Grade 7 Social Studies: Confederation

Critical Inquiry Unit Plan

Amy Stiff 0011606621

How should we commemorate the sesquicentennial of

Confederation?

Unit Rationale
This unit is an important component in the grade 7 Social Studies
curriculum. This unit focuses on Confederation, and the creation of the
British North America Act. Students learn about Confederation as it helps
them to understand the major factors and different perspectives, which
contributed to the Confederation of the country in which they live. Learning
about the growth of Canada as different provinces and territories joined the
nation demonstrates regional interests and perspectives from across the
country, which remains pertinent today. Students will critically inquire into
the different geographic, economic and political reasons why different
colonies decided to join the dominion of Canada. This will foster an
understanding about the different identities and perspectives that came
together to create Canada.

Confederation plays a very significant role in the creation of Canadian

citizenship and identity. Before the creation of the Dominion of Canada in
1867, Canadas colonies and territories were divided. Each colony had their
own unique brand of identity and citizenship; there was no united identity
across colonies because each region had their own set of cultural, religious
and linguistic preferences and regional interests. Some colonies even made
the decision not to join Confederation in 1867 because they already held
such strong individual identities. Confederation marks the beginning of a

combination of pre-existing citizenship ideals combining to create

something much larger and more diverse. Canadian identity after
Confederation came to encompass French, British, and much later
Aboriginal perspectives as well as other ethnic, cultural, religious and
linguistic groups. Studying Confederation provides the opportunity for
students to understand the complexity of identity formation in the Canadian
context. Investigating the pluralistic nature of Canada and its formation
allows students to acquire a deeper understanding about the pluralistic
cultural community that they live in today.

Studying the Confederation unit makes students aware of the way

that people thought about different groups in a historical context. The
amount of tension between English and French / Protestant and Catholic
groups becomes apparent through exploration of this unit. Creating a united
nation was not an easy task as different regional, religious and linguistic
perspectives all fighting for their own well being created immense tension
and political deadlock. In order to come to an agreement, all colonies needs
to make concessions to another in order to become united. These
agreements could only be made through understanding of the perspectives
and values of different people and groups. One perspective that was not
taken into account during Confederation agreements was that of the First
Nations peoples. Confederation not only ignored the voices of First Nations
peoples in Canada but also denied them the right to citizenship and to vote.

Through critical inquiry into this unit, students will speculate why some
voices were ignored while others chimed out loud and clear. In order to
answer the question How should we commemorate the sesquicentennial of
Confederation, students need to reflect on both the positive and the
negative effects of Confederation as well as the events that followed to
make Canada the nation that it is today.

This Confederation unit will reflect powerful teaching and learning in

Social Studies as it asks students to reflect critically on events that are
pertinent to their own lives, rather than just taking a cursory glance at the
events that took place leading up to, and during and after Confederation.
The creation of the British North America Act and Confederation have
shaped the way that Canadians think about multiculturalism, pluralism and
inclusion. Throughout this unit, students will need to create their own
opinions about the decisions of different colonies to join Confederation after
careful consideration of all cultural, religious, linguistic, economic, political
and regional aspects that led to those decisions. Students will also carefully
examine the impact that these events have on their own lives. Students will
reflect about the extent to which Confederation should be commemorated
as a positive event in the lives of all Canadians past and present, in regards
to citizenship and identity.

Exploration of this unit will occur through student based critical

inquiry and teaching strategies that appeal to a variety of different learning
styles. All lessons are framed around key questions, which will guide
students through their learning and help them come to their own informed
conclusions. Student understanding of learning outcomes will be evaluated
through a variety of different formative and summative tools that measure
overall understanding of themes and concepts, rather than just factual
information. This unit is framed around the idea of understanding by design,
and so each key question and assessment tool is designed to fit a specific
learning outcome to ensure the highest level of student understanding.

Confederation Unit Planning Organizer

Date and Unit Duration: March 9-April 24 (18 Lessons x 45 minutes)
1. Unit Overview Critical Inquiry Question
How should we commemorate the sesquicentennial of
Confederation?
2. General Learning Outcomes for Unit
7.1 Towards Confederation
Students will demonstrate an understanding and appreciation of the
distinct roles of, and the relationships among, the Aboriginal, French
and British peoples in forging the foundations of Canadian
Confederation.

3. Focusing Questions for Unit (Related Questions)

What issues shaped Confederation?

What ideas of citizenship shaped Confederation?
What factors led to different colonies joining Confederation at
different times?
To what extent was Confederation an attempt to provide the
populations of Quebec and Ontario with increased control over
their own affairs?
To what extent was Confederation an attempt to strengthen
Maritime colonies?
What were the relationships among the French, British and
Aboriginal people in forging the foundations of Confederation?
What were the challenges of co-existing among peoples?
4. Key Concepts for Unit
Confederation, Colony, Demographics, Political Deadlock, Constitution,
Annexation, Mercantilism, Tariff, Identity, Constitution, Act of Union,
British North America Act.
5. Specific Learning Outcomes for Unit

Knowledge:

7.1.6 Assess, critically, how political, economic and military events

contributed to the foundations of Canada by exploring and reflecting
upon the following questions and issues:
To what extent was Confederation an attempt to provide
the populations of Quebec and Ontario with increased
control over their own affairs? (PADM, LPP, TCC)
To what extent was Confederation an attempt to
strengthen Maritime colonies? (GC, TCC, LPP)

Attitudes:
7.11 Appreciate the influence of diverse Aboriginal, French and British
peoples on events leading to Confederation (C, I, TCC)
7.1.2 Appreciate the challenges of co-existing among peoples (C, CC,
I, LPP)

Skill:

7.S.1 Develop skills of critical and creative thinking:

Determine the validity of information based on context,
6

bias, source, objectivity, evidence and/or to broaden

understanding of a topic or issue
Evaluate, critically, ideas, information and positions from
multiple perspectives
Demonstrate the ability to analyze local and current affairs
Re-evaluate personal opinions to broaden understanding of
a topic or issue
Generate creative ideas and strategies in individual and
group activities

7.S.4 Demonstrate skills of decision making and problem solving:

Predict outcomes of decision-making and problem-solving
scenarios from multiple perspectives
Propose and apply new ideas and strategies, supported
with facts and reasons, to contribute to problem solving
and decision making
Articulate clearly a plan of action to use technology to solve a
problem
Identify appropriate materials and tools to use in order to
accomplish a plan of action
Use networks to brainstorm, plan and share ideas with group
members
Evaluate choices and progress in problem solving, then redefine
the plan of action as necessary
7.S.5 demonstrate skills of cooperation, conflict resolution and
consensus building:
Assume various roles within groups, including roles of
leadership where appropriate
Identify and use a variety of strategies to resolve conflicts
peacefully and equitably
Consider the needs and perspectives of others

Lesson Overview
Marc
h 913

Monday

Tuesday

-Observation-

Observation
-

Wednesda
y
Chapter 7
Key
Concept
Review
Links to

Thursday

Friday

Introduction
:
Confederati
on Issues

Introduction
:
Confederati
on Issues

Confederati
on
Maritimes

Marc
h 1620

Canada West

Canada
East

Marc
h 2327

Confederation
Conference
Introduction:
Overview,
Character
Assignments
-No School-

Confederati
on
Conference
Day 1

Confederati
on
Conference
Day 2

Performanc
e
Assessment
Task

Performanc
e
Assessment
Task

April
7-10

Newfoundla
ndP.E.I &
British
Columbia
Confederati
on
Conference
Discussion
& Reflection
Performanc
e
Assessment
Task

The
Aboriginal
Perspective
After: Other
Provinces
Join,
Railroad
and
Economy
Performanc
e
Assessment
Task &
Conclusion

Lesson Outcomes & Procedures

Outcomes
Addressed
&
Instruction
al
Objectives
March
11

Lesson Procedure

Chapter 7
Attention Grabber: Does anyone know
Key Concept
what sesquicentennial means? Write the
Review:
word on the board.
Links to
Brief class discussion about the meaning
Confederatio
of Confederation what is
n
Confederation? Have students come up
with their own ideas about what
Students will
Confederation means
infer
Students complete K and W of KWL chart
relationships
guided by lead in questions on the
between the
board.
events from Introduction to Confederation: Students
the previous
will copy down definition and important
chapter and
introductory information regarding
Confederatio
Confederation in their Confederation
n
Portfolios
Teacher led review using accompanying
7.1.1, 7.1.2
PowerPoint about the events students
learned in the previous chapter and how
those events contributed to the events

List of
Material
s

PPT
KWL
sheets
(1 per
student)
SMARTbo
ard
Teacher
access
to
internet
Confedera
tion
portfolio
sheets

Assessment

-Preliminary phase
of KWL chart shows
prior knowledge of
the students and
allows teacher to
see what students
would like to learn
throughout the unit.
- Class discussion
regarding overall
themes will allow
teacher to see what
students already
know and their
ability to relate over
all themes to
different topics.
Themes include
different
perspectives and
how they

and relationships of Confederation

Introduce Performance task and Portfolio
which students will be completing in
order to answer the critical inquiry
question for the unit How should we
commemorate the sesquicentennial of
Conclude by asking students to complete
a poll everywhere survey Do you think
the 150th of Confederation should be a
celebration or a memorial for
opportunities that might have been?

March
12

Introduction:
Confederatio
n Issues
Students will
investigate
the main
issues to
Confederatio
n
7.1.1,
7.1.2, 7.1.6

Use Canadian flag as an attention

grabber: The 50th anniversary of the
Canadian flag was on February 15th
2015. Ask students What does the
Canadian flag symbolize? Why is it
an important symbol for Canadians?
Brief discussion, tell students to think
about the question throughout class.
Using PowerPoint slides, teacher guides
students through the different issues
that triggered Confederation amongst
the Colonies of British North America
These PowerPoint slides will go through
Political Deadlock, Ruperts Land,
American Annexation, House of
Commons and the Transcontinental
Railway
Students will use their Portfolios to
record important information
In groups, have students complete a
concept sort of the important concepts
that are related to the overall unit
Have students record important
concepts in Portfolios
Conclude class by asking students
about the flag: talk about the uniting of
a diverse people, French, British and
aboriginal; The flag is the symbol of
the nations unity, for it, beyond any
doubt, represents all the citizens of
Canada without distinction of race,
language, belief or opinion, declared
the Speaker of the Senate at the
Inauguration of the new flag in 1965.
strong proud and free country

contributed to
relationships forged
and broken prior to
Confederation.
(7.1.1, 7.1.2)
- Poll everywhere
question requires
students to be
active thinkers in
deciding whether
the implications of
Confederation were
positive or
negative.
Portfolio
Canadian
flag
Concepts
and
related
informatio
n sorted
into
envelopes
http://ww
w.pch.gc.c
a/eng/135
97342221
81

- Portfolios are a
form of formative
assessment that
allows the teacher
to see if students
are grasping
concepts. This
Portfolio permits a
lot of personal
student reflection
about the
challenges of coexisting amongst
peoples (7.1.2), The
influence of
different
perspectives (7.1.1)
and assessing how
different events led
to the foundations
of Canada as a
Nation (7.1.6). It
also allows students
to Evaluate ideas,
information and
positions from
different
perspectives (7.S.1)
- Concept sort will
demonstrate
student
understanding of
concepts that are
important in order
to understand the
scope of the unit as
a whole. These
concepts are the
building blocks for
the Knowledge and

March
13

Canada West

Students will
identify
major pros
and cons for
to Canada
West joining
Confederatio
n
7.1.1,
7.1.2, 7.1.6

March

Attention grabber: Write question on

the board Why do the Montreal
Canadiens and the Toronto Maple Leafs
have the longest running rivalry in the
National Hockey League? Have a
student volunteer read brief statement
about the stats of their rivalry. Allow
students a few minutes to work with a
partner and quickly write down as
many reasons as they can think of
about why the Montreal Canadiens and
the Toronto Maple Leafs are enemy
teams.
Take opinions from the class
Discuss how the two teams are
Canadas two largest cities, in early
history allegiances were strongly
determined by language but that isnt
necessarily the case anymore, what
might be the reason?
Teacher will Guide students through a
PowerPoint that outlines the major pros
and cons for Canada West to join
Confederation.
Students will use their Portfolios to
record important information
Students will then short poem about
the identity of the people of Canada
West, and why Confederation will be
beneficial for that identity.
Poems will be posted and students will
get the chance to do a gallery walk to
see each others work

Canada East Current Event: Discuss the Bloc/ Parti

Powerp
oint
Portfoli
os
White
boards
Marker
s
Adverti
semen
t
templa
tes
Poster
paper
Marker
s

PPT

attitude outcomes
from the unit.
- Portfolios are a
form of formative
assessment that
allows the teacher
to see if students
are grasping
concepts. This
Portfolio permits a
lot of personal
student reflection
about the
challenges of coexisting amongst
peoples (7.1.2), The
influence of
different
perspectives (7.1.1)
and assessing how
different events led
to the foundations
of Canada as a
Nation (7.1.6). It
also allows
students to
Evaluate ideas,
information and
positions from
different
perspectives (7.S.1)
- Students create
poems that
demonstrate
understanding of
the perspective of
the people from
Canada West
(7.1.1) Complexity
of concepts
demonstrated in
symbols
demonstrates
student
understanding.
- A gallery walk will
allow the teacher to
summatively assess
student
understanding and
amount of thought
being generated
about these
complex topics.
- Wordle

10

16

Quebecois: why might it be that in 2015

Students will
there are still people fighting to be
identify
separate from Canada
major pros
Give students 2 minutes to think about
and cons for
why that might be
to Canada
Take suggestions and create a wordle for
East joining
the class
Confederatio Teacher will Guide students through a
n
PowerPoint that outlines the major pros
and cons for Canada West to join
7.1.1,
Confederation.
7.1.2, 7.1.6 Students will use their Portfolios to record
important information
In groups, students will create posters
(including a statement, an elaboration
and an illustration) that take a stand on
whether or not they feel it would be
beneficial for the people of Canada East
to join Confederation; they will then
Pitch-It to the class.
To conclude, revisit the same question
about the BQ, create another wordle and
compare and contrast results

March
17 &
18

Maritimes

Portfolios
Poster
Paper
Markers
Cell
phones
Tagxedo/w
oordle

Class Discussion: How would you feel if

the Maritimes were not a part of

Students will
Canada? Would it affect you directly? Do
identify
you feel that it would affect the economy
major pros
or the way that Canadians live?
and cons for Allow students to share ideas with the

to the
class

Maritime
As a class, the original Maritime colonies
colonies
will be discussed with their reasons for
joining
or against joining Confederation.
Confederatio As each colony is discussed, students will
n
use poll-everywhere to show whether

demonstrates what
students already
know (assessment
of prior knowledge)
and what they
learned by the end
of class.
- Portfolios are a
form of formative
assessment that
allows the teacher
to see if students
are grasping
concepts. This
Portfolio permits a
lot of personal
student reflection
about the
challenges of coexisting amongst
peoples (7.1.2), The
influence of
different
perspectives (7.1.1)
and assessing how
different events led
to the foundations
of Canada as a
Nation (7.1.6). It
also allows
students to
Evaluate ideas,
information and
positions from
different
perspectives (7.S.1)
- Pitch it assesses
student
understanding of
the French
perspective on
Confederation
(7.1.1)
Discussion
Cell
generated at the
phones
beginning of
Poll
class will give
everywh
students a
ere
chance to think
Portfolio
about the impact
Sticky
of the Maritime
notes
colonies on their
own lives.
Teacher can
observe student

11

they think that colony should join or

7.1.1,
reject Confederation
7.1.2, 7.1.6 Ask for a volunteer from each position to
share their reasons why.
Portfolio sheets will be completed as the
class discusses reasons for and against
for each colony
Students will complete an exit slip on
sticky notes at the end of the class,
which asks, Do you believe a union
between the Maritimes that excluded the
provinces of Canada, as originally
planned, would have strengthened or
weakened the Maritime Provinces?

March
19

The
Aboriginal
Perspective
Students will
Investigate
the effect of

As soon as students come in they are

asked to take out a piece of paper and
silently write their response to the
prompt on the board: You have been
invited to be a part of a special
committee at school, if you a join this
committee you will have a significant

PPT
Sticky
notes

responses to see
if they are
backed up by
logic and critical
thinking
- Portfolios are a form
of formative
assessment that
allows the
teacher to see if
students are
grasping
concepts. This
Portfolio permits
a lot of personal
student reflection
about the
challenges of coexisting amongst
peoples (7.1.2),
The influence of
different
perspectives
(7.1.1) and
assessing how
different events
led to the
foundations of
Canada as a
Nation (7.1.6). It
also allows
students to
Evaluate ideas,
information and
positions from
different
perspectives
(7.S.1)
- Exit slips related to
outcome 7.1.6
and determines if
students
understand the
individual
strengths and
weaknesses of
the Maritime
colonies.
- Portfolios are a
form of formative
assessment that
allows the teacher
to see if students
are grasping
concepts. This

12

Confederatio
n on
Aboriginal
peoples
7.1.1, 7.1.2

March
20

Creation of
the Canadian
Pacific
Railway
7.1.1,
7.1.2, 7.1.6

say in what events are put on at

school, what extra curricular activities
go on and you will get a 25% added
bonus onto your grade each term.
However, if you join this committee you
will no longer able to hang out with
your friends in at school, now you must
only associate with other members of
the committee. Will you join? Why or
why not? Give students 3-5 minutes to
formulate their reasoning
Bring the discussion to the class and
have several students provide their
reasoning
Introduce the aboriginal perspective on
Confederation to the class: Aboriginals
were completely neglected during
Confederation and made to give up
their way of life before they were given
the right to vote through the Gradual
Civilization Act of 1857.
Discuss how purchase of Ruperts Land
and the Northwest territories
transferred legal responsibility of the
First Nations peoples wellbeing to the
government of Canada
Discuss the opposition to the Meech
Lake Accord in 1982
Have students discuss reasons why
they think that Aboriginal peoples were
neglected for Confederation
conversations and why they continue
not to be included even in
contemporary society. Students will
document 1 reason on an exit slip
before leaving class

When students come into class,

read the statement a region being
isolated is an advantage or a
disadvantage? Have student pick
a side of the room labelled with
either advantage or disadvantage.
Give students 3 minutes to discuss
with people of the same opinion
why they chose that place. Have a
few students share their reasoning
with the class.
Come back as a class and
brainstorm advantages and
disadvantages to a region being
isolated, what might some
economic and political advantages
be to connecting people across

Portfolio permits a
lot of personal
student reflection
about the
challenges of coexisting amongst
peoples (7.1.2), The
influence of
different
perspectives (7.1.1)
and assessing how
different events led
to the foundations
of Canada as a
Nation (7.1.6). It
also allows
students to
Evaluate ideas,
information and
positions from
different
perspectives (7.S.1)

History of
the CPR
informat
ion
sheets
Poster
Paper
Markers
Signs
labelled
advant
age
and
disadv
antage

- Time lines will

demonstrate the
ability for students
to understand
information and the
impact that one
event had on
another.
- Student narratives
will show individual
comprehension of
material and how
economic and
political events led
to the foundations
of Canada (7.1.6)
- Students

13

March
23-26

Confederatio
n Conference
Students will
appraise the
pros and
cons for
each colony
joining
Confederatio
n in 1867
and come to
their own
conclusions
7.1.1,
7.1.2,
7.1.6,
7.S.1,
7.S.4, 7.S.5

vast distances, write these down

on the board.
Have students break into groups to
research the history of Canadas
Railroad
Using poster paper, each group will
then develop a time line
documenting the CPR from 1836 to
1885.
Accompanying this timeline,
students will individually write a
short narrative that explains the
relevance of the CPR to all
Canadians.

Day 1
Introduce Students to the activity
and what will be expected of
students

Give students agenda for the

following days

Day 1: Intro, character and colony

assignments & Colony meetings

Day 2: Confederation meetings

Day 3 Conclusions, Bill signing,
discussion and reflection writing.

Students will be divided into 6

groups, each representing one of
the 6 original colonies involved in
Confederation negotiations.
Students are also assigned a
political persona who was involved
in negotiations.
In their colony groups, they will
explore the pros and cons of joining
confederation and make a
recommendation for their
particular colony.
Students will explore colonial
concerns and benefits for joining
Confederation for their own
colonies.
They will also identify concerns and
benefits for the other 5 colonies
considering Confederation.
All sections of their sheets can be
completed through group
discussion and information
gathered in Confederation
portfolios from previous classes.
Day 2
Students engage in negotiations

discussing and
sharing their ideas
about isolation
being advantageous
or disadvantageous
shows those
students are
thinking critically
about what isolation
means and the pros
and cons of
isolation and
connectedness.
Confedera
tion
Portfolio
Booklets
Provincial
Flags
Name
Cards
Student
Persona
Assignm
ents
Persona
and
Provinci
al
informat
ional
cards

- Discussions will
allow the teacher to
get a good grasp
on who
understands
concepts and who
doesnt. Successful
participation in the
Conference will
demonstrate
understanding of
outcomes 7.1.1,
7.1.2, 7.1.6, 7.S.1,
7.S.4, 7.S.5
- Reflection sheets
and write-ups will
be collected for
summative
assessment.
Reflection will
determine
appreciation for
different
perspectives and
challenges of coexisting amongst
peoples.
- Consideration of
all benefits and
concern to all
colonies will
demonstrate
understanding of
the extent to which
Confederation was
an attempt to
strengthen both the
Maritime and
Canadian Provinces
(Quebec and
Ontario) 7.1.6

14

based on group findings from the

previous day
One representative will engage in
debate in order to protect their
colony interests
Negotiations will be mediated by
the teacher

Day 3
Conclusions from the Conference
will be drawn, delegates will sign
the new confederation bill into act
Students will complete reflection
sheets and write a reflection about
what the differences and
similarities between their fictional
conference and the real
Conferences. Students will write
about their experience and how
they feel Canada might be different
had Confederation gone differently.
Reflections will be collected for
summative assessment.

March
27

After
Time line of events that occurred after
Constructi
Confederatio
Confederation and a brief introduction to
on
n
the reasons that the remaining provinces
paper
and territories joined Canada
PPT
Students will Have students complete a See-I for the
discuss
concept of Confederation which has
events that
been covered so far in the unit,
occurred
elaboration can should include aspects
after the
involving different perspectives
Confederatio
n of 1867
7.1.6

- Portfolios are a
form of formative
assessment that
allows the teacher
to see if students
are grasping
concepts. This
Portfolio permits a
lot of personal
student reflection
about the
challenges of coexisting amongst
peoples (7.1.2), The
influence of
different
perspectives (7.1.1)
and assessing how
different events led
to the foundations
of Canada as a
Nation (7.1.6). It
also allows
students to
Evaluate ideas,
information and
positions from
different
perspectives (7.S.1)
See-I is a tool that

15

April
7-10

Performance
Assessment
Task

Students will
Design the
commemora
tion of the
sesquicenten
nial of
Confederatio
n

7.1.1,
7.1.2,
7.1.6, 7.S.1

Portfolios
Write on the board How should we
Laptops
commemorate the sesquicentennial of
for
Confederation? Based off of what
student
students have learned in the unit have
use
a discussion about the mood that
Rubrics
Confederation conveys and what
Assignme
events were most significant.
nt
Remind Students of the Performance
outlines
task they were originally presented
for
with in the first class
students
Go over the assignment and Rubric
with the class.
Students will be given time collaborate
with peers to generate ideas, then to
individually come up with a way to
appropriately commemorate this
significant event in Canadian history.
Students can create a video,
newspaper article, or museum exhibit
that will demonstrate their
understanding of the relevant events
and perspectives that contributed to
Canadian Confederation.
Work will be collected for summative
assessment; if time allows the last
class will be reserved for wrap-up and
presentations.

demonstrates a
full and complex
understanding of
all the concepts
and themes
learned
throughout the
unit. A logical and
thorough See-I will
demonstrate that
the student has
gained a deep
understanding on
Confederation
- Portfolios are a
form of formative
assessment that
allows the teacher
to see if students
are grasping
concepts. This
Portfolio permits a
lot of personal
student reflection
about the
challenges of coexisting amongst
peoples (7.1.2), The
influence of
different
perspectives (7.1.1)
and assessing how
different events led
to the foundations
of Canada as a
Nation (7.1.6). It
also allows students
to Evaluate ideas,
information and
positions from
different
perspectives (7.S.1)
- Performance
Assessment task
will be summatively
assessed according
to a rubric provided.
It will determine
understanding of
events,
consideration of
different
perspectives, and
consideration of the
challenges to

16

confederation
(7.1.1, 7.1.2, 7.1.6).
It will also
demonstrate skills
of information
evaluation and
creative thinking
(7.S.1)

Annotated List of Resources

Books (Non-fiction)
Baldwin, D. (2003). Confederation and the West. Calgary,
Alberta: Weigl Educational Limited.
Information is presented logically, in language that is easy to read for grade
7 students. Information is rich and detailed; it allows students to see about
the different perspectives that people held in the time. This book is a great
resource because the first part of this book covers everything listed in the
outcomes for the particular chapter of study on Confederation.
Rees, D., Gerrits, D., & Allaire, G. (2006). Confederation.
In Our Canada: Origins, peoples, perspectives. Thomson Canada.
This is the textbook for the Grade 7 curriculum. This textbook is the guiding
resource for teacher and students. This textbook provides many ideas for
critical inquiry challenges. This textbook also provides the basic information
that students will need to know in order to complete the unit. Photos and
other excerpts are also useful for completing the picture of Confederation.
York, V. (2007). Confederation: A united Canada. Markham,
Ontario: Scholastic Canada Limited.
This book is a great student resource because it presents two different
positions on Confederation. This book has one side entitled A United
Canada and the other side entitled Fierce Opposition. This book can help

17

students answer the question should the sesquicentennial of Confederation

be a celebration or a memorial for lost opportunity?
Websites
Aboriginal Treaties. (2007, September 1). Retrieved March 6,
2015, from
http://www.thecanadianencyclopedia.ca/en/article/aboriginaltreaties/
This website is a great resource as it is from a very credible source, the
Canadian Encyclopedia. It provides not only information for Treaties formed
around the time of Confederation but also from much earlier and much later
than this time period. This website is very information heavy for students,
but a very good resource for teacher to gain important subject knowledge.
Building the CPR. (2010, January 1). Retrieved March 7, 2015,
from http://mhso.ca/tiesthatbind/WorkingConditions.php
This is a valuable resources for learning about the impact that building the
CPR had on Canadian citizens as well as the other impacts it had, such as
the immense impact is had on the lives of Chinese immigrants. It also
discusses the idea of identity that resulted from building the Canadian
Pacific Railway.
Canada 150 (1867-2017) Strong. Proud. Free. (2015,
February 25). Retrieved March 6, 2015, from
http://canada150.gc.ca/eng/1342792785740
This website is a powerful resource for students to use while completing
their Performance Assessment task, in answering the question, How should
we commemorate the sesquicentennial of Confederation? This website
gives the viewpoint of the Canadian government on the importance of our
nation and the different perspectives within it joining together.
National Flag of Canada Day. (2015, February 16). Retrieved
March 7, 2015, from http://www.pch.gc.ca/eng/1359734222181
This website discusses the importance of the 50th anniversary of the
National Flag of Canada. This website helps students to understand why the
national flag is an important symbol of union for Canadians. This website
also contains ideas for teachers to use in the classroom to commemorate
national Flag Day.
Other Resources
18

Blundson, R. (1986). Confederation Conference (game).

Buium, G. (1998). Critical challenges in law and government:
Re-enaction Confederation, a simulation. Richmond, British
Columbia: Pacific Educational Press.
Combined, These two resources are great materials for creating a student
centered Confederation Conference Simulation. Critical challenges in law
and government: Re-enaction Confederation: a simulation, in particular is a
great critical challenge and provides resources such as teacher resources
and student materials in order to generate an experience for students that
is both informative, organized and promotes critical thinking.

Summative Performance Assessment Task

The Bigger Picture:
In answering the question How should we commemorate the
sesquicentennial of Confederation? Students need to know and understand
and reflect critically on all of the different factors that contributed to the
Confederation of Canada. Students will need to consider the pros and cons
for each individual colony and the risks they took in joining Confederation.
Students will need to be able to analyse these historical events and infer
what effect they have on the lives of Canadians today. This performance
assessment task will allow students to form their own opinions on the effect
of Confederation on the lives of Canadians past and present, and think
about to what extent this historic landmark event should be commemorated
across the country.
General Outcome
7.1 Towards Confederation
Students will demonstrate an understanding and appreciation of the distinct
roles of, and the relationships among, the Aboriginal, French and British
peoples in forging the foundations of Canadian Confederation.
Specific Outcomes
19

Values and Attitudes

7.11 Appreciate the influence of diverse Aboriginal, French and British
peoples on events leading to Confederation (C, I, TCC)
7.1.2 Appreciate the challenges of co-existing among peoples (C, CC, I, LPP)
Knowledge
7.1.6 Assess, critically, how political, economic and military events
contributed to the foundations of Canada by exploring and reflecting upon
the following questions and issues:
To what extent was Confederation an attempt to provide the
populations of Quebec and Ontario with increased control over
their own affairs? (PADM, LPP, TCC)
To what extent was Confederation an attempt to strengthen
Maritime colonies? (GC, TCC, LPP)
Skills
7.S.1 Develop skills of critical and creative thinking:
Determine the validity of information based on context, bias,
source, objectivity, evidence and/or to broaden understanding of
a topic or issue
Evaluate, critically, ideas, information and positions from
multiple perspectives

Grade 7 Social Studies

Performance Assessment Task
150th Anniversary of Confederation Commemoration
You are head of the commission for the sesquicentennial (150th) anniversary
of Canadian Confederation in the year 2017. You are in charge of deciding
how this landmark event in Canadian history will be commemorated on a
federal level. The method you choose for Confederation commemoration will
reach all people all across the country. For this reason, you will need to
present information in a way that is full minded and gives an overarching
view of all important events and perspectives that occurred leading up to,
and during Confederation. You must also consider the effect that
Confederation has had on citizenship and identity in order to make your
presentation meaningful to all Canadians.
To answer the question How should we commemorate the sesquicentennial
of Confederation? you will need to do the following:

20

1. Consider Historical Events (7.1.1, 7.1.2, 7.1.6)

Describe the main events leading up to and during
Confederation in 1867
Consider the roles and perspectives of diverse French, British
and Aboriginal peoples and their effect on Confederation
Consider what each individual colony sought to gain by joining
Confederation
Consider the challenges to Confederation
2. Present Information (7.S.1)
To do this assignment, you may choose one of the following formats:
Create and deliver a speech or video that will be broadcasted
across Canada on July 1, 2017
Write a newspaper spread that will appear in all community
newspapers across Canada on July 1, 2017
Create an exhibit that will appear in each city across Canada for
the month of July 2017
3. Provide Rationale (7.1.2, 7.1.6)
Why do you believe that your commemoration communicated
effectively the different perspectives, important events and
contribution of Confederation to the idea of Canadian identity and
Citizenship? (1 page double spaced)

Create a video that will be broadcasted across Canada on the

sesquicentennial
Your task is to create a video that considers all historical events,
perspectives and roles that different individuals and colonies contributed to
Confederation. Your video should consider the benefits and challenges to
Confederation. In your video you may include video clips, pictures, speech,
interviews, or any other informational formats that you feel are appropriate.
Information included in your video should be based on context and show
evidence of your understanding. Your video should be 3-7 minutes. Include a
rationale for why the material you included in your video is relevant.
Write a newspaper spread that will appear in all community
newspapers across Canada
21

Your task is to create a newspaper spread that considers all historical

events, perspectives and roles that different individuals and colonies
contributed to Confederation. Your newspaper spread should consider the
benefits and challenges to Confederation using any visual or written
information that you feel is appropriate. Information included in your spread
should be based on context and show evidence of your understanding.
Include a rationale for why the material you included in your spread is
relevant.
Create an exhibit that will appear in each city across Canada
Your task is to create an exhibit that considers all historical events,
perspectives and roles that different individuals and colonies contributed to
Confederation. Your exhibit should consider the benefits and challenges to
Confederation. You may use any written or visual information you feel is
fitting, as well as any important artefacts that you would add to your
exhibit. Create a list of pictures, videos, written material, and artefacts you
would included in your exhibit along with a rationale for your choices and
their relevance in telling the story of Confederation. Your exhibit should be
based on context and show evidence of your understanding.
If you have any questions, concerns or would like to share your ideas/ask for
advice, please come see Ms. Stiff.

Rubric
Assignments will be graded according to the following criteria:
Description of events
leading up to and during
Confederation

Excellent (4)
Description of
events
leading up to
and during
Confederatio

Proficient (3)
Description
of events
leading up to
and during
Confederatio

Adequate (2)
Description of
events leading
up to and
during
Confederation

Limited (1)
Description of
events leading
up to and
during
Confederation

22

Consideration of the
roles and perspectives of
diverse French, British
and Aboriginal peoples

Consideration of benefits
of and challenges to
Confederation

Validity of information
based on context,
evidence and
understanding

Evaluation of ideas,
information and
positions from multiple
perspectives

n is rich &
detailed
Consideration
of the roles
and
perspectives
of diverse
French,
British and
Aboriginal
peoples is
perceptive

n is
thorough
Consideratio
n of the roles
and
perspectives
of diverse
French,
British and
Aboriginal
peoples is
relevant

is partial

is superficial

Consideration
of the roles
and
perspectives
of diverse
French, British
and Aboriginal
peoples is
basic

Consideration
of the roles and
perspectives of
diverse French,
British and
Aboriginal
peoples is
superficial

Consideration
of benefits of
and
challenges to
Confederatio
n is
comprehens
ive
Validity of
information
based on
context,
evidence and
understandin
g is
perceptive

Consideration ofConsideration
benefits of and of benefits of
challenges to and
Confederation ischallenges to
specific
Confederation
is simplistic

Consideration
of benefits of
and challenges
to
Confederation
is
undeveloped

Validity of
information
based on
context,
evidence and
understandin
g is logical

Validity of
information
based on
context,
evidence and
understanding
is
appropriate

Validity of
information
based on
context,
evidence and
understanding
is vague

Evaluation of
ideas,
information
and positions
from multiple
perspectives
is
compelling

Evaluation of
ideas,
information
and positions
from multiple
perspectives
is
thoughtful

Evaluation of
ideas,
information
and positions
from multiple
perspectives is
predictable

Evaluation of
ideas,
information
and positions
from multiple
perspectives is
trivial

23