Lesson Plan:

Who are we? Where did we

come from?
Atlantic Canadian Culture, Grade 8.

By: Brandon Belyea

OVERVIEW & PURPOSE

In this introductory lesson to the Atlantic Canadian Culture unit in the grade 8
curriculum we will discuss Canada as a whole and the occupants that live here.
In order to do this we will study immigration and outmigration patterns as seen
in the school system. Students will discuss any prior knowledge of their ancestry
and what has lead them to Canada. We will hypothesize why the students think
their ancestors may have migrated to Atlantic Canada and transition into the
Atlantic Canadian Culture unit.

CURRICULUM OUTCOMES
1. 2.1.1 define the terms culture, tradition, oral expression, and material culture.
2. 2.1.2 identify ways in which Atlantic Canadians have adapted to their physical
environment.
3. 2.1.6 recognize that culture is dynamic and shaped by many force.
4. 2.1.7 identify examples of culture diversity at the local, regional, and global
levels.

LEARNING OBJECTIVES
1. Students will be able to define the terms migration, culture, melting pot, cultural
mosaic,and citizenship.
2. Students will be able to identify the factors affecting the push and pull of
migration.
3. Students will be able to identify traditional culture.
4. Students will be able to identify that Canada is a Cultural mosaic of many
different nationalities and cultures.
 MATERIALS NEEDED
1. Map of the world.
2. Pins.

VERIFICATION
Student will understand that Canada is a country made up of endless cultures
and nationalities from around the world. By placing a pin for each students
heritage into the map we should have a broad view of how diverse the country
really is (scaled to the grade 8 students daily point of view).

The students will be taught relevant background knowledge of several cultures

around the world.
The students will be briefly taught about migration patterns.
Students will understand culture, migration, cultural mosaic, and melting pot.
The students will place their own pin in the map signifying their family and
ancestors.

ACTIVITY
Students will each be given a pin that will represent their ancestors. They will
take this pin and place it on a world map to signify where their ancestors are
from. Once completed, the students will have a visual of how much cultural and
national diversity is in their classroom.

Take a pin and place it in the map.

Once completed we will discuss how diverse the country of Canada is.
Discussion on factors in the push and pull of migration.
Theorize why their ancestors came to Canada. Conclusion (to be
continued next class)
Work into the next lesson topic of How Atlantic Canadian Culture compares to
the rest of the world.
 Ask the students for examples of traditional and popular culture in Atlantic
Canada.
Ask for examples of traditional and popular culture in other areas of the world.
Explain how occupation affects migration and culture.

Sponge Activity
Cultural word search for any students to complete if there is time at the end of
class.