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McCormac 2018

Unit: 1982-present Agenda


1. Big Ideas Inquiry
Lesson: Chasing the Canadian Dream- 2. Immigration Investigation:
Immigration and Refugees in Canada 3. Debunking Immigration Myths
Big Six: Historical perspective, ethical dimensions.
Date: N/A
Curriculum: 1.1, 1.4
Learning Goal: Success Criteria:
We are learning to… I will be successful when…
1. Investigate data and descriptions to ★ I am able to work collaboratively in groups to analyze
understand and explain the impact of primary sources
immigration in Canada ★ I am able to analyze and interpret a variety of different
2. Explore concepts of modern and/or social infographic sources to understand the importance and
justice cases and their implication to impacts of immigration
Canadians ★ I am able to think critically about evidence presented and
3. Provide a framework to investigate historical its connection to larger societal and political events and
concepts using assistive technologies ideas
★ I am able to synthesize perspectives to understand multiple
historical perspectives within historical context.
★ I am able to record main concepts for later use
Time Lesson Organization: Primary Resource(s):
20min 1. Inquiry into the Big Ideas Series of infographics
- Big questions on sticky notes around the room Resources:
- Students use their prior knowledge to try and create an answer for these https://www.theglobeandmail
questions .com/news/national/time-to-
- Will study these questions throughout the unit lead/rethinking-immigration-
- Students turn and talk to a partner, then answer the following questions the-case-for-the-400000-
on a sticky note solution/article4170229/
- After answering the questions, students will be asked to do a gallery walk
of the room, see what their classmates have answered Teaching Strategies:
- They will then choose to either respond to a student’s answer to one of ❑ Class Discussion
the questions or generate their own questions they have from these ❑ Four Corners
questions ❑ Direct Instruction
- All students will produce three questions by the end of the activity that ❑ Questioning/Socratic
become their guiding questions for the unit ❑ Placemat
❑ Jigsaw
Framing Question: Is diversity really our strength? ❑ Think-Pair-Share
❑ Learning Centers
During: (Model, Demonstrate, Guided Practice, Check for Understanding, ❑ Independent Study
Independent Practice ❑ Small Group Work
❑ Note Making
30min 2. Immigration investigation ❑ Brainstorm/Map
10 read, - students begin by reading the Globe and Mail article: rethinking
20 graphs ❑ Graphic Organizer
immigration- The Case for the 400,000 solution either in print or on a device ❑ Self/Peer Assessment
- during and after reading, students will answer the following questions ❑ Portfolio
provided to them on a learning placement ❑ Exit Cards
- the framing question “Is diversity really our strength” is the question ❑ Computer Lab
students are building towards during the investigation, beginning with
1. Why is immigration important to Canada?
McCormac 2018

2. Are Canadians accepting of all immigrants? Under what


conditions are Canadians accepting/not accepting?
3. Where are immigrants settling? (provinces/regions, urban/rural)
4. How can improving immigration rates help Canada fight its aging
population?

- infographics are spread around the room


- students do a gallery walk to read and interpret sources
- will interrogate sources using the questions on the placemat
- students can work alone or in pairs, three max.
- want to get students thinking about the meaning behind data
- do not have to follow a particular order in investigation
- go to tables that are less crowded
- after answering all questions on the outside, answer the framing question in
the center
20min
4. Debunking Myths of Immigration
WARNING- myths use highly-critical language and rhetoric of anti-
immigrant groups, disclaim to students before activity of our intension to
debunk these myths. Remind them that our distinct purpose is to prove that
these are false claims and give them the knowledge and tools to explain that to
others
- Students will be placed into teams of three
- Each team will be assigned three myths about immigration
- Student teams will use their collective knowledge gained from the
investigation and anecdotal information provided to them to prepare a
response debunking each myth
- Each response must combat the myth using the following format;
Clearly stated reason(s) identifying the myth and explaining why it is false
Specific examples to prove their point
Restate why the myth is false
- Also provided are three stories of immigrants that students can use to
build onto their explanations, they are also encouraged to conduct
additional research outside of the materials provided

After: (Closure/ Reflection)


If time remains debrief case study an
Accommodations: ❑ Personal list of vocab
❑ Breaks ❑ SEA Laptop
❑ Chunking of Lesson ❑ Extra Time
❑ Notes/Organization
❑ Check for understanding
Lesson Reflection: