Unit Plan Assignment: Growth in the West

Grade 7 Social Studies

Kaitlyn Gamble
 Unit Rationale

I will be teaching Chapter 9: Growth in the West for my unit. I am very excited to teach
this unit as it examines the process of settling the West. In my opinion, this unit is taught because
it is the initial stage where we start to see a unification of Canadian identity and shift towards
the Canada that we know today.

Why is this unit taught? (What is the purpose of the unit within the course? How does it fit into
the big picture of the year?)

This unit scaffolds on knowledge attained in previous units and will prepare students for
future social studies content. For example, students will need to have a strong foundational
understanding on why John A. Macdonald wanted to expand to the West in order to fully grasp
the significance of British Columbia, PEI, Alberta, Saskatchewan, and Newfoundland becoming
provinces. This unit also contributes to students gaining an understanding of the development of
a diverse Canadian society. This will help to teach them how certain dimensions of Canada have
affected citizenship and identity over time

How does it address the core concepts of citizenship and identity?

The National Policy has a very evident emphasis on unifying the West and East under a common
Canadian identity banner. However, as the unit progresses it becomes evident that there were
desirable immigrants who fit the Canadian identity and those who were undesirable and
discouraged from immigrating to Canada.

How does it reflect attention to the experiences and perspectives of aboriginal, francophone
and/or other linguistic, cultural and ethnic groups?

Throughout the unit students will be given opportunities to address the reception of the National
Policy from various groups of individuals. For example, we will learn about specific FNMI
individuals who contributed to the development of NWMP and the construction of the CPR.
When discussing the immigration policy, we will examine the discouragement of certain
linguistic groups (francophone migration) while simultaneously encouraging other cultural
groups (German Mennonite immigration).

How does your unit provide opportunities for rigorous, authentic and engaged learning in social
studies?

This unit will rely heavily on student-teacher collaboration and independent work. These
strategies will provide optimal student engagement. The students will be given the opportunity to
provide evidence of authentic learning by completing an informational cube. This activity will
require students to demonstrate their knowledge of the unit by providing perspectives of the
National Policy from various populations.

What significant questions or considerations will you need to attend to as you implement the unit
and plan your daily lessons?

The biggest consideration that I will need to make while implementing this unit is ensuring that I
have given the students enough time to grasp the key concepts while simultaneously trying to
keep to the timeline I created in order to complete the unit. I also want to ensure that the way that
I have structured my lessons are digestible for the students. The following two questions well be
imbedded throughout the lessons within the unit:
How did immigration shape the demography and economy of western Canada?
What challenges did immigration pose for peoples already living in western Canada?
 Unit Planning Organizer
Subject: Social Studies Grade: 7 GLO: 7.2
Unit/Topic: Growth in the West Unit Duration: 2 weeks (10 classes)

1. Unit Overview Critical Inquiry Question

To what extent was Canada a welcoming country?

GLO: 7.2 Following Confederation: Canadian Expansions

Students will demonstrate an understanding and appreciation of how the political, demographic, economic
and social changes that have occurred since Confederation have presented challenges and opportunities for
individuals and communities.

2. Focusing Questions for Lessons (Related questions)

1. Who was the Prime Minister of Canada at this time?
a. John A. Macdonald.
2. What are natural resources? How did natural resources influence the development of settlement in
Canada?
a. Natural resources are parts of nature that people can use. First explorers stayed in Canada for
the resources (fish, furs, etc.). Wanting to control the land was one of the biggest reasons for
the National Policy.
3. Why was marking the Canada-U.S. border important?
a. Government couldnt give land to new settlers (a big incentive for immigrants to come to
Canada) if they didnt know what land it had.
4. Why were The North West Mounted Police (NWMP) created?
a. Issues with American wolfers and First Nations in the Cypress Hills prompted the
development of The North West Mounted Police. We begin to see the difference in judiciary
systems between Canada and the U.S.
5. What was the role of the NWMP?
a. The make life in the territory peaceful and make sure that people obeyed the law.
6. Who was Jerry Potts?
a. A Metis guide and interpreter for the NWMP.
7. What are the three main components of the National Policy?
a. Transportation policy = construction of the Canadian Pacific Railway.
b. Immigration policy = populate Western Canada
c. Economic Policy = build a strong economy
8. Opinion question: What do you think this policy meant for First Nations?
9. Why was the CPR built in the south? What were the benefits of this strategy?
a. Flatter and easier to build. Coal deposits could fuel steam engines. Closer to the border so more
people would take CPR instead of American train. Railway company already controlled most
of the land (could keep more of the profits). They thought that the land was better for farming.
10. What was the significance of the Chinese immigrants?
a. Cheap labour for the construction of the CPR.
11. How was the landed divided up?
a. Into townships diagram on p. 207.
12. What was the Dominion Lands Act?
a. Passed in 1872 and said that any head of a family or male 21 years old could apply for land. In
1882 women could apply as well.
b. Had to live on the land for 6 months of the year, build a house, and farm.
13. What does New Ontario mean?
a. Initial migrants to the Northwest Territories were from Ontario.
14. Who were encouraged to immigrant to Canada?
a. Mennonites were able to farm prairie land.
b. Iceland volcano had erupted and killed the land/cattle. They were refugees and received about
800 square kms of land. (Is this the reception that current refugees are getting?) Called the
land New Iceland but land/climate were terrible. Some died, some went back to Iceland,
some moved to the Red Deer area.
15. What is a protective tariff? Why was it important to Canadas economy?
a. Tax put on a product crossing the border. Important because it made American goods more
expensive which meant Canadians would buy Canadian goods.
16. How did the creation of the NWMP, CPR, and influx of immigration influence the lives of the FNMI
population?
a. Poorly.

3. SEE-I of Key Concept for Unit

Concept = National Policy

State It - The National Policy was put in place by the government of John A. Macdonald in order to
unite Eastern and Western Canada. This policy consisted of three major elements: the implementation
of a series of tariffs to protect Canadian producers and products; the launching of the Canadian Pacific
Railway to connect the central provinces to the Pacific coast by railroad; and the establishment of
immigration policies aimed specifically at populating western Canada.
Elaborate - Prior to the National Policy, Canada was a divided nation due to distance, lack of an
overarching judicial system, and a lower population in the prairie provinces. In order to combat these
challenges and unite Canada, John A. Macdonald created the National Policy. Through the
encouragement of immigration into the prairie provinces, creation of the Canadian Mounted Police,
and construction of the CPR, Canada started to unify. However, the lives of the FNMI population was
severely impacted as their land was encroached on and their judicial system was challenged.
Example - An example of how the National Policy unified Canada was the implementation of the
immigration policy and how it influenced various ethnic groups across Canada. For example,
Francophones in Western Canada.
Illustrate

Additional terms/concepts: natural resources, immigration, NWMP

 4. Specific Learning Outcomes for Unit (assessed by culminating task)
5. Specific Learning Outcomes for Unit
Values and attitudes:
Students will:
7.2.1 Recognize the positive and negative aspects of immigration and migration.
7.2.2 Recognize the positive and negative consequences of political decisions.
7.2.3 Appreciate the challenges that individuals and communities face when confronted with rapid
change.
Knowledge and understanding:
Students will:
7.2.5 evaluate the impact of Confederation and of subsequent immigration on Canada from 1867 to the
First World War by exploring and reflecting upon the following questions and issues:
How did the National Policy determine the economic and demographic aspects of Canadian
expansion?
How did changing demographics resulting from Clifford Siftons immigration policies affect the
collective identity of Francophones in communities across western Canada?
How did Asian immigrants contribute to the development of Canada (i.e., Chinese railway
workers)?
What strategies were used by the government to encourage immigration from Europe?
What strategies were used by religious communities and missionaries to encourage migration and
immigration to western Canada from eastern Canada and the United States?
What impact did immigration have on Aboriginal peoples and on communities in Canada?
How did immigrants from eastern Europe contribute to the development of western Canada?

Skills and processes:

Students will:
7.S.1 develop skills of critical thinking and creative thinking:
Evaluate, critically, ideas, information and positions from multiple perspectives.
Generate creative ideas and strategies in individual and group activities
7.S.2 develop skills of historical thinking:
Analyze historical issues to form or support an opinion.
7.S.3 develop skills of geographic thinking:
events
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
 Lesson Scope and Sequence

Monday Tuesday Wednesday Thursday Friday

Week 2 Workbook + Workbook + Workbook + Workbook + PD Day
(Chapter 9) PowerPoint PowerPoint PowerPoint PowerPoint (no
March 13-17 (Intro and (Securing the Land (Building the Iron (Farming the students)
Securing the and Building the Road and Frontier)
Formative Land) Iron Road) Farming the (work together)
Assessments: (work together) (work together) Frontier) Who were
Daily Exit Slips Why was the Why was marking (work together) encouraged to
In-class Q&A
NWMP created? the Canada-U.S. Why was the CPR immigrant to
border important? built in the south? Canada?
Knowledge 7.2.5 What was 7.2.5 How did Asian 7.2.5 What 7.2.5 How did
the role of the immigrants strategies were immigrants from
North West contribute to the used by religious eastern Europe
Mounted Police in development of communities and contribute to the
the development Canada? missionaries to development of
of western 7.2.5 In what ways encourage western Canada
Canada? did the building of migration and 7.2.5 What impact
the Canadian Pacific immigration to did immigration
Railway affect the western Canada have on
growth in Canada? from eastern Aboriginal
Canada and the peoples and on
United States? communities in
7.2.5 What Canada?
strategies were 7.2.5 To what
used by the extent was
government to agricultural
encourage activity a key
immigration from factor in the
Europe? population growth
of western
Canada?
Values and 7.2.2 Recognize 7.2.3 Appreciate the 7.2.3 Appreciate 7.2.1 Recognize
Attitudes the positive and challenges that the challenges that the positive and
negative individuals and individuals and negative aspects
consequences of communities face communities face of immigration
political when confronted when confronted and migration.
decisions. with rapid change. with rapid change.
7.2.1 Recognize the
positive and
negative aspects of
immigration and
migration.
Skills and 7.S.2 Develop 7.S.3 Develop skills 7.S.2 Develop 7.S.1 Develop
Processes skills of historical of geographic skills of historical skills of critical
thinking thinking thinking thinking and
creative thinking
 Monday Tuesday Wednesday Thursday Friday
Week 3 Workbook Work Period Performance Performance Kahoot
(Chapter 9) (Helping (Finish Task (Cube) Task (Cube) (tentatively
March 20-24 Industry) Workbook and (work (work finish
(work together) begin Study independently) independently) assignments)
Formative Why was it Guide) (work
Assessments: important to (work together)
Exit Slip Canadas independently)
Review Cubes
economy
(give written
feedback)
Kahoot
Knowledge 7.2.5 7.2.5 How did the 7.2.5 How did the 7.2.5
National Policy National Policy
determine the determine the
economic and economic and
demographic demographic
aspects of aspects of
Canadian Canadian
expansion? expansion?
7.2.5 How did
changing
demographics
resulting from
Clifford Siftons
immigration
policies affect the
collective identity
of Francophones
in communities
across western
Canada?
Values and 7.2.2 Recognize 7.2.1 7.2.3 Appreciate 7.2.3 Appreciate 7.2.1
Attitudes the positive and 7.2.2 the challenges the challenges 7.2.2
negative 7.2.3 that individuals that individuals 7.2.3
consequences of and communities and communities
political face when face when
decisions. confronted with confronted with
rapid change. rapid change.
Skills and 7.S.2 Develop 7.S.1 7.S.1 develop 7.S.1 develop 7.S.1
Processes skills of 7.S.2 skills of critical skills of critical 7.S.2
historical 7.S.3 thinking and thinking and 7.S.3
thinking 7.S.8 creative thinking creative thinking 7.S.8
7.S.8 demonstrate 7.S.8 demonstrate
skills of oral, skills of oral,
written and visual written and visual
literacy literacy
 Monday Tuesday Wednesday Thursday Friday
Week 5 Chapter 9 Start Chapter 10 Chapter 10 Chapter 10 Chapter 10
(Chapter 9/10) Quiz
March 27-31 (work
independently)
Summative
Assessment: Workbook
Workbook Due Due
Chapter Quiz Cube Due
Cube
Knowledge 7.2.5
Values and 7.2.1
Attitudes 7.2.2
7.2.3
Skills and 7.S.1
Processes 7.S.2
7.S.3
7.S.8
 List of Resources

Voices and Visions: A Story of Canada

Geoff Weatherall

Fort Macleod: http://nwmpmuseum.com/

I will use this website when learning about the North West Mounted Police. By connecting the
material to an area that the students may be familiar with, they will be able to better grasp the
content. (Include a picture of Jesse while working at the Fort).
The Fort Museum. (n.d.). Retrieved February 25, 2017, from http://nwmpmuseum.com/

Maps: https://www.collectionscanada.gc.ca/confederation/023001-5006-e.html
I will use this website to supplement my PowerPoints with maps of Canada from the 1870s.

Heritage Minute: CPR Last Spike https://www.youtube.com/watch?v=Gf3uhfANuUk (1:27)

I will use this video to highlight to exploitation of Asian immigrant CPR workers. The video
describes the pay and working conditions of the workers. It also mentions the lack of recognition
and how hypocritical the picture of The Last Spike is.
C. (2012, October 24). CPR Last Spike Heritage Minute. Retrieved February 27, 2017, from
https://www.youtube.com/watch?v=Gf3uhfANuUk

Rick Mercer: The Last Spike https://www.youtube.com/watch?v=zJGhg3YXt_w (7:22)

Video will provide students a contemporary look at how the CPR is used today. It also discusses
some of the difficult terrain that the workers had to manipulate. For example, building massive
bridges. (Only use this resource if there is time).
M. (2010, November 10). RMR: Rick and the Last Spike. Retrieved March 03, 2017, from
https://www.youtube.com/watch?v=zJGhg3YXt_w

Selling the West Posters http://nwmpmuseum.com/

I will use a variety of promotional posters to address the topic of how the immigration policy
recruited immigrants. This will to initiate a discussion on who the immigration policy was
directed for.
The Fort Museum. (n.d.). Retrieved February 25, 2017, from http://nwmpmuseum.com/

Trump and Trudeau talk immigration https://www.youtube.com/watch?v=ZmbjCcVk08A

This resource will be used to compare our immigration policy with the United States. It will also
act a springboard into our discussion on how our immigration policy has changed over the
years.
Trudeau and Trump On Syrian Refugees. (2017, February 13). Retrieved February 26, 2017,
from https://www.youtube.com/watch?v=ZmbjCcVk08A

150 Years of Immigration http://www.statcan.gc.ca/pub/11-630-x/11-630-x2016006-eng.htm

This website will be used to look at immigration trends from 1852-2012. It will help to incite
discussion on why there were spikes in immigration at certain times during Canadian history.
Canada, G. O. (2016, July 14). 150 years of immigration in Canada. Retrieved March 01, 2017,
from http://www.statcan.gc.ca/pub/11-630-x/11-630-x2016006-eng.htm
Amber Valley http://www.blackhistorycanada.ca/topic.php?id=127&themeid=2
This website will be used as a teacher resource and to inform myself about what happened when
undesirable immigrants moved to Canada. This cite also has many hyperlinks and provide
archival pictures that could be used during class.
Black History Canada - Amber Valley, Alberta. (n.d.). Retrieved February 28, 2017, from
http://www.blackhistorycanada.ca/topic.php?id=127&themeid=2
 LESSON PLAN
Subject: Social Studies Grade: 7 Date: March 13
Critical Inquiry Question: To what extent was Canada a welcoming country?
Focus Question: Why was the NWMP created?
Lesson: Introduction and Securing the Land Time: 49 minutes
SLOs: From the Program of Studies
7.2.2 Recognize the positive and negative consequences of political decisions.
7.2.5 What was the role of the North West Mounted Police in the development of western
Canada?
7.S.2 Develop skills of historical thinking
Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of lesson
procedure, but an indication of what students will know or be able to do by the end of the
lesson).
Knowledge:
Students will:
- Understand why the NWMP was created
- Understand the roles and responsibilities of the NWMP
Skill:
Students will:
- Develop their written literacy skills
Key Questions:
What is the focus question for this lesson? What are some related questions?
Focus Question = Why was the NWMP created?
Related questions:
1. Who was the Prime Minister of Canada at this time?
John A. Macdonald.
2. What are natural resources? How did natural resources influence the development of
settlement in Canada?
Natural resources are parts of nature that people can use. First explorers stayed in
Canada for the resources (fish, furs, etc.). Wanting to control the land was one of the biggest
reasons for the implementation of the National Policy.
3. Why was marking the Canada-U.S. border important?
Government couldnt give land to new settlers (a big incentive for immigrants to come to
Canada) if they didnt know what land it had.
4. Why were The North West Mounted Police (NWMP) created?
Issues with American wolfers and First Nations in the Cypress Hills prompted the
development of The North West Mounted Police. We begin to see the difference in judiciary
systems between Canada and the U.S.
5. What was the role of the NWMP?
The make life in the territory peaceful and make sure that people obeyed the law.
6. Who was Jerry Potts?
A Metis guide and interpreter for the NWMP.

Materials:
Workbook
PowerPoint
Whiteboard Markers
Popsicle sticks with names
Preparation:
Set up PowerPoint
Have students hand out textbooks/workbooks
Write focus question on the board
Adaptations:
Include subtitles on the YouTube clip
Offer extensions to those who need it
Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction, development and conclusion to
clarify the flow of the lesson. Write it with enough detail that a substitute teacher could teach the
lesson.)
- Introduction: Show YouTube clip
- Give 5 minutes to fill in vocab section of workbook
o Show slide
- Read Natural Resources and History
- Read Natural Resources in Canadas Story
o Show YouTube clip
- Read Securing the Land
- Read Marking the Border
o Why was it so important that the surveyors marked the border?
o Show map
- Read Trouble in Whoop-Up Country
o Show map
- Read Creating a Police Force
- Read A Massacre Spurs on a Prime Minister
- The Great March
o Show map
o Show picture of march and Fort Macleod
- Read Role of the Mounted Police
o Show slide
- Read Jerry Potts Biography
o Write on the board why he was important to the NWMP
- Conclusion: Exit Slip (verbal)
o Ask: Did you like having the PowerPoint or do you prefer to stick to the textbook?

Have students take turn readings

Students will complete workbook as we read
Assessment:
How will you know if students met your lesson objectives? What assessment tool or strategy are
you using? What are you looking for in this formative assessment?
Students will complete the appropriate sections of the workbook.

Lesson Reflection:
This is a space for notes after youve taught the lesson.
 LESSON PLAN
Subject: Social Studies Grade: 7 Date: March 14
Critical Inquiry Question: To what extent was Canada a welcoming country?
Focus Question: Why was marking the Canada-US border important?
Lesson: Securing the Land and Building the Iron Road Time: 49 minutes
SLOs: From the Program of Studies
7.2.5 How did Asian immigrants contribute to the development of Canada?
7.2.5 In what ways did the building of the Canadian Pacific Railway affect the growth in Canada?
7.S.3 Develop skills of geographic thinking
Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of lesson
procedure, but an indication of what students will know or be able to do by the end of the
lesson).
Knowledge:
Students will:
- Explain the three components of the National Policy
- Understand the advantages of building the CPR in the south
Skill:
Students will:
- Develop their written literacy skills
Key Questions: (sorry about the extra lines in this section, I couldnt get rid of them)
What is the focus question for this lesson? What are some related questions?
Focus Question = Why was marking the Canada-US border important?
Related questions:
17. What are the three main components of the National Policy?
a. Transportation policy = construction of the Canadian Pacific Railway.
b. Immigration policy = populate Western Canada
c. Economic Policy = build a strong economy
18. Opinion question: What do you think this policy meant for First Nations?
19. Why was the CPR built in the south? What were the benefits of this strategy?
a. Flatter and easier to build. Coal deposits could fuel steam engines. Closer to the
border so more people would take CPR instead of American train. Railway company
already controlled most of the land. Thought that the land would be good for farming.
20. What was the significance of the Chinese immigrants?
a. Cheap labour for the construction of the CPR.
Materials:
Workbook
PowerPoint
Whiteboard Markers
Popsicle sticks with names
Preparation:
Set up PowerPoint
Have students hand out textbooks/workbooks
Write focus question on the board
Adaptations:
Include subtitles on the YouTube clip
 Offer extensions to those who need it
Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction, development and conclusion to
clarify the flow of the lesson. Write it with enough detail that a substitute teacher could teach the
lesson.)
- Introduction: Show YouTube clip https://www.youtube.com/watch?v=vBGNEJpznNE
- Read A Three-Pronged Policy
o Show slides 3-6
- Read Finding a Route
o Show slide of map (also direct students to map on page 203)
o Write advantages on the board
- Read Building the Line
- Read Canadas First Chinese Immigrants
o https://www.youtube.com/watch?v=Gf3uhfANuUk
o Discuss the difference between the official and unofficial picture of the Last Spike
- Conclusion: Exit Slip (verbal)
o Ask: Did you like having the PowerPoint or do you prefer to stick to the textbook?

Have students take turn readings

Students will complete workbook as we read

Assessment:
How will you know if students met your lesson objectives? What assessment tool or strategy are
you using? What are you looking for in this formative assessment?

Students will complete the appropriate sections of the workbook.

Lesson Reflection:

This is a space for notes after youve taught the lesson.

 Cube Activity
Due date is Monday, March 27

Task:
You will use your knowledge of the Immigration Policy in order to
create an informational cube.

You must include the following criteria on your cube:

Side 1 = Explain Clifford Siftons Immigration Policy
Side 2 = Describe a perspective from an FNMI individual
Side 3 = Describe a perspective from a German Mennonite
individual
Side 4 = Describe a perspective from an Asian individual
Side 5 = Describe a perspective from a Francophone
individual
Side 6 = Was Canada a welcoming country?

Each side of your cube must include at least 5 sentences.

Please cut along the line below, complete the self-assessment

when done informational cube, and hand it in. Put your name
on it before handing it in!

Name:___________________________
Use the following self-assessment to make sure that you have all
the requirements completed for this assignment.
Standing Cube Rubric
Excellent Very Good Adequate Limited
4 marks 3 marks 2 marks 1 mark
Content Excellent Very Good Adequate Limited

Each side of the It appears that Project was put Project was
cube is filled with there was together with randomly put
information that is forethought and seemingly little together with no
attractive and some planning in thought. It thought.
informative. The designing each appears to be
cube was neatly side of the cube. hastily done.
constructed and
there is evidence
that a great deal
of thought went
into planning.

Mechanics and Excellent Very Good Adequate Limited

Sentence
Structure There are no There are a few There are many There are several
spelling or spelling or spelling or spelling or
grammatical grammatical grammatical grammatical
errors and the errors. The writing errors and the errors.
writing is easy to is easy to read. information is
read. difficult to read.

Rubric
ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

Stage 1 Desired Results

Established Goals GLO(s):

7.2 Students will demonstrate an understanding and appreciation of how the political, demographic, economic
and social changes that have occurred since Confederation have presented challenges and opportunities for
individuals and communities.

Understandings: Essential Questions:

Students will understand that
Values and attitudes:
Students will:
7.2.1 Recognize the positive and negative aspects
of immigration and migration.
7.2.2 Recognize the positive and negative
consequences of political decisions.
7.2.3 Appreciate the challenges that individuals
and communities face when confronted with rapid
change.
Knowledge and understanding:
Students will:
7.2.5 evaluate the impact of Confederation and of
subsequent immigration on Canada from 1867 to the
First World War by exploring and reflecting upon the
following questions and issues:
- How did the National Policy
determine the economic and demographic
aspects of Canadian expansion?
- How did changing demographics
resulting from Clifford Siftons immigration
policies affect the collective identity of
Francophones in communities across western
Canada.
- How did Asian immigrants contribute
to the development of Canada (i.e., Chinese
railway workers)?
Critical Inquiry Question: To what extent was Canada
a welcoming country?
Additional Potential Questions:
21. Who was the Prime Minister of Canada at this
time?
22. What are natural resources? How did natural
resources influence the development of settlement
in Canada?
23. Why was marking the Canada-U.S. border
important?
24. Why were The North West Mounted Police
(NWMP) created?
25. What was the role of the NWMP?
26. Who was Jerry Potts?
27. What are the three main components of the
National Policy?
28. What do you think this policy meant for First
Nations?
29. Why was the CPR built in the south? What were
the benefits of this strategy?
30. What was the significance of the Chinese
immigrants?
31. How was the landed divided up?
32. What was the Dominion Lands Act?
33. What does New Ontario mean?
34. Who were encouraged to immigrant to Canada?
35. What is a protective tariff? Why was it important to
ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

- In what ways did the building of the Canadas economy?

Canadian Pacific Railway affect the growth 36. How did the creation of the NWMP, CPR, and
of Canada? influx of immigration influence the lives of the
- What was the role of the North West FNMI population?
Mounted Police in the development of
western Canada?
- What strategies were used by the
government to encourage immigration from
Europe?
- What strategies were used by
religious communities and missionaries to
encourage migration and immigration to
western Canada from eastern Canada and the
United States?
- What impact did immigration have on
Aboriginal peoples and on communities in
Canada?
- How did communities, services and
businesses established by Francophones
contribute to the overall development of
western Canada (i.e., health, education,
churches, commerce, politics, journalism,
agriculture)?
- How did immigrants from eastern Europe
contribute to the development of western
Canada?
- To what extent was agricultural activity a key
factor in the population growth of western
Canada?
ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

Prior understandings Students will be able to

This unit will draw on the students prior knowledge V 7.S.1 develop skills of critical thinking and creative
of Canadian history and the relationship between
various cultural groups that the students were
introduced to in the General Learner Outcome 7.1
and previous grades. Students will also need to have
an understanding of the events that led to Canadian
Confederation and how they influenced the identity
of Canada.
thinking:
- Determine the validity of information
based on context, bias, source, objectivity,
evidence and/or reliability to broaden
understanding of a topic or an issue.
- Evaluate, critically, ideas, information
and positions from multiple perspectives.
- Demonstrate the ability to analyze local
and current affairs.
- Re-evaluate personal opinions to
broaden understanding of a topic or an issue.
- Generate creative ideas and strategies in
individual and group activities.
7.S.2 develop skills of historical thinking:
ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

Where does this lead? - Use historical and community resources

By successfully completing this unit, the students
will have scaffolded their knowledge and be better
prepared to enter grade eight when they will be
required to examine how intercultural contact has led
to changes in the worldviews of societies. The
following GLO in particular will be influenced:
- General Outcome 8.2 Origins of a
Western Worldview: Renaissance Europe
- Through an examination of
Renaissance Europe, students will
demonstrate an understanding and
appreciation of how the exchange of ideas
and knowledge contributed to shaping the
worldview of the Western world.
to organize the sequence of historical events.
7.S.3 develop skills of geographic thinking:
- Interpret historical maps to broaden
understanding of historical events.
- Define geographic challenges and issues
that lead to geographic questions.
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

Stage 2 Assessment Evidence

Pre-Assessment
- Verbal Questions

Assignments, Tests Performance Tasks

- Workbook - Informational Cube
- Study Guide
- Chapter 9 Test

Other Evidence (observations, work samples, Student self-assessment

dialogues) - Self-assessment chart (Cube activity)
- Class Discussions
ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

 ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

Learning
Outcomes
Title Verbal Q&A Class Workbook Study Informational Test Exit Slips
(Pre- Assessment) Discussions Guide Cube (Written)
(Performance
Task)

Type Formative Formative Formative/ Formative Formative/ Summative Formative

(Formative/ Summative Summative

Summative)

Weighting 0% 0% 25% 0% 40% 35% 0%

7.2.1 - recognize the positive and

negative aspects of immigration and
migration

7.2.2 - recognize the positive and

negative consequences of political
decisions

7.2.3 - appreciate the challenges that

individuals and communities face when
confronted with rapid change

7.2.5 - How did the National Policy

determine the economic and
 ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

demographic aspects of Canadian

expansion?

7.2.5 - How did changing demographics

resulting from Clifford Siftons
immigration policies affect the
collective identity of Francophones in
communities across western Canada?

7.2.5 - How did Asian immigrants

contribute to the development of
Canada (i.e., Chinese railway workers)?

7.2.5 - In what ways did the building of

the Canadian Pacific Railway affect the
growth of Canada?

7.2.5 - What was the role of the North

West Mounted Police in the
development of western Canada?

7.2.5 - What strategies were used by the

government to encourage immigration
from Europe?

7.2.5 - What strategies were used by

religious communities and missionaries
to encourage migration and
immigration to western Canada from
 ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

eastern Canada and the United States?

7.2.5 - What impact did immigration

have on Aboriginal peoples and on
communities in Canada?

7.2.5 - How did communities, services

and businesses established by
Francophones contribute to the overall
development of western Canada (i.e.,
health, education, churches, commerce,
politics, journalism, agriculture)?

7.2.5 - How did immigrants from

eastern Europe contribute to the
development of western Canada (i.e.,
health, education, churches, commerce,
politics, journalism, agriculture)?

7.2.5 - To what extent was agricultural

activity a key factor in the population
growth of western Canada?

7.S.1 - develop skills of critical thinking

and creative thinking

7.S.2 - develop skills of historical

thinking
 ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

7.S.3 - develop skills of geographic

thinking

7.S.8 - demonstrate skills of oral,

written and visual literacy
ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

Assessment Tool Overview

Assessment Tool Brief Description Assessment Assessment Assessment OF Learning

FOR AS
Learning Learning

Verbal Q&A On the first day of this unit we will

(Pre-Assessment) have a brief question period. This
will allow me to determine the
student's previous knowledge on
the National Policy as well as learn
what they hope to learn throughout
the unit.

Class Discussions Ongoing classroom discussions will

give students the opportunity to
Outcomes: participate in both small and whole
7.2.1 group discussions. This is
7.2.2 considered assessment for
7.2.3 learning as it will help students gain
7.2.5 a deeper understanding of the unit
7.S.1 content and help to direct student
7.S.2 learning in future lessons. It also
7.S.3 allows the teacher to check in with
7.S.8 the students and determine their
progress and understanding.

Workbook Students will complete a workbook.

This will guide them through the
Outcomes: content of the unit. The students
7.2.1 will be given opportunities to work
7.2.2 individually, in pairs, and as a
7.2.3 whole group. The work done
7.2.5 individually and pairs will be
7.S.1 assessed summatively. The work
7.S.2 completed as a whole group will be
7.S.3 assessed formatively.
7.S.8
ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

Study Guide The study guide will be given to the

students as a tool for them to see
Outcomes: which areas of the unit they will
7.2.1 need to spend extra time studying
7.2.2 and reviewing. In this regards, this
7.2.3 activity is considered to be
7.2.5 assessment As learning. I will
7.S.1 also be available to provide
7.S.2 feedback to students and therefore,
7.S.3 this activity will also be considered
7.S.8 assessment for learning.

Performance Task The Performance Task will

demonstrate the knowledge that the
Outcomes: students acquired throughout the
7.2.1 unit. Students will be required to
7.2.2 create an Informational Cube. On
7.2.3 each side of the Cube, the students
7.2.5 will examine the National Policy
7.S.1 through the lens of various
7.S.8 cultural groups. Students will be
required to provide a justification as
to why they have given a certain
perspective of the National Policy
to each group (FNMI, German
Mennonite, Asian, and
Francophone). Additionally,
students will need to explain their
understanding of the Immigration
Policy. Finally, students will address
the Critical Inquiry Question posed
at the beginning of the unit and
articulate a reasoned judgement of
if they believe Canada was/was not
a welcoming country. Students will
be required to complete a self-
assessment once they believe that
they have completed the
assignment. This aspect of the
ED 3604 Evaluation of Student Subject Area Social Studies
Learning
Grade Level Seven
Unit Assessment Plan
Topic Growth in the West

Length of Unit 10 Class periods

activity will be considered to be

assessment as learning. Their
informational cube will be handed
in and summatively assessed and
thus, assessment of learning.

Test At the end of the unit the students

will be tasked with completing a
Outcomes: summative. Therefore, this
7.2.1 assessment is of learning. This
7.2.2 chapter will be gone over in the
7.2.3 classes previous to the
7.2.5 administration of the quiz.
7.S.2
7.S.3
7.S.8

Exit Slips Students will complete an exit slip

(either verbal or written) at the end
Outcomes: of each class. These exit slips will
7.2.1 be considered to be assessment
7.2.2
for learning because they will
7.2.3
7.2.5 inform me of how well the students
7.S.2 are comprehending the material.
7.S.3
7.S.8