Unit Plan Template

Subject: History Grade Level: 8 IEPs: 3

Strand B: Canada a Changing Society 1890-1914 Level of Difficulty: Medium

Big Ideas: Continuity and Change, Historical Perspective, Historical Significance, Cause and Consequence

Culminating Activity: “Hollywood Bus Tour”

What essential questions will be considered? What understandings are desired? (Unit
(Questions that might spark student interest/ understandings)
engagement in the topic?) Students will understand …
 What were the key features of Canada between 1890  The differences between Canada 1890-1914 and Canada
and 1914? today (groups, individuals)
 What contributions did different people and groups  Understand some of the challenges facing these
make to its development? groups/individuals
 What were the social and economic conditions in 
Canada?
 What internal and external pressures for change
existed?
 How did Canadians respond to these pressures?
 How can I use the inquiry process to evaluate and
present my research?

What key knowledge and skills will students acquire as a result of this unit?
Students will know … Students will be able to …
 The social and economic changes that  Identify different cultural groups in Canada
occurred between 1890 and 1914 had a  Make connections between life in the 1890-
range of consequences for social and 1914
ethnic groups  Describe key characteristics of Canada
. between 1890-1914
 Textbooks often exaggerate or  Identify key events that occurred in and/or
oversimplify historical conditions, people affected Canada between 1890 and 1914
and events.  Identify key social, economic, political and
legal changes that occurred during the period
 Historical accounts are influenced by the  Analyze and construct maps as part of
beliefs, values and attitudes that existed investigations
when the account was created and may  Identify key and important men and women
need to be revised as perspectives change. between 1890 and 1914
Core Competencies: Teaching strategies: Formative Assessment Summative Assessment
(What are the students (Student demonstration
 Intrapersonal Skills  Videos – YouTube, doing and teacher of their learning, snap
 Interpersonal Skills movie clips doing to improve shot):
 Social Skills  Pictures student learning? This
 Critical Thinking  Picture Books is not for summative “Hollywood Bus Tour”
 Personal and Social  Maps grades but to inform
Responsibility  Primary Sources- “What next?” Working in your pair (pre-
Posters, post-cards selected), you will be a
 Think, Pair, Share  Journal Entries
tour guide and will create
a Hollywood style bus tour
 KWL  Exit Tickets to introduce tourists to the
 people and places that
were important and
relevant to the topic.
Depending on the
classroom resources
available, you may benefit
from library or computer
research time.
You will design your tour
on a poster board so that
you can show it to people
and advertise your tour.
The focus of your board
should be a map of the
route your tour will take.
The map should be large,
clear, neat, and visually
appealing.

At each mark you will have

specific pieces of
information to provide.

Adapt/ Modify:
IEPs-
Difficulty reading- Listen to videos/audio, scribing, use of technology, reducing number
of tasks, modify culminating activity

Difficulty writing – verbal discussion option with a partner, having the other partner
scribe, having technology to write down ideas on a word processor, modify culminating
activity- could be done online with the help of a word processor, presentation.
# Lesson Title Lesson Activities (Learning Experiences) Assessment Resources
1 Introduction to KWL chart to outline students’ prior For learning: Pearson
Canada a knowledge of this time period, as a class Observation Canadian
Changing what do they know about the early 20th  Students can History 8
Society 1890- century? Can they make any inferences make and record Colin M. Bain
1914 based on what they learning in the last observations
unit? (For some students
limit the number of
1 Class Activity to guide students’ line of inquiry observations
– expected)
Students consider a group of selected  Students can
inquiry questions that will drive the brainstorm
entire unit. answers to
Model, as a class brainstorming activity – historical
initial thoughts to pictures questions, questions
model to students how to make
predictions without evaluating them Exit ticket – what is
first, speaking out answers that come to one thing from this
mind unit that stood out
to you and that
Discuss strategies for viewing images. you’re excited to
learn about?
Students read an excerpt from a
textbook account 1890-1914 periods
(Pearson 136-137).
Students work in to “think like a
historian” – in pairs
 Recording observations by looking
through the unit

Discussion about Culminating Activity –

“HOLLYWOOD BUS TOUR”
 Hand out instructions so students can
start planning their end task
2 Industrializatio Students will learn typical perspectives Small group Pearson
n and on industrialization and labour during Discussion (as Canadian
Urbanization in 1890-1914. learning): History 8
Canada 6 groups for the 6Ms Colin M. Bain
Students will learn about the of industrialization –
1-2 classes consequences of industrialization during gallery walk to read Chart paper
the 1890-1914 period. a passage for each Markers
Students begin by classifying “chart” and make Articles
consequences by political, social and points of how each around the 6
economic types and assessing the impact of the Ms affected Ms of
 of consequences on a scale from very and was affected by industrializati
positive to very negative. Students the industrial on
consider various consequences of revolution
industrialization, classify each
consequence by type, and decide https://slideplayer.c
whether it had a positive or negative om/slide/10299985
impact. /35/images/15/5M
%E2%80%99s+of+I
Students then make an overall ndustrialization.jpg
assessment about the social, economic
and political impacts that Urban versus
industrialization had on Canada during Rural worksheet
the 1890-1914 period. (attached)

3 Inventors and Focus on the consequences of For learning: Use

Pioneers industrialization during the 1890-1914 (formative) Interactive
period: Inventors & Canadian
1-2 classes Pioneers worksheet Innovation:
Students begin by classifying – have students https://downl
consequences by political, social and individually fill out oad.elearning
economic types and assessing the impact ontario.ca/rep
of consequences on a scale from very ository/14/14
positive to very negative. Group 04640000/GR
presentations with D8HSTEU03/
Students consider various consequences chart paper on GRD8HSTEU0
of industrialization, classify each inventor or 3A02/mme/3
consequence by type, and decide pioneer (informal) -
whether it had a positive or negative – mini research with 2_CanadianIn
impact. specific criteria novation_MM
Vocabulary:  Who is this? E/ALCDSB_Ba
 Factory System  What did they illie_Gr8_Tech
 Cottage System invent? Or What ImpactLifeTo
 Class are they known day.html
 Expropriate for? To fill out
 Does their Inventors and
Inventors and Pioneers 1890-1914 invention or life Pioneers
George Ross apply to us worksheet
Alexander Graham Bell today?
John A.D. McCurdy Chart Paper
Adam Beck Markers
Martha Black Exit Ticket:
Robert Samuel McLaughlin Identify one positive
and one negative
consequence that
 arose from the
advancement of
technology.
4 Child Labour Real People Making History: The Battle ACTIVITY 1 Divide Pearson
Laws to End Child Labour the class into small Canadian
https://www.history.com/topics/19th- groups of three or History 8
century/the-fight-to-end-child-labor- four and ask them to Colin M. Bain
1-2 classes video consider 5 questions. Pg. 144-151
Post five wall charts
https://www.history.com/topics/indust around the room, Photographs
rial-revolution/child-labor-video -- play each titled with one of working
until 1:15 of the five questions. conditions/ch
Students will discover how unions put ildren as
an end to child labor in factories 1. List the labourers
during the early 1900's, along with reasons why
excessive hours and pay cuts. the families of
young
Due to factory owners lack of care for children
the safety of their workers, children during the
were welcomed as laborers; the fact early
that children made half the money Industrial
adults did made children even more Revolution
than welcome in factories. But as would have
allowed them,
labor unions formed, so did striking
even forced
and rebellion; but their hard work
them, to work
paid off when children were outlawed
long hours for
from working.
low wages in
poor, even
Students will be able to describe and
hazardous
analyse points of view about child
working
labour. conditions. 2.
List the
Activity 3:
reasons why
1) Divide the students into two groups. Ask
each group to stand at point 0 on the
some
respective scales and explain the rules of the employers
game. Explain that the aim of the activity is during the
for them to become more familiar with the early
extent of the problem of child labour and Industrial
they need to move along to the point on the Revolution
scale where they estimate the answer to be. would have
Explain that after each question, there will encouraged
be a short discussion the use of
to reveal more information behind the child labour in
figure. their
operations. 3.
For each question, ask them to discuss in
their groups what they think the answer is List the
and to nominate one person to stand on the reasons why
scale. Start off with some “fun” questions. during the
eg: early
Industrial
Q: Out of every 100 people, how many have Revolution,
never made or received a phone call
trade unions
(answer:
and their
more than 50.)
members
Q: Out of every 100 people, how many have would have
a opposed the
computer? (answer: 12.) use of child
labour. 4. List
2) Follow on with more “Serious” questions: some of the
Introduce this part of the activity by telling possible
the group that child labour is a violation of negative
children’s basic rights, dignity and freedom. effects of
Roughly 1 in every 7 children is a child child labour
labourer (refer to the ILO website- What is on children
child labour?) and the larger
society during
Q: Out of every 100 child labourers in the
the early
world, how many are working in particularly
dangerous conditions? (answer: Industrial
8).Approximately 6 out of every 10 child Revolution. 5.
labourers are in occupations identified as Were there
hazardous to health and safety. A any possible
significant number of children are also beneficial
involved in the worst forms of child labour effects of
such as prostitution, bonded labour, child child labour
soldiers.) on children
and the larger
Q: Out of every 100 child labourers, how society during
many are girls? (answer: 46). Many girls may the early
also be involved with domestic chores for Industrial
long hours.) Revolution? If
so, list them.
Q: Out of every 100 children of primary
school age, how many are not enrolled in
Have a
school? (answer: 10 - or 1 in 10 children). recorder from
Many of the children not in school do some each group
type of work. write down
the group’s
Q: Out of every 100 out-of-school children, responses and
how many are living in developing then write the
countries? responses on
(answer: 95). The vast majority of out-of- the wall
school children are living in developing charts. They
countries. The same is true for child labour.
 But it is important to remember that it is not could put a
just a “developing country” issue. Child check mark
labour and lack of access to education also next to any
affects children in industrialised previous
countries, albeit to a lesser extent.) response that
matches their
Q: Of every 100 out-of-school children, how
own.
many live in rural areas? (answer: 82). The
vast majority of working children– 132
million, or more than 70%– are found in
rural areas.

3) At the end of the activity groups should

brainstorm on what they think should be
done
and what they personally can do to fight
against child labour.

Sources of information and statistics:

ILO: www.ilo.org/ipecinfo/product/viewProd
uct.do;?productId=2419

UNESCO: Education For All by 2015

http://unesdoc.unesco.org/images/0015/00
1547/154743e.pdf

IPEC: www.ilo.org/ipec

Understanding Children’s Work

(UCW): www.ucw-project.org/

5 Clarifying Students will practice their visual Formative (of Immigration

perspectives on analysis skills the Immigration poster to learning): Handed- posters
Immigration identify potential causes of (draws to) in journal entries,
immigration in Canada and the resulting reflection at the end Wilfred
1-2 classes consequences. of the period Laurier and
• Are the students immigration
Students will be told that they are to able to analyze a 162-175
pretend to be European people who have primary source
seen this poster in their local village and document (poster)?
are thinking about immigrating to
Canada (poster attached) Can they derive
meaning from
Notable people: images and catchy
 Wilfred Laurier phrases?
 Clifford Sifton
Do they recognize
 bias in advertising?
The main objective of this lesson is for
students to understand how immigration Create an
affected, and continues to affect, immigration
Canada’s national identity. Students will campaign to attract
research historical facts about immigrants to
immigration policy and reasons for Canada around the
emigration, while considering the social beginning of the
implications from the perspective of the twentieth century
established Canadian and the immigrant. and today, using
media appropriate
Show the video of the Underground to the period (e.g.,
Railroad. Discuss how escaped slaves poster, pamphlet)
would feel upon arrival in a Northern
city. How do you think they were
received by the white residents of these
areas?

Immigration Policy
Review immigration policies from the
1800s until World War I, including
revisions and policies put in place by
Clifford Sifton. What attitudes did the
government and society have regarding
immigrants?
Explore factors that affect immigration
and the profiles of immigrants. Consider
where immigrants came from, their
ethnic heritage, push and pull factors,
where they settled in Canada, jobs they
held in Canada, how they kept their
culture and traditions alive, etc.
Life as an Immigrant
Students will write a diary entry
(handout included) from the perspective
of an immigrant. The entry must occur
between 1815 and 1914. It should refer
to historical facts in a way that describes
the hardships, joys, daily life and
emotional perspective of an immigrant.
Students will take notes on immigration
policies, government opinions on
immigration, the needs of immigrants in
 Canada, and social views of immigrants.
Students will take notes on factors
affecting immigration including the need
for more people in Canada, global events
that increased immigration to Canada,
the roles of immigrants in Canada and
the daily life of an immigrant.
Students will ask questions or raise
topics that they find interesting.
Write a diary entry from the perspective
of an immigrant during the period of
1815 to 1914. Include historical facts
while describing the challenges and joys
of life in a new land.
6 Multiculturalis Discussion of multiculturalism at 
m beginning of the lesson:
 What do the students know about the
1 class concept of multiculturalism?
 How do they identify with it?


7 Changing Roles The Victorian Order of Nurses 

of Women
The National Council of Women in
1 class Canada

Notable people:
 Dr. Emily Stowe
 Dr. Augusta Stowe-Gullen
 Lady Aberdeen
 Nellie McClung
 Emily Murphy
8 Wilfred Laurier Manitoba Act pg 167
and THE
MANITOBA Identify and explain the factors that led
ACT to Laurier's electoral defeat in 1911 (e.g.,
the reciprocity issue, political
1 class compromise, French-English tensions)
9 International
Trade:
Canada, Britain
and the United
States
 1-2 classes
10 Identity and My Identity Activity When I was
Residential Tableau activity based on read-aloud of Eight
Schools “When I was Eight” Story by:
Story by: Christy Jordan-Fenton & Christy
1 -2 classes Margret Pokiak-Fenton Illustrations by: Jordan-Fenton
Gabrielle Grimard & Margret
Pokiak-
A Typical Day at Residential Schools Fenton
What were residential schools?

Notable people to be discussed in

lesson 8-9:
 Chanie Wenjack
 Edith Anderson

11 Government Expropriated First Nations’ Lands

and Indigenous
peoples
Assimilation
Vocabulary development:
1 class  Expropriated
12 Canada at War 184-189
Boer War 1899
Includes: Women at War pg. 188
1 class Canadian Contributions pg. 187
Case Study on Henri Bourassa
13 Triple Alliance, Important to discuss vocabulary- whole Students will
Triple Entente class Vocabulary development: complete an
and The Royal  Alliance interactive learning
Canadian Navy  Entente activity on the
 Dreadnoughts causes of World War
1 class I and then create a
word cloud using a
list of words or
phrases related to
the causes of the
war.
14 Enter: World Present the following outline to the class: (Diagnostic) For
War I Leaning:
a. War is complicated and there
Group Activity
are many aspects we could study. In
2 classes Rewind/Fast
this lesson we will be investigating the
Forward – Canada’s
costs of war.
World Military Role
 b. We will use statistics from the 1890-1914 vs 21st
First World War to learn about the century
monetary costs of war.
i. We will guess the costs of
one year of Canada's first
significant participation in a
global conflict.
ii. We will then check our
guesses using statistics in the
online editions of the Canada
Year Book.
Review the vocabulary list and any other
words you think might be difficult for
students.

Notable people:
 Kaiser Wilhelm
 Tsar Nicholas

15 Assessing the Students assess the historical

historical significance of an individual or group
significance of from 1890-1914. Students learn to
individuals and identify criteria for historical significance
groups by applying them to a well-known
musical group.
1 class Students select one individual or group
to research from a list of significant
individuals and groups.
Drawing on what they already know, as
well as additional research, students rate
the historical significance of their
assigned figure or group.

16 Selecting the Students determine the most historically

most significant individuals or groups to
significant feature in their culminating activity1890-
individuals and 1914 period.
groups
Students make brief informal
1 class presentations to the rest of the class
about the significance of an assigned
historical figure or group.
From all of the suggested individuals or
groups, students nominate five to be
 included in a revised textbook account.

17 Culminating “Hollywood Bus Tour” for Canada: A

Activity Changing Society 1890-1914

2-3 classes Students will be given time to research

and create their “Hollywood Bus Tour”

The pairs will have 2-3 classes

depending on how the progress is going.

Canada: A Changing Society 1890-1914

Name: ____________________________________ Date: _____________

Create a Hollywood Style Bus Tour for Canada: A Changing Society 1890-1914

This project will serve as your review for the given topic. Working in your pair, you will be a tour guide
and will create a Hollywood style bus tour to introduce tourists to the people and places that were
important and relevant to the topic. Depending on the classroom resources available, you may benefit
from library or computer research time.

You will design your tour on a poster board so that you can show it to people and advertise your tour.
The focus of your board should be a map of the route your tour will take. The map should be large, clear,
neat, and visually appealing. At each mark you will have specific pieces of information to provide, the
details of which are on the next page.

You can write the information in bullet points near each marker.
Using the Unit as your guide, you might start your tour in Montreal during industrialization and you
might go visit the home of a “Child Labourer” or Paul Revere, John and Abigail Adams, Crispus Attucks, a
quartered British soldier, etc. !

You will use a different identifying mark to note locations of important events such as the Boston Tea
Party,Boston Massacre, the Battle of Lexington and Concord, etc.
The bus can travel out of Boston and stop on the banks of the Delaware River to see where Washington
crossed it,travel to Philadelphia and see where the Declaration of Independence was signed, and slowly
make its way south to seewhere Cornwallis stayed the night he surrendered to the patriots.

Each tour must include a minimum of 10 individuals and locations (can be any combination of type of
locations from the topic such as a battle ground, where Ann Boleyn was beheaded, where the Magna
Carta was signed, Ft Sumter, the start of the Oregon Trail, etc, and either 5 individuals and 5 locations, or
6 of one and 4 of the other).

On the back of the poster board, you must write each person’s name, each location, and a 2-3 sentence
historical/academic identification of each.

Grammar, spelling, neatness, effort, and a healthy balance of historical accuracy and creativity will count
towards your grade.

To receive full credit, EACH group member’s name must be on the back of the poster board.

This is due on: ________________________________

For each historic person included on the tour, you must briefly detail the following:
—their occupation and what an average day would have consisted of for this person
—how each person was popularly perceived by the public (ex: political smooth talker vs rabble rouser)
—one “did you know” type fun fact
—a one-line summary of why this person is still remembered today OR why they were included on the
tour

For each location visited on the tour, i.e. Montreal, you must detail
—what happened at said location
—why the site is worth preserving and visiting

Other Tour Requirements—You will have space to put these on the back of your poster board, or, write
these
parts on a piece of paper and tape it to the back of your poster!
—You stop for lunch and there is a table of historical figures next to you. Who are they (you must
include 3-6 people who
might really have interacted in real life i.e. Sir Wilfred Laurier, Alexander Graham Bell and Clifford
Sifton) and what are they discussing?
Lesson 5: Clarifying perspectives
on
Immigration
Land of Opportunity:

Diary Entry

Name: ________________________ Date: _____________________

In this assignment you will select a date between 1815 and 1914 and take on the role of an immigrant
living in Canada at that time. You may choose which country you emigrated from, which ethnic group
you belong to and what your job is. Options include but are not limited to: Chinese or Japanese railway
worker, Eastern European farmer, Irish famine refugee or African-American slavery refugee.
Your diary entry should include historically accurate information while relaying the social impact and
emotional effects of life as an immigrant. You are encouraged to be creative in your writing, while
addressing the following questions:
- What led you to immigrate to Canada? Were you recruited? If there was a significant event,
describe it.
- How was your experience of immigrating to Canada?
- Have you been socially accepted by Canadians? How do you think you are viewed by settled
Canadians and other immigrant groups?
- How do you contribute to the development of Canada? What is your job?
- How do you maintain your cultures and traditions in a new country?
- How would you describe life in Canada to someone who wants to immigrate?

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