Heritage and Identity Unit Plan

Strand A: Heritage and Identity:
Communities in Canada Past and Present

Created by: Ashley Estruch
Unit Plan
OVERALL EXPECTATIONS:
A1. Application:
A2. Inquiry:
A3. Understanding
Context
Assess contributions to Canadian identity made

by various groups and by various features of
Canadian communities and regions
Use the social studies inquiry process to
investigate different perspectives on the
historical and/or contemporary experience of
two or more distinct communities in Canada
Demonstrate an understanding of significant
experiences of, and major changes and aspects
of life in, various historical and contemporary
communities in Canada

Lesson 1
Canadas Identity-Introduction to Heritage and Identity
Overall Expectation (s):
A1. Application: Assess contributions to Canadian identity made by various groups and by various
features of Canadian communities and regions
Specific Expectation(s):
A1.1 Explain how various features that characterize a community can contribute to the identity and
image of a country and assess the contribution of some of these features to Canadas image and identity.
A2.6- Communicate the results of their inquiries using appropriate vocabulary
Goals:
Students will gain an understanding of features and symbols which represent Canadas identity.
Students will refine communication skills when working with and presenting as a group.
Hook: (estimated 15-20)
Teacher will ask students what do you think identity means?

o Students will give their answers about what they think identity means, and then definition
and explanation of identity will be provided.
Think-Pair-Share
o Students will be asked to engage in a TPS activity in their desk groups after watching I am
Canadian video clip
TPS questions:
What do you think it means to be Canadian?
What do you think of when you think of Canada?
What symbols come to mind when you think of Canada?
Students will share their groups responses to the class, and responses will be
recorded on SmartBoard.
Lesson Overview:
Lesson: (estimated 20 min)
Students will listen to slideshow and make notes of important facts
Slide show: Canadian Identity, Heritage, Culture, Symbols-and their history/meaning
Activity (will possibly lead into next lesson)
Pin the Symbols on the Province
Students will be separated into groups of two and assigned a province
Students will be provided with a half sheet of Bristol board, province shapes, province symbols, a
corresponding province information sheet, and a Canadas symbols resource package.
Students will become experts on their province by reading, and creating notes from their province
information sheet.
Students will colour and glue their province and symbols to their Bristol board
2

Lesson Overview
Consolidation (will possibly lead into next lesson)
Pin the Symbols on the Province
Each group will take turns teaching the class the information they found about their province and its
symbols
While groups are teaching their classmates, students will take paste corresponding symbols in
provinces page in their Canadas symbols resource package
Once each group has presented each province will have e a small poster identifying its symbols, and
each student will have a small package with all the information about the provinces and their symbols
Students can hang up their province posters around the class (space permitting)
Homework
Students can complete any colouring of symbols, or fill in any missing information on their
Canadian symbol resource package
Ticket Out The Door
What are some symbols that represent Canada for you?

Make up a symbol that you think should become a Canadian symbol and explain why
Assessment
Formative
Students will be assessed in whether they demonstrate the ability to:

o Understand the reasoning and purpose of symbols
o Students will be assessed in whether they demonstrate the ability to identify Canadian
symbols
o Express and communicate ideas and information in oral, written and visual forms
Materials:
-
Bristol board
Scissors
Markers/ pencil crayons

Canada symbol resource
package
- Glue Sticks
-Province information sheet
Differentiation
Pages of lesson notes will be provided to EL, as well as a completed Canadian symbol resource
package
Resources:
http://www.cic.gc.ca/english/resources/publications/discover/section-05.asphttp://www.infoplease.com/country/canada.html
http://www.cic.gc.ca/english/newcomers/before-canada.asp
http://www.canada.ca/en/
http://www.pch.gc.ca/eng/1363193195814#a2
3

Lesson 2
Why did the Early Explorers Come to Canada?
A3. Demonstrate an understanding of significant experiences of, and major changes and aspects of life
in, various historical and contemporary communities in Canada
A3.1 Identify the main reasons why different peoples came to Canada .
Goals:
Develop an understanding of the Viking, French and English explorers who first came to and explored Canada,
and explain the reasons for their journeys
Hook: (estimated 20)
Lesson will begin by students viewing the following short clip

o http://www.youtube.com/watch?v=HyyntXF2iag
Students will be introduced to the unit as a whole and also briefly review the purpose of the activity
done in lesson one
o Over the next few weeks we will be Canadas heritage and identity, we will also be looking at
both the past and present communities in Canada. The lesson from [yesterday] told us about
the different symbols that help make up the identity of our country. In this social studies unit
we will be learning about how Canada became the way it is today. We will be answering
many of the questions that were asked in the clip we just watched. We will learn about why
different groups of peoples came to Canada, and how Canadas heritage and identity were
formed. Over the next week we will be looking at the early explorers who came to Canada,
we will learn about why they came to Canada and what contribution they made to Canadas
heritage and identity.
Students will brainstorm ideas in desk groups why they think early explorers first came to Canada.
o After groups brainstorm students will be given a chance to share their groups ideas with the
class- responses will be recorded on the SmartBoard.
Lesson Overview:
Lesson: (estimated 15 min)
Introduce students to interactive lesson.

Students will watch I wish I was an Explorer interactive lesson on the smart board. Lesson discusses the
different reasons why early explorers came to Canada.
o Instruct students to make notes on points that they think are important from the lesson
o Remind students to pay attention to the lesson, and to listen carefully to the information, as there will
be questions to follow.

Activity (estimated (15 min)
After students watch the I wish I was an Explorer lesson, students will be given an activity sheet to fill out in
their desk groups, which covers information from the I wish I were an Explorer lesson (students can work
together.)
Lesson Overview
Consolidation (15-20)
The activity sheet will be reviewed and taken up as a class. Students will be given correct answers to
questions, as well as some additional corresponding information to give them a greater
understanding of the topics covered.
Homework
N/A
Exit Card
Students will fill out an exit card answering the following questions
o What did you learn from todays lesson
o What did you find most interesting from todays lesson?
o What else would you like to learn in this topic area?
Assessment
Formative

o Identify some of the main reasons why different peoples came to Canada.
Materials:
-
Interactive lesson: I Wish I

was an Explorer
Video clip: Early Explorers
Activity sheet
Differentiation
Completed Activity sheet will be provided to EL if necessary
Resources:
Video clip: http://www.youtube.com/watch?v=HyyntXF2iag
Intro lesson- I Wish I was an Explorer:
https://download.elearningontario.ca/repository/1285330000/LO9139%20%20I%20Wish%20I%20Was%20An%20Explorer.html

Lesson 3
Why did the Early Explorers Come to Canada?- Part 2
Overall Expectation:
A3. Demonstrate an understanding of significant experiences of, and major changes and aspects of life
in, various historical and contemporary communities in Canada
A3.1 Identify the main reasons why different peoples came to Canada
A2.4-Interpret and analyse information and evidence relevant to their investigations using a variety of
tools
Goals:
Students will develop an understanding to the age of exploration, early explorers, and be able to explain
the reasons for their journeys.
Hook: (estimated 10 min)
Students will quickly review prior days lesson. Students will be reminded about different reasons
explorers came to Canada.
Students will be given numbers (1-4) and asked to remember what their number is until we get to the
computer lab/library .
Once in the computer lab/ library students will be introduced to todays activity
Lesson Overview:
Activity (estimated (40 min)
Jigsaw
Students will separate into their assigned numbers (all the ones together, all the twos together, etc.)
Each number group will be given an early explorer to research and become experts on (Cabot, Cartier,
Frobisher, or Champlain).
o Students will be given a worksheet with guiding questions to help them with their research
Students will be given a resource list where they can find online information about their explorer, or students
can use any books from the library that may aid in their research.
Students will gather back in their groups once they have answered the guiding questions.
Students will share their findings of their explorer with other group members and add any additional
information to their work sheet if necessary.
Lesson Overview
Consolidation (30-40) (may lead in to next class)
Students will return to class and sit in their assigned desk groups. Each desk groups will have a
student who became an expert on each explorer.
Students will be given a chart to fill in about each explorer.
Students will teach their peers about the early explorer they researched, students will use the
information provided to them to fill in their charts.
Students will end this activity with information about significant early explorers, and information as
6

to why they came to Canada.
Homework
Fill in any missing information from the early explorer information chart
Assessment
Formative

o Identify the main reasons why specific early explorers came to Canada.
o Identify four different early explorers, and the main reasons they came to Canada
Materials:
-
Internet resources posted for

student use in computer lab
Early explorers information

chart
Books pulled out ahead of

time on early exploration to
Canada
Guiding research questions

sheet
Differentiation
Filled in early explorer information charts will be provided to students if necessary .
Resources:
http://www.enchantedlearning.com/explorers/canada.shtml
http://epe.lac-bac.gc.ca/100/206/301/lacbac/explorers/www.collectionscanada.gc.ca/explorers/kids/h3-220-e.html
http://www.canadahistory.com/sections/eras/2%20worlds%20meet/cabot/John%20Cabot.html
http://www.canadahistory.com/sections/eras/2%20worlds%20meet/Frobisher.html
http://www.canadahistory.com/sections/eras/2%20worlds%20meet/Cartier.html
http://www.canadahistory.com/sections/eras/2%20worlds%20meet/champlain/Champlain.html

Lesson 4
Intro to Canadas Fur Trade
A3. Understanding Contexts: Demonstrate an understanding of significant experiences of, and major
changes and aspects of life in, various historical and contemporary communities in Canada
A3.4 Describe significant events or developments in the history of two or more communities in Canada
A3.5 Describe interactions between communities in Canada, including between newcomers and groups
that were already in the country
Goals:
To develop an understanding of why and how the fur trade in Canada began.
Hook: (estimated 15-20)
Class will begin with a quick review as to why early explorers came to Canada.
Students will be provided an image of early explorers and Aboriginals making contact and trading
furs.
o Students will be asked to look at the image with their group and to discuss what they think
the photo is about
o Students will be asked to brain storm ideas about the photo and what they think is occurring
in the photo.
o Students will be asked to share their ideas about what they think is occurring in the photo,
and ideas will be recorded on the smart board.
Once students share their ideas about what they think is occurring in the photo, teacher will explain
that the photo is of early explorers and Aboriginals making contact to trade fur. Teacher will explain
to students that the fur trade in Canada has played a big role in Canadas history and heritage.
Lesson Overview:
Lesson: (estimated 15-20 min)
Students will watch a PowerPoint presentation Introduction to Canadas Fur Trade
Slide show: Why did the fur trade begin?, The French, The English, Trading posts
Consolidation
Exit Card
Students will be asked to answer the following information on an exit card
o What do you already know about Canadas fur trade?
o How do you think Canadas fur trade helped shape Canadas heritage and identity?

Materials:
-Power Point
Presentation
-Exit Card
Sheets
-Note handouts for class

x30
Resources:
http://www.masters.ab.ca/bdyck/early-canada/fur/index.html#top
CANADA-The Story of our Heritage- Mcgraw-Hill
Image of fur trade scene

x6

Lesson 5 & 6
Canadas Fur Trade & Early Settlers in New France
Goals:
Students will develop an understanding of why and how the fur trade in Canada began.
Students will develop an understanding of how the fur trade impacted Canadas heritage and Identity
Students will develop an understanding of how early settlers contributed to the development of
Canada
Hook: (estimated 10-15 min)
Students will review the introduction to the fur trade from the prior lesson.
Teacher will review the exit card question: How do you think Canadas fur trade helped shape
Canadas heritage and identity? from the prior day, and will discuss some of the answers received.
Students can also provide more feedback as to how they think the fur trade impacted Canadas
heritage and identity. Feedback will be recorded on Smart Board.
Lesson Overview:
Lesson (estimated 20-25 min)
Students will watch a PowerPoint presentation Introduction to Canadas Fur Trade and Early Settlers
in New France
Activity
Crossword puzzle (estimated 30 min)
Students will be provided with a crossword puzzle with questions pertaining to the fur trade in Canada.
Students can work in their desk groups, with a partner, or on their own in order to complete the puzzle.
Slide show notes will be provided to students to assist them in finding their answers to the puzzle.
Lesson Overview
Consolidation (estimated 15-20 min )
Cross word puzzle will be taken up as a class and answers will be recorded on SmartBoard.
Homework
Fill in any missing information from the crossword puzzle
10

Assessment
Formative

o Show an understanding of the fur trade while completing crossword puzzle.
Materials:
-
PowerPoint presentation
Lesson notes for class x30
Differentiation
Extra clues, and completed cross word puzzle will be provided to EL
Resources:
http://www.masters.ab.ca/bdyck/early-canada/fur/index.html#top
CANADA-The Story of our Heritage- Mcgraw-Hill
11
Crossword puzzle x30

Lesson 7
A Letter from New France
Social Studies
A2. Inquiry: Use the social studies inquiry process to investigate different perspectives on the historical
and/or contemporary experience of two or more distinct communities in Canada
Language Arts
Writing:
1. Generate, gather, and organize ideas and information to write for an intended purpose and audience
2. Draft and revise their writing, using a variety of informational, literary and graphic forms and stylistic
elements appropriate for the purpose and audience
3. Use editing, proofreading, and publishing skills and strategies , and knowledge of language
conventions, to correct errors, refine expression, and present their work effectively
Social Studies
A1.2 Evaluate some of the contributions that various ethnic and/or religious groups have made to
Canadian identity
A2.4 Interpret and analyse information and evidence relevant to their investigations using a variety of
tools
Language Arts
1.1 Identify the topic, purpose, and audience for a variety of writing forms
1.2 Generate ideas about a potential topic and identify those most appropriate for the purpose
1.5 Identify and order main ideas and supporting details and group them into units that could be used to
develop a structured, multi-paragraph piece of writing, using a variety of strategies
2.2 Establish a distinctive voice in their writing appropriate to the subject and audience
2.5 Identify their point of view and other possible points of view; determine , when appropriate if their
own view is balanced and supported by the evidence; and adjust their thinking and expression if
appropriate
2.7 Make revisions to improve the content, clarity, and interest of their written work, using a variety of
strategies
12

2.8 produce revised draft pieces of writing to meet identified criteria based on the expectations
3.4 Use punctuation appropriately to communicate their intended meaning in longer and more complex
sentences, with a focus on the use of: commas to separate words in a list or after an introductory word
or phrase; quotation marks in dialogue; and some uses of the colon, semi-colon, and brackets
3.6 Proofread and correct their writing using guidelines developed with peers and the teacher
3.8 Produce pieces of published work to meet identified criteria based on the expectations.
Goals:
Students will demonstrate an understanding of the fur trade and early settlers in Canada
Students will demonstrate an understanding of perspective and perspective writing by writing a
friendly letter in the perspective of a person living in New France.
Students will engage in a discussion as a class to see what information they retained from past
classes lessons.
o Students will be asked to brainstorm as a group different things they learned over the past
few lessons about fur traders and early settlers
o Answers will be discussed as a class and recorded on the Smart Board
Purpose is to have students refresh the memories of their classmates and possibly bring up pieces of
information that some may have forgotten about.
Lesson Overview:
Lesson (estimated 15 min)
Students will be introduced to the perspective letter writing assignment A Letter From the New
France
Students will be provided with some short stories and images to assist them in coming up with ideas
for their writing
Students will be required to place themselves back in time to New France. They will be required to
write a letter from the perspective of someone in that time, to their friends and/or family back in
France. Students will be required to describe what their new life is like in Canada, describe the their
feelings about it, and describe some of the challenges of living in early Canada.
o Students can write the letter from the perspective of, an early settler, A Coureur de Bois, A fur
trader, one of the Filles du Roi
Students will be reminded of the writing process and will be asked to use their writing folders to
assist them in following the writing process.
Activity
A Letter From the New France (Letter will be written in class , and will lead into next lesson)
Students will begin writing their letter from new France.
Students will begin by using a writing organizer to plan their writing
Once planning is complete students will write a rough draft, then edit their work with a peer, and
then write a good copy.
Students will follow the writing process listed in their writing folders.
All work will be submitted for assessment in writing folders once all steps of the writing process are complete.
13

Assessment
Summative

o Investigate different perspectives on the historical experience of people in early Canada.
o Demonstrate an understanding of significant experiences of, and major changes and aspects
of life in, various historical and contemporary communities in Canada
o demonstrate an understanding of perspective and perspective writing
Materials:
-
Stories of life in New France
Writing organizer
Pictures of life in New France
14
Letter Instructions/ Rubricx30

Lesson 8
The Impact of the Fur Trade and European
Migration on First Nation Peoples
Canadian identity
A2.5. Evaluate and draw conclusions about perspective on the historical and or contemporary experience
of two or more distinct communities in Canada
A3.6 identify key differences, including social, cultural, and/or economic differences, between two or
more historical and/or contemporary communities in Canada
Goals:
Students will develop an understanding of the impact the fur trade and European migration had on
First Nations peoples
Students will be able to compare the two groups of people and understand the cause and
consequence of their arrival in Canada.
Students will be able to identify key differences between European settlers/ fur traders and First
Nation peoples
We have had a chance to look at the fur trade, and settlement in Canada. We understand that
Europeans came to Canada and made trading partners with the Aboriginals, and eventually this led to
further settlement in Canada. Today I wanted us to look at what impact the fur trade and European
migration had on First Nation peoples.
15

Think-Pair-Share
o Students will be asked to engage in a TPS activity
TPS question:
What impact do you think the fur trade and European migration had on First
Nation peoples? (question will be written on SmartBoard)
Students will share their groups responses to the class, and responses will be
recorded on SmartBoard.
Lesson Overview:
Students will watch a PowerPoint presentation The Impact of the Fur Trade and European
Migration on First Nation Peoples
Slide show: ImagineHow would you feel?, Beliefs of First Nations before Europeans, Europeans who
had an impact on the First Nations, Disease, Trade and settlement impact
Activity (15-20)
Students work in small groups to examine how different groups such as the European settlers, and fur
traders impacted the lives of the First Nations people.
Students will use a chart organizer to compare and contrast the lives of the First Nations people
before and after contact with the Europeans.
Students will share comparison chart answers with the class
Homework
Fill in any missing information from the comparison chart
Materials:
-
Comparison Chart x 30
Differentiation
Completed comparison chart will be provided if necessary
Resources:
https://download.elearningontario.ca/repository/13/1371170000/preloader.html
Harrold Innis, (Fur Trade). "When Two Worlds Met." In The Illustrated History of Canada,
16

Lesson 9
Black Canadians and the Underground Railway
Canadian identity
A1.3 Explain how various groups have contributed to the goal of inclusiveness in Canada
A3.3 Identify various types of communities that have contributed to the development of Canada
and how these events affected the communities development and/or identity
Goals:
Students will develop an understanding of Black Canadians and the Underground Railway
Students will be able to explain how Black Canadians have contributed to the goal of inclusiveness in
Canada and how they have contributed to Canadas Identity
Hook: (estimated 15 min)
Review prior days information about how the fur trade and Europeans coming to Canada impacted
the First Nation peoples.
Over the next few days we are going to look at different communities in Canada and how these
communities were a part of developing Canadas Identity.
Students will read and discuss Early Black Communities hand out with desk groups.
Students will watch Harriet Tubman Underground Railway cartoon (6min)
Lesson Overview:
Students will watch a PowerPoint presentation Black Canadians and the Underground Railway
Slide show: Black Canadians, Contribution of Harriet Tubman to underground railroad, Influential
black Canadians, Contribution of black Canadians to Canadian Identity.
17

Activity (15-20)
Students will engage in a trivia or jeopardy style game with questions relating to Black Canadians.
o Students will be separated into two teams and take turns answering game questions.
A sheet will be provided to students with the game questions on it and a blank to fill in the answers
as they go along.
Answer sheet for jeopardy/ trivia will be taken up as a class
Materials:
-
Jeopardy/ Trivia game
Trivia question sheet
Differentiation
Completed trivia answer sheet will be provided if necessary
18
Early Black Communities

handout x30

Lesson 10
Chinese Canadians and the Canadian Pacific Railway
Canadian identity
Goals:
Students will develop an understanding of the history of Chinese-Canadians

Students will be able understand the cause and consequence of the Chinese arrival in Canada.
Hook/Lesson: (estimated 15 min)
Discuss with students that today we will be looking at another community in Canada, which is the
Chinese-Canadian community. We will be looking at how the Chinese-Canadians contributed to the
Heritage and Identity of Canada, and how the Canadian Pacific Railway, made an impact on Canadas
development. (will explain that this railway is a real railway)
Students will watch an interactive video lesson called: The Long Voyage
o Video: Gold rush, building of a nation, construction of the CPR, the Chinese arrived, salaries
and work.
Activity (15-20)
Students work in small groups to fill in the key points work sheet with information observed from the
lesson. The key points work sheet will provide students with important information from the lesson,
but also allow them to practice writing key points, and in short/point form
19

Key points work sheet will be taken up as a class to ensure students answers are consistent.
Homework
Fill in any missing information from the key points work sheet
Materials:
-
Link to The Long Voyage

lesson
Key points work sheet
Differentiation
Completed key points work sheet will be provided if necessary
Resources:
http://access-cht.ca/chinese-history/build-railway/gold-rush/?lang=en
Upon Lesson Completion:

Upon lesson completion students will have time to work on their Letter from New
France assignment.
20

Lesson 11
Chinese Canadians Continued
Canadian identity
Goals:
Students will develop an understanding of the history of Chinese-Canadians

Students will be able understand the cause and consequence of the Chinese arrival in Canada.

Students will complete day priors activity for Chinese Canadians
Activity (15-20)
Students will be given a small hand out package for each desk group which consists of information on
Chinese Canadian history and their contribution to Canadian heritage and identity.
Students will read Chinese Canadian package together in desk groups

o Students will work in small groups to fill in the key points work sheet with information from
the readings.. The key points work sheet will provide students with important information
from the readings, but also allow them to practice writing key points, and in short/point form

Key points work sheet will be taken up as a class to ensure students answers are consistent.
21

Homework
Fill in any missing information from the key points work sheet
Materials:
-
Chinese Canadian History

Package x6
Key points work sheet x30
Differentiation
Resources:
https://www.collectionscanada.gc.ca/settlement/kids/021013-2031.4-e.html

France assignment.
22

Lesson 12
Chinese Canadians BitStrip Assessment
Canadian identity
A2.4. Interpret and analyse information and evidence relevant to their investigations using a variety of
tools
Goals:
Students will demonstrate an understanding of the history of Chinese-Canadians and their impact on
Canadas heritage and identity through a BitStrip comic
Activity (45 min)
Students will be asked to choose and answer one of the following questions through a bit strip
comic.
o How did the Chinese-Canadians contribute to Canadas identity?
o How did the people of Canada act toward the Chinese when they first came to Canada?
Students will create BitStrip comic on ipads
Consolidation
Students will make corrections to BitStrip as needed

France assignment.
23

Lesson 13
Canadas Communities today
Canadian identity
A1.1 Explain how various features that characterize a community can contribute to the identity and image of a
country and assess the contribution of some of these features to Canadas image and identity
A2.4. Interpret and analyse information and evidence relevant to their investigations using a variety of
tools
A3.6 Identify key differences, including social, cultural, and/or economic differences, between two or
A3.8 Identify and describe fundamental elements of Canadian identity
Goals:
Students will develop an understanding of Canadas heritage and identity in present day society
Students will be able to compare Canadas past and present
Students will watch the video Time
After watching the video teacher will discuss this video was made to show how a city in Canada
(Toronto) has developed and changed over the past 100 years. Just like this city has changed.
Canadas heritage and Identity has also changed over time. In todays lesson we will be looking at
how Canada today is different from the past.
Lesson (15 min )
Students will watch PowerPoint presentation Canada Today.
Overview of Canada today, Canadas multicultural heritage, Aboriginals in Canada, Types of
communities, Communities, Ethnic enclave
Activity (10 min )
Students work in small groups to examine how Canada in the past is different from Canada in the
present. .
Students will use a chart organizer to compare Canada in the past and in the present
24

Consolidation (estimated 10 min )
Students will share comparison chart answers with the class
Homework
Fill in any missing information from the comparison chart
Materials:
-
PowerPoint
presentation
Time Video
Lesson notes for

class x30
Comparison Chart x
30
Differentiation
Resources:
Video: Time

France assignment.
25

Heritage and Identity Unit Plan

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Strand A: Heritage and Identity:

Communities in Canada Past and Present

Assess contributions to Canadian identity made

Strand A: Heritage and Identity:

Hook: (estimated 15-20)

Teacher will ask students what do you think identity means?

Strand A: Heritage and Identity:

Ticket Out The Door

What are some symbols that represent Canada for you?

Students will be assessed in whether they demonstrate the ability to:

Markers/ pencil crayons

Strand A: Heritage and Identity:

Hook: (estimated 20)

Lesson will begin by students viewing the following short clip

Introduce students to interactive lesson.

Strand A: Heritage and Identity:

Students will be assessed in whether they demonstrate the ability to:

Interactive lesson: I Wish I

Video clip: Early Explorers

Strand A: Heritage and Identity:

Hook: (estimated 10 min)

Strand A: Heritage and Identity:

Students will be assessed in whether they demonstrate the ability to:

Internet resources posted for

Early explorers information

Books pulled out ahead of

Guiding research questions

Strand A: Heritage and Identity:

Hook: (estimated 15-20)

Strand A: Heritage and Identity:

-Note handouts for class

Image of fur trade scene

Strand A: Heritage and Identity:

Hook: (estimated 10-15 min)

Fill in any missing information from the crossword puzzle

Strand A: Heritage and Identity:

Students will be assessed in whether they demonstrate the ability to:

Lesson notes for class x30

Crossword puzzle x30

Strand A: Heritage and Identity:

Strand A: Heritage and Identity:

Hook: (estimated 10-15 min)

Strand A: Heritage and Identity:

Students will be assessed in whether they demonstrate the ability to:

Stories of life in New France

Pictures of life in New France

Letter Instructions/ Rubricx30

Strand A: Heritage and Identity:

Hook: (estimated 10-15 min)

Strand A: Heritage and Identity:

Fill in any missing information from the comparison chart

Lesson notes for class x30

Strand A: Heritage and Identity:

Hook: (estimated 15 min)

Strand A: Heritage and Identity:

Lesson notes for class x30

Jeopardy/ Trivia game

Trivia question sheet

Early Black Communities

Strand A: Heritage and Identity:

Students will develop an understanding of the history of Chinese-Canadians

Hook/Lesson: (estimated 15 min)

Strand A: Heritage and Identity: