectations for associated assignment to be handed in on
debate day.

Learner Expectations Being Addressed: 7.1.1, 7.1.2, 7.1.6.7.

Guiding Questions Being Addressed: What challenges of

coexistence did the Great Migration create? Why did peoples in
British North America want more democratic government? To
what extent did demands for more democratic government reflect
challenges of coexistence in North America?

Assessment: Quiz answers/results indicative of student

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 understanding; observed student engagement, interaction and
participation during quiz; student comments and questions.

Day Six Activities: Introducing the debate format, low stakes practice
Monday debates, beginning of debate group work or other sponge activity
The Push for if there is extra time.
Democracy/Th
e Rebellions of Materials: PowerPoint or SmartBoard/white board and associated
1837 and 1838 markers, debate information packet/debate group list.

Objective: To introduce students to the debate format, to make

students feel comfortable speaking and debating in front of the
class or with classmates they dont know well.

Learner Expectations Being Addressed: 7.S.1.2, 7.S.7.6, 7.S.8.1,

7.S.8.2, 7.S.8.3, 7.S.8.4.

Guiding Questions Being Addressed: Not directly applicable.

Assessment: Observed student engagement and participation

during instruction and mini debates; student comments and
questions.

Activities: Group debate activity work period.

Day Seven Materials: Debate information packet/debate group list, Our

Tuesday Canada textbooks, access to computer lab or laptop carts if
The Push for available.
Democracy/Th
e Rebellions of Objective: Incite students research and argument formation for
1837 and 1838 their specific stakeholder, have students gain understanding of the
economic, political and social climate of either Upper Canada or
Lower Canada.

Learner Expectations Being Addressed: 7.1.1, 7.1.2, 7.1.6.7,

7.S.1.2, 7.S.1.6, 7.S.2.3, 7.S.2.4: 7.S.5.1, 7.S.5.3, 7.S.7.6, 7.S.8.1,
7.S.8.2, 7.S.8.3, 7.S.8.4.

Guiding Questions Being Addressed: Why did peoples in British

North America want more democratic government? To what extent
did demands for more democratic government reflect challenges
of coexistence in North America?

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 Assessment: Observed student engagement, interaction, and
participation during work period; student comments and questions;
group work accomplished during work period.

Activities: Group debate activity work period two.

Day Eight Materials: Same as previous lesson.

Wednesday
The Push for Objective: Give class time for students to research and form
Democracy/Th arguments for their specific stakeholder, have students gain
e Rebellions of understanding of the economic, political and social climate of
1837 and 1838 either Upper Canada or Lower Canada.

Learner Expectations Being Addressed: Same as previous lesson.

Guiding Questions Being Addressed: Same as previous lesson.

Assessment: Same as previous lesson.

Activities: Group debate activity work period three.

Day Nine Materials: Same as previous two lessons.

Thursday
The Push for Objective: Same as previous lesson.
Democracy/Th
e Rebellions of Learner Expectations Being Addressed: Same as previous two
1837 and 1838 lessons.

Guiding Questions Being Addressed: Same as previous two

lessons.

Assessment: Same as previous two lessons.

Activities: Debate and discussion one (either Upper or Lower

Canada). Both groups will be ready for this day and one will be
Day Ten randomly chosen to debate and present. After each debate, there
Monday will be a class discussion, and the spectators will vote on which
The Push for team won: being able to refute their claims. Each student will hand
Democracy/Th in their completed debate information packet after their debate is
e Rebellions of over.
1837 and 1838
Materials: Debate packets, debate rubrics, discussion questions,
notepad for teacher comments.

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 Objective: To provide a venue for students to show their research,
formulated arguments and have fun, to act as venue formative and
summative assessment (debate, information packet work,
discussion), to be interactive for all students.

Learner Expectations Being Addressed: 7.1.1, 7.1.2, 7.1.6.7,

7.S.1.2, 7.S.1.6, 7.S.2.3, 7.S.2.4: 7.S.5.1, 7.S.5.3, 7.S.7.6, 7.S.8.1,
7.S.8.2, 7.S.8.3, 7.S.8.4.

Guiding Questions Being Addressed: Why did peoples in British

North America want more democratic government? To what extent
did demands for more democratic government reflect challenges
of coexistence in North America?

Assessment: Observed student engagement, interaction, and

participation during debate and group discussion afterwards;
individual student/group adherence to expectations outlined in the
debate rubric; individual debate information packet; student
comments and questions.

Activities: Debate and discussion two (see previous lesson outline

Day Eleven for additional details).
Tuesday
The Push for Materials: Same as previous lesson.
Democracy/Th
e Rebellions of Objective: Same as previous lesson.
1837 and 1838
Learner Expectations Being Addressed: Same as previous lesson.

Guiding Questions Being Addressed: Same as previous lesson.

Assessment: Same as previous lesson.

Activities: Rebellion Response readers theatre.

Day Twelve
Wednesday Materials: Readers Theatre scripts for students, SmartBoard
The Rebellions projection of student/role or pre-written white board cast list,
of 1837 and chairs for circular formation.
1838/ Britains
Response to the Objective: Continue to extrapolate upon/introduce associated
Rebellions terminology and subject material, explain resolution of the 1837-8
rebellions (The Durham Report, The Act of Union, The
LaFontaine Baldwin Alliance).

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 Learner Expectations Being Addressed: 7.1.1, 7.1.2, 7.1.6.7,
7.1.6.8, 7.S.1.6, 7.S.2.4, 7.S.5.3.

Guiding Questions Being Addressed: To what extent did demands

for more democratic government reflect challenges of coexistence
in North America? How did the response to demands for more
democratic government shape Canada?

Assessment: Engagement and participation in the Readers Theatre

activity; student comments and questions.

Activities: Textbook scavenger hunt (page 222-231)!

Day Thirteen
Britains Materials: Our Canada Textbook, scavenger hunt worksheets.
Response to the
Rebellions Objective: Extrapolate student understanding of associated
terminology and subject material.

Learner Expectations Being Addressed: 7.1.1, 7.1.6.8, 7.S.7.4,

7.S.8.1, 7.S.8.4.

Guiding Question Being Addressed: How did the response to

demands for more democratic government shape Canada?

Assessment: Observed student engagement and participation in

textbook scavenger hunt activity; student comments and questions.

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