Teacher Candidate: Alanna Burke

Subject: Sociology
Grade/Class: HSP3U
Date:
Time:
Duration: 75 minutes
Lesson Topic: History of Prejudice and Discrimination in Canada
CURRICULUM EXPECATIONS:
A1. Exploring: explore topics related to anthropology, psychology, and sociology, and
formulate questions appropriate to each discipline to guide their research.
D2. Explaining Social Behaviour: use a sociological perspective to explain how diverse
factors influence and shape individual and group social behaviour.
SPECIFIC OBJECTIVES OR EXPECTATIONS:
A1.1. Explore a variety of topics related to anthropology, psychology, and sociology
D2.2. Explain from a sociological perspective the relationship between prejudice and
individual and systemic discrimination.
TEACHING LEARNING RESOURCES:
-Timeline Handout
-Timeline info sheets
-Timer
LESSON SEQUENCE:
Introductory Activity:
-Class discussion: What are some historic examples of prejudice and discrimination in
Canada? Do you think Canada has an extensive prejudice/discrimination background?
Has Canada always had such a multicultural reputation?
Developmental Strategies:
Timeline of prejudice and discrimination in Canada:
1. Before class, tape the information sheets around the classroom.
2. Hand out History of Prejudice and Discrimination in Canada worksheets.
3. Explain to students that they are required to fill in the information on their
worksheets. The information is located on the information sheets taped around the
room.
4. Break students up into small groups so that there is one group for each
information sheet.
5. Set the timer to 5 minutes.
6. Students will be given 5 minutes at each information station to record the
relevant information onto their timeline worksheets. When the timer sounds,
students will travel to the next information sheet in a carousel style.

7. After students have visited every information station, they will have the
opportunity to record any information they are missing on their timeline
worksheet.
Differentiated Instructional Strategies:
-Students can complete this activity individually or in a group.
-The dates on the information sheets should be written in bold so that students can easily
see what section on their timeline worksheet that information sheet is linked to.
Culminating Activity:
-Bring the class back together as a group. If time permits, take up the answers as a class.
-Have students free write for the last 5 minutes of class about what they learned today,
what was surprising, etc.
ON-GOING ASSESSMENT/EVALUATION:
-Teachers may choose to collect the students timeline worksheets and mark them or give
a completion mark.
-Collect free writing for a completion mark.
REFLECTION & SELF-EVALUATION

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