Name: Loyalists Unit Plan Grade: 7

Subjects/Strands: Social Studies Number of days: 2 weeks/21 days

STEP 1: CURRICULUM CONNECTIONS

Big Idea for Loyalists migration

This Unit

Inquiry What is loyalty?

Questions What challenges did the loyalists face and do certain groups face similar challenges today?

General
7.1 Students will demonstrate an understanding and appreciation of the distinct roles of, and the relationships
Outcomes
among, the Aboriginal, French and British peoples in forging the foundations of Canadian Confederation.
(GLOs)

Specific 7.1.1 appreciate the influence of diverse Aboriginal, French and British peoples on events leading to
Outcomes Confederation
(SLOs)
7.1.2 appreciate the challenges of coexistence among peoples

7.1.5 assess, critically, the political competition between the French and the British in attempting to control
North America by exploring and reflecting upon the following questions and issues:

- How was British North America impacted by rebellion in the 13 colonies and by the
 subsequent Loyalist migration?

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:

- What was the role and intent of Chief Pontiac in controlling British forts?
- How was the Royal Proclamation of 1763 an attempt to achieve compromise between the
Aboriginal peoples, the French and the British?
- How did the Québec Act of 1774 contribute to the foundations of Canada as an officially
bilingual country?
- What was the role of Chief Tecumseh in the War of 1812?
- How did the War of 1812 contribute to British identity in Canada?
- How did the War of 1812 contribute to defining Canada’s political boundaries?
- How was the Great Migration of 1815–1850 in Upper Canada and Lower Canada an attempt
to confirm British identity in the Province of Canada?
- How was the Act of Union of 1840 an attempt to resolve the issues raised by the 1837 and
1838 Rebellions in Lower Canada and Upper Canada?
- To what extent was Confederation an attempt to provide the populations of Québec and
Ontario with increased control over their own affairs?
- To what extent was Confederation an attempt to strengthen the Maritime colonies?

STEP 2: CULMINATING TASKS – ASSESSMENT ‘OF’ & ‘FOR’ LEARNING

 Final day of class will be called “A gathering of Loyalists” It will include:
Performance
- Students presenting their creative biographies (final performance task)
Assessment
- Celebratory food (tea & biscuits)
Task
- Decorate classroom with British flag/streamers
- Redo their loyalty questionnaire

Formative Loyalty definition & questionnaire - gage how deeply they have thought about the issue of loyalty
Assessment
Tools Exit slip - reinforce what they have taken notes on, gain an understanding of what interests them to help
focus the rest of the unit

Event Research worksheet - are students able to complete in depth research about an event in history

Events leading to the American Revolution worksheet - are students able to teach each other about what they
researched? Gain an understanding of the events leading to the American Revolution.

Who were the Loyalists worksheet - are students able to identify the commonalities between the different
types of Loyalists? Are they able to guess why they would be Loyalists?
Plickers quiz - Have students retained the information they learned last class? Are they able to identify the
events leading to the American Revolution?

STEP 3: Lessons Overview

Week One: Loyalists Migration

 LESSONS

Lesson 1: What is loyalty?

Specific Outcomes Lesson description with instructional Assessment purpose, Resources and materials
strategies, prompts, questions mode, strategy, tool
with criteria

Class discussion: What is loyalty? Come Loyalty definition & Loyalty questionnaire
7.1.5 assess, critically, the up with a class definition. Put the questionnaire - gage how
political competition definition in a prominent place for deeply they have thought Guided notetaking of
between the French and the everyone to see. about the issue of loyalty American War of
British in attempting to Independence
control North America by Think, pair, share: ‘Loyalty’ Exit slip - reinforce what
exploring and reflecting questionnaire. After completing the they have taken notes Exit slip
upon the following questionnaire, partner up with a on, gain an
questions and issues: How classmate and come up with a definition understanding of what
was British North America for loyalty. interests them to help
impacted by rebellion in the focus the rest of the unit
13 colonies and by the Take notes as a class on the American
subsequent Loyalist War of Independence.
migration? Exit slip - answer the following
questions:
Having defined the term loyalty, what do
you think it means to be a loyalist?
What is one question you have about
what we learned today?
 Lesson 2: Events leading to the Loyalist migration

Specific Outcomes Lesson description with instructional Assessment purpose, Resources and materials
strategies, prompts, questions mode, strategy, tool with
criteria

Review points from reading last class and exit Worksheet about specific Worksheet about specific
7.1.5 assess, critically, slips. event. event.
the political Look at map of North America before and
competition between after 1763 (Treaty of Paris and end of Seven Worksheet with Worksheet with
the French and the Years War). information from jigsaw information from jigsaw
British in attempting to activity. activity.
control North America ‘Cause and effect’ jigsaw of events leading up
by exploring and to Loyalists migration. Class will be divided Participation of students Computers for research.
reflecting upon the into groups, each group will be assigned a in intro/closure activity.
following questions specific event to research (guided note-
and issues: How was taking sheet). After they complete their
British North America research, they will rotate to another group
impacted by rebellion and share their research, completing a
in the 13 colonies and second guided note-taking sheet.
by the
subsequent Loyalist Closure activity - students will choose one
migration? fact they learned and share with a friend.

Lesson 3: Who were the loyalists?

 Specific Outcomes Lesson description with instructional Assessment purpose, mode, Resources and materials
strategies, prompts, questions strategy, tool with criteria

Intro: students draw what they think Initial drawing of loyalist Worksheet on commonalities
7.1.5 assess, critically, a loyalist looked like. Display the of loyalists
the political drawings on desks and do a quick Worksheet on commonalities
competition between gallery walk of all the drawings. of loyalists Document with pictures of
the French and the Discuss as a class what commonalities loyalists
British in attempting to they see. Class discussions
control North America Blank pieces of paper
by exploring and Display on the board a document
reflecting upon the with several different
following questions pictures/drawings of loyalists.
and issues: How was Students will work in groups of 2-3 to
British North America answer the question: what’s the
impacted by rebellion commonality between these people,
in the 13 colonies and besides the fact that they are all
by the human? A worksheet will be provided
subsequent Loyalist to help guide discussion.
migration?
Closure: Class discussion: what types
of people did you look at? Did you
separate them into categories? Is
there one category you could place
them all in together?
 Lesson 4: Why did the loyalists side with Britain?

Specific Outcomes Lesson description with instructional Assessment purpose, mode, Resources and materials
strategies, prompts, questions strategy, tool with criteria

Intro: read passage from the Book of Graffiti activity - can be used Book of Negros
7.1.5 assess, critically, Negros (pg. 267-9). Talk about why the to gage classes’
the political character chooses to become a loyalist. understanding as a whole of Graffiti activity paper
competition between the who the loyalists were
the French and the Graffiti activity: Have six pieces of paper and why they were loyalists. Blank lined paper
British in attempting prepared, with six different types of
to control North loyalists. Have students brainstorm in Reflection writing piece -
America by exploring their groups reasons why that person collect to get an
and reflecting upon would choose to become a loyalist and understanding of individual
the following write it on the piece of paper. After 5-7 students’ understanding of
questions and issues: mins, rotate paper. After the first couple loyalists
of rotations, allow students to use
How was British North
computers to research why they would
America impacted by
have become a loyalist. After each group
rebellion in the 13
has seen each piece of paper, place the
colonies and by the
six pieces of paper in different places
subsequent Loyalist
around the classroom and allow students
migration?
to see the graffiti they have created.
 Closure: Write on board: Loyalty can
sometimes be a fear of change. Based on
their research and conversations from
the past week, have students write a
reflection on this statement. What does
this mean to you? Can you think of
examples where this might be true?
Untrue?

Lesson 5: Where did the loyalists go?

Specific Outcomes Lesson description with instructional Assessment purpose, Resources and materials
strategies, prompts, questions mode, strategy, tool with
criteria

Intro - watch first half of video clip about Students are able to Youtube video - ‘Refugee
7.1.2 appreciate the refugees, ‘Refugee Journeys’ After watching, complete guided note- Journeys’
challenges of have students discuss in small groups: where taking sheet as a class.
coexistence among do refugees come from? Why do refugees Guided note-taking
peoples move? Where do refugees go? Students hand in sheets about the Loyalist
completed questions on migration and prepared
7.1.5 assess, critically,
Hand out guided note taking sheets and talk Libyan refugees for slides
the political
about the Loyalist Migration. feedback. Newspaper article about
competition between
1. How many people left. Libyan refugees and
the French and the
2. Where did they go? (draw migration question sheet.
British in attempting
 lines on a map from USA to Canada)
to control North 3. What challenges did they face?
America by exploring
and reflecting upon Closure: Hand out a newspaper article for
the following students to read about events in Libya. Have
questions and issues: them answer the following questions in
partners: What does it mean to be a Libyan
How was British North
refugee? What are they leaving and where are
America impacted by
they going? What are the similarities between
rebellion in the 13
Libyans and the loyalists?
colonies and by the
subsequent Loyalist
migration?