Grade 7 Social Studies

To what
extent was
Canada
created out
of
compromis
e?
The Great Migration and the Push for Democracy

Klassen, Agatha
March 5, 2017
Critical Inquiry Unit Plan
Overview:

Rationale

Unit Organizer

Annotated List of Resources

Lesson Overview

Summative Assessment

Complete Lesson Plans

Rationale:

This unit looks at the impact of the events that happened prior to Confederation. It is
important for students to know that there was a lot of conflict before British North America
became a democratic country. People were migrated to Canada in masses and the impact was
hard on both the people who were living in Canada and to those emigrating, which caused
conflicts. Canada did not suddenly become a democratic country in 1867, people groups had to
fight for their voice and reasoning to be heard and unfortunately had to flee because their lives
were endangered. Students will look at various events that contributed to Confederation and see
the impact an event has on various groups of people. The unit prior is about some migration and
the War of 1812, which leads into this unit of process leading to a democratic country. These
events occurring in eastern Canada can be compared to the later unit of western expansion and
some of the similarities and differences in the conflict and the effects of mass migration.
This unit mainly reflect the perspective of the English and Francophones as well as
Aboriginal perspective. It looks at the different demands from each English and French groups
from the rebellions and pressures and changes the Aboriginals had to go through because of the
conflicts because of the perspectives. Since the Aboriginal perspective is not really talked about
in the textbook they will be added to lesson. Students need to analyze the different perspectives,
whether they are visible or not and think about how they are portrayed in each event.
This unit starts to look at what a citizen and identity is of a country. The values of Britain
are visible through many events. Since majority of the people were coming from Britain they
thought the colony would stay a colony and had no desire for it to become anything else. There
was a minority group, the French who did not want the identity or idea of citizenship of Britain,
they wanted to create their own country. Throughout the unit, students will explore how the two
different groups are trying to define what the identity of a citizens should be and the conflicts
about it. The idea of identity was being brought from Britain which they hoped would be
accepted by both the French and the First Nations.
Throughout the unit, there are quite a few learning activities in which students will have
an opportunity to be act out scenarios and engage in visual and kinesthetic learning. There is
some textbook learning but most of the learning will be done through looking at other sources
and doing activities in which students can take part in their own learning. Most lessons will have
a PowerPoint which will include visual for student learning.
Some consideration that I will have to attend to for daily lessons are starting with getting
all students engaged in the activity. Since the lessons will be taught to two groups of students,
adjusting the lessons for the lower level groups is necessary giving more prompted questions and
provided extra resources for the students to complete their work. Though the two groups will
receive the same instruction differentiation will have to be added for each group depending on
the activity.

Unit Planning Organizer

Subject__Social Studies______________________Grade and GLO__7_7.1__
Unit/Topic_Chapter 7 The Great Migration and the Push for Democracy_______
Unit Duration______4 weeks (20 classes) ______________________________

1. Unit Overview Critical Inquiry Question

The what extent what was Canada created out of compromise?
Student level: Did the Act of Union solve all the problems?

2. Focusing Questions for Lessons (Related questions)

1. What challenges of coexistence did the Great Migration create?
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 British North America?
4. How did the response to demands for more democratic government shape
Canada?
5. What was the Great Migration?
6. Why was there a push for Migration?
7. How did the government convince people to immigrate?
8. What were the reasons that the Rebellions of 1837 and 1838 occurred?
9. How did the Great Migrations affect the demography of British North America,
and First Nations peoples and the Canadiens?
10. How did the Act of Union affect the way issues raised by the rebellions and how
were they resolved?

11. What is immigration?

12. What is assimilation?

13. What is an immigrant?

14. What does it mean to be a Francophone?

15. What does it mean to be an Aboriginal?

16. Where were the immigrants coming from?

17. Why were immigrants drawn to Canada?

 18. How were immigrants encouraged to come to Canada?

19. What is the difference between assimilation and

immigration?

20. How did immigration to Canada affect tension between the

Canadian government and the First Nations, Metis, and Inuit?

3. SEE-I of Key Concept for Unit

Democracy
S: A system of government in which citizens elect those who rule them.
E: This is a system of government when the citizens vote in and elect the people
in power. Citizens are involved in decision making as the government has to
consult with citizens before making any decisions.
E: Canada is a democracy as there are election in which people run for positions
such as MLA or Premier and the citizens vote for whichever political party they
believe will do the best job of supporting the citizens. Whichever candidate get
the most votes, wins the election. In the case of Alberta, the NDP won the most
seat therefore they are the political party which runs the Alberta government.
I: Canada is a democracy. Rule by the people

Immigrant, emigrant, migration, demographics, democracy, assimilation,

perspectives
4. Culminating Task Description
Foundation of Canada: The Defining Movement
~See attached documents.

5. Specific Learning Outcomes for Unit

Values and attitudes:

Students will:
7.1.1 appreciate the influence of diverse Aboriginal, French and 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:
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)
7.1.6.8 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)

Skills and processes:

7.S.1 develop skills of critical thinking and creative thinking:
7.S.2 develop skills of historical thinking:
7.S.4 demonstrate skills of decision making and problem solving:
7.S.7 apply the research process:
7.S.8 demonstrate skills of oral, written and visual literacy:
7.S.9 develop skills of media literacy:

6. Annotated List of Resources

1. Baldwin, D. (2003). Confederation and the West. Weigl Educational Pub.
This resource will be used as a teaching resource in addition to the textbooks. It
includes more details and has more perspectives of the events such as the Act of
Union leading up to Confederation. The book has illustrations, maps, and
timelines which will be useful for visual elements.

2. Baldwin, D. (2003). Rebellion and union in the Canadas. Calgary: Weigl

Educational Pub.
This resource contains information about the Rebellions and the unions in the
Canadas. This will be used as a teaching tool as it contains visual elements for
teaching. It is useful for using in addition to the textbook as it has the smaller
details not written in the textbook.

3. Papineau metro. Retrieved March 2, 2017, from

http://www.metrodemontreal.com/green/papineau/index.html
This website has the Papineau murals displayed in the Papineau station. This will
be an example for students to look at for creating their timeline mural. This will
be used as part of a lesson going through the different events of the Rebellions
 and analyzing how the artist depicted the different events and perspective.

4. jademoore03 (2008, May 15). The great migration of 1815: Canadian

history Retrieved from https://www.youtube.com/watch?v=0mZ2hUKe1xs
This Youtube clips is an animated video that was created by a student learning
about the Great Migration. The video can be used for students to investigate the
Grosse Ile and the horrible conditions of the ships going from Europe to British
North America. It is told in the context of a passenger animal on deck heading to
the British North America which students can compare to the stories that may be
told by officials and how wonderful the journey is. The video will be used as
learning resources for Digging into the past.
5. NerdyStar Productions (2009, October 18). Upper Canada rebellion
song Retrieved from http://www.youtube.com/watch?
v=oippSfwnGh8&feature=related
This is a YouTube video that is a song about the Rebellion in Upper Canada. It
includes all the important information about the Rebellions. This is a video that
can be used as part of the lesson to engage students. Students may find the
information easier to understand with the lyrics of the song, and with the catchy
tune start singing it as a studying tool.

6. Canada, L. G. of, Canada, A., Branch, P., Content, W., & Services. (2008,
November 4). ARCHIVED - introduction - in quarantine: Life and death on
Grosse le, 1832-1937 - library and archives Canada. Retrieved March 2, 2017,
from https://www.collectionscanada.gc.ca/grosse-ile/index-e.html
This is a page of the Library and Archives Canada which has various so sources
such as birth and death records as well as journal and photograph from the Grosse
Ile as it was used for a quarantine stations. This resource will be used for a
learning activity.
7. Johnston, J. (2004). Susannas Quill. Toronto: Tundra Books (NY).
This is a fictional novel based on the life of Susanne Moodie who lived during the
time period of the rebellions and unions in Upper and Lower Canada. This book
intertwines both fact and fiction creating a face and character to the author that
wrote Roughing it in the Bus. This book will be used for instruction, taking parts
of it as examples of life, and inside perspective, during the time period making it
more real for the students.
8. Staff (2017, February 28). Newcomers need to learn Canadian values: Focus
groups. Canada. Retrieved from http://globalnews.ca/news/3278870/newcomers-
need-to-learn-canadian-values-focus-groups/
This is a news story that talks about how immigrants coming to Canada are
encouraged to learn about the values and custom. It is a teaching resource for
students to compare how immigration has changes. In the unit, the immigrants are
trying to push their values and customs on the people living in the country.
 Students can compare how different both experiences have different perspectives
and what they are.

Lesson Overview
Week 1: March 6- Monday Tuesday Wednesday Thursday F
10
Topic and Introduction to The The Great Grose Ile? Why is The Push for T
Question Great Migration: Migration: What Grosse Ile Democracy: Why 1
What challenge of impacts did the important in did people of w
coexistence did the Great Migration Canadian history? British North d
Great Migration have? America want more d
create? democratic g
government? c
c
B
A
Learning Activity Migration singing: Comparisons Digging into the Differences of law V
Divided students between Past. Using creation between C
into three uneven expectations and different history colonial a
groups singing their reality. Discuss the documents trying to government and R
own songs to depict difference between figure out why the democracy by i
the different how people thought event is important having students
perspectives and migrated would be. and the connection enacting both
how migration Pg. 202 cartoon to the Great colonial rule vs
changed the Migration. democracy.
majority
Formative Class Discussion: Comic strip Worksheet that Opinion: Students E
Assessment How was the comparing the students will fill out write their opinion d
experience? What difference between based on their of whether they u
did you learn? expectation versus history documents. think that colonial S
What was the point reality. rule should a
of it? continue or not n
based on the
different
perspectives from
pg. 210-211

Week 2: March 13- Monday Tuesday Wednesday Thursday F

17
Topic and Patriotes Rebellion: Chain of Events: British Response to The Act of Union: N
Question To what extent did What are the the Rebellions: The What idea of
demands for more impact of the key Durham Report: citizenship shaped
 democratic events of the How did the the Act of Union?
government reflect Rebellions? response to
challenges of demands for more
coexistence in democratic
British North government in
America? British North
America shape
Canada?
Learning Activity Watch video about Creating an artistic Rating the Pros and Cons of
the impact of the mural of the recommendations. the act of Union
Rebellions. Class timeline of the Ask students if they and how it shaped
discussion about events of the think that the the idea of
the rebellions and Rebellions and recommendation citizenship. Pg. 224
the different focussing on which are good or need
perspectives. ones were most improvement.
impactful.
Formative Post Card: Students Mural timeline. Define Democracy I care why?
Assessment write a post card Students create a in Twitter format Students write a
describing what mural that will using 140 response of why the
they learned in show the sequence characters or less. event was
class that they will of events from the important and why
tell their parents rebellions. Creating they should be
about. the mural in learning about it or
different how it relates to
perspectives. their life.

Week 3: March 20- Monday Tuesday Wednesday Thursday F

24
Topic and First Nations The LaFontaine- Building the Big Perspectives: The I
Question perspectives: To Baldwin Alliance: Picture: What Act of Union: How C
what extent was the What effect does challenges might did the Act of
First Nations more democratic the demographic Union affect
perspective government have changes have posed French-English
considered in the on the idea of to the political relations in
Act of Union? citizenship? arrangements of the Canada?
Act of Union?
Learning Activity Perspective Watch a heritage Comparing the Case Studies: C
Analysis: Examine minute about graphs and discuss Discussing the c
all the different LaFontaine- what demographic different r
perspectives that Baldwin Alliance. changes happened perspectives of
have been covered in the time period. Historians.
especially the First
Nations. Showing
 perspectives using
activity on pg. 221
Formative Snowball: Students Exit Slip: Is a more Quiz Master: Creating a scenario: S
Assessment write down one democratic Students create Have students #
thing that they have government better questions along create a scenario in
learned in the for these people? with answers that different
lesson or a question Explain reasoning. they would like to perspectives
that they might see on the test.
have. Toss the
snowballs. To end,
each student read
their paper.

Week 4: March 27- Monday Tuesday Wednesday Thursday F

31
Topic and Work Period Work Period Presentation Unit Final Exam
Question
Learning Activity
Summative Culminating Task Culminating Task Culminating Task Unit Final Exam
Assessment
 Culminating Task
Inquiry into History

Inquiry into History is launching a new project called Foundation of Canada: The Defining
Movement. This is a project that is trying to determine what event in history was the
most impactful that led to Confederation. Inquiry into History is looking for
participants and heard that the Grade 7 students at Irvine School were currently
studying events leading up to Confederation. They want all of you to participate in
their project. Inquiry into History wants to know what event you think was the most
defining or impactful and was the reason Canada become a democratic country.

So, what is your role?

Everyone will choose a topic that they think is most impactful leading to Confederation. What
event do you think was the one that prompted Confederation? Based on your background
knowledge, select from this list what you believe to be the top event that have shaped Canadian
history prior to Confederation. You will need to convince the director of the project that the event
impacted and made the decision for Canada to become a country. Your argument needs to be
strong, convincing the director that you have evidence to support your statement. The director is
looking for the strongest argument and reason to include in their project.

You will do this by

explaining the historical context surrounding
the event, addressing diverse perspectives of
those who were involved as well as those who
were impacted by the event; and
describing the impact this event had on shaping
Canadian history.
argue that the event was the most important

Topics:
The Great Migration
The Push for Democracy
The Rebellions of 1837 and 1838
The Patriots Rebellion
The Durham Report
The Act of Union
The LaFontaine-Baldwin Alliance

Questions to answer:
 When and where did the event happen?
Why did the event occur?
How was it impactful?
How did it create change for the decision to create a democratic country?
Did the event accomplish what it intended to?
Why is the most important event leading up to Confederation?

Once you have done all your research, you will create an informational artifact that you will
present to the director and the class which will include all the important information. The
informational artifact can be a slideshow, brochure, or a video in the format of Heritage
Moments. Once the projects are complete you will present your information to the class in 1
minute.

Student Checklist:
There are several components to this lesson. For each part, you need to check in with the teacher.
1. Chose an event
a. What event do you think was the most impactful?
2. Initial written response
a. What is your reasoning?
b. Write a paragraph about 100 words why you think that this event is most
impactful.
3. Reasoning map
a. Complete the reasoning map and include evidence based on background
knowledge and research
4. Complete question list
a. Have completed the list of questions
5. Chose format for informational artifact
a. Slideshow
b. Brochure
c. Heritage Minute
6. Complete informational artifact
7. Presentation
a. Be within 10 seconds of 1 minute
b. The event must be stated
c. Include argument and reason for your event.
d. Why is it the most important event?
e. What was the impact of the event?

Informational Artifact Requirements

Slideshow
 Title page: Event
At least 8 slides of information
Include information for the list of questions
Have at least 5 images
Brochure:
Front/Title Page: Event
Double sided tri-fold
Contain at least 5 images
Include information for the list of questions
Neatly organized and easy to read
Heritage Minute
Event stated first
Be approximately a minute in length
Have an abstract with 75 words-what is the video about
Include information for the list of questions
Rubric: Foundations of Canada: The Defining Moment
Student ____________________________________________________________________________

Excellent Proficient Adequate Limited * Insufficient

/ Blank *
Level

Criteria
Provides a Provides a Provides a Provides a No score is
comprehensive thorough awarded
cursory superficial
**Explain because there is
explanation of explanation explanation explanation insufficient
historical historical of historical of historical of historical evidence of
context context, context, context, context, student
from acknowledgin acknowledgin acknowledgin acknowledgi performance
multiple g multiple g multiple g multiple ng multiple
based on the
perspectives requirements of
perspectives perspectives perspectives perspectives the assessment
in a in a
in an in a task.
perceptive thoughtful
manner. obvious simplistic
manner. manner. manner.

Provides a Provides a Provides a Provides a

precise focused cursory trivial
**Describe description of description of description of description
impact of the impact of the impact of the impact of of the impact
event event. event. event. of event.
Formulates a Formulates Formulates Formulates
position and position and position and position and
Formulate provides provides provides provides
and support compelling convincing simplistic inconclusiv
position evidence to evidence to evidence to e evidence
support support support to support
position. position. position. position.
Communicate Communicat Communicat Communicat
s information es es es
Communicat in a skillful information information information
e manner to in an in a in an
information engage the effective straight- ineffective
reader. manner to forward manner that
interest the manner that does little
reader. generally to sustain
holds the attention of
attention of the reader.
the reader.
Presentatio Presents Presents Presents a Presents
n information information short brief
comprehens thoroughly description information
ively and only of about topic
engaging interest information and does
the audience. audience. and generally little to
hold interest
attention of audience.
audience.
 Most
impactful
event:

Supportin Supportin
g g
Reasoning Reasoning
#1 #2

Because Because

Lesson Class #: Introduction: The Great Migration Course Social Studies 7

Title/Focus

PROGRAM OF STUDY OUTCOMES

7.1.2 appreciate the challenges of co-existence among peoples (C, CC, I, LPP)
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.S.1 develop skills of critical thinking and creative thinking:

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Demonstrate the initial impact of mass migration.
2. Differentiate between emigrant and immigrant.
MATERIALS AND EQUIPMENT
Index cards
PowerPoint
Slips of paper with songs

PREPARATION AND LOGISTICAL CONSIDERATIONS

Set up PowerPoint
Hand out index cards for the Get to Know You activity
Hand out slips of paper for activity
PROCEDURE
Introduction Time
 Start class with Get to know you activity
Hand out index cards to all students.
Have students respond to questions from the PowerPoint
1. Name
2. Where do you live-Irvine, Dunmore, farm, town 5 min
3. Interesting Fact about yourself
4. If you had to convince someone to move somewhere. Where would it be?
5. Why?
6. Do you think that Social Studies is important to learn?
Give personal answers for each question
Body Time
Topic: 1) In this unit, we are going to look at the question, To what
Introduction to extent of Canada created out of compromise?
Chapter 2) Putting it in simpler terms, did the Act of Union solve all the
problems in the Canadas?
3) In this unit, we are going to look at the Great Migration when
masses of people started to emigrate to the Canadas and
what the different groups of people did to try and change the 10 min
government to a democracy.
4) Read pg. 199 in the textbook.
5) Look at the focus questions and discuss with students their
initial thoughts on how migration makes things challenging?
6) Or how migration changes things in the country they are
emigrated to?
Topic: The Great 1) In this chapter, we start by looking at two words that will 5 min
Migration appear frequently throughout the chapter, we will start by
looking at their definitions.
2) Does anyone know the difference between the two words,
emigrant and immigrant?
3) Give students opportunity to state their answers.
4) Give students an example, all the students are currently
 immigrant because you come from a different building, or
country, to this building, or country. You are immigrants
because you came for class, or to live.
5) Emigrating would be if you are planning to go to another
building, or country. You are all planning to emigrate to the
main building once this class is over, where you will become
immigrants.
6) Ask students if they have any questions about the difference.
7) Have students come up with other examples of emigrants vs
immigrants.
Topic: Migration 1) We are going to do an activity to start the unit so that we 10 min
Activity have a better idea of what happened during the migration.
2) Throughout the activity think about how you feel and how
you are impacting others around you and how they are
responding.
3) Think about how they might be feeling
4) Give each student a slip a paper with a song
5) Explain to class how the activity will occur.
6) Students will group with students with the same song.
7) Twinkle, Twinkle, Little Stars will go to the left of the room.
8) Row, Row, Row, Your Boat will go to the right of the room.
9) Jingle Bells will gather right outside of the classroom.
10) The groups in the classroom can choose to stay in their
group or spread out in the classroom.
11) Everyone will start singing their song.
12) When the teacher gives a signal, the Jingle Bell group
will enter the class.
13) They will enter the class, everyone will keep singing
their song.
14) The Jingle Bell group will spread themselves
throughout the class.
15) Everyone needs to keep singing their own song.
16) Lets find out what happens.
 17) Think about the process throughout the demonstration.

Topic: Class 1) Ask questions about the students experience.

Discussion 2) What do you think this activity was demonstrating?
3) What did each group represent?
4) How did you feel about other people trying to get you to sing
a different song?
5 min
5) Was it hard to keep singing your own song?
6) Whose song did everyone start singing?
7) Do you think that this is comparable to the Great Migration
that occurred in the early 1800s?

Conclusion Time
Think/Pair/Share: Students turn to an elbow buddy and tell them one thing that they
learned in the activity. 2 min
Have a few students share their thoughts with the class.
Assessment
Class Discussion-assess if students can understand the difference between and emigrant and an
immigrant
Think/Pair/Share-assess if students understand impact mass migration had on people coming to
the country

Additional Notes:
Lesson
Class #: The impact the Great Migration Course Social Studies 7
Title/Focus

PROGRAM OF STUDY OUTCOMES

7.1.2 appreciate the challenges of co-existence among peoples (C, CC, I, LPP)
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.S.1 develop skills of critical thinking and creative thinking:

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
3. Determine the different perspectives of the Great Migration
4. Compare how reality is different than depicted expectations.
5. Understand the initial impact that migration had on the emigrants.
MATERIALS AND EQUIPMENT
PowerPoint
Blank pieces of paper
 PREPARATION AND LOGISTICAL CONSIDERATIONS
Set up PowerPoint
Ensure that all students have paper for activity.
Have a sample of a expectation vs reality cartoon.
PROCEDURE
Introduction Time
Start off with reflecting about the activity from yesterdays class.
What were the different perspectives?
Who was the more dominating group? How did you know? 3 min
What group do you think the more dominating group was from the Great Migration?
How were the minority groups treated?
Who changed through the process?
Body Time
Topic: The Great 7) Ask the question, what challenges of coexistence did the 10 min
Migration Great Migration create?
8) Based on the activity that we did yesterday, what are some
conflict that occurred because of the Great Migration?
9) Have students come up with some challenges. Language,
customs, traditions, laws
10) Read pg. 201- Do you think that people were excited to
move to a new country even though their life was hard?
11) Why would so many people want to come to the new
land?
12) Do you think that there were more opportunities in the
colonies?
13) Britain did encourage emigration, looking at the
cartoon on pg. 202, do you think that as used as an
advertisement?
14) What message are they trying to convey?
 15) How realistic do you think the message is? Why?
16) Do you think that advertisement like this were created
trying to convince people to move to Canada?

Topic: The Impact 8) Read the excerpt on pg. 202.

of Immigration 9) Look at the picture of the farm, who do you think that the
farm belongs to?
10) How would a First Nations view this farm?
11) Is this intruding on their land?
12) Whose perspective do you see on this photograph?
13) What do you think happened before this house was 10 min
built?
14) Do you think the land had to be cleared before?
15) The graph on page 203, what does it show?
16) What impact do you think that it had on the population
that already lived in the Canadas?
17) How were the First Nations impacted by the migration?
Topic: News 18) As we are reading the new article, think about the
Article reality vs expectation.
19) Do you think that they were expecting those
conditions?
20) If this was sent back to Britain, how do you think that 5 min
people would respond to it?
21) Would it be published in a paper in Britain?
22) What do you think people were expecting when they
boarded the ship?
23) Do you think they thought about turning back?
Topic: Comic/ 8) Do you think the whole experience was the way they 10 min
Cartoon Activity expected it to be?
9) What are some other things that were different than they
were told.
10) I want you to think of an expectation vs reality
 situation from the Great Migration.
11) You can think of a situation from the ship or when they
got to the new land.
12) Think about the situation in the reality vs. expectation
perspective.
13) Now you are going to put that into a comic strip or
cartoon. You can do it however you want but it needs to be
clearly visible what is expectation vs reality.
14) This activity is due in class tomorrow.

Conclusion Time
Questions to ask students to end lesson.
How different is expectation vs reality? 2 min
Why would the reality not be depicted to emigrants?
What perspectives are visible in the various images?
Assessment
Class Discussion: Assess if students are understanding the impact that the mass immigration had.
Comic Strip: Assess if students understand how different the reality experiences were compared to
what they were initially depicted to them.

Additional Notes: