1. Canada’s History Part 1 & 2
Theme: Conflicts and Changes

2. SS6H4 The student will describe the impact of European contact on Canada.
I can describe the influence of the French and the English on the language and religion of Canada
I can explain how Canada became an independent.

3. Instructional Strategies
History of Canada (new standard): The teacher gives background knowledge of the Quebec independence movement. After a class discussion about the pros and cons of independence for Quebec, the students will write a letter to the editor of a Canadian newspaper. Students will express their opinions on whether Quebec should be independent or not. Students should include reasons for their opinion as well as background information regarding the independence movement. Conflicts which have existed between the French-speaking and English-speaking residents regarding independence should be included.
CLOZE Notes: The next pages are handouts for the students to use for note-taking during the presentation. The class will check the answers as a class after the presentation.
Canadian History Snapchats: The teacher will have the students create 4 “snaps” of noteworthy events from Canada’s history. The students will draw an illustration of the event inside of each cellphone. In the gray textbox, the students will write a caption that summarizes the event.

4. Instructional Strategies
Baby Canada Birth Announcement: The teacher will have the students create a card to announce the “birth” of the new country of Canada. The card should include a description of why and how Canada was created, an illustration of the event, and a commentary about how people in the region felt about the new country. *The teacher will also show some actual birth announcements just in case students have never seen these types of cards.
Canada’s History Blog : The teacher will have the students create a blog and write a blog post about one of the events from this lesson. In the blog post, the students will evaluate the effect that the event had on Canada becoming an independent nation.

5. Assessments:
Comprehension Check: After the lesson, the teacher will have the students answer the questions. *This will be used as a quiz.

6. Quebec’s Independence Movement
History Part 2

7. Learning Target
SS6H5 The student will analyze important contemporary issues in Canada.
a. I can describe Quebec’s independence movement.

8. Learning Strategies
The teacher will print off the graphic organizer. The students should complete the graphic organizer during the presentation.
History Storyboard: The teacher will print off the History Storyboard printable for each student. The students will create a sequence of events that outlines the history of Quebec. They will write a caption and draw an illustration to portray each event.
Two Viewpoints : The teacher will print off the Two Viewpoints printable for each student. The left lens will represent the perspective of Quebecois who want to separate from Canada and create their own country. On the left lens of the glasses, the students will write reasons to support Quebec’s independence. They will also include a small illustration that represents this viewpoint. The right lens will represent the perspective of Quebecois who do NOT want to separate from Canada. On the right lens of the glasses, the students will write reasons that do NOT support separation. They will also include a small illustration that represents this viewpoint.
You can also have the students color & cut out the glasses when finished.

9. Learning Strategies Cont.
Citation for Injustice: Print off the Citation for Injustice printable for each student. The students will write a “ticket” to Canada (Offender) for the treatment of Quebec citizens over the years. They should describe why/how Quebecers feel their French culture is disappearing. Then, they will write how they think Canada can rectify the situation. In the “polaroid picture”, they will draw a scene to represent something from this lesson.

10. Assessments:
Comprehension Check :Print off the Comprehension Check for each student. After the lesson, have the students answer the questions. *This could also be used as a quiz.
TICKET OUT THE DOOR:”Have go back in time” to 1867 when the Dominion of Canada was created. In the hourglass, students will write advice to the leaders to avoid future conflict in Quebec/Canada.