This product is a very comprehensive unit, with a Canadian perspective on Black History Month. It is a wonderful resource for French Immersion, particularly for the junior and intermediate grades. It touches on everything from the history of Black History Month, slavery in North America, the Underground Railway, the history of Afro-Canadians, the Civil Rights Movement + Dr Martin Luther King Junior, Viola Desmond Davis, Apartheid in South Africa, Contributions of Afro-Canadians, and racisme today in Canada. Included in this unit, there is an exit card for students to complete at the end, a graffiti activity at the beginning in order to launch the unit, and a rubric at the end. Throughout the unit, students have plenty of opportunities to investigate various historical figures, and there is even an optional investigation for those that finish early or who are motivated to learn more. This unit is perfect to work on in-class, to send out for homework, for students going on vacation, and for distance learning. I have created this unit with the Ontario Social Studies/History Grades 5, 6 and 7 curriculum in mind as it touches upon various expectations.

Tried and tested in my grade 6 Middle French Immersion class. This product is a very comprehensive unit, with a Canadian perspective on Asian History Month. It is a wonderful resource for French Immersion, particularly for the junior and intermediate grades. It touches on everything from the first Asians in Canada, the Chinese Head Tax, Japanese Internment Camps, the history of South-Asian immigration to Canada, the Komagata Maru, David Suzuki, and an opportunity to research Adrienne Clarkson. Also included are opportunities to research contributions made by Asian-Canadians, and racisme today in Canada. Included in this unit, is an exit card for students to complete at the end, a graffiti activity at the beginning in order to launch the unit, and lastly, a rubric at the end. This unit is perfect to work on in-class, to send out for homework, for students going on vacation, and for distance learning. I have created this unit with the Ontario Social Studies/History Grades 5, 6 and 7 curriculum in mind as it touches upon several expectations. A wonderful addition to any inclusive and anti-racist program.

This unit is based on the grade 6 Social Studies curriculum for Ontario (2013). I found the curriculum as being a little bit all over the placed and I went through great length in order to attempt to organize the curriculum in as logical and coherent of a way as I was able to. This unit has been tried and tested and has been written for the very multicultural group of students that I teach- all while keeping things relevant to Canada and lining up with the very broad curricular expectations. I embark on this unit by doing 2 graffiti activities, and by completing a KWL chart. I then go on to do a vocabulary study with the students and to discuss some broad preliminary questions in order to get the students thinking. I felt that some basic geographical knowledge was essential in discussing world affairs, so I do begin by touching on continents, oceans, countries, capitals and longitude and latitude. I then go on to discuss Canada’s role in the global arena and to discuss some international organizations that Canada is part of. We do touch on NGO’s as well. The unit further progresses by discussing trade, our trading partners and trade organizations. It concludes with a class-wide activity touching on where our products come from, as well as some issues related to the environment. At the end of the unit, there are weekly questions that the students are to research. These questions are taken out of the curriculum document. The package ends with two rubrics: one for the weekly questions and another for the completion of the package. There are a lot of opportunities for students to think critically and to research. I would ensure that students know how to successfully research things before giving them this package. My classes have always been fairly independent and on the stronger side, so these types of activities are perfect for them.

This is a grade 6 cumulative social studies project for French Immersion (Canada and World Connections). Throughout the course of this project, students will have the opportunity to explore in depth a non-governmental organization (NGO) of their choosing. I have added a list of suggestions that they can choose from. Students are permitted to choose a NGO that is not on the list provided that they check with the teacher first. In addition to the list, I have included suggestions for a variety of formats that students can use in order to present their NGO and make their presentation more interesting. Essentially, they are to give a lesson to the class about their NGO using various media and formats of their choosing. This project is also scaffolded in the sense that students are given precise guiding questions in order to break down the expectations of what they are to include in their project. From their responses to the guiding questions, they may then construct appropriate paragraphs in which they can share their information. In addition, there is an introduction on NGO’s and some preliminary research work that they are to do prior to starting the project. Lastly, there is a bibliography template that is included for the students, along with a rubric. I use this project in combination with my other grade 6 social studies project on 'Les organisations internationaux. I hence give students to option to pick on whether they would like to do a research on an international organization involving various governments from around the world or an NGO.

This mini-project aligns perfectly with the Grade 6 French Immersion Social Studies Unit on Communities in Canada Past and Present (Ontario). During the course of this mini-project, students are asked to explore notions of collective and individual identity. They are to write about and present 7 objects that they bring from home that they believe represent who they are. This mini-project comes with an evaluation rubric and a comprehensive step-by-step outline for students to fill out. The package also contextualizes the project by providing an introduction about the concepts of individual vs collective identity. At the end of the project, students have a sheet that they need to fill out. In this sheet, they need to comment on 10 classmates’ oral presentations.

Here is my comprehensive unit on Communities in Canada Past in Present for Grade 6. This unit, in line with the Ontario Grade 6 curriculum is thought provoking and meant to foster reflection and critical thinking on the part of the students. I have included a lot of discussion/reflection questions and opportunities for research. Weekly homework questions are provided at the end of the unit. In this unit, we look at concepts of identity, collective identity, community, contributions of various communities in Canada, immigration, racism and discrimination.