Past and Present

Overview

In this 60-minute lesson, students will explore and compare significant historical events and societal changes in Canada with contemporary issues. Through collaborative discussions, critical thinking exercises, and multimedia analysis, students will develop an understanding of how Canada’s past influences its present and shapes its future.

This lesson forms Lesson 6 in the unit Exploring Canadian History and aligns specifically with the Ontario Social Studies Curriculum for Grade 7.

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Curriculum Connections

Grade 7 Social Studies – Canada: Early Societies to 1850
Overall Expectations:

• B2.4 Compare past and present ways of life and explain how these changes have influenced Canadian identity.
• B3.1 Use the social studies inquiry process to investigate historical issues and make informed judgments about their impact on present-day Canada.

Specific Expectations:

• B2.4.1 Identify significant historical events or developments and explain their impact on contemporary Canadian society.
• B3.1.2 Use a variety of primary and secondary sources to analyse and draw conclusions about past societies and their connections to present-day issues.
• B3.1.4 Communicate findings clearly using appropriate social studies terminology.

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Learning Goals

By the end of this lesson, students will be able to:

• Compare and contrast historical events and societal dynamics in Canada with current events and trends.
• Evaluate the impact of historical legacies on contemporary Canadian identity, culture, and governance.
• Engage respectfully in discussions to articulate ideas about historical influence on modern life.
• Use critical thinking to connect evidence from primary and secondary sources to current societal issues.

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Materials Needed

• Copies of curated primary sources (e.g., historical documents, images) representing key events pre-1850 (e.g., Confederation precursors, Indigenous-European relations)
• Recent news articles or multimedia clips highlighting contemporary Canadian issues (e.g., reconciliation with Indigenous peoples, immigration policies, multiculturalism)
• Chart paper or digital whiteboard for class ideas mapping
• Student notebooks/journals
• Projector or screen for multimedia presentation

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Lesson Breakdown

1. Introduction & Review (10 minutes)

• Begin with a brief recap of the previous lessons in the unit to activate prior knowledge about early Canadian history and socio-political contexts.
• Pose the question: “How do you think the events and decisions from Canada’s past continue to shape our society today?”
• Record initial thoughts on chart paper or a digital board to refer back to throughout the lesson.

2. Source Exploration (15 minutes)

• Divide students into 5 groups (5 students per group). Each group receives:
  • One primary source related to a significant historical event or societal issue (e.g., Indigenous treaties, early immigration patterns, settlement life).
  • One secondary source detailing a contemporary issue connected to the historical topic (e.g., current Indigenous land claims, immigration debates).
• Students analyse their sources using guided questions:
  • What is the historical event or issue depicted?
  • What are the key facts or messages?
  • How does this relate to something happening in Canada today?
• Groups record their findings and connections on a graphic organiser.

3. Group Presentations & Class Discussion (20 minutes)

• Each group presents their analysis and comparisons to the class (3 minutes per group).
• Encourage students to use social studies vocabulary (e.g., “legacy”, “continuity”, “change”, “perspective”).
• After presentations, facilitate a whole-class discussion:
  • Which historical events have the most visible impact on Canada today?
  • How can understanding history help Canadians address current challenges?
  • What might happen if we ignore these historical connections?

4. Reflective Writing (10 minutes)

• Prompt students to write a short response in their journals/notebooks:
  • Choose one historical event or societal change we discussed today and explain how it has influenced contemporary Canada.
  • What is one new idea you learned about the connection between past and present?
• Encourage students to use specific examples from the lesson and social studies terminology.

5. Wrap-Up & Exit Ticket (5 minutes)

• Students share one key takeaway with a peer.
• Each student completes an exit ticket answering:
  • Why is it important to compare past and present when learning about Canadian history?
• Collect exit tickets to informally assess understanding.

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Assessment

• Informal assessment through group presentations and participation in class discussions.
• Written reflections and exit tickets provide formative assessment of students' ability to make connections between historical and contemporary Canada.
• Teacher observation of use of appropriate terminology and critical thinking during discussions.

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Differentiation Strategies

• Provide differentiated primary/secondary sources with varying complexity for groups based on student needs.
• Offer sentence starters and graphic organisers for students needing support with writing tasks.
• Use peer support and small group work for language learners or students requiring additional social scaffolding.

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Extensions & Cross-Curricular Opportunities

• Art: Students create a timeline mural combining historical and contemporary events that impacted Canadian identity.
• Language: Write a mock newspaper article from a historical or modern Canadian perspective.
• Technology: Use digital tools (e.g., Padlet or Google Docs) to collate class findings and create interactive digital posters.

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Teacher’s Reflective Notes (Post-Lesson)

• Were students able to draw clear connections between past and present?
• Did group collaboration promote engagement and deepen understanding?
• What strategies helped students use social studies vocabulary accurately?
• Adjust scaffolding or grouping as necessary for differentiated future lessons.

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This lesson expertly aligns with the Ontario Grade 7 Social Studies Curriculum by fulfilling key expectations through inquiry, critical analysis, and communication, fostering informed, civically engaged learners.