Design Topic ____________________________ Subject(s) __People’s Migrations_____ Grade(s) __5/6__ Designer: __Jerome Quivy_______

UbD
STAGE 1 – DESIRED RESULTS

Unit Title: PEOPLE’S MIGRATION PAST AND PRESENT.

Established Goals (big ideas):

Social Studies / Big Ideas:

ð Grade 5: Canada’s policies and treatment of minority people have negative and positive legacies.
ð Grade 5: Immigration and multiculturalism continue to shape Canadian society and identity.
ð Grade 6: Systems of government vary in their respect for human rights and freedoms.
ð Grade 6: Economic self-interest can be a significant cause of conflict among people and governments.

French Language Art (immersion): / Big Ideas:

ð Grade 5: Interactions with other people reveal their varied perspectives and thus expose human diversity.
ð Grade 6: Discovering other cultures encourages us to examine our own mores and values
ð Grade 6: Asking questions allow us to connect ideas and develop our ability to think critically.

Rationale Why are you doing this and why is it relevant to your students
- In the multicultural world we live in, I believe that looking at people migration is important for them to
understand better the world and the people around them.
- Moreover, the present world was built on causes & consequences of events and people’s actions. To
understand the present, it is important to look at the past.

Essential Question(s): What drives the learning?)

Lesson 1: Understanding the effect of cause and
consequence in our daily life and the different causes and
consequences of historical events (in a broad sense).
What are the reasons behind actual facts and issues?
How do our actions result?
Lesson 2: Introduction to Immigration
What is migration and immigration?
Why do people migrate?
Lesson 3: Canada and immigration now & Immigration
around us
Who is immigrant ? Who is not?
Lesson 4: Continuity and Change: looking at the past
and the present.
Why did those people immigrate ?
Students will be able to:
(competencies – include BC curriculum citation)
Social Studies / Competencies:
Lesson 5: Inquiry on Chinese immigration and its past.
Why did Chinese immigrants leave their country?
Why did Chinese immigrants come to Canada?
How was the Chinese immigrants received in BC?
Lesson 6: Canadian attitude toward Chinese immigration
and other wrongs doing (Gallery walk)
What are the most significant challenges that
Chinese immigrants have encountered?
Were Chinese immigrants the only ones?
Lesson 7: Immigrations after WW2 and Current
immigration policies
(Not certain yet :What did change after WW2?)
Does Canada offer a welcoming home to
newcomers from around the world?
Lesson 8: Canadian and multiculturalism. What is the
Canadian identity?
What is the Canadian identity?
Is Canada a country that we can feel proud of?
Students will know;
(content– include BC curriculum citation)
Social Studies / Content:

ð Grade 5 & 6: Use Social Studies inquiry processes

ð Grade 5: The changing nature of Canadian
and skills to — ask questions; gather, interpret,
immigration over time
and analyze ideas; and communicate findings and
ð Grade 5: Past discriminatory government policies

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic ____________________________ Subject(s) __People’s Migrations_____ Grade(s) __5/6__ Designer: __Jerome Quivy_______

decisions and actions, such as the Head Tax, the Komagata

ð Grade 5 & 6: Ask questions, corroborate Maru incident, residential schools, and
inferences, and draw conclusions about the internments
content and origins of a variety of sources, ð Grade 6: Global poverty and inequality issues,
including mass media (evidence) including class structure and gender
ð Grade 5: Differentiate between intended and
unintended consequences of events, decisions an French Language Art (immersion):
developments, and speculate about alternative
outcomes (cause and consequence)
ð Grade 5: Language elements: adverbs (Time,
ð Grade 6: Differentiate between short- and long-
place, cause and result).
term causes, and intended and unintended
ð Grade 5: Literary elements: characteristic if
consequences of events, decisions and
biography (point of view, historical setting, etc.)
developments (cause and consequence).
ð Grade 6: Language elements: agreement of
ð Grade 5 & 6: Sequence objects, images events
tenses (“passé composé” with être/avoir)
and recognize the positive and negative aspect of
ð Grade 6: Communication strategies: active
continuity and change in the past and present.
listening (grade 5 also); explanation;
(Continuity and change)
consideration of other people’s perspective.
French Language Art (immersion):
ð Grade 5: Describe the characters in a work based
Performence Art:
on their actions, and according to the social and
historical context.
ð Grade 6: Express views in a manner that ð Grade 5 & 6: Drama character, time, place, plot,
recognizes the value of other people’s viewpoints tension, mood, focus and contrast (in drama :
in order to broaden one’s own perspective and taking on and exploring the thoughts,
that of peers.
perceptions, feelings and beliefs of another.
Performence Art:
ð Grade 5 & 6: Explore connection and relationship
through between identity, place, culture, society,
and belong through the arts.
ð Grade 5 & 6: Express, feelings, ideas and
experience through the arts.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks and/or culminating tasks: Other Evidence: formative and summative

• Throughout the Unit: student’s Journal

Lesson 2: Student product: Write an autobsiography
Lesson 5: Student product: Oral presentation and class
conversation with students group.
Lesson 6: Student product: (to be defined : The time-
line game) and Journal production from lesson 1 to 6.
Lesson 8: Student product: What is Canadian’s identity)
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
• Lesson 1: Observation: Participation
• Lesson 2: Conversation: Class discussion &
Observations: Sharing my immigrant’s story
• Lesson 3: Observation: Preparation (home work)
& Participation
• Lesson 4: Observation: Participation
• Lesson 5: Conversation: Self-assessment &
Observations: Group-skills
2
Design Topic ____________________________ Subject(s) __People’s Migrations_____ Grade(s) __5/6__ Designer: __Jerome Quivy_______

• Lesson 6: Observation: Group-skills

• Lesson 7: Conversation: Class discussion
Key Criteria:
• Assess student’s competencies to find and understand the causes and consequences of the different
historical events (via a triangulation of evidences).

• Content Objective ( general ):

Students will be able to understand why people immigrate and what make them to do so.

• Language Objective(s):
I am able to reuse knowledge I learned previously (past tense and adverbs) to speak to others, to read text
and to write narrative – using the new vocabulary - and I can share ideas about why people migrate.

STAGE 3 – LEARNING PLAN

Learning intentions
Lesson 1:
Understanding the effect of cause and consequence
in our daily life and the different causes and
consequences of historical events (in a broad sense).
Lesson 1bis: Every Thursday (English day) spread
over the unit.
Learning activities
1. Introduction to ‘Journal of my learning’ along the Unit and
Showing the Assessment Rubric.
2. (Before field trip to Victoria on Apr. 10th) Continuity and
Change: Looking at Victoria (Old and New Chinatown).
3. Continuity and Change: Analyzing old city map with new
ones.
4. Understanding causes and consequences (Video)
5. Reflection (+ First Journal entry)
Lesson 1bis: Chinatown in BC and racism. (English)

Lesson 2: 1. PRE-Checking our beliefs (True or False)

Introduction to Immigration 2. Fair/ Unfair game
3. The short movie : “The Arrival” (of Shaun Tan’s book)
4. Performance Art activity on the “Push and Pull”
5. Writing my Autobiography
Lesson 3: 1. Research on my family’s past (Preparation as
Canada and immigration now & Immigration around Homework!)
us 2. Do Fruits also immigrate? (geography)
3. Immigration around us (Mother tongue spoken in the
community)
4. TC2 activity: ‘Les nouveaux visages du Canada’
Lesson 4: 1. The Human Time-line of Immigration over time.
Continuity and Change: looking at the past and the
present.

Lesson 5: A1. Creation of graphs representing the evolution of

Inquiry on Chinese immigration and its past. immigration since the 19th century.
A2. Advertisements for immigration with TC2 activity (mix of
A: Using primary documents :’Forger ses rêves’ & ‘Promotion du Canada’ )

B: Using secondary documents A3. Racism in pictures (on Chinese immigrants).

A4. People’s accounts on Chinese population
B1. Webquest on Historical Event involving Chinese

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Design Topic ____________________________ Subject(s) __People’s Migrations_____ Grade(s) __5/6__ Designer: __Jerome Quivy_______

immigrants.
B2. Students group presentation & discussion
B3. POST-checking our beliefs (started in Lesson 2)
Lesson 6: 1. Gallery-walk (on historical wrongs)
Canadian attitude toward Chinese immigration and 2. Timeline Game
other wrongs doing (Gallery walk)
3. Discussion on other wrongs (First Nations, Japanese
Interments camps – video ‘Minoru’, Komagata Maru)
Lesson 7: 1. Fixing the wrongs
Immigrations after WW2 and Current immigration
policies
Lesson 8: 1. Multiculturalism around us.
Canadian and multiculturalism. What is the Canadian 2. What is the Canadian identity?
identity?

Reflection What was successful in this Unit ? If taught again, what would you change to make this Unit even
more successful and inclusive for diverse and exceptional students? What timing adjustments might you make?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4