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Many of these resources would be great for activities which require critical thinking. Some examples would be:

-Students can analyze data from different perspectives

-Students can tell the difference between facts and interpretations, opinions, or judgments.

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I've created this Webography to support a Grade 5 Social Studies Unit on the treatment of minority groups in Canada. I have included resources which support both BC Curricular content and critical core competencies. The resources I have included could be used to create a variety of different lessons. Some include links to lesson plans while others are resources to encourage critical thinking by students.

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Key Question: What was the impact of the Chinese Head Tax? How did discriminatory policies affect later generations?

Curricular Competency:
Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond.

(For students) This link from the Canadian Museum for Human Rights gives a brief explanation of the tax and a personal experience.

https://humanrights.ca/story/the-chinese-head-tax-and-the-chinese-exclusion-act

(For students) Another personal account of the legacy of the head tax from the CBC, "Knocking of Rich Man's Gate.

https://www.cbc.ca/2017/whatsyourstory/my-father-s-chinese-head-tax-certificate-tells-our-family-history-1.4083495

(For teachers) From the Richmond Museum, this is a link to a Teacher Resource guide meant to accompany a kit which can be ordered for $50 from the museum. The resource guide is a great reference even without the kit; it has maps, lesson plans and printable that would be useful for teachers teaching about why East Asians chose to come to Canada and the struggles they would have faced.

https://drive.google.com/file/d/0B7Z5l2BshUg2YldVRmJROTVrNE0/view

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Key Question: What effects did residential schools have on First Nations Families?

Curricular Competency: Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond(ethical judgment)

(For teachers) Teacher Resource Guide: Indian Residential Schools and Reconciliation

Below is a link to a FNESC grade 5 resource guide which includes resources to introduce residential schools in an age appropriate way. It includes background information and resources for the following topics:

-Learning and the Relationship with the Land

-What were Residential Schools?

-The Residential School Experience

-The Healing Journey

It is filled with Blackline masters, assessment activities and resource lists for Grade 5 Social Studies.

http://www.fnesc.ca/wp/wpcontent/uploads/2015/07/PUB-LFP-IRSR-5-2015-07-WEB.pdf

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Key Question: What discrimination have Japanese Canadians faced?

Curricular Competency:
Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond

(For teachers) This is a link to a unit plan which was developed through a grant provided by the BC Ministry of Education. It contains 13 lessons which cover everything from “What is Discrimination” to “Redress: How to Apologize for Making a Mistake”. It also includes a number of useful resources such as guidelines for teaching controversial subjects and an assessment rubric.

https://japanesecanadianhistory.net/resource-guides/elementary-guide/

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*Human rights and responses to discrimination in Canadian Society

*Past discriminatory government policies and actions such as the Head Tax, the Komagata Maru incident, residential schools, and internments

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Canada’s policies and treatment of minority peoples have negative and positive legacies.

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Key Question: How can a timeline help us understand history?

(For teachers) The link below provides instructions for how to create a beaded timeline which could be used to provide students with a visual to deepen understanding of how long First Nations were in Canada before First Contact in comparison to the amount of time that they attended residential schools and the impact.
Beaded Timeline Instructions

http://blogs.ubc.ca/lled3662017/files/2017/10/Beaded-Timeline.pdf

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(For teachers) This is a link to an "Immigrant Perspectives" field trip guide for the Historic Stewart Farm in Surrey, BC. The field trip connects to the following big ideas in the grade 5 curriculum:

*Canada’s policies and treatment of minority peoples have negative and positive legacies

*Immigration and multiculturalism continue to shape Canadian society and identity

*Canadian institutions and government reflect the challenge of our regional diversity

During the field trip students move in small groups between 4 different stations.

The Field Trip guide also provides a follow up for after the field trip.

https://www.surrey.ca/files/ImmigrantPerspectivesTeachersNotes.pdf

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Key Question: How does the BC Human Rights code protect people from discrimination?

Curricular Competency:
Use Social Studies inquiry processes and skills to — ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

The link below is for a SOGI lesson which examines LGBTQ rights and the BC Human Rights Code.
https://bc.sogieducation.org/lgbtq-human-rights

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Key Question: What discrimination have South Asian immigrants to Canada faced?

Curricular Competency: Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond.

(For students) This link provides a summary of the Komagata Maru incident:

http://www.vancouverhistory.ca/archives_komagatamaru.htm

(For students) This interactive link provides different perspectives on the Komagata Maru incident and could be used to create an activity which would require critical thinking skills.

http://komagatamarujourney.ca/videos

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Key Question: How has Canadian policy toward minorities changed over time?

Curricular Competency: Sequence objects, images, and events, and recognize the positive and negative aspects of continuities and changes in the past and present (continuity and change)

(For students) The following timelines show policy change toward minorities in Canada. They could be used to create comparisons or used for analysis.

Timeline: Women’s Suffrage Movement

https://www.canadiangeographic.ca/article/timeline-womens-suffrage-canada

Timeline: Same Sex Rights

https://www.cbc.ca/news/canada/timeline-same-sex-rights-in-canada-1.1147516

Timeline: The Legal Struggle for Equal Rights of Chinese Canadians

http://www.roadtojustice.ca/introduction

Timeline: Residential Schools

http://www.ahf.ca/downloads/condensed-timline.pdf

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Key Question: Should Governments apologize for past treatment of minority people?

Curricular Competency:
Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond

(For students) Below is a link to a Global News clip from 2014 when the BC Provincial Government apologized for the Chinese Head Tax. It could be a good introduction to government apologies and how people feel about them.

https://globalnews.ca/video/1335460/historic-apology-offered-to-chinese-canadians-in-bc-legislature

(For students) Below is a link to a Vancouver Sun article which could be used with the news clip to provoke a debate on whether government apologies are effective. (Students can analyze data from different perspectives)

https://vancouversun.com/news/staff-blogs/a-vigorous-debate-over-the-looming-chinese-apology

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Key Question: How has Canada’s treatment of minorities changed?

(For students) This link to a timeline from the Canadian Human Rights Commission, provides a snapshot of Canada in 1900 and could be used to for making comparisons between Canada then and now.
Students could use it to reflect on:
What has changed? What changes are still needed?

https://www.chrc-ccdp.gc.ca/historical-perspective/en/getBriefed/1900/minorities.asp