Refugees and Reformers

Overview

This 105-minute lesson explores the themes of refugees and reformers within the context of Canada, with a particular focus on Nunavut. Students will learn about the historical and contemporary experiences of refugees and social reformers, connecting these to the cultural, social, and political aspects of Indigenous communities in Northern Canada. The lesson is aligned with the Ontario Social Studies Curriculum (Grade 5: Heritage and Identity, 5.1 Understanding Contexts: Canada’s Interactions with Indigenous Peoples and Newcomers).

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Curriculum Expectations

Overall Expectations:

• Canada’s Interactions with Indigenous Peoples and Newcomers (Grade 5)
  B2. investigate the impacts of key people and events on Canadian history from various perspectives
  B3. demonstrate an understanding of the perspectives of various groups on events and issues in Canadian history

Specific Expectations:

• B2.3 explain the experiences and contributions of various groups, including refugees, newcomers, and reformers in shaping Canada’s development, with reference to Indigenous peoples and northern regions (particularly Nunavut).
• B3.2 identify and describe the actions of social reformers and how they sought change, including Inuit leaders and activists from Nunavut.

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Learning Goals & Success Criteria

I can...

• Explain what a refugee is and describe the experiences of refugees in Canada, including Inuit communities in Nunavut.
• Identify key social reformers in Canadian history and explain their contributions, with an emphasis on figures who have impacted Nunavut.
• Demonstrate understanding of how refugees and reformers have shaped Canadian society from multiple perspectives.

Success Criteria:

• I can define the term refugee and give examples relevant to Nunavut.
• I can name at least two social reformers and explain their impact.
• I can explain how refugees and reformers influence society positively, showing respect for different perspectives.

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Materials Needed

• Large maps of Canada highlighting Nunavut
• Picture cards/biographies of notable refugees and reformers (including Inuit leaders)
• Chart paper and markers
• Refugee scenario role-play cards
• Video clip: Overview of refugees in Canada (age-appropriate and culturally sensitive)
• Graphic Organizers: Venn diagrams and “Thinking Hats” for perspectives
• Reflective journals/notebooks

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Lesson Outline

Introduction (15 minutes)

• Activate Prior Knowledge: Class discussion: “What is a refugee?” Ask students what they know about refugees and reformers. Develop a KWL chart (Know, Want to know, Learned) about refugees and reformers.
• Connect to Nunavut Context: Show a map of Nunavut. Briefly discuss Nunavut’s unique cultural and historical background linked to Indigenous peoples, highlighting challenges faced by Inuit communities including displacement and social change.
• I can statement: "I can explain what a refugee is and why some people come to Canada seeking safety."

Activity 1: Exploring Refugee Experiences (30 minutes)

• Video & Discussion (10 min): Watch a short, age-appropriate video about refugees and newcomer experiences in Canada. Pause to discuss thoughts and feelings.
• Nunavut Focus (10 min): Share a brief story or case study about Inuit families impacted by relocation or displacement (highlighting historical events).
• Group Role Play (10 min): Students work in groups of 4, each group receives a “refugee scenario” card (some Inuit-related, some general Canadian). They role play the challenges and choices refugees face.
• Reflection: Students journal or draw their feelings/thoughts (differentiation: option for drawing or writing).

Success Criteria: Students demonstrate empathy by expressing challenges refugees face and make connections to Nunavut Inuit experiences.

Activity 2: Reformers and Social Change (30 minutes)

• Mini-Lecture (10 min): Present information about key Canadian social reformers including Inuit reformers or activists who have advocated for Inuit rights (e.g., Elijah Erkloo, Tagak Curley). Use picture cards and brief biographies.
• Thinking Hats Perspective Activity (15 min): Using Edward de Bono’s Six Thinking Hats technique, students examine the impact of one reformer from different points of view: emotions, facts, creativity, caution, optimism, and control/organisation.
• Whole-class discussion (5 min): How did reformers help change Canadian society and Nunavut?

Success Criteria: Students describe reformers’ roles and show understanding of multiple perspectives.

Consolidation & Assessment (20 minutes)

• Graphic Organizer: Students complete a “Compare and Contrast” graphic organizer on refugees and reformers, focusing on their impact on Nunavut and Canada.
• Gallery Walk: Post student organizers around the room. Students walk around, read peers’ work, and leave one positive comment.
• Share: Select students share reflections and new learning.
• KWL Chart Review: Return to KWL chart. What have we learned? What questions remain?

Success Criteria: Students synthesise learning by comparing refugees and reformers and show growth in understanding.

Extensions and Differentiation Strategies

• For Diverse Learners:
  • Vocabulary support: pre-teach key terms (refugee, reformer, displacement, Inuit).
  • Visual supports: pictures, timelines, graphic organizers.
  • Adjust role play by providing scripts or simplified language for ESL learners or students with learning disabilities.
  • Provide sentence starters or writing frames for journals and graphic organizers.
• For Advanced Learners:
  • Research and present a brief account of a refugee or reformer from Nunavut not covered in class.
  • Create a mini-poster advocating for current refugee or social justice issues in Nunavut.

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Assessment and Evaluation

• Observation of role-play participation and group discussion contributions.
• Review of journal reflections and graphic organizers assessing comprehension and ability to connect concepts to Nunavut.
• Use a simple rubric to assess understanding of key concepts, empathy, and demonstration of multiple perspectives.

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Teacher Notes

• Ensure respectful and culturally sensitive language and content regarding Inuit experiences.
• Build on students’ prior knowledge about Indigenous peoples while integrating newcomer experiences for a holistic view.
• Encourage empathy, respect, and critical thinking throughout, fostering a safe environment for discussions on potentially sensitive topics.

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This lesson embeds critical thinking, empathy, and engagement with local and national contexts, aligned with Ontario Social Studies curriculum goals, while highlighting Nunavut’s unique role in Canadian history.