Unit Assessment Plan

Subject: Social Studies

Grade level: 9
Teacher(s): Mr. Lucas Miller Topic: Canadian Immigration
Miss Kailey Doucette Duration: 13 classes

Part 1: Desired Results

General Learning Outcome(s):
9.1: Students will demonstrate an understanding and appreciation of how Canadas political processes impact
citizenship and identity in an attempt to meet the needs of all Canadians.

Understandings: Essential Questions:

Students will understand that... Inquiry question:
the Canadian Charter of Rights and Freedoms Given the current global refugee crisis, should Canada
applies to all individuals within Canadian territory increase the number of refugees entering the country?
regardless of citizenship status.
Related questions:
the Canadian Charter of Rights and Freedoms is
applied to law and obligations between individuals Who is protected by the Canadian Charter of Rights
and Canadians Governments, not between two or and Freedoms?
more individuals/corporations. Who is a citizen?
a Canadian citizen is a person who was born in Who has Canada recruited for immigration?
Canada or has resided in Canada as a refugee or What are the differences between refugees and
permanent resident for 3 years within a 5 year immigrants?
period and who has successfully applied for and
Where have most Canadian immigrants come
passed the Canadian Citizenship Test, then
pledged the Canadian Oath of Citizenship at a from?
Citizenship Ceremony. What reasons may cause a person or family to
Canadas immigration patterns have changed over immigrate to Canada?
time from the National Policy which sought farmers What refugees have Canada allowed or disallowed
for the West to current recruitment of workers from in the past?
Asian countries such as Phillipines. How does immigration benefit and/or impair
people immigrate to Canada for reasons such as Canadian collective groups?
economic prosperity, family reunification, and
What power do provinces have over immigration?
escaping war or disaster as refugees.
Canada has accepted many refugees such a Why does Quebec feel the French language is
Vietnamese boat people and Syrians, but has threatened?
disallowed some such as Jews during World War II. How could Quebec use immigration to strengthen
Immigration benefits Canadian collective groups by the French language?
offering more labor and population to support social
programs. Immigration also creates opportunity for
new perspectives and ideas to influence societal
norms and conventions. Common arguments for the
impairment that immigration brings are the loss of
collective group distinction and threats of
anti-democratic values.
Immigration is not provincial jurisdiction in the
division of powers, but Quebec has special rights in
representing and recruiting immigrants to enhance
and protect the francophone collective identity and
French language in Canada.
 Unit Assessment Plan
Teacher(s): Mr. Lucas Miller
Miss Kailey Doucette
Prior Understandings:
7.2: Students will demonstrate an understanding
and appreciation of how the political, demographic, 9.1.2: Students will appreciate the various effects of
economic and social changes that have occurred
since Confederation have created challenges and
opportunities for individuals and communities.
6.1: Students will demonstrate an understanding
and appreciation of the dynamic relationship
between governments and citizens as they engage
in the democratic process.
Subsequent Understandings:
10-1.1: Students will understand, assess and
respond to the complexities of globalization.
10-1.4: Students will assess their roles and
responsibilities in a globalizing world.
10-2.1: Students will explore the impacts of
globalization of their lives.
10-2.4: Students will examine their roles and
responsibilities in a globalizing world.
30-1.4: Students will assess their rights, roles and
responsibilities as citizens.
30-2.4: Students will understand their rights, roles
and responsibilities as citizens.
Subject: Social Studies
Grade level: 9
Topic: Canadian Immigration
Duration: 13 classes
Specific Learning Outcomes:
Values & Attitudes
government policies on citizenship and on
Canadian society.
9.1.3: Students will appreciate how emerging issues
impact quality of life, citizenship, and identity in
Canada.
Knowledge & Understanding
9.1.8: Students will assess, critically how legislative
processes attempt to address emerging issues of
immigration by exploring and reflecting upon the
following questions and issues:
What factors influence immigration policies
in Canada (ie. economic, political, health
and security)?
How are changes to Canadian policy on
immigration and refugees a reflection on
world issues?
What impact does increased immigration
have on Aboriginal peoples?
How are provincial governments able to
influence and implement immigration
policies?
How is the implementation of immigration
policies in Quebec an attempt to strengthen
french language in North America?
What is the relationship between
immigration policies in Canada and the
rights guaranteed in the Canadian Charter
of Rights and Freedoms?
To what extent does Canada benefit from
immigration?
Skills & Processes
9.S.1: Students will develop skills of critical thinking and
creative thinking:
Determine the validity of information based
on context, bias, source, objectivity,
evidence or reliability to broaden
understanding of a topic or an issue.
Evaluate, critically, ideas, information and
positions from multiple perspectives.
 Unit Assessment Plan
Subject: Social Studies
Grade level: 9
Teacher(s): Mr. Lucas Miller Topic: Canadian Immigration
Miss Kailey Doucette Duration: 13 classes

Demonstrate the ability to analyze current

affairs from multiple perspectives.
9.S.2: Students will develop skills of historical thinking:
Analyze selected issues and problems from
the past, placing people and events in a
context of time and place.
Analyze the historical contexts of key
events of a given time period.
9.S.6: Students will develop age-appropriate behaviour for
social involvement as responsible citizens
contributing to their community, such as:
Develop leadership skills by assuming
specific roles and responsibilities in
organizations, projects and events within
their community.
9.S.7: Students will apply the research process.
9.S.8: Students will demonstrate skills of oral, written, and
visual literacy:
Communicate in a persuasive and
engaging manner through speeches,
multimedia presentations and written and
oral reports, taking particular audiences and
purposes into consideration.
Make reasoned comments relating to the
topic of discussion.
Listen to others to understand their
perspectives.
9.S.9: Students will develop skills of media literacy:
Analyze the impact of television, Internet,
radio, and print media on a particular
current affairs issue.
 Unit Assessment Plan
Subject: Social Studies
Grade level: 9
Teacher(s): Mr. Lucas Miller Topic: Canadian Immigration
Miss Kailey Doucette Duration: 13 classes

Part 2: Assessment Evidence

Pre-Assessment:
Online citizenship test
Quizzes, tests, and assignments: Performance tasks and projects:
Newspaper article/propaganda analysis Choice between writing or recording a news
Living timeline & immigration map report (article, video, or podcast), petition
Pros/Cons list of immigration preamble, or a letter to the Minister of
SEE-I Immigration (or Opposition Critic depending on
the position)
Other evidence: Student self-assessment:
Reading guide notes KWL Chart
Exit slips Student-created rubric
Graffiti wall SEE-I
Class discussion Draft submissions of all projects
Class case study
Draft submissions of all projects
 Unit Assessment Plan
Subject: Social Studies
Grade level: 9
Teacher(s): Mr. Lucas Miller Topic: Canadian Immigration
Miss Kailey Doucette Duration: 13 classes

Part 4: Assessment Tool Overview

Formative Assessment Summative
Assessment Tool Description
Assessment As Learning Assessment
Students will attempt a online Canadian
citizenship test. They will do their best to
answer the questions correctly and see if
they pass. This will serve as for to
understand the students prior knowledge
of Canadian history and policy. This will
Online Citizenship Test also show the students what new
Canadians have to know to become a
citizen. The test will also demonstrate the
for grantedness many students have by
being born-citizens and hopefully break a
stigma that immigrants are less
educated or low intelligence.
Students will attend to all learning
outcomes through class discussion and
living grafitti wall which will be added to
as themes emerge. At some point
throughout the unit, all students will be
expected to participate (this will be
recorded at the end of each class),
Graffiti Wall/Class
whether the discussions take place in
Discussion
whole class, small groups, or individually.
If students are hesitant to speak in those
scenarios they will also have the
opportunities to demonstrate their
understanding by adding to the graffiti
wall over the course of the unit at the end
of each lesson as a sort of exit slip.
Is a method to clarify a topic by St ating
the concept of idea in one sentence,
Elaborating on the concept in your own
words, give Examples of the topic and
Illustrate the idea. Through this activity
students are confirming their
SEE-I understanding of emerging issues as well
as developing their written skills.
Students will also develop their media
literacy while completing this project. This
task may be done several times
throughout the unit as the unit covers
more than one issue.
Living Students demonstrate their literacy skills

Timeline/Immigration Map by using research notes, readings, and
 Unit Assessment Plan
Subject: Social Studies
Grade level: 9
Teacher(s): Mr. Lucas Miller Topic: Canadian Immigration
Miss Kailey Doucette Duration: 13 classes

reading guides to construct a living

timeline which highlights major
immigration refugee events in Canadian
history. On this timeline they will come to
reasoned judgements and indicate
whether or not, from their perspective,
these immigration policies were beneficial
or detrimental to Canadian society. As a
supplement to this historical and creative
thinking exercise, they will also construct
a map of high immigrant populations
across Canada, identifying where certain
immigrants have settled (ie. Chinese,
Ukrainian, Indian), demonstrating
regional identities due to immigration.
Students will be provided with a
newspaper article and propaganda
immigration recruitment poster as primary
sources. Students will need to consider
both in developing their historical thinking
and analyze both written and visual
Newspaper
mediums to discern the purposes of
Article/Propaganda
immigration policies and its impacts on
Analysis
identity within Canada. Students will be
allowed to submit drafts of their analysis
for feedback and set goals for
themselves as to how they can improve
and find out more information
surrounding their topics.
Students will start to apply the research
process by outlining their personal
perspective on immigration and refugees
based on credible sources off the internet
and from teacher-selected texts. This will
require students to think historically by
assessing past Canadian immigration
policies as well as critically by assessing
Pro/Con List
current events surrounding American
policies and its ramifications on Canada.
Students will consider the effects of
immigration on different identities within
Canada as well as their own to make
reasoned judgements on whether an item
is a benefit or deterrent of immigration to
Canada.
Students will have the choice between
writing or recording a news report (article,
News Report/Petition video, or podcast), petition preamble, or a

Preamble letter to the Minister of Immigration (or
Opposition Critic depending on the
position). Students will be required to
 Unit Assessment Plan
Subject: Social Studies
Grade level: 9
Teacher(s): Mr. Lucas Miller Topic: Canadian Immigration
Miss Kailey Doucette Duration: 13 classes

take a position on whether or not the

Government of Canada should sponsor
the intake of more Syrian refugees using
supporting evidence from class
discussions and analyses as well as
independent research from a
teacher-curated list of sources.This task
will be the final performance task for this
unit. This is a summative assignment and
will be marked with a rubric. Through this
task students will appreciate Canadian
policy and emerging issues. Students will
also demonstrate critical and historical
thinking, as well as skills or oral and
written and media literacy. Students will
also prove they are able to apply
research methods for this assignment.