Intermediate Divison
Movie: Race to Freedom: The Underground Railroad/ Supersize Me
*Activity writing a letter as if they were a slave planning to use the underground railroad to escape
Grade
7
History
Unit B. Canada, 1800-1850: Conflict and
Challenges
B1.2 analyse some of the challenges facing
individuals and/or groups in Canada between 1800
and 1850 (e.g., war with the United States,
industrialization, poor wages and working
conditions, rigid class structure, limited political
rights, discrimination and segregation, religious
conflict, limited access to education, influx of new
immigrants, epidemics, transportation challenges,
harshness of life on the western frontier,
continuing competition for land and resources
between First Nations/Métis and settlers) and
ways in which people responded to those
challenges (e.g., strikes, rebellion, legislation to
expand access to education, treaties, construction
of canals, mutual aid societies, work bees,
quarantining immigrants) Sample questions: “What
were some of the challenges new immigrants faced
on arriving in Canada? What were some responses
to those challenges?” “What were some of the
methods used by Reformers and Patriotes in their
quest for political change?” “How did
discrimination and segregation affect the ways in
which African Canadians met their everyday
needs?”
Language
Writing:
1.2 generate ideas about more challenging topics and identify those
most appropriate for the purpose
2.2 establish a distinctive voice in their writing appropriate to the
subject and audience
2.3 regularly use vivid and/or figurative language and innovative
expressions in their writing
Media Literacy:
1.1 explain how various media texts address their intended purpose
and audience
1.3 evaluate the effectiveness of the presentation and treatment of
ideas, information, themes, opinions, issues, and/or experiences in
media text
1.4 explain why different audiences (e.g., with respect to gender, age,
nationality, ability/disability income level) might have different
responses to a variety
of media texts
3.1 explain why they have chosen the topic for a media text they plan
to create (e.g., a class newspaper or pamphlet to inform parents
about the achievements and activities of students in the class), and
identify challenges they may face in engaging and/or influencing their
audience
3.4 produce a variety of media texts of some technical complexity for
specific purposes and audiences, using appropriate forms,
conventions, and techniques (e.g., • a class newspaper for parents • a
class magazine for students in a lower grade • a multimedia report on
a unit of study for geography • a website about the school for new
students • a movie poster • an advertisement for a new product • a
theatre review with commentary on the use of conventions and
techniques for a class/school newspaper • a scene for a film based on
a prose narrative • two media texts on the same subject using
different media forms)
Science
8
Unit A. Creating Canada, 1850-1890
A1.3 analyse some of the actions taken by various
groups and/or individuals in Canada between 1850
and 1890 to improve their lives (e.g., lifestyle
changes among Métis facing increasing agricultural
settlement in the West; alliances among First
Nations during negotiations with the federal
government; the creation of mutual aid societies
by ethnic groups to help new immigrants from
their homelands; campaigns against Confederation
in the Maritimes; the creation of labour unions to
press for better pay, hours, and working
conditions; the creation of a newspaper by Mary
Ann Shadd to lobby against slavery and for the
rights of African Canadians) Sample questions:
“What were some strategies immigrants developed
to cope with the environment of the Canadian
Prairies?”
“Who established the Chinese Consolidated
Benevolent Association? What challenges was it
created to address?” “What was the Toronto
Women’s Literary Club? What was its goal? What
were its strategies?”
Writing:
1.2 generate ideas about more challenging topics and identify those
most appropriate to the purpose
1.3 gather information to support ideas for writing, using a variety of
strategies and a wide range of print and electronic source
2.1 write complex texts of a variety of lengths using a wide range of
forms
2.2 establish a distinctive voice in their writing appropriate to the
subject and audience
2.3 regularly use vivid and/or figurative language and innovative
expressions in their writing
Media Literacy:
1.1 explain how a variety of media texts address their intended
purpose and audience
1.3 evaluate the effectiveness of the presentation and treatment of
ideas, information, themes, opinions, issues, and/or experiences in
media texts
1.4 explain why different audiences (e.g.,with respect to gender, age,
culture, race, income level)might have different responses to a variety
of media texts
3.1 explain why they have chosen the topic for a media text they plan
to create (e.g., a poster advertising a class fund-raising campaign to
appeal to local parent groups, businesses, or service organizations),
and identify challenges they may face in engaging and/or influencing
their intended audience
3.2 identify an appropriate form to suit the purpose and audience for
a media text they plan to create (e.g., a multimedia presentation
about their class or grade, to be presented to parents during
graduation ceremonies) and explain why it is an appropriate choice
3.4 produce a variety of media texts of some technical complexity for
specific purposes and audiences, using appropriate forms,
conventions, and techniques (e.g., • a multimedia presentation
examining two or more elements of a narrative, such as
theme,plot,setting,or character • a one-minute video advertising a
class fund-raising project • a website based on the content of a unit of
study • a report on school sports events to be presented during
morning announcements • magazine advertisements for a particular
product, aimed at different age groups among the students in the
school • an interview with a family member about his or her cultural
heritage for publication in a school or community
magazine/newspaper • a public-service announcement
on a current issue that is relevant to their fellow students, such as
daily physical activity, literacy, or bullying • a storyboard for a video of
a favourite song that is not available as a video)