Part 1: Logistics
Unit  Title:     Instructional  Designer(s):      
Canada:  Shaping  an  Identity     Abbie  Neufeld  and  Hannah  Raju  
 

Problem/Issue/Theme:   Driving  Question(s)/  Inquiry  Question:    

Changes  in  Canada  and  the  impact  on  citizenship  and  identity   To what extent do changes impact citizenship and
identity? (Year Long Essential Question)  
How  was  the  identity  of  Canadian  citizens  affected  by  changes  
occuring  in  Canada  immediately  following  Confederation?  
How  did  historical  events  shape  collective  identity  in  Canada?    

Curriculum  Areas/Topics:     Grade:  5  

Social  Studies  
(identity)  

Rationale:     Duration:      
To  help  students  understand  how  changes  that  occur  in  a   15-­‐20  lessons  (approx.  3-­‐4  weeks)  
country  affect  individual  and  collective  identity.  
Rationale  in  more  depth  

Part  2  –  Desired  Results  

Learning  Outcomes:  (Literacy,  Numeracy,  subject  areas)   Cross-­‐curricular  competencies:  

Social  Studies  Outcomes     ● Critical  Thinking  

5.3.1  appreciate  how  changes  impact  citizenship  and  identity   ● Creative  Thinking  
● recognize  how  economic  and  political  changes  impact  ways  of   ● Current  Affairs  
life  of  citizens  (C,  ER,  I,  PADM)      
● Geographic  Thinking  
● recognize  the  effects  of  Confederation  on  citizenship  and  
● Managing  Information  
identity  from  multiple  perspectives  (C,  I,  PADM,  TCC)    
● Decision  Making  and  Problem  Solving  
   
● recognize  the  historical  significance  of  French  and  English  as   ● Communication  
Canada’s  official  languages  (C,  I,  PADM)   ● Historical  Thinking  
5.3.2  assess,  critically,  the  changes  that  occurred  in  Canada  
immediately  following  Confederation  by  exploring  and  reflecting  
upon  the  following  questions  and  issues:  
● How  did  John  A.  Macdonald  and  George-­‐Étienne  Cartier  
contribute  as  partners  of  Confederation?  (TCC,  PADM)  
● How  did  the  circumstances  surrounding  Confederation  
eventually  lead  to  French  and  English  becoming  Canada’s  two  
official  languages?  (I,  C,  PADM)    

 
  

● How  did  the  building  of  Canada’s  national  railway  affect  the  
development  of  Canada?  (CC,  ER,  PADM)  
● Why  were  Aboriginal  peoples  excluded  from  the  negotiations  
surrounding  Confederation?(TCC,  PADM)  Simulation  
5.3.5  assess,  critically,  how  historical  events  shaped  collective  identity  
in  the  Canadian  context  by  exploring  and  reflecting  upon  the  
following  questions  and  issues:    
● How  was  the  Statute  of  Westminster  a  recognition  of  Canada  
as  a  country?  (C,  I,  TCC)  
● How  did  Lester  B.  Pearson’s  initiative  within  the  United  
Nations  contribute  to  Canada’s  identity  as  a  peacekeeping  
country?  (GC,  I,  PADM)  
● How  did  the  adoption  of  the  Canadian  flag  affect  collective  
identity  within  Canada?  (I,  LPP)  
● How  was  the  patriation  of  the  Constitution  in  1982  a  step  
toward  nationhood?(GC,  I,  PADM)  
● How  is  the  Canadian  Charter  of  Rights  and  Freedoms  a  symbol  
of  Canada’s  emerging  identity?  (I,  PADM)  
● What  factors  led  to  the  creation  of  Nunavut?  (I,  CC,  LPP,  
PADM)
Language  Arts  Outcomes  
1.1  Discover  and  Explore    
Express  ideas  and  develop  understanding      
● use  appropriate  prior  knowledge  and  experiences  to  make  
sense  of  new  ideas  and  information  
● read,  write,  represent  and  talk  to  explore  personal  
understandings  of  new  ideas  and  information  
● use  own  experiences  as  a  basis  for  exploring  and  expressing  
opinions  and  understanding    
1.2  Clarify  and  Extend    
Consider  the  ideas  of  others  
● seek  the  viewpoints  of  others  to  build  on  personal  responses  
and  understanding    
2.1  Strategies  and  Cues    
Use  textual  cues  
● use  text  features,  such  as  maps,  diagrams,  special  fonts  and  
graphics,  that  highlight  important  concepts  to  enhance  
understanding  of  ideas  and  information    
2.2  Respond  to  Texts            
Experience  various  texts            
● experience  oral,  print  and  other  media  texts  from  a  variety  of  
cultural  traditions  and  genres,  such  as  historical  fiction,  myths,  
biographies,  poetry,  news  reports  and  guest  speakers    
3.1  Plan  and  Focus              
Focus  attention  
● summarize  important  ideas  in  oral,  print  and  other  media  
texts  and  express  opinions  about  them    
3.3  Organize,  Record  and  Evaluate    

 
  

Organize  information          
● organize  ideas  and  information  to  emphasize  key  points  for  
the  audience    
 
Art  Outcomes    
Component  3  
APPRECIATION:  Students  will  interpret  artworks  for  their  symbolic  
meaning.        
Component  10(i)  
Purpose:  Students  will  illustrate  or  tell  a  story    

Knowledge:   Skills:  
What  knowledge  will  students  acquire  as  a  result  of  this  unit?   What  should  students  be  able  to  do?  What  behaviors  will  
Think:  Nouns!  Ex:  Vocabulary,  definitions,  facts,  formulas,  critical   they  exhibit?  
details,  important  events  or  people,  sequence  and  timelines,  etc   Think:  Verbs!  Ex:  Thinking  skills  (compare,  infer,  analyze,  
interpret),    

Students  will  understand….  Real  life  applications  of  how   Students  will  be  able  to…      
citizenship  and  identity  are  impacted  .     ● Critically  assess  the  changes  that  happened  in  Canada  
  from  Confederation    
  ● Appreciate  how  changes  impact  citizenship    
  ● Appreciate  how  changes  impact  identity    
● Critically  assess  how  historical  events  shape  collective  
identity    
 
 
 
 
 
Part  3  –  Assessment  Evidence  

Performance  Task  /Culminating  Activity  

What  authentic,  relevant  task  will  allow  students  to  show  what  they've  learned  during  the  unit?  In  the  space  below,  include  all  
elements  of  GRASPS,  including  success  criteria  (based  on  learner  outcomes).    At  the  bottom  of  this  section,  describe  the  scenario  or  
situation  (in  paragraph  form)  that  will  require  students  to  apply  their  knowledge  and  skills  to  demonstrate  their  learning  in  a  real-­‐
life  situation.  Attach  your  performance  task  rubric  to  your  unit  plan.  

G  -­‐  Goal  :  
Students  will  be  able  to  understand  how  changes  in  Canada  affect  the  collective  and  individual  identity  of  the  citizens  of  Canada,  
by  exploring  many  changes  that  occured  in  Canada,  as  Canada  was  becoming  a  country.  

R  –  Role  :  
What  role  (perspective)  will  students  be  taking?    

 
  

In  groups,  students  will  create  their  own  country.  They  will  come  up  with  different  aspects  of  that  country,  such  as  laws,  values,  
artifacts  and  languages.  They  will  discuss  with  their  group  and  think  of  ways  to  make  people  feel  that  they  are  a  part  of  the  
country.  Students  will  work  individually  on  a  write  up  (paper)  to  explain  how  each  step/action  they  took,  related  to  the  actions  
Canada  took  as  a  country  (laws,  values,  artifacts,  languages)  

A  –  Audience:  
Who  is  the  relevant  audience?  
Once  the  students  have  completed  their  project,  by  coming  up  with  many  different  aspects  for  the  country  they  have  created,  
each  group  will  present  their  country  to  the  rest  of  the  class.  

S  –  Situation:  
Students  will  be  told:  You  have  been  given  the  opportunity  to  develop  your  own  country.  In  groups  of  4,  you  will  need  to  think  of  
ways  to  make  people  feel  welcome  and  a  part  of  your  country.  You  will  have  to  think  of  how  you  will  allow  your  citizens  to  find  
their  identity  through  your  country.  Think  of  laws,  values,  artifacts,  languages,  etc.  

P  –  Product,  Performance:    
Students  will  choose  how  they  would  like  to  present  their  country.  Students  could  make  a  pamphlet  to  encourage  people  to  be  a  
part  of  their  country;  they  could  create  a  poster,  powerpoint  or  video.  

S  –  Success  criteria  :  
What  do  they  do  to  include/do/show?  
Students  will  be  able  to  present  the  ideas  that  they  have  for  their  own  country,  but  they  will  also  have  to  include  how  this  related  
to  the  changes  that  occurred  in  Canada.  
The  students  will  be  expected  to  complete  all  aspects  of  their  presentation,  which  will  be  walking  them  through  in  each  of  the  
lessons  and  present  their  country  to  the  rest  of  class.  They  will  also  include  how  the  changes  and  decisions  occurring  their  
country  relates  to  what  happened  in  Canada.    

GRASPS  performance  task:  

You  have  just  come  upon  an  entire  piece  of  land  that  you  have  the  chance  to  claim  as  your  own.  What  would  you  do  if  you  were  
able  to  create  your  own  country?  Think  of  certain  things  you  would  have  to  consider,  like  what  values  you  have,  what  laws  you  
would  like  to  enforce,  what  artifacts  or  symbols  would  help  create  identity  in  your  citizens,  or  how  many  official  languages  you  
would  like  your  country  to  have.  Use  various  resources,  such  as  literature,  individuals  or  experts,  websites,  or  anything  else  that  
could  be  helpful  in  creating  your  country.  While  you  think  about  these  changes  and  decisions  for  your  own  country,  also  think  
about  and  research  how  Canada  went  through  these  same  changes  and  same  decision  making  processes.  
 

Other  Evidence:  
How  will  you  gather  evidence  of  learning  through  the  unit?  List  your  formative,  summative  and  student  self-­‐assessment  ideas.  
These  may  include  work  samples,  observations,  quizzes,  tests,  journals  or  other  means  for  students  to  demonstrate  achievement  
of  outcomes.  

Ideas  from:  Dipsticks:  Efficient  Ways  to  Check  For  Understanding  

Formative  Assessment:  Mind  map  (first  day),  Opinion  Chart  (for  the  debate),  Compare  and  contrast,  double  entry  notebook  

 
  

Summative  Assessment:  Final  Project  (Building  their  own  country)  -­‐  poster,  presentation,  diorama  
Self-­‐Assessment:  Self-­‐reflection  at  the  end  of  the  unit  
Our  Assessment  Plan  
 
Part  4  –  Learning  Plan  

What  teaching  and  learning  experiences  will  you  use  to  achieve  the  learning  outcomes  in  Part  2  and  prepare  them  for  the  
assessment  tasks  in  Part  3?  What  will  the  sequence  of  instruction  be  for  this  unit?  In  the  space  below,  indicate  how  you  will  grab  
student  attention  through  an  introductory  activity  (anticipatory  set  for  the  unit).  

Introductory  Activity/Entry  Event:  

Students  will  have  the  chance  to  think  about  what  they  would  do  if  they  had  the  chance  to  create  their  own  country.  Students  
will  get  to  make  a  mind  map  to  organize  their  ideas.  

 
Lesson  #   Learning  Outcome   Learning  Activities   Assessment   Resources  /  
(Curriculum)   (Instruction)   FOR/OF/AS   Materials  
(Include  instructional  strategy  +  what  students   (equipment,  
will  be  doing)   textbooks,  
technology,  
multimedia,  etc.)  

Lesson  1     5.3.1  appreciate  how  changes   Students  will  start  to  think  about  what  it  would   Formative   ● Google  slides  
impact  citizenship  and   be  like  to  find  a  piece  of  land  that  they  are   Teacher  will   ● Video  
identity   interested  in  owning  and  creating  into  a  country.   observe  the  
● recognize  how  economic  
Get  students  to  think  about  what  they  would   class  &  get  
and  political  changes  
like  their  country  to  look  like.   around  to  talk  
impact  ways  of  life  of  
● Values   with  as  
citizens  (C,  ER,  I,  PADM)  
● recognize  the  effects  of   ● Laws   students.  
Confederation  on   ● Artifacts/symbols     Formative:  
citizenship  and  identity   ● Language     Mindmap  
from  multiple      
perspectives  (C,  I,  PADM,   Students  will…   Introduce  
TCC)     -­‐ Be  creating  their  own  country  that   performance  
● recognize  the  historical   relates  to  the  development  of  Canada   task:  
significance  of  French  and   rubric  
Enduring  Understanding:  
English  as  Canada’s  official  
● Before  the  unit:  Students  will  have  
languages  (C,  I,  PADM)  

 
  

learned  about  the  different  aspects  of  

identity  (5.2.1)  
● By  the  end  of  the  unit:  Students  will  
understand  how  confederation  affects  
citizenship  and  identity  

Lesson  2   5.3.2  assess,  critically,  the   *Beginning  of  each  class  students  will  be   Formative   ● Google  slides  
changes  that  occurred  in   assigned  to  find  current  events  that  are   journaling,   ● John A.
Canada  immediately  following   currently  happening  in  our  world.  The  teacher   students  will   Macdonald
Confederation  by  exploring   Video  
will  pick  three  students  each  day  to  give  them   journal  about   ● George-
and  reflecting  upon  the  
their  role  as  “newscaster”  and  to  inform  the  rest   why  they  chose   Étienne
following  questions  and   Cartier Video  
of  the  class  what  they  found.  All  students  will   to  do  what  
issues:   ● simulation  
● How  did  John  A.   get  the  opportunity  to  be  the  “newscaster.”  If   they  did  in  
Macdonald  and  George-­‐ student  feels  nervous  to  speak  to  the  rest  of  the   regard  to  
Étienne  Cartier  contribute   class  they  can  find  a  peer  to  read  out  their  notes   cooperating  
as  partners  of   or  get  the  teacher  to  read  out  their  findings  as   with  the  
Confederation?  (TCC,   well.     Aboriginal  
PADM)   Introduce  the  unit  to  students.  Get  students  to   peoples.  
● Why  were  Aboriginal   think  about  how  our  identity    can  impact  their    
peoples  excluded  from  
way  of  life.   Students  will  
the  negotiations  
  complete  an  
surrounding  
We  will  explain  to  students  that  they  have  just   exit  slip  
Confederation?(TCC,  
PADM)   found  that  there  are  people  on  the  land  that  
they  have  found,  which  they  have  to  share  the  
land  with.  Students  will  have  to  think  about  
what  they  would  do  to  share  the  land  with  the  
people.  
Enduring  Understanding:  
● Before  the  unit:  Students  will  have  
observed  the  various  different  ways  of  
life  of  the  Aboriginal  peoples  (5.2.2)  
● By  the  end  of  the  unit:  Students  will  

 
  

recognize  the  changes  that  occurred  in  

Canada  immediately  after  confederation  
and  the  involvement  of  John  A.  
Macdonald,  George-­‐Ètienne  Cartier  and  
Aboriginals  

Lesson  3   5.3.5  assess,  critically,  how   Students  will  be  given  the  opportunity  to  create   Formative:   ● Google  slides  
historical  events  shaped   their  own  flag  for  their  country.   presentation,   ● O’Canada -
collective  identity  in  the     students  will   National
Canadian  context  by  exploring   present  their   Anthem  
Enduring  Understanding:  
and  reflecting  upon  the   flag  to  the  rest   ● Book: Our
● Before  the  unit:  Students  will  will  have   of  the  class.   Flag: The
following  questions  and   story of
learned  about  the  different  aspects  of   They  will  
issues:   Canada’s
● How  did  the  adoption  of   identity  (5.2.1)   include  reasons   maple leaf by
the  Canadian  flag  affect   ● By  the  end  of  the  unit:  Students  will   for  why  they   Ann-Maureen
collective  identity  within   understand  how  historical  events,  like   created  their   Owens & Jane
flag  in  the  way   Yealland  
Canada?  (I,  LPP)   the  creation  of  the  Canadian  flag,  
they  did.  
shaped  collective  identity  of  citizens  
Teachers  can  
use  this  
checklist  to  
formatively  
assess  students  
and  provide  
feedback.  
Students  will  
also  fill  out  exit  
slip  

Lesson  4   5.3.2  assess,  critically,  the   Students  will  start  to  think  about  how  many   Formative   ● Google  slides  
changes  that  occurred  in   languages  they  would  like  to  have  in  the  country   Observation   ● Video  
Canada  immediately  following   they  are  creating.   and  verbal  
Confederation  by  exploring  
  feedback  
and  reflecting  upon  the  
Enduring  Understanding:  
following  questions  and  
● Before  the  unit:  Students  will  
issues:  
● How  did  the   understand  ways  of  life  in  New  France  
circumstances   (5.2.3)  
surrounding   ● By  the  end  of  the  unit:  Students  will  
Confederation  eventually   Recognize  the  changes  that  occurred  in  
lead  to  French  and  English   Canada  immediately  after  confederation  
becoming  Canada’s  two   and  how  it  lead  to  French  and  English  
official  languages?  (I,  C,   being  Canada’s  two  official  languages.  
PADM)  

Lesson  5   5.3.2  assess,  critically,  the   Students  will  have  a  debate  on  how  many   Formative   ● Google  slides  

 
  

changes  that  occurred  in   languages  would  be  the  best  to  have  in  a   Teacher  will  be  
Canada  immediately  following   country.  At  the  end  of  the  debate,  students  will   involved  
Confederation  by  exploring   get  into  their  groups  and  discuss  their  final   throughout  the  
and  reflecting  upon  the  
decision  about  how  many  languages  to  have  in   activity  to  see  if  
following  questions  and  
their  country.   kids  have  an  
issues:  
  understanding.  
● How  did  the  
circumstances     Formative:  
surrounding   Enduring  Understanding:   Opinion  Chart  
Confederation  eventually   ● Before  the  unit:  Students  will   (for  the  
lead  to  French  and  English   understand  ways  of  life  in  New  France   debate)  
becoming  Canada’s  two   ● Lesson  before:      
official  languages?  (I,  C,   ● By  the  end  of  the  unit:  Students  will  
PADM)   Recognize  the  changes  that  occurred  in  
Canada  immediately  after  confederation  
and  how  it  lead  to  French  and  English  
being  Canada’s  two  official  languages.  

Lesson   5.3.5  assess,  critically,  how   Students  will  have  a  chance  to  think  about  what   Observation ● Google  slides  
historical  events  shaped   and verbal
6.   they  value  in  their  country.  What  values  and   ● Charter Song  
feedback-
collective  identity  in  the   beliefs  do  they  want  to  be  portrayed  in  their   ● MyMaps  
Teachers will
Canadian  context  by  exploring   access student  
country?  
and  reflecting  upon  the   progress
   
following  questions  and   through
Enduring  Understanding:   observation.
issues:  
Before  the  Unit:  Students  will  understand  the   Formative
● How  is  the  Canadian  
Assessment:
Charter  of  Rights  and   importance  of  identity  and  what  helps  create   Exit Ticket  
Freedoms  a  symbol  of   identity     Listening
Canada’s  emerging   By  the  end  of  the  Unit:  Students  will  understand   Evaluation  
identity?  (I,  PADM)   how  the  Canadian  Charter  of  rights  and  
● How  did  Lester  B.   freedoms  and  peacekeeping  are  key  pieces  in  
Pearson’s  initiative  within   shaping  Canada’s  identity.    
the  United  Nations  
 
contribute  to  Canada’s  
*Geographical  thinking    
identity  as  a  peacekeeping  
 
country?  (GC,  I,  PADM)  

Lesson  7   5.3.5  assess,  critically,  how   Students  will  have  the  opportunity  to  think   Teacher  will  be   ● Google  slides  
historical  events  shaped   about  how  their  country  is  established  as  a   involved   ● Canada is
collective  identity  in  the   country  of  its  own.  They  will  also  have  the   throughout  the   Really Big  
Canadian  context  by  exploring    
chance  to  relate  their  country  with  Canada.  How   activity  to  see  if  
and  reflecting  upon  the  
Canada  became  a  country  can  relate  to  how   kids  have  an  
following  questions  and  
their  country  developed.   understanding.  
issues:  
● How  was  the  patriation  of   Enduring  Understanding:   Formative:  

 
  

the  Constitution  in  1982  a   ● Before  the  unit:  Students  will   compare and
step  toward   understand  how  the  Charter  of  Rights   contrast chart  
nationhood?(GC,  I,  PADM)   and  Freedoms  impacts  how  Canada  
● How  was  the  Statute  of  
became  its  own  country  
Westminster  a  recognition  
● By  the  end  of  the  unit:  Students  will  
of  Canada  as  a  country?  
recognize  how  collective  identity  was  
(C,  I,  TCC)  
shaped  by  historical  events    
*Historical  Thinking  

Lesson  8   5.3.1  appreciate  how  changes   Students  will  continue  to  think  about  how  the   Summative   ● Google  slides  
impact  citizenship  and   changes  that  occurred  in  their  country  relates  to   once   ● Book:  I  am  
identity   the  changes  that  happened  in  Canada.  While   completed,   Canada:  a  
● recognize  the  effects  of  
analyzing  these  things,  students  will  start  to   teacher  will   Celebration    
Confederation  on  
think  about  how  they  will  present  their  ideas,   mark  for   by  Heather  
citizenship  and  identity  
Using  everything  they  discussed  in  the  previous   completion   Patterson  
from  multiple  
perspectives  (C,  I,  PADM,   units,  students  will  put  all  of  that  together  to   Rubric  
TCC)     present  to  the  class.    
● recognize  the  historical    
significance  of  French  and   Enduring  Understanding:    
English  as  Canada’s  official   ● Before  the  unit:  Students  will  
languages  (C,  I,  PADM)   understand  ways  of  life  in  Canada  and  
how  the  past,  present  experience  will  
impact  Canada  and  its  future  
● By  the  end  of  the  unit:  Students  will  
recognize  how  changes  impact  
citizenship  and  identity    
 
 
 
Appendix  

What  resources  could  you  potentially  use  to  enhance  the  unit  and  broaden  the  student  experience  and  understanding  about  
your  topic?  Consider  audio,  visual,  technology,  literature  and  community.  Use  APA  formatting  for  your  resources.  
 

Audio   O’Canada  -­‐  National  Anthem,  Charter Song, Canada is Really Big  

Visual   Canada:  Shaping  an  identity  images  collection,    

Technology   Video  on  Confederation  and  Canadian  flag,  The  Canadian  Identity:  A  Student  Perspective  |  Short  
Documentary,  Video  about  John  A.  Macdonald,  Video  about  George-­‐Étienne  Cartier,  Canada's  

 
  

Official  Languages  English  and  French  Video  

Literature   Our  Flag:  The  story  of  Canada’s  maple  leaf  by  Ann-­‐Maureen  Owens  &  Jane  Yealland,    
I  am  Canada:  a  Celebration  by  Heather  Patterson  
 

Community   Guest  speaker  elder  (talk  with  the  school  about  what  connects  they  have  with  an  elder),  Red  
Deer  Museum  and  Art  Gallery  (MAG)  

Other  resources   Simulation  -­‐  by  Prakash  Raju,  Grade  5  Social  Studies,    
 
 
Audio: O’Canada  -­‐  National  Anthem,  Charter Song, Canada is Really Big
Visual:  Canada:  Shaping  an  identity  images  collection
Technology:  Video  on  Confederation  and  Canadian  flag,  The  Canadian  Identity:  A  Student  Perspective  |  
Short  Documentary,  Video  about  John  A.  Macdonald,  Video  about  George-­‐Étienne  Cartier,  Canada's  
Official  Languages  English  and  French  Video
Literature:  Our  Flag:  The  story  of  Canada’s  maple  leaf  by  Ann-­‐Maureen  Owens  &  Jane  Yealland,    
I  am  Canada:  a  Celebration  by  Heather  Patterson  
Community:  Guest  speaker  elder  (talk  with  the  school  about  what  connects  they  have  with  an  elder),  
Red  Deer  Museum  and  Art  Gallery  (MAG)  
Other  resources:  Simulation  -­‐  by  Prakash  Raju,  Grade  5  Social  Studies,