Hailleebeijer 001 Assessmentindicators Good

Assessments and Tasks Indicators of Student learning Cluster Outcomes
(How will they show what they (How will I recognize what students (from Program of Studies)
know) have learned?)
Who will assess them?
What tool will be used?
Task Students will: What does it mean to be Canadian?

Students plan and create a form of - Explain how personal ● ELA 1.1: use own
advertisement (commercial, radio ad, experiences connect to their experiences as a basis for
rant, song, billboard etc.) to show understanding of Canadian exploring and expressing
what they feel it means to be Identity opinions and understanding
Canadian after looking at and - Create a media piece using one ● ELA 2.1:describe ways that
evaluating other “Canadian” ads. or more techniques to add personal experiences and
This will be accompanied by a write emphasis prior knowledge contribute
up explaining their connections and - Plan and create a media piece to understanding new ideas
opinions expressed in the ad. to display their understanding and information
Formative Assessment of Canadian identity using ● Expression Component 10
● plan/draft/script personal experiences as a (iii): Component 10 (iii) -
○ Peer feedback using basis. MEDIA AND
final rubric as guide TECHNIQUES: Students
● Final Product will use media and
○ Self evaluation using techniques, with an emphasis
final rubric on more indirect complex
Summative Assessment procedures and effects in
● Final Advertisement drawing, painting, print
○ Teacher made Rubric making, sculpture, fabric
● Write up arts, photography and
○ Teacher made rubric technographic arts.
with comments on
ways to improve.
Task Students will: First Nations/Metis/Inuit

Students will take turns presenting - Identify and list facts and ● 5.S.1.1: analyze significant
different stories from the media that opinions in various news and local and current affairs from
are related to First Nations or Metis media articles. a variety of sources,
groups in Canada.These could be - Identify various perspectives distinguishing between fact
historical events/articles or current on issues involving economics and opinion
events (a list of possible choices will and politics in Canada. ● 5.S.9.1: examine how
be pre-made by the teacher). When - Explain other perspectives on various people might
not presenting, students will be media articles. interpret a media message
recording key messages, listing the - Identify key elements from differently
facts and opinions and determining chosen articles and events. ● 5.S.9.2: examine diverse
whose opinions are portrayed and - Explain ideas clearly and perspectives regarding an
whose might differ. concisely. issue presented in the media
Formative Assessment
● Morning News booklet
○ Class created checklist
used as a self check
daily and a teacher
check once a week.
● Presentation
○ Teacher feedback on
what was done well
and areas for
improvement
Summative Assessment
● Presentation
○ Marked by teacher
based on a teacher
created rubric
Task Students will: The Land

After different experiences such as - Explain what they have learned ● 5.1.1.4: appreciate how the
researching other parts of Canada, about the First Nations and land sustains communities
looking at digital maps, visiting Metis’ connection to the land and the diverse ways that
weasel head, reading the short story through listening to oral people have of living with
Borders or visiting with an Elder, and narratives and stories. the land
working with archives students will - List ways that specific ● 5.2.1.2: acknowledge oral
complete journal reflections geographic features and natural traditions, narratives and
examining the impact of the land on resources in Canada affect the stories as valid sources of
quality of life, way of life and the quality of life. knowledge about the land
significance of the connection that - Identify ways that aboriginal and diverse Aboriginal
the Aboriginal groups have to the groups across Canada are cultures and history
land. unique. ● 5.2.2.1:How are the
Formative Assessment - Explain how geography and Aboriginal cultures and ways
● Journal Reflections on the natural environment impact of life unique in each of the
experiences and text diversity among the Aboriginal western, northern, central
exploration groups in Canada. and eastern regions of
○ Teacher will provide - Identify the diverse ways that Canada?
feedback on First Nations and Metis groups ● 5.2.2.2:How were the natural
understanding, have of living on the land. environment and geography
insights and - Explain how location affects of each region of Canada
misconceptions every the aboriginal people and determining factors of the
few days. events. diversity among Aboriginal
groups (e.g., languages,
symbolism)?
● ELA 2.2: describe and
discuss the influence of
setting on the characters and
events
Task Students will: Rights and Influence

After examining different artifacts, - Identify ways the fur trade has ● 5.2.4.1: How are the stories
documents and events in Canadian impacted the Metis culture and of the Métis people, their
history such as the Canada flag, the way of life culture and heritage rooted
Constitution, peacekeeping missions - Identify specific political in the fur trade?
and others, students will complete actions and documents that ● 5.3.1.1: recognize how
journal reflections examining have impacted the Aboriginal economic and political
different impacts that each of these groups within Canada. changes impact ways of life
changes had on aboriginal groups in - Explain how confederation of citizens
Canada. Students will also examine affected the aboriginal groups ● 5.3.1.2: recognize the effects
the symbolism within historical art and their sense of identity. of Confederation on
pieces and artifacts that have to do - Identify reasons why the citizenship and identity from
with aboriginal groups and identify Aboriginal groups were multiple perspectives
the perspectives that each come from excluded from Confederation ● 5.3.2.4: Why were
or portray. negotiations. Aboriginal peoples excluded
Formative Assessment - Explain knowledge gained from the negotiations
● Journal Reflections on from oral narratives and stories surrounding Confederation?
historical events and artifacts told by Elders. ● 5.2.1.2: acknowledge oral
○ Teacher will provide - Identify the impact that the traditions, narratives and
feedback on adoption of the Canadian flag stories as valid sources of
understanding, had on Aboriginal groups. knowledge about the land
insights and - Identify the effect that the and diverse Aboriginal
misconceptions every Charter of Rights and cultures and history
few days. Freedoms had on Aboriginal ● 5.3.5.3: How did the
Task groups. adoption of the Canadian
Students will compare the treatment - Identify and list ways that flag affect collective identity
and rights of Aboriginal groups treatment of Aboriginal groups within Canada?
throughout history and before and has changed and stayed the ● 5.3.5.5: How is the Canadian
after significant events by creating same throughout history and Charter of Rights and
various venn diagrams. after significant events. Freedoms a symbol of
Formative Assessment Canada's emerging identity?
● Venn Diagrams
○ Evaluated by teacher
using a class made
checklist.
Task Students will: Gender

After examining different events - Identify who the famous five ● 5.3.3.1: Who were the
involving the rights, roles and were. Famous Five?
opportunities of the different sexes in - Explain why the famous five ● 5.3.3.2: How did they
Canada students will complete are important to Canadian identify the need for change
journal reflections on the significance History in Canadian laws?
of events for the aboriginal groups - Identify events and factors that ● 5.3.3.3: How did the changes
and explore differences in treatment led to the creation of the brought on by their actions
and obtainment of rights. famous five. affect individual rights in
Formative Assessment - Identify what the laws and Canada?
● Journal Reflections rights were at the time and how ● 5.2.1.2: acknowledge oral
○ Teacher written the actions of the famous five traditions, narratives and
feedback on opinions, have changed them stories as valid sources of
insights and - Explain how the changes the knowledge about the land
misconceptions once famous five influence have and diverse Aboriginal
every few days affected various groups within cultures and history
Task Canada
Students will compare the treatment
of males and females within the
Aboriginal communities throughout
Canadian history by creating t-charts
for the different time periods.
● T-chart
○ Teacher feedback
given on
understanding.
Task Students will: Quality of Life (Class)

After examining significant political - Explain the economic status ● 5.2.1.2: acknowledge oral
and economic events such as the and quality of life of various traditions, narratives and
wars, the great depression and other aboriginal groups referencing stories as valid sources of
economic booms and busts through oral narratives and stories knowledge about the land
texts, videos and artifacts, students - Explain how the first world and diverse Aboriginal
will complete journal reflections war impacted various cultural cultures and history
involving how these events affected groups and their ways of life ● 5.3.4.1: How did the First
the aboriginal groups within Canada - Identify ways that the great World War contribute to the
and what the current quality of life is depression affected the industrialization and
for particular aboriginal groups. aboriginal groups across urbanization of Canada?
Formative Assessment Canada. ● 5.3.4.2: In what ways did the
● Journal Reflections - Identify way that economic Great Depression of the
○ Teacher feedback on booms have affected the way 1930s affect ways of life in
opinions, insights and of life of aboriginal groups urban and rural
misconceptions once within Canada communities?
every few days. - List elements of the quality of ● 5.3.4.3: How did the
○ Student plan on areas life before and after significant economic boom immediately
for growth during next economic events such as WWI, following the Second World
cultural group study. the great depression and War affect ways of life in
Task economic booms. Canada?
Students will compare the similarities
and difference in quality of life for
Aboriginal communities before and
after various economic and political
changes such as WWI, WWII, the
great depression and economics
booms and busts in Canada. These
comparisons will be recorded in
Venn diagrams to show what
changed and what did not.
● Venn Diagram
○ Teacher assessed
using class made
rubric
understanding shown.
Task Students will: British/Irish/Scottish

are related to British, Irish and media articles. a variety of sources,
Scottish settlers or immigrants in - Identify various perspectives distinguishing between fact
Canada.These could be historical on issues involving economics and opinion
events/articles or current events (a and politics in Canada. ● 5.S.9.1: examine how
list of possible choices will be - Explain other perspectives on various people might
pre-made by the teacher). When not media articles. interpret a media message
presenting, students will be recording - Identify key elements from differently
key messages, listing the facts and chosen articles and events. ● 5.S.9.2: examine diverse
opinions and determining whose - Explain ideas clearly and perspectives regarding an
opinions are portrayed and whose concisely. issue presented in the media
might differ.
daily and a teacher
check once a week.
● Presentation
what was done well
and areas for
improvement
● Presentation
based on a teacher
created rubric

After different experiences such as - Explain how groups live off ● 5.1.1.4: appreciate how the
researching other parts of Canada, the land in various ways land sustains communities
looking at digital maps and accessing - List ways that specific and the diverse ways that
archives about British, Irish and geographic features and natural people have of living with
Scottish settlements students will resources in Canada affect the the land
complete journal reflections quality of life. ● 5.1.1.5: appreciate the
examining the impact of the land on - Identify ways that landforms, influence of the natural
quality of life, the way of life and bodies of water and natural environment on the growth
areas of settlement for the British, resources affect the quality of and development of Canada
Irish and European settlers and life in different areas of ● 5.1.2.2: How do landforms,
immigrants. Canada bodies of water and natural
Formative Assessment - Explain how geography and resources affect the quality
● Journal Reflections on the natural environment impact of life in Canada?
experiences and text the settlement and growth of ● 5.1.3.1: In what ways do
exploration areas. natural resources and the
○ Teacher will provide - Explain how location affected physical geography of a
feedback on the British, Irish and Scottish region determine the
understanding, settlers. establishment of
insights and communities?
misconceptions every ● ELA 2.2: describe and
few days. discuss the influence of
events

After examining different artifacts, - Identify ways that the British ● 5.2.1.4: acknowledge British
documents and events in Canadian presence has influenced influence and presence in
history such as the Canada flag, the Canada. Canada
Constitution, peacekeeping missions - Identify ways that Scottish and ● 5.2.1.5: acknowledge the
and others, students will complete Irish immigrants have contributions made by
journal reflections examining influenced areas within diverse cultural groups to the
different impacts that each of these Canada. evolution of Canada
changes had on British, Irish and - List elements of British ● 5.2.4.2: How do stories
Scottish groups in Canada. Students influence from stories about about ways of life in fur
will also examine the symbolism the fur trade. trade forts reflect the British
within historical art pieces and - Explain the heritage of Scottish influence in Canada?
artifacts that have to do with British, and Irish Canadians by ● 5.2.6.1: What do stories of
Irish and Scottish groups and identify referring to their stories. Irish and Scottish
the perspectives that each come from - Explain the heritage and immigrants tell us about
or portray. history of British immigrants their heritage and presence
Formative Assessment in Canada by referring to their in Canada?
● Journal Reflections on stories. ● 5.2.6.2: What do stories of
historical events and artifacts - Identify specific ways that British peoples tell us about
○ Teacher will provide political actions and the British history, culture
feedback on documents have impact and presence in Canada?
understanding, British, Irish and Scottish ● 5.3.1.1: recognize how
insights and Canadians’ lives economic and political
misconceptions every - Identify how Confederation changes impact ways of life
few days. affected British, Irish and of citizens
Task Scottish groups sense of ● 5.3.1.2: recognize the effects
Students will compare the treatment identity and citizenship of Confederation on
and rights of British, Irish and - Identify how John A. citizenship and identity from
Scottish groups throughout history Macdonald contributed to multiple perspectives
and before and after significant Confederation. ● 5.3.2.1: How did John A.
events by creating various venn - Identify how the adoption of Macdonald and
diagrams. English as an official language George-Étienne Cartier
Formative Assessment of Canada shows the British contribute as partners of
● Venn Diagrams influence. Confederation?
○ Evaluated by teacher - List ways that the Canadian ● 5.3.2.2: How did the
using a class made Flag affected the identify of circumstances surrounding
checklist. British, Irish and Scottish Confederation eventually
groups within Canada lead to French and English
- Identify how the patriation of becoming Canada's two
the Constitution impacted the official languages?
British, Irish and Scottish ● 5.3.5.3: How did the
identities within Canada adoption of the Canadian
- Identify how the Charter of flag affect collective identity
Rights and Freedoms has within Canada?
impacted British, Scottish and ● 5.3.5.4: How was the
Irish groups. patriation of the Constitution
in 1982 a step toward
nationhood?
● 5.3.5.5: How is the Canadian
Charter of Rights and
Freedoms a symbol of
Canada's emerging identity?

After examining different events - Identify who the famous five ● 5.2.6.1: What do stories of
involving the rights, roles and were. Irish and Scottish
opportunities of the different sexes in - Explain why the famous five immigrants tell us about
Canada students will complete are important to Canadian their heritage and presence
journal reflections on the significance History in Canada?
of events on British, Irish and - Identify events and factors that ● 5.2.6.2: What do stories of
Scottish Canadian and explore the led to the creation of the British peoples tell us about
differences in treatment and famous five. the British history, culture
obtainment of rights. - Identify what the laws and and presence in Canada?
Formative Assessment rights were at the time and how ● 5.3.3.1: Who were the
● Journal Reflections the actions of the famous five Famous Five?
○ Teacher written have changed them ● 5.3.3.2: How did they
feedback on opinions, - Explain how the changes the identify the need for change
insights and famous five influence have in Canadian laws?
misconceptions once affected various groups within ● 5.3.3.3: How did the changes
every few days Canada brought on by their actions
Task affect individual rights in
Students will compare the treatment Canada?
British, Irish and Scottish
communities throughout Canadian
history by creating t-charts for the
different time periods.
● T-chart
given on
understanding.

After examining significant political - Explain the economic status ● 5.2.6.1: What do stories of
and economic events such as the and quality of life of various Irish and Scottish
wars, the great depression and other British, Scottish and Irish immigrants tell us about
economic booms and busts through groups referencing narratives their heritage and presence
texts, videos and artifacts, students and stories in Canada?
will complete journal reflections - Explain how the first world ● 5.2.6.2: What do stories of
involving how these events affected war impacted various cultural British peoples tell us about
the British, Irish and Scottish groups groups and their ways of life the British history, culture
within Canada and what the current - Identify ways that the great and presence in Canada?
quality of life is for particular those depression affected the British, ● 5.3.4.1: How did the First
groups. Irish and Scottish groups World War contribute to the
Formative Assessment across Canada. industrialization and
● Journal Reflections - Identify way that economic urbanization of Canada?
○ Teacher feedback on booms have affected the way ● 5.3.4.2: In what ways did the
opinions, insights and of life of British, Scottish and Great Depression of the
misconceptions once Irish groups within Canada 1930s affect ways of life in
every few days. - List elements of the quality of urban and rural
○ Student plan on areas life before and after significant communities?
for growth during next economic events such as WWI, ● 5.3.4.3: How did the
cultural group study. the great depression and economic boom immediately
Task economic booms. following the Second World
Students will compare the similarities War affect ways of life in
and difference in quality of life for Canada?
British, Irish and Scottish
communities before and after various
economic and political changes such
as WWI, WWII, the great depression
and economics booms and busts in
Canada. These comparisons will be
recorded in Venn diagrams to show
what changed and what did not.
● Venn Diagram
using class made
rubric
Task Students will: Francophone

are related to Francophone groups in media articles. a variety of sources,
Canada.These could be historical - Identify various perspectives distinguishing between fact
events/articles or current events (a on issues involving economics and opinion
list of possible choices will be and politics in Canada. ● 5.S.9.1: examine how
pre-made by the teacher). When not - Explain other perspectives on various people might
presenting, students will be recording media articles. interpret a media message
key messages, listing the facts and - Identify key elements from differently
opinions and determining whose chosen articles and events. ● 5.S.9.2: examine diverse
opinions are portrayed and whose - Explain ideas clearly and perspectives regarding an
might differ. concisely. issue presented in the media
daily and a teacher
check once a week.
● Presentation
what was done well
and areas for
improvement
● Presentation
based on a teacher
created rubric

looking at digital maps, looking at - List ways that specific and the diverse ways that
historical maps and accessing geographic features and natural people have of living with
archives on francophone resources in Canada affect the the land
communities, students will complete quality of life. ● 5.1.1.5: appreciate the
journal reflections examining the - Identify ways that landforms, influence of the natural
impact of the land on quality of life, bodies of water and natural environment on the growth
the way of life and the areas of resources affect the quality of and development of Canada
settlement. life in different areas of ● 5.1.2.2: How do landforms,
Formative Assessment Canada bodies of water and natural
● Journal Reflections on - Explain how geography and resources affect the quality
experiences and text the natural environment impact of life in Canada?
exploration the settlement and growth of ● 5.1.3.1: In what ways do
○ Teacher will provide areas. natural resources and the
feedback on - Explain how location affects physical geography of a
understanding, the francophone communities region determine the
insights and establishment of
misconceptions every communities?
few days. ● ELA 2.2: describe and
events

After examining different artifacts, - Identify the Francophone ● 5.2.1.3: acknowledge the
documents and events in Canadian culture and influence present in roots of Francophone
history such as the Canada flag, the Canada identity and presence in
Constitution, peacekeeping missions - Explain elements of the Canada
and others, students will complete Francophone culture by ● 5.2.3.1: How do stories and
journal reflections examining referring to stories and legends legends of the coureurs des
different impacts that each of these of the coureurs des bois. bois and voyageurs inform
changes had on francophone groups - Explain elements of us about Francophone
in Canada. Students will also Francophone culture and history, culture and presence
examine the symbolism within history within Canada by throughout Canada?
historical art pieces and artifacts that referring to Francophone ● 5.2.3.2: What do stories
have to do with francophone groups stories. about the habitants tell us
and identify the perspectives that - Identify specific ways that about Francophone history,
each come from or portray. political actions and culture and presence in
Formative Assessment documents affected the Canada?
● Journal Reflections on Francophone communities. ● 5.3.1.1: recognize how
historical events and artifacts - Identify the effect that economic and political
○ Teacher will provide confederation had on changes impact ways of life
feedback on Francophone communities and of citizens
understanding, their sense of identity. ● 5.3.1.2: recognize the effects
insights and - List ways that George-Etienne of Confederation on
misconceptions every Cartier contributed to citizenship and identity from
few days. confederation. multiple perspectives
Task - Explain how French being an ● 5.3.2.1: How did John A.
Students will compare the treatment official language of Canada Macdonald and
and rights of Francophone groups shows the influence of the George-Étienne Cartier
throughout history and before and Francophone population. contribute as partners of
after significant events by creating - Identify how the Canadian flag Confederation?
various venn diagrams. changed the sense of identity ● 5.3.2.2: How did the
Formative Assessment for Francophone groups. circumstances surrounding
● Venn Diagrams - Identify how the patriation of Confederation eventually
○ Evaluated by teacher the constitution affected the lead to French and English
using a class made Francophone groups. becoming Canada's two
checklist. - Identify how the Charter of official languages?
Rights and Freedoms impacts ● 5.3.5.3: How did the
the Francophone sense of adoption of the Canadian
Identity. flag affect collective identity
within Canada?
● 5.3.5.4: How was the
patriation of the Constitution
in 1982 a step toward
nationhood?
● 5.3.5.5: How is the Canadian
Charter of Rights and
Freedoms a symbol of
Canada's emerging identity?

After examining different events - Identify who the famous five ● 5.2.3.2: What do stories
involving the rights, roles and were. about the inhabitants tell us
opportunities of the different sexes in - Explain why the famous five about Francophone history,
Canada students will complete are important to Canadian culture and presence in
journal reflections on the significance History Canada?
of events on Francophones and - Identify events and factors that ● 5.3.3.1: Who were the
explore the differences in treatment led to the creation of the Famous Five?
and obtainment of rights. famous five. ● 5.3.3.2: How did they
Formative Assessment - Identify what the laws and identify the need for change
● Journal Reflections rights were at the time and how in Canadian laws?
○ Teacher written the actions of the famous five ● 5.3.3.3: How did the changes
feedback on opinions, have changed them brought on by their actions
insights and - Explain how the changes the affect individual rights in
misconceptions once famous five influence have Canada?
every few days affected various groups within
Task Canada
Francophone communities
throughout Canadian history by
creating t-charts for the different time
periods.
● T-chart
given on
understanding.

After examining significant political - Explain the economic status ● 5.2.3.2: What do stories
and economic events such as the and quality of life of about the inhabitants tell us
wars, the great depression and other Francophone groups about Francophone history,
economic booms and busts through referencing narratives and culture and presence in
texts, videos and artifacts, students stories Canada?
will complete journal reflections - Explain how the first world ● 5.3.4.1: How did the First
involving how these events affected war impacted various cultural World War contribute to the
the francophone groups within groups and their ways of life industrialization and
Canada and what the current quality - Identify ways that the great urbanization of Canada?
of life is for particular groups. depression affected the ● 5.3.4.2: In what ways did the
Formative Assessment Francophone groups across Great Depression of the
● Journal Reflections Canada. 1930s affect ways of life in
○ Teacher feedback on - Identify way that economic urban and rural
opinions, insights and booms have affected the way communities?
misconceptions once of life of Francophone groups ● 5.3.4.3: How did the
every few days. within Canada economic boom immediately
○ Student plan on areas - List elements of the quality of following the Second World
for growth during next life before and after significant War affect ways of life in
cultural group study. economic events such as WWI, Canada?
Task the great depression and
Students will compare the similarities economic booms.
Francophone communities before
and after various economic and
political changes such as WWI,
WWII, the great depression and
economics booms and busts in
● Venn Diagram
using class made
rubric
Task Students will: Chinese/Asian

are related to Chinese, Japanese or media articles. a variety of sources,
Korean groups in Canada.These - Identify various perspectives distinguishing between fact
could be historical events/articles or on issues involving economics and opinion
current events (a list of possible and politics in Canada. ● 5.S.9.1: examine how
choices will be pre-made by the - Explain other perspectives on various people might
teacher). When not presenting, media articles. interpret a media message
students will be recording key - Identify key elements from differently
messages, listing the facts and chosen articles and events. ● 5.S.9.2: examine diverse
might differ.
daily and a teacher
check once a week.
● Presentation
what was done well
and areas for
improvement
● Presentation
based on a teacher
created rubric

looking at digital maps,looking at - List ways that specific and the diverse ways that
archives on Asian communities, resources in Canada affect the the land
students will complete journal quality of life. ● 5.1.1.5: appreciate the
reflections examining the impact of - Identify ways that landforms, influence of the natural
the land on quality of life, way of life bodies of water and natural environment on the growth
and the areas of settlement. resources affect the quality of and development of Canada
Formative Assessment life in different areas of ● 5.1.2.2: How do landforms,
● Journal Reflections on Canada bodies of water and natural
experiences and text - Explain how geography and resources affect the quality
exploration the natural environment impact of life in Canada?
○ Teacher will provide the settlement and growth of ● 5.1.3.1: In what ways do
feedback on areas. natural resources and the
understanding, - Explain how location affects physical geography of a
insights and the Asian communities within region determine the
misconceptions every Canada establishment of
few days. communities?
events

After examining different artifacts, - Identify ways that Asian and ● 5.2.1.5: acknowledge the
documents and events in Canadian Chinese immigrants have contributions made by
history such as the Canada flag, the impacted what Canada is diverse cultural groups to the
Constitution, peacekeeping missions today. evolution of Canada
and others, students will complete - Explain how Chinese ● 5.2.8.1: How do stories of
journal reflections examining immigrants have contributed to Chinese immigrants (i.e.,
different impacts that each of these the development of Canada by railway workers) contribute
changes had on Asian groups in referring to their stories. to an understanding of the
Canada. Students will also examine - Identify ways that specific development of Canada?
the symbolism within historical art political actions and ● 5.3.1.1: recognize how
pieces and artifacts that have to do documents have impacted the economic and political
with Asian groups and identify the lives of Asian groups within changes impact ways of life
perspectives that each come from or Canada. of citizens
portray. - Identify the effect that ● 5.3.1.2: recognize the effects
Formative Assessment confederation had on Asian of Confederation on
● Journal Reflections on communities and their sense of citizenship and identity from
historical events and artifacts identity. multiple perspectives
○ Teacher will provide - Identify how the Canadian flag ● 5.3.5.3: How did the
feedback on changed the sense of identity adoption of the Canadian
understanding, for Asian groups. flag affect collective identity
insights and - Identify how the patriation of within Canada?
misconceptions every the constitution affected the ● 5.3.5.4: How was the
few days. Asian groups. patriation of the Constitution
Task - Identify how the Charter of in 1982 a step toward
Students will compare the treatment Rights and Freedoms impacts nationhood?
and rights of Asian groups the Asian sense of Identity. ● 5.3.5.5: How is the Canadian
throughout history and before and Charter of Rights and
after significant events by creating Freedoms a symbol of
various venn diagrams. Canada's emerging identity?
● Venn Diagrams
using a class made
checklist.

After examining different events - Identify who the famous five ● 5.2.8.1: How do stories of
involving the rights, roles and were. Chinese immigrants (i.e.,
opportunities of the different sexes in - Explain why the famous five railway workers) contribute
Canada students will complete are important to Canadian to an understanding of the
journal reflections on the significance History development of Canada?
of events on Asian Canadians and - Identify events and factors that ● 5.3.3.1: Who were the
Task Canada
Asian communities throughout
● T-chart
given on
understanding.

After examining significant political - Explain the economic status ● 5.2.8.1: How do stories of
and economic events such as the and quality of life of Asian Chinese immigrants (i.e.,
wars, the great depression and other groups referencing narratives railway workers) contribute
economic booms and busts through and stories to an understanding of the
texts, videos and artifacts, students - Explain how the first world development of Canada?
will complete journal reflections war impacted various cultural ● 5.3.4.1: How did the First
involving how these events affected groups and their ways of life World War contribute to the
the Asian groups within Canada and - Identify ways that the great industrialization and
what the current quality of life is for depression affected the Asian urbanization of Canada?
particular Asian groups. groups across Canada. ● 5.3.4.2: In what ways did the
Formative Assessment - Identify way that economic Great Depression of the
● Journal Reflections booms have affected the way 1930s affect ways of life in
○ Teacher feedback on of life of Asian groups within urban and rural
opinions, insights and Canada communities?
misconceptions once - List elements of the quality of ● 5.3.4.3: How did the
every few days. life before and after significant economic boom immediately
○ Student plan on areas economic events such as WWI, following the Second World
for growth during next the great depression and War affect ways of life in
cultural group study. economic booms. Canada?
Task
Asian immigrants before and after
various economic and political
● Venn Diagram
using class made
rubric
Task Students will: Black
are related to Black or African media articles. a variety of sources,
daily and a teacher
check once a week.
● Presentation
what was done well
and areas for
improvement
● Presentation
based on a teacher
created rubric

archives on black communities, resources in Canada affect the the land
students will complete journal quality of life. ● 5.1.1.5: appreciate the
reflections examining the impact of - Identify ways that landforms, influence of the natural
the land on quality of life, way of life bodies of water and natural environment on the growth
and the areas of settlement. resources affect the quality of and development of Canada
Formative Assessment life in different areas of ● 5.1.2.2: How do landforms,
● Journal Reflections on Canada bodies of water and natural
experiences and text - Explain how geography and resources affect the quality
exploration the natural environment impact of life in Canada?
○ Teacher will provide the settlement and growth of ● 5.1.3.1: In what ways do
feedback on areas. natural resources and the
understanding, - Explain how locations affects physical geography of a
insights and the Black communities in region determine the
misconceptions every Canada establishment of
few days. communities?
events

After examining different artifacts, - Identify ways that Black ● 5.2.1.5: acknowledge the
documents and events in Canadian immigrants have impacted contributions made by
history such as the Canada flag, the what Canada is today. diverse cultural groups to the
Constitution, peacekeeping missions - Explain what the underground evolution of Canada
and others, students will complete railroad tells us about Black ● 5.2.8.2: What do stories of
journal reflections examining immigrants in Canada by the Underground Railroad
different impacts that each of these referring to their stories.. tell us about the history and
changes had on Black groups in - Identify ways that specific presence of Black
Canada. Students will also examine political actions and communities in Canada?
the symbolism within historical art documents have impacted the ● 5.3.1.1: recognize how
pieces and artifacts that have to do lives of Black groups within economic and political
with Black groups and identify the Canada. changes impact ways of life
perspectives that each come from or - Identify the effect that of citizens
portray. confederation had on Black ● 5.3.1.2: recognize the effects
Formative Assessment communities and their sense of of Confederation on
● Journal Reflections on identity. citizenship and identity from
historical events and artifacts - Identify how the Canadian flag multiple perspectives
○ Teacher will provide changed the sense of identity ● 5.3.5.3: How did the
feedback on for Black groups. adoption of the Canadian
understanding, - Identify how the patriation of flag affect collective identity
insights and the constitution affected the within Canada?
misconceptions every Black groups. ● 5.3.5.4: How was the
few days. - Identify how the Charter of patriation of the Constitution
Task Rights and Freedoms impacts in 1982 a step toward
Students will compare the treatment the Black communities sense nationhood?
and rights of Black groups of Identity. ● 5.3.5.5: How is the Canadian
throughout history and before and Charter of Rights and
after significant events by creating Freedoms a symbol of
various venn diagrams. Canada's emerging identity?
● Venn Diagrams
using a class made
checklist.

involving the rights, roles and were. the Underground Railroad
opportunities of the different sexes in - Explain why the famous five tell us about the history and
Canada students will complete are important to Canadian presence of Black
journal reflections on the significance History communities in Canada?
of events on Black Canadians and - Identify events and factors that ● 5.3.3.1: Who were the
Task Canada
Black communities throughout
● T-chart
given on
understanding.

and economic events such as the and quality of life of Black the Underground Railroad
wars, the great depression and other groups referencing narratives tell us about the history and
economic booms and busts through and stories presence of Black
texts, videos and artifacts, students - Explain how the first world communities in Canada?
will complete journal reflections war impacted various cultural ● 5.3.4.1: How did the First
involving how these events affected groups and their ways of life World War contribute to the
the black groups within Canada and - Identify ways that the great industrialization and
what the current quality of life is for depression affected the Black urbanization of Canada?
these particular groups. groups across Canada. ● 5.3.4.2: In what ways did the
Formative Assessment - Identify way that economic Great Depression of the
● Journal Reflections booms have affected the way 1930s affect ways of life in
○ Teacher feedback on of life of Black groups within urban and rural
opinions, insights and Canada communities?
misconceptions once - List elements of the quality of ● 5.3.4.3: How did the
every few days. life before and after significant economic boom immediately
○ Student plan on areas economic events such as WWI, following the Second World
for growth during next the great depression and War affect ways of life in
cultural group study. economic booms. Canada?
Task
Black immigrants before and after
various economic and political
● Venn Diagram
using class made
rubric
Task Students will: Indian/Middle East

are related to Indian or other Middle media articles. a variety of sources,
Eastern groups in Canada.These - Identify various perspectives distinguishing between fact
could be historical events/articles or on issues involving economics and opinion
current events (a list of possible and politics in Canada. ● 5.S.9.1: examine how
choices will be pre-made by the - Explain other perspectives on various people might
teacher). When not presenting, media articles. interpret a media message
students will be recording key - Identify key elements from differently
messages, listing the facts and chosen articles and events. ● 5.S.9.2: examine diverse
might differ.
daily and a teacher
check once a week.
● Presentation
what was done well
and areas for
improvement
● Presentation
based on a teacher
created rubric

archives on Indian and Middle resources in Canada affect the the land
Eastern communities, students will quality of life. ● 5.1.1.5: appreciate the
complete journal reflections - Identify ways that landforms, influence of the natural
examining the impact of the land on bodies of water and natural environment on the growth
quality of life, way of life and the resources affect the quality of and development of Canada
areas of settlement. life in different areas of ● 5.1.2.2: How do landforms,
understanding, the Indian and Middle Eastern region determine the
insights and groups within Canada. establishment of
events

After examining different artifacts, - Identify ways that Indian and ● 5.2.1.5: acknowledge the
documents and events in Canadian Middle Eastern immigrants contributions made by
history such as the Canada flag, the have impacted what Canada is diverse cultural groups to the
and others, students will complete - Explain how Indian ● 5.2.8.3: How do stories of
journal reflections examining immigrants have contributed to immigrants from India
different impacts that each of these the development of Canada by contribute to an
changes had on Middle Eastern referring to their stories. understanding of diversity in
groups in Canada. Students will also - Identify ways that specific Canada?
examine the symbolism within political actions and ● 5.3.1.1: recognize how
historical art pieces and artifacts that documents have impacted the economic and political
have to do with middle eastern lives of Indian and Middle changes impact ways of life
groups and identify the perspectives Eastern groups within Canada. of citizens
that each come from or portray. - Identify the effect that ● 5.3.1.2: recognize the effects
Formative Assessment confederation had on Indian of Confederation on
● Journal Reflections on and Middle Eastern citizenship and identity from
historical events and artifacts communities and their sense of multiple perspectives\
○ Teacher will provide identity. ● 5.3.5.3: How did the
feedback on - Identify how the Canadian flag adoption of the Canadian
understanding, changed the sense of identity flag affect collective identity
insights and for Indian and Middle Eastern within Canada?
misconceptions every groups. ● 5.3.5.4: How was the
few days. - Identify how the patriation of patriation of the Constitution
Task the constitution affected the in 1982 a step toward
Students will compare the treatment Indian and Middle Eastern nationhood?
and rights of Middle Eastern groups groups. ● 5.3.5.5: How is the Canadian
throughout history and before and - Identify how the Charter of Charter of Rights and
after significant events by creating Rights and Freedoms impacts Freedoms a symbol of
various venn diagrams. the Indian and Middle Eastern Canada's emerging identity?
Formative Assessment Canadians sense of Identity.
● Venn Diagrams
using a class made
checklist.

After examining different events - Identify who the famous five ● 5.2.8.3: How do stories of
involving the rights, roles and were. immigrants from India
opportunities of the different sexes in - Explain why the famous five contribute to an
Canada students will complete are important to Canadian understanding of diversity in
journal reflections on the significance History Canada?
of events on middle eastern - Identify events and factors that ● 5.3.3.1: Who were the
Canadians and explore the led to the creation of the Famous Five?
differences in treatment and famous five. ● 5.3.3.2: How did they
obtainment of rights. - Identify what the laws and identify the need for change
Formative Assessment rights were at the time and how in Canadian laws?
● Journal Reflections the actions of the famous five ● 5.3.3.3: How did the changes
○ Teacher written have changed them brought on by their actions
feedback on opinions, - Explain how the changes the affect individual rights in
insights and famous five influence have Canada?
misconceptions once affected various groups within
every few days Canada
Task
Indian and Middle Eastern
communities throughout Canadian
history by creating t-charts for the
different time periods.
● T-chart
given on
understanding.

After examining significant political - Explain the economic status ● 5.2.8.3: How do stories of
and economic events such as the and quality of life of Middle immigrants from India
wars, the great depression and other Eastern and Indian groups contribute to an
economic booms and busts through referencing narratives and understanding of diversity in
texts, videos and artifacts, students stories Canada?
the Middle Eastern and Indian groups groups and their ways of life industrialization and
within Canada and what the current - Identify ways that the great urbanization of Canada?
quality of life is for these particular depression affected the Middle ● 5.3.4.2: In what ways did the
groups. Eastern and Indian groups Great Depression of the
Formative Assessment across Canada. 1930s affect ways of life in
● Journal Reflections - Identify way that economic urban and rural
○ Teacher feedback on booms have affected the way communities?
opinions, insights and of life of Middle Eastern and ● 5.3.4.3: How did the
misconceptions once Indian groups within Canada economic boom immediately
every few days. - List elements of the quality of following the Second World
○ Student plan on areas life before and after significant War affect ways of life in
for growth during next economic events such as WWI, Canada?
cultural group study. the great depression and
Task economic booms.
Indian and Middle Eastern
immigrants before and after various
economic and political changes such
as WWI, WWII, the great depression
and economics booms and busts in
● Venn Diagram
using class made
rubric
Task Students will: European/Russian

are related to European or Russian media articles. a variety of sources,
daily and a teacher
check once a week.
● Presentation
what was done well
and areas for
improvement
● Presentation
based on a teacher
created rubric

archives on European and Russian resources in Canada affect the the land
communities, students will complete quality of life. ● 5.1.1.5: appreciate the
journal reflections examining the - Identify ways that landforms, influence of the natural
impact of the land on quality of life, bodies of water and natural environment on the growth
way of life and the areas of resources affect the quality of and development of Canada
settlement. life in different areas of ● 5.1.2.2: How do landforms,
understanding, the European and Russian region determine the
insights and groups within Canada establishment of
events

After examining different artifacts, - Identify ways that European ● 5.2.1.5: acknowledge the
documents and events in Canadian and Russian immigrants have contributions made by
history such as the Canada flag, the impacted what Canada is diverse cultural groups to the
and others, students will complete - Explain how European and ● 5.2.9.1: What do stories of
journal reflections examining Russian immigrants have immigrants from Ukraine,
different impacts that each of these contributed to the development Poland, Russia and Germany
changes had on European and of Canada by referring to their tell us about their history and
Russian groups in Canada. Students stories. presence in western Canada?
will also examine the symbolism - Identify ways that European ● 5.2.9.2: How were European
within historical art pieces and and Russian Immigrants were immigrants affected by
artifacts that have to do with pressured to conform in pressures to conform in
European and Russian groups and Western Canada Western Canada?
identify the perspectives that each - Identify ways that specific ● 5.3.1.1: recognize how
come from or portray. political actions and economic and political
Formative Assessment documents have impacted the changes impact ways of life
● Journal Reflections on lives of European and Russian of citizens
historical events and artifacts groups within Canada. ● 5.3.1.2: recognize the effects
○ Teacher will provide - Identify the effect that of Confederation on
feedback on confederation had on European citizenship and identity from
understanding, and Russian communities and multiple perspectives
insights and their sense of identity. ● 5.3.5.3: How did the
misconceptions every - Identify how the Canadian flag adoption of the Canadian
few days. changed the sense of identity flag affect collective identity
Task for European and Russian within Canada?
Students will compare the treatment groups. ● 5.3.5.4: How was the
and rights of European and Russian - Identify how the patriation of patriation of the Constitution
groups throughout history and before the constitution affected the in 1982 a step toward
and after significant events by European and Russian groups. nationhood?
creating various venn diagrams. - Identify how the Charter of ● 5.3.5.5: How is the Canadian
Formative Assessment Rights and Freedoms impacts Charter of Rights and
● Venn Diagrams the European and Russian Freedoms a symbol of
○ Evaluated by teacher immigrants sense of Identity. Canada's emerging identity?
using a class made
checklist.

involving the rights, roles and were. immigrants from Ukraine,
opportunities of the different sexes in - Explain why the famous five Poland, Russia and Germany
Canada students will complete are important to Canadian tell us about their history and
journal reflections on the significance History presence in western Canada?
of events on European and Russian - Identify events and factors that ● 5.3.3.1: Who were the
Canadians and explore the led to the creation of the Famous Five?
differences in treatment and famous five. ● 5.3.3.2: How did they
obtainment of rights. - Identify what the laws and identify the need for change
Formative Assessment rights were at the time and how in Canadian laws?
● Journal Reflections the actions of the famous five ● 5.3.3.3: How did the changes
○ Teacher written have changed them brought on by their actions
feedback on opinions, - Explain how the changes the affect individual rights in
insights and famous five influence have Canada?
misconceptions once affected various groups within
every few days Canada
Task
European and Russian communities
throughout Canadian history by
creating t-charts for the different time
periods.
● T-chart
given on
understanding.

and economic events such as the and quality of life of European immigrants from Ukraine,
wars, the great depression and other and Russian groups Poland, Russia and Germany
economic booms and busts through referencing narratives and tell us about their history and
texts, videos and artifacts, students stories presence in western Canada?
the European and Russian groups groups and their ways of life industrialization and
within Canada and what the current - Identify ways that the great urbanization of Canada?
quality of life is for these particular depression affected the ● 5.3.4.2: In what ways did the
groups. European and Russian groups Great Depression of the
Formative Assessment across Canada. 1930s affect ways of life in
● Journal Reflections - Identify way that economic urban and rural
○ Teacher feedback on booms have affected the way communities?
opinions, insights and of life of European and ● 5.3.4.3: How did the
misconceptions once Russian groups within Canada economic boom immediately
every few days. - List elements of the quality of following the Second World
Task life before and after significant War affect ways of life in
Students will compare the similarities economic events such as WWI, Canada?
and difference in quality of life for the great depression and
European and Russian immigrants economic booms.
before and after various economic
and political changes such as WWI,
WWII, the great depression and
economics booms and busts in
● Venn Diagram
using class made
rubric
Task Students will: Class Cultural Magazine

Students will work with a graphic - Identify how different societal ● 5.2.1.3: recognize how
artist to create a more inclusive and changes have impacted changes in society can affect
accurate magazine portraying the top Canadian Identity identity
25 objects that resemble and - Explain how their initial ideas ● 5.S.1.3: re-evaluate personal
highlight what Canada is. The have been expanded through opinions to broaden
students will be able to look at “The the inquiry understanding of a topic or
Story of Canada in 150 objects” by - Create a visual piece using one an issue
Canadian Geographic and evaluate or more artistic elements to ● Expression Component 10
the chosen objects for their create emphasis. (iii): Component 10 (iii) -
significance and biases. Each student - Identify their new or changed MEDIA AND
will focus on one object and create perspective on what it means TECHNIQUES: Students
their page for the magazine. to be Canadian will use media and
Formative Assessment - Explain how elements of the techniques, with an emphasis
● Plan inquiry has changed their on more indirect complex
○ Peer feedback using perspective. procedures and effects in
class made rubric as a - Identify and explain an drawing, painting, print
guide important object in Canadian making, sculpture, fabric
○ Teacher feedback History using the Canadian arts, photography and
using class made Geographic magazine as a technographic arts.
rubric as a guide model. ● ELA 3.3.1: connect gathered
● Final product information to prior
○ Self-evaluation using knowledge to reach new
class made rubric conclusions
Summative Assessment ● ELA 2.4: use texts from
● Final Product listening, reading and
○ Teacher evaluated viewing experiences as
using class made models for producing own
rubric oral, print and other media
○ Student-Teacher texts
interview on learning
throughout the
journey and thoughts
on their final product.
● Write up
○ Teacher Evaluated
using class made
rubric

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Assessments and Tasks Indicators of Student learning Cluster Outcomes

Task Students will: What does it mean to be Canadian?

Task Students will: First Nations/Metis/Inuit

Task Students will: The Land

Task Students will: Rights and Influence

Task Students will: Gender

Task Students will: Quality of Life (Class)

Task Students will: British/Irish/Scottish

Task Students will: The Land

Task Students will: Rights and Influence

Task Students will: Gender

Task Students will: Quality of Life (Class)

Task Students will: Francophone

Task Students will: The Land

Task Students will: Rights and Influence

Task Students will: Gender

Task Students will: Quality of Life (Class)

Task Students will: Chinese/Asian

Task Students will: The Land

Task Students will: Rights and Influence

Task Students will: Gender

Task Students will: Quality of Life (Class)

Task Students will: The Land

Task Students will: Rights and Influence

Task Students will: Gender

Task Students will: Quality of Life (Class)

Task Students will: Indian/Middle East

Task Students will: The Land

Task Students will: Rights and Influence

Task Students will: Gender

Task Students will: Quality of Life (Class)

Task Students will: European/Russian

Task Students will: The Land

Task Students will: Rights and Influence

Task Students will: Gender

Task Students will: Quality of Life (Class)

Task Students will: Class Cultural Magazine

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