In what ways have the stories of immigrants shaped Canada?

Grade five social studies unit March 20th - April 5th (Nine periods?)

Essential Questions:

● How have immigrant stories shaped Canadian identity?

● What is an immigrant?/What is immigration?

● What reasons did different immigrant groups have for coming to Canada?

Learning Outcomes:

● General Outcome 5.3 Canada: Shaping an Identity: Students will demonstrate an

understanding of the events and factors that have changed the ways of life in

Canada over time and appreciate the impact of these changes on citizenship and

identity.

○ 5.3.1: recognize the effects of Confederation on citizenship and identity

from multiple perspectives

Resources: WIP

● The Arrival by Shaun Tan https://www.youtube.com/watch?

v=PGlCxUCLsXM&t=542s&ab_channel=BooksonTrains

● Student Booklet

● Japanese Canadian Internment https://www.youtube.com/watch?

v=C8TQTuMqM9g&ab_channel=LegionMagazine

● Stealing Home by J. Torres

● Ivan Mykhailo case study

● Huang Li Zhang case study

● As many books on China and Japan as I can find. Curriculum lab, school learning

commons, etc.
 ● The history of Chinese immigrants in Canada: https://www.youtube.com/watch?v=u-

efOT7nJRQ&ab_channel=Sharlyn3096

● History of Ukrainians in Canada: https://www.youtube.com/watch?

v=w5tJYMEwdsE&ab_channel=UkrainianHeritagePavilion

Assessments:

Summative:

● Student workbook: A workbook that will be used throughout the unit.This will be worth

graded based on completion.

● Letter home project: Students will write a letter home as if they have immigrated to either

Japan or China, two of the countries we are looking at throughout the unit. This letter will

have examples of challenges they are facing in this new country and how they might

overcome them. The reason for this assignment is to have students see how challenging

life might be for an immigrant to a new country from their own perspective. This will be

graded on a rubric.

Formative:

● Research proposal for letter home: students will research the country they are going to

be immigrating to for the letter home assignment using books, the internet, and the

readings we have done in class. The things they will be looking for are: language

spoken, foods that they eat, how the schools work, population, transportation, and a

variety of other things.This will be used to make the letter writing process easier and will

be graded formatively.

● Exit Slips throughout the unit: I will have exit slips available with question prompts on

multiple days of the unit.

Tentative Calendar:
Day 1: March 20th Day 2: March 21st Day 3: March 23rd Day 4: March 27th
● Introduction of ● Galt museum ● What did we ● Japanese
the term field trip: learn during immigrants:
immigration/i Students will the field trip? ● Internment
mmigrant be given ● Second half of camp video
● Reading of questions to the Arrival. ● Read J.
The Arrival look for ● Reasons for Torres
graphic novel. answers to immigration: Stealing
First half? during this Page 2 of the Home
● Creation of a trip. workbook. ● First part of
classroom ● Exit slip: page three
definition of What is one from the
Immigration/I thing that you workbook
mmigrant: learned about
Anchor chart? immigrants to
● First page of Canada
the workbook. during our
field trip?

Day 5: March 28th Day 6: March 29th Day 7: March 30th Day 8: April 3rd
● Chinese ● Ukrainian ● Introduction to ● Finish up
immigrant Immigrant research and research**
stories: stories: letter to home ● Start writing
● Case study ● Case study assignment letters home
reading reading ● Research time from the
response response using the perspective of
● Second part ● Third part of research form you as an
of page three page three of that I will immigrant to
of the the workbook make China or
workbook ● Fourth page ● Begin writing Japan.
of the letter if time
workbook: permits
Venn diagram
- how were
these
experiences
the same?
● Exit Slip:
How were all
of the
immigrant
experiences
we have
looked at
similar? How
were they
different?
Day 9: April 4th Potential day 10: April
● Final day to 5th ***
finish writing ● Potential flex
letter to home day
project depending of
● If time permits schools
or students scheduling
are ahead.
they will type
their letters
out.
● Handed in by
the end of the
class period.
Potentially
more time
tomorrow, but
unsure.