Grade 5-6 HS Paul Social Studies Unit Plan

From British Colony to Confederation

April 6-May 1
Unit Summary
Students are going to learn about life in British colonized Canada up until the development of Canada
as a nation. Students will be exposed to the rebellions that took place from the First Nation, French and
Metis people. Students will also gain perspective on new immigrants coming over to Canada, their
trials and tribulations about working the lands, developing communities and keeping their culture alive.

Student Goals
1. Students will gain an understanding of the life and times of an immigrant and first nation
living in pre-nation Canada.
2. Students will be able to identify why people settled where they did and established a c
community with who they did.
3. Students will be able to identify why the French, First Nation and Metis caused a rebellion
4. Students will be able to identify why a confederation was established in 1867 and which
provinces established that confederation
5. Students will be able to explain what it was like to be a citizen back in 1867 and the
differences it is to being a citizen today.

Student Outcomes
KI-010 Describe the cultural diversity of pre-Confederation Canada.
KI-011 Describe ways in which migration to another country or contact with other cultures may
affect identities.
KH-037 Give reasons for the migration of the United Empire Loyalists and describe their
impact on Canada. Include: American Revolution, hardships, settlement areas, cultural diversity of the
Loyalists.
VI-006 Appreciate the historical roots of the multicultural nature of Canada.
KL-023 Locate on a map of western Canada traditional Mtis lands and communities.
KH-039 Describe the reasons for, main events of, and impact of the Selkirk Settlement of the
Red River.

KG-045 Identify global factors that influenced immigration toCanada.

VI-005 Value the contributions of First Nations, Inuit, Mtis, French, British, and diverse
cultural communities to the development of Canada.
VG-013 Appreciate the connections Canadians have with various places in the world.
KI-013 Compare daily life in Canada East and Canada West. Include: language, religion,
government, laws.
KH-038 Identify the causes, major events, and results of the War of 1812.
KH-040 Identify people, events, and results of the 1837 to 1838 Rebellions and explain their
impact on the development of Canada. Include: Durham Report, Act of Union, establishment of
responsible government, French-English relations.
VI-004 Appreciate Canadian history and geography as important contributors to personal
identity
KL-022 Locate on a map of Canada the four provinces of Confederation in 1867.
KH-041 Describe the origins of Confederation and give arguments for and against Canadian
Confederation. Include: significance of the British North America Act; resistance of Prince Edward
Island, Newfoundland, and Nova Scotia to Confederation.
KH-042 Describe the roles of individuals in building Canadian Confederation.
VH-010 Value history as a way of understanding contemporary Canada
KC-001 Give examples of the responsibilities and rights of citizens of Canada in 1867.
KC-002 Identify differences in citizenship rights for various groups in 1867. Include: First
Nations, French, British, women.
KC-003 Compare what it meant to be a citizen of Canada in 1867
to what it means today.
KI-012 Describe how European views of First Peoples changed from 1763 to 1867.
VC-001 Respect the rights, opinions, and perspectives of others.
VC-002 Be willing to contribute to their groups and communities.

Day to Day Summary

Day 3 April 6 Day 5
Review on what the students learned last time in social studies. What do they remember about life in
the fur trade?
Day 4 April 8 Day 1
Talk about why Europeans immigrated to Canada. Activity in class, think pair share, if your classmates
were go to another school how would they sit in the class if they had options. Would you work together
with friends you already know or start fresh?
Day 5 April 9 Day 2
Life in upper Canada and the rebellion that ensued. After the loss of the initial rebellion why did people
go for more of a passivist approach?
Day 6 April 14 Day 5
Life in lower Canada, what was life like and how was it different? Why was the rebellion in lower
Canada different from the life in upper Canada?
Day 7 April 16 Day 1
The union of 1841 and how Canada was now separated by East and West. How the French felt their
land was being impeached on.
Day 8 April 17 Day 2
What started the ideas of a confederation and the birth of Canada as a nation. The railroad for
transportation, Britain was losing interest in foreign colonies, Canada's new vision for a country.
Day 9 April 22 Day 5
Important leaders of the confederation, who were the birth fathers of our nation. George Cartier,
Samuel Tilley, John Gray, and the opposition to the confederation Joseph Howe. Profiles on each
person.
Day 10 April 24 Day 1
Charlottetown conference, Quebec Conference, London conference, and the birth of Canada.
Dominion day.
Day 11 April 27 Day 2
What was it like being a citizen in Canada back in 1876 and now? Perspectives where students will
journal about life back then and how its different now. How would it be different if they lived in 1876.
Day 12 April 30 Day 5
Growing pains of a nation, what was it like for First Nation people, was the road ahead easy or tough?
Are we still experiencing growing pains as a nation? Group discussion.