UNIT SYNOPSIS

ONTARIO HISTORY
GRADE 8 STRAND B

Canada 1890-1914: A Changing Society

Overarching inquiry question
What parts of the textbook account are to be trusted?

Overarching critical challenge

Create a more trustworthy textbook account of the 1890-1914 period in Canada.

Big ideas
• Textbooks  often exaggerate or oversimplify the actual historical conditions and events.
• During 1890-1914, Canada was undergoing major social and economic changes that had uneven consequences
for many groups.
• Historical accounts are influenced by the beliefs, values, and attitudes that existed when the account was created
and need to be rewritten as perspectives change.

LINE OF INQUIRY #1 LINE OF INQUIRY #2

A golden age? Opportunity for some or all?

Inquiry question Inquiry question

Was Canada truly entering a golden age? Which groups experienced Canada as a land of
opportunity?
Critical challenge
Propose and justify changes to the textbook account Critical challenge
that reflect a more realistic assessment of Canada's Propose and justify additional text and images that
emerging strength and prosperity. reflect a more inclusive account of various social classes
and ethnic groups.

UNIT LAUNCH
Lesson title and critical challenge Summary and curriculum connections

Unit launch: Correcting the historical
record
Revise the five highlighted sentences to
offer a more realistic and inclusive account
of the period.
This lesson sets the stage for the unit. Students consider the inquiry question and
critical challenge that will drive the entire unit. Students read an excerpt from a
textbook account that features five highlighted sentences about the 1890-1914
period. After reading the account, students consider a list of facts that either affirm
or contradict the five highlighted sentences. Students then rewrite the five
sentences to make them more realistic and inclusive of the period.

B2.4, B2.6, B3.1, B3.3

 
 

Inquiry-pacs 8B Unit synopsis ©The Critical Thinking Consortium  

September 2014
  1
 
Image credit: Library and Archives Canada, Acc. No. R1300-483.1R www.tc2.ca
 

 

Lesson titles and critical challenges
Lesson 1.1: Offering an initial assessment
Rate Canada’s emerging strength and
prosperity based on the limited information
provided.
Lesson 1.2: Identifying the textbook
interpretation of industrialization
Decide which headline best captures the
textbook's interpretation of industrialization
and labour activity.
Lesson 1.3: Assessing the impact of
industrialization
Determine the degree to which
industrialization affected social, economic
and political conditions in Canada.
Lesson 1.4: Clarifying the textbook's
interpretation of immigration
Fix the supplied summary to better reflect the
textbook's interpretation of immigration.
Lesson 1.5: Separating myth from reality
about immigration
Identify the exaggerations and inaccuracies
contained in the poster’s representation of
life in Canada for new immigrants.
Lesson 1.6: Identifying the textbook's
interpretation of Aboriginal assimilation
Identify the photograph or political cartoon
that best captures the textbook’s
interpretation of the assimilation of Aboriginal
people.
Lesson 1.7: Questioning government
policies towards Aboriginal people
Determine whether the Canadian
government's efforts to assimilate Aboriginal
people was misguided or motivated by evil
intent.
Inquiry-pacs 8B Unit synopsis
 
Image credit: Library and Archives Canada, Acc. No. R1300-483.1R
LINE OF INQUIRY #1
Summaries and curriculum connections
In this launch of the first line of inquiry, students offer preliminary assessments of
Canada's emergence as a strong and prosperous nation. They begin by reading a
brief textbook account of the period, and making an initial overall assessment.
Students then analyze selected primary sources addressing five developments:
industrialization, immigration, Aboriginal assimilation, social reform and national
identity. They then rate the implications for Canada's emerging strength and
prosperity for each development on a scale from "very strong" (+2) to "very weak"
(-2).
B2.4, B3.3
In this lesson students learn about a typical interpretation of industrialization and
labour during the 1890-1914 period. Students are presented with several
suggested titles representing different interpretations of a textbook account they
are about to read. After discussing the criteria for an effective title, they read the
account. They then select the headline that offers the most accurate and
representative interpretation of the textbook account.
B2.4, B3.1, B3.4
In this lesson students learn about the social, economic, and political effects of
industrialization in Canada during 1890-1914. Students begin by analyzing factual
statements and various primary sources about industrialization in preparation for
formulating an initial conclusion about the effects. After sharing their findings and
receiving feedback, students rate the degree to which industrialization affected
social, economic and political conditions in Canada.
B1.3, B2.5, B3.2, B3.4
In this lesson students learn about a traditional interpretation of immigration and
settlement during 1890-1914. Students read an actual textbook account of
immigration and settlement. Next, they read a flawed summary of that account.
They identify the areas where the summary does not accurately reflect the
account. Lastly, students fix aspects of the summary to better reflect the textbook's
interpretation.
B2.4, B3.3, B3.4
In this lesson students explore actual immigrant experiences during the 1890-1914
period. They begin by analyzing an immigration poster used during the period.
Students then consider factual statements and various primary sources on the
realities of life in Canada for new immigrants. Students write a critique of the poster
that identifies the ways in which the poster has exaggerated or misrepresented the
experiences of new immigrants.
B2.3, B2.5, B3.2, B3.3, B3.4
In this lesson students learn about the traditional textbook interpretation of the
assimilation of Aboriginal people. Students read the textbook account and identify
the interpretation offered of Aboriginal assimilation. They then select the
photograph or political cartoon that best captures that interpretation.
B1.2, B2.4, B3.4
In this lesson students investigate the Canadian government's motivation for its
unfortunate efforts to assimilate Aboriginal people from 1890-1914. Students
consider simple everyday examples to help identify criteria for distinguishing
misguided from evil actions. Based on selected primary and secondary sources,
students decide whether the government's assimilation policies and practices were
misguided or motivated by evil intent.
B1.2, B2.5, B3.2
©The Critical Thinking Consortium
September 2014
2
www.tc2.ca
 Lesson 1.8: Clarifying the textbook
interpretation of social reform
Create an accurate summary of the textbook
account of efforts to reform Canadian
society.
Lesson 1.9: Assessing the impact of
social reform efforts
Assess how well the textbook account
accurately portrays the impact of reform
efforts on the social, economic, and political
landscape of Canada.
Lesson 1.10: Identifying the textbook’s
interpretation of Canadian identity and
autonomy
Create a powerful heading that summarizes
the textbook interpretation of Canada’s
emerging identity and autonomy.
Lesson 1.11: Tracking growth in Canadian
identity
Judge the extent to which selected
international events affected the emergence
of a distinct national identity.
Lesson 1.12: Assessing the historical
significance of individuals and groups
Rate the historical significance of an
assigned historical figure or group.
Lesson 1.13: Selecting the most
significant individuals and groups
Select the five most historically significant
individuals or groups of the period.
Lesson 1.14: Pulling it all together
Finalize your overall conclusions about
Canada’s emerging strength and prosperity
and the changes to the textbook account that
explain and support this position.
Inquiry-pacs 8B Unit synopsis
 
Image credit: Library and Archives Canada, Acc. No. R1300-483.1R
In this lesson students learn to accurately summarize a textbook account about
efforts to reform Canadian society during 1890-1914. They read the textbook
account and highlight the most important information to know about social reform in
Canada. They then prepare summary of these main ideas.
B1.2, B2.4, B3.3, B3.4
In this lesson students determine the degree to which the textbook account
accurately portrays the extent to which reform efforts changed the social,
economic, and political landscape of Canada. They analyze various primary and
secondary sources to determine the social, economic, and political changes that
resulted during the period. Based on this information, students offer and justify their
assessment of the textbook’s account of the emerging social, economic and
political landscape of Canada.
B1.2, B2.5, B3.3, B3.4
In this lesson students learn about a traditional interpretation of Canada’s
emerging identity and autonomy during 1890-1914. After reading a textbook
account, students identify the most important conclusions offered by the account.
They then create and explain a powerful heading that accurately summarizes the
textbook interpretation.
B2.4, B3.3, B3.4
In this lesson students assess the extent to which international events between
1890-1914 affected the emergence of a distinct national identity. Individually or in
groups, students read about various international events. They analyze selected
primary and secondary sources to determine whether each international event
offered evidence of Canada's strong connections to Britain, the United States, or
whether it signaled an emerging national identity. Students create a grid to plot the
extent to which each international event pulled Canada in these directions.
B2.5, B3.2, B3.3, B3.4
In this lesson students assess the historical significance of an individual or group
operating during the 1890-1914 period. Students identify groups and individuals
featured in various textbook accounts and select one individual or group to
research. Students learn to identify criteria for historical significance by applying
them to events and people in their own lives. Drawing on what they already know
and on additional research, students rate the historical significance of their
assigned figure or group.
B2.4, B3.5
In this lesson students determine the most historically significant individuals or
groups to feature in a textbook account they will prepare on the 1890-1914 period.
Students make brief 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 their revised textbook account.
B2.5, B3.5
In completing the first line of inquiry students develop a draft list of changes to be
made to the textbook accounts they have examined on each of the five
developments. In a U-shaped discussion students discuss and support their overall
conclusions about Canada’s emerging strength and prosperity. Based on these
discussions, students revise their overall conclusions about the period and their
refine their list of textbook changes.
B2.2, B2.4, B2.5, B2.6
©The Critical Thinking Consortium
September 2014
3
www.tc2.ca

Lesson titles and critical challenges
Lesson 2.1 Offering a preliminary
assessment
Develop two preliminary conclusions
illustrated by a representative image about
the extent to which Canada was a land of
opportunity for all.
Lesson 2.2: Understanding the life and
times
Correct the “presentist” account of life in
Canada during 1890-1914.
Lesson 2.3: Comparing social classes
then and now
Comparing today and 100 year ago, what are
the biggest similarities and differences in the
conditions, challenges, and reform efforts of
an assigned social class.
Lesson 2.4: Assessing the prospects for
an assigned social class
Rate the economic, social and political
prospects for an assigned social class.
Lesson 2.5: Representing various social
classes
Formulate three conclusions, illustrated by
three iconic images, about the realistic
prospects for various social classes at the
time.
Lesson 2.6: Comparing ethnic groups
then and now
Comparing today and 100 year ago, what are
the biggest similarities and differences in the
conditions, challenges and reform efforts of
an assigned ethnic group.
Inquiry-pacs 8B Unit synopsis
 
Image credit: Library and Archives Canada, Acc. No. R1300-483.1R
LINE OF INQUIRY #2
Summaries and curriculum connections
In this introductory challenge to the second line of inquiry, students formulate
preliminary conclusions about the extent to which all Canadians had realistic
prospects for opportunity during the 1890-1914 period. In drawing these tentative
conclusions, students review what they learned in Line of Inquiry #1 about the
distribution of economic opportunities, social improvements, and political influence
and freedoms. Students select a photograph, political cartoon or other image to
represent their two conclusions.
B1.2, B2.2, B2.4, B2.5, B2.6
In this lesson students learn about presentism by correcting a flawed account of life
in Canada during 1890-1914. Students read an account of life in Canada from
1890-1914 that offers an obvious presentist perspective. They look to identify the
statements in the account that do not represent the mindset of the time. Students
learn in greater detail about the values, beliefs and worldviews that existed during
1890-1914. Based on these insights they revise the flawed textbook account to
make it less presentist.
B2.1, B2.4, B2.5
In this lesson students learn about the similarities and differences between today
and 100 years ago in the conditions, challenges, and reform efforts of an assigned
social class. Students learn to recognize five social classes (unemployed, rural
working class, urban working class, professional class, wealthy class) in Canada
th st
during the 20 and 21 centuries by matching the label for each with its
description. Students consider ten facts and images about life in the two periods for
one of the social classes. They then determine the ways in which conditions,
challenges and reform efforts for their assigned social class have changed and
remained constant over time. After considering criteria for distinguishing modest
from significant similarities and differences, students determine the two biggest
similarities and two biggest differences between the periods for their assigned
social class.
B1.1, B1.2, B1.3, B2.2, B2.4, B2.5, B2.6
In this lesson students examine the experiences and opportunities for an assigned
social class during the 1890-1914 period. Students analyze various primary and
secondary sources about their assigned social class at the turn of the century.
They then rate the economic, social, and political prospects for that segment of
society on an opportunity scale from “great opportunity” (+2) to “bleak prospects” (-
2).
B2.2, B2.4, B2.5, B2.6, B3.5
In this lesson students learn about the opportunities available for the full range of
social classes during the 1890-1914 period. Students plot their findings about the
prospects for their assigned social class on an “opportunity” scale for the rest of the
class to review. After comparing all the social classes, students formulate three
broad conclusions about the prospects for opportunity in Canadian society. They
select three iconic images to represent these conclusions.
B2.2, 2.4, B2.5, B2.6, B3.5
In this lesson students learn about the conditions, challenges and reform efforts of
an assigned ethnic group today and 100 years ago. Students analyze various
primary and secondary sources about one of 10-15 different ethnic groups. They
then determine the ways in which conditions, challenges, and reform efforts for
their assigned group have changed and remained constant over time. Finally
students determine the two biggest similarities and two biggest differences
between the periods for their assigned ethnic group.
B1.1, B1.2, B1.3, B2.2, B2.4, B2.5, B2.6, B3.5
©The Critical Thinking Consortium
September 2014
4
www.tc2.ca
 Lesson 2.7: Assessing the prospects for
an assigned ethnic group
Rate the economic, social and political
prospects for an assigned ethnic group.
Lesson 2.8: Assessing the prospects for
diverse ethnic groups
Formulate three overall conclusions,
illustrated by three iconic images, about the
realistic prospects for the range of ethnic
groups at the time.
Lesson 2.9: Drawing your final
conclusions
Propose images and revisions to the
textbook accounts that explain and support
your overall conclusions about the prospects
of opportunity for Canadians of all social
classes and ethnic groups.
Lesson title and critical challenge
Unit finale: Rewriting history
Revise the textbook account and add the
visual sources to better reflect the historical
record for the 1890-1914 period.
Inquiry-pacs 8B Unit synopsis
 
Image credit: Library and Archives Canada, Acc. No. R1300-483.1R
In this lesson students delve more deeply into the experiences and opportunities
for an assigned ethnic group during the 1890-19i4 period. Students analyze
various primary and secondary sources about their assigned ethnic group at the
turn of the century. Students rate the economic, social, and political prospects for
their assigned ethnic group on an opportunity scale from “great opportunity” (+2) to
“bleak prospects” (-2).
B2.2, B2.4, B2.5, B2.6, B3.5
In this lesson students formulate conclusions about the realistic prospects for a
range of ethnic groups at the time. Students present their findings about the
realistic prospects for their assigned group to the other students in the class. After
considering what they have learned about all of the ethnic groups, students
formulate three conclusions about the realistic prospects for the range of ethnic
groups at the time. They select three iconic images to represent these conclusions.
B2.2, B2.4, B2.5, B2.6, B3.5
In this lesson students assemble the material for a revised textbook account that
explain and support their overall conclusions about the prospects of opportunity for
all Canadians. Students select a preliminary grouping of ten images or other
documents that support their overall conclusions. Students peer review their
selections, and make final choices about the images and documents to include.
Students outline aspects of the text that should be revised, added or deleted to
make it more representative of various social classes and ethnic groups.
B1.1, B2.2, B2.4, B2.5
UNIT FINALE
Summary and curriculum connections
In preparation for the unit finale, students review the overall challenge for the unit
and confirm the elements of a representative and inclusive textbook. Students
revise the textbook account and insert visual sources to support the student's
position on two key themes: 1) the level of warranted optimism about prosperity and
2) the extent to which the period offered opportunity for all. Students conclude the
unit by reflecting on the evolution of their responses to the Overarching Inquiry
Question using their Thoughtbook.
B1.1, B2.2, B2.4, B2.5, B2.6, B3.4, B3.5
©The Critical Thinking Consortium
September 2014
5
www.tc2.ca