Course
Profile Canadian
History and Politics Since 1945, Grade 11, Workplace Preparation, Catholic and
Public
Unit 1: Culture and Canadians
Time: 25 hours
Activity 1 | Activity 2
| Activity 3
Unit Description
In this
unit, students examine and demonstrate their understanding of a variety of
cultural issues that have affected all Canadians since 1945. The primary foci
of the unit are on demography, cultural identity, equity, and Canadian rights
and freedoms. Students examine the nature of immigration to and migrations
within Canada and how these examples of mobility have shaped contemporary
Canadian society. Students demonstrate their learning of the variety of cultures
in Canada and how they have worked to remain vibrant and distinct in the face
of massive pressures to assimilate into a North American culture. Students
demonstrate their understanding of the advantages of an equitable society and
workplace for all Canadians. Students practise their abilities to apply and to
communicate their learning in a variety of learning strategies such as note
taking, class discussions, and cooperative group activities.
Unit Synopsis Chart
|
Act. |
Expectations |
Assessment |
Focus |
|
1 |
COV.01,
CCV.03, CHV.03, HIV.02, HIV.03, CO1.01, CO1.02, CO1.03, CC3.01, CC3.03,
CH3.03, CH3.04, HI2.03, HI2.04, HI3.01 |
Thinking/Inquiry Knowledge/Understanding Application Communication |
Demography |
|
2 |
COV.01,
CCV.02, CHV.03, SEV.03, HIV.02, HIV.04, CO1.03, CC2.04, CH3.01, CH3.04,
SE3.02, HI2.03, HI2.01, HI4.01, HI4.03 |
Thinking/Inquiry Knowledge/Understanding Application Communication |
Cultural
Identity |
|
3 |
COV.02,
CHV.O2, CHV.03, SEV.01, SEV.03, HIV.01, HIV.02, HIV.03, HIV.04, CO2.01,
CO2.04, CH2.01, CH2.03, CH3.03, CH3.06, SE1.01, SE1.03, SE3.03, HI1.03,
HI2.01, HI2.04, HI3.03, HI4.01, HI4.03 |
Thinking/Inquiry Knowledge/Understanding Application Communication |
Equitable
Society |
Unit Notes
·
All
quizzes have been designed as formative assessment. Students should be
encouraged to do well on the quizzes and use them in preparation for the
summative unit test.
·
General
accommodations are outlined in the Unit Overview. Specific accommodations are
listed in the activities.
·
General
resources, which may be of use to teachers in planning, have been included in
the unit Overview. Specific resources have been included in the activities.
Accommodations
·
The
teacher may choose to incorporate a variety of techniques when providing
stories, poems, and case studies to the class.
·
Teachers
are encouraged to adjust presentation styles according to student needs and
abilities. An example would be written, oral, or taped presentations.
·
Assignment
timelines can be adjusted to accommodate student needs.
·
Quizzes
are designed as formative assessment. The teacher may incorporate these into
the summative evaluation as learning styles and student needs permit.
·
Note
taking is an important skill for this unit. Teachers are encouraged to provide
copied notes for students who needs the accommodation, giving them the
opportunity to model excellence, develop improved written skills, and allow all
students to acquire the same course information.
Resources
(Refer
also to Activity Resources.)
Reference
Zapotochny,
Joe. The Canadian Sourcebook. Don
Mills: Southam Inc., 2000.
Books
Bothwell,
Robert and J.L. Granatstein. Our Century:
The Canadian Journey.
Collins,
Robert. You Had to Be There: An Intimate
Portrait of the Generation that Survived the Depression, Won the War and
Re-invented
Coomber,
Jan and Rosemary Evans. Women: Changing
Griffiths,
Rudyard, ed. Great Questions of
James,
Carl and Adrienne Shadd. Talking About
Difference: Encounters in Culture, Language and Identity.
Karpinski,
Eva C. Pens of Many Colours: A Canadian
Reader, 2nd ed.
Kolpin,
Robert. Global Links: Connecting
Leitenberg,
Gillda, ed. The Issues Collection.
Desmond
and Weinfeld, Morton. Who Speaks for
Pfeiffer,
J. William. Roadkill on the
Quinlan,
Don and Mary Jane Pickup. Government:
Participating in Canada. Don Mills: Oxford University Press, 1999.
Reed,
Kevin. Aboriginal Peoples: Building for
the Future. Don Mills: Oxford University Press, 1998.
Saliani,
Don, ed. Insights: Immigrant Experiences
Exploring Fiction, Poetry and Non-fiction. Toronto: Harcourt, Brace Canada,
1995.
Tracey,
Linda Lee. A Scattering of Seeds: The
Creation of Canada. Toronto: McArthur and Company, 1999.
Tucker,
Michael J., Raymond B. Blake, and P.E. Bryden, eds. Canada and the New World Order: Facing the New Millennium. Toronto:
Irwin Publishing, 2000.
Videos
The Canadian History Series:
1945-1995.
Videocassette. Epoch Multimedia Inc.
The Canadian Revolution. Videocassette. Peter C. Newman.
Prod. CTV Television Network, 1996.
Getting Your Issues Heard. Videocassette. Simon Fraser
University. Magic Lantern Video. 1987.
Mosaic: The Social Background of
Canada.
Videocassette. CTV Television Network. Prod. Magic Lantern Videos, 1990.
Who Gets In? Videocassette. Barry Greenwald. Dir. Michael
Scott and John Taylor. Prod. National Film Board of Canada, 1989.
Websites
Canadian
International Development Agency. Canadian
International Development Agency. Government of Canada. 7 December 2000. 14
December 2000. – http://acdi-cida.gc.ca/home.htm
Centre
for Canadian Studies Mount Allison University. About Canada Online Publications. Canadian Heritage. 6 June 2000.
20 December 2000. – http://www.pch.gc.ca/csp-pec/english/about/index.htm
Department
of Foreign Affairs and International Trade. Canadians
in the World. Government of Canada. 2000. 20 December 2000. –
http://www.canschool.org/menu-e.asp
Herrera
Berman Communications Inc. Global Heroes
Online. Knowledge in Action. 25 October 2000. 20 December 2000. –
http://www.globalheroes.com/english.htm#
Steeves,
Valerie. The Private Eyes Project:
Technology, Democracy and You! University of Ottawa and Canada’s Schoolnet.
1 September 1998. 20 December 2000. –
http://www.uottawa.ca/hrrec/lawroom/priveye/pintro.html
Activity
1: Demography – Developing Culture
Time: 325 minutes
Description
During
this activity, students will be encouraged to understand demographic patterns
that affected the development of multiculturalism in Canada since 1945.
Students explore the factors that contributed to immigration through a variety
of information sources and present their findings creatively. This is their
first contribution for the Culture and Canadians portfolio.
Strand(s) & Learning
Expectations
Strand(s): Communities: Local, National, and Global; Change and
Continuity; Citizenship and Heritage
Overall
Expectations
COV.01 -
describe the contributions of recently arrived and more established peoples and
cultures to Canadian society;
CCV.03 -
demonstrate an ability to use the organizing concepts of chronology and cause
and effect in the study of history;
CHV.03 -
describe how different individuals and communities in Canada seek to fulfil
their ambitions and express their identities.
Specific
Expectations
CO1.01 -
identify pivotal developments in Canadian demographics in the years 1946, 1956,
1966, 1976, 1986, and 1996 to illustrate the development of Canada as a
multicultural society;
CO1.02 -
identify key changes in Canada’s immigration policies and explain how these
changes have affected Canadian society;
CO1.03 -
describe important effects of the Charter of Rights and Freedoms on personal
and cultural relations in Canada;
CC3.01 -
create timelines to trace important developments in Canadian society since
1945;
CC3.03 -
describe the importance of active citizenship and respect for heritage in the
everyday lives of Canadians;
CH3.03 -
demonstrate an understanding of the identities and experiences of people who
have come to Canada as immigrants or refugees since 1945;
CH3.04 -
identify key issues surrounding the establishment, maintenance, and expansion
of ethnic neighbourhoods in Canadian cities and towns.
Planning Notes
·
Introduce
the role of cause and effect in the study of history prior to introducing
activities. Teachers may wish to create a cause and effect chart for Activity
1.2.
·
Prepare
immigration tables and statistics; suggested years are 1946, 1957, 1968, 1971,
1985, and 1995. Suggested duration of the activity cannot be achieved if
students seek information independently. A teacher-prepared graphic
representation will also prove beneficial when introducing the activity.
·
See
Assessment/Evaluation rubric (Appendix 3) for Activity 1.5.
·
Teachers
may wish to provide an opportunity for students to work in a computer lab. This
could involve accessing recent statistical data and use in graphic programs for
creating student presentations/demonstrations of their learning.
Prior Knowledge &
Skills
·
A
general understanding of the learning expectations outlined in Grade 10
Canadian History
Teaching/Learning
Strategies
Activity
1.1: What does it mean to be Canadian?
The
teacher and students brainstorm ideas and create a concept map (mind map, web –
see Appendix 2 for sample) of what it means to be Canadian. The teacher should
provide a model of the concept map prior to beginning the activity to create a
set of expectations for students. Using the concept map, the teacher develops a
formal note that highlights the activity focus: the evolving and diverse nature
of our developing culture.
Activity
1.2: Important World Events Affecting
Immigration
The
teacher divides the class into groups of four. Each group examines a specific
decade since 1945. The group creates a timeline of important events that
occurred during their decade. Each event should have impacted upon Canadian
immigration trends. Students present their findings visually and orally. The
teacher assists students in creating a master timeline, in chart format for
their notes that includes both causes and effects of these events. Post visuals
in chronological order for future reference.
Activity
1.3: Charting Immigration trends
The
teacher provides students with statistics reflecting changes in immigration patterns.
These statistics should include birth country, age, gender, total number of
immigrants, and intended profession in Canada during the years listed in
Planning Notes. Students make charts to reflect the changes that have occurred.
Divide students into groups. Each group member creates one graph for the group.
As a group, students determine patterns and draw conclusions. The teacher may
provide students with questions to focus interpretation of statistics. The
teacher and individual students can cooperatively choose the final presentation
style for the assignment according to student learning strengths. (Refer to
Appendix 1.)
Activity
1.4: Where in Canada?
Using
non-fiction accounts of immigrant experiences from print sources, students
identify push-pull factors and demonstrate an understanding of the challenges
faced by immigrants. This should include economic and political pressures,
settlement patterns within Canada, conflict between cultural groups, and
pressures of assimilation and integration.
Activity
1.5: Portfolio Contribution -
Reflections upon Immigrant Experiences
The
teacher allows class time for students to prepare a letter (video and audio may
also be accepted) that describes the experiences of an individual within a
specific cultural group. Students include: why Canada was chosen, when the
person arrived, where they settled, personal details, and initial experiences
during their first year in Canada. At this point, the teacher introduces the
culminating activity portfolio. The letter is the first component of the
portfolio.
Activity
1.6: Test Preparation
The
teacher prepares a quiz of appropriate Knowledge components for the activity,
which provides formative assessment.
Assessment &
Evaluation of Student Achievement
·
Formative
assessment occurs throughout the unit through teacher observation, interaction,
and feedback.
· Assessment of graph showing conclusions from statistics - Application
·
Summative
evaluation occurs in the form of:
· Assessment of a letter, diary, or journal entry – Communication and Thinking/Inquiry
· Quiz – Knowledge/Understanding
Accommodations
·
The
teacher may adjust presentation styles according to student needs after
referring to students’ IEP.
Resources
(These
are specific resources. Also refer to Unit Resources.)
Beveridge,
Cathy. Cultures in Transition.
Toronto: McGraw-Hill Ryerson Ltd., 1995.
Wowk,
Jerry and T. Jason. Multiculturalism.
Toronto: McGraw-Hill Ryerson Ltd., 1993.
Canadian Scrapbook series. Prentice Hall Canada.
Canadian Global Almanac (statistics source)
Canada
Year Book (statistics source) – http://www.statcan.ca
Activity
2: Affecting Culture
Time: 600 minutes
Description
This
activity provides students the opportunity to explore how cultures maintain
their identities within Canada. Through a study of the influence of government,
cultural groups, and individuals, students expand upon their knowledge of
specific events that shaped Canadian culture and recognize the importance of
the development of various regional interests since 1945.
Strand(s) & Learning
Expectations
Strand(s): Communities: Local, National, and Global; Citizenship
and Heritage; Social, Economic, and Political Structures; Methods of Historical
Inquiry
Overall
Expectations
COV.01 -
describe the contributions of recently arrived and more established peoples and
cultures to Canadian society;
CCV.02 -
demonstrate an understanding of continuing issues, concerns, and strengths in
Canadian society;
CHV.03 -
describe how different individuals and communities in Canada seek to fulfil
their ambitions and express their identities;
SEV.03 -
outline the spectrum of political and social opinion in Canadian society;
HIV.02 -
demonstrate a practical understanding of the key steps in the process of
historical interpretation;
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and
participate effectively in independent and collaborative study.
Specific
Expectations
CO1.03 -
describe important effects of the Charter of Rights and Freedoms on personal
and cultural relations in Canada;
CC2.04 -
describe key unresolved issues of identity and sovereignty involving Aboriginal
communities and local, provincial, and federal governments;
CH3.01 -
identify and describe significant events that have stirred the Canadian
imagination and spirit;
CH3.04 -
identify key issues surrounding the establishment, maintenance, and expansion
of ethnic neighbourhoods in Canadian cities and towns;
SE3.02 -
identify major reasons for the development of differing attitudes in the
different regions of Canada;
HI2.03 -
identify relationships and connections in the data studied;
HI2.01 -
demonstrate an ability to distinguish bias, prejudice, stereotyping, or a lack
of substantiation in statements, arguments, and opinions;
HI4.01 -
demonstrate an ability to think creatively in reaching conclusions about both
assigned questions and issues and those conceived independently;
HI4.03 -
identify various career opportunities related to the study of history.
Prior Knowledge &
Skills
·
Students
draw upon their knowledge of significant Canadian policies and institutions,
such as the Constitution, Indian Act, CRTC, CBC, Official Languages Act, and
the Citizenship Act from
Grade 10 Canadian History, Grade 10 Civics, and Grade 9 Geography.
·
Students
need a general understanding of research techniques.
·
Students
need basic skills in keyboarding and Internet searches.
Planning Notes
·
Teachers
should have a clear understanding of the terms: culture, cultural mosaic,
melting pot, and multiculturalism.
·
Teachers
should be sensitive to cultural balance and tensions within the classroom.
·
Formal
notes may need to be photocopied and distributed to students in order to save
time.
·
Prepare
a blank map of Canada for distribution to students and for an overhead
transparency.
·
Prepare
a list of significant events/figures that have impacted upon Canadian culture.
Suggestions are made in the activity. Grade 10 texts and teacher’s guides may
also be useful in this process.
Teaching/Learning
Strategies
Activity
2.1: What is Culture? What is
Multiculturalism?
In a
teacher-directed lesson, students generate definitions of key terms, such as
those outlined in the Planning Notes. The teacher creates a concept map with
the class that is used to develop definitions of key terms. See Appendix 2 for
an example of a concept map.
Activity
2.2: Understanding the Individual within
Culture
1. After the class has established a general
definition of culture, students personalize culture by creating a recipe
entitled “My Culture”. Each card contains the ‘ingredients’ of their own
culture. Example: 1 tbsp French, 1 cup English, 1 cup Mandarin, ½ cup American
music and sitcoms. The teacher provides a list of components that should be
included: beliefs, foods, sporting events, religion, significant event/person
that influenced their culture, traditions, and expectations. Allow for
individual differences. When students have completed the activity, allow time
for each student to partner with another student for comparison and discussion.
Place each pair with another pair of students and continue the process. In a
class discussion then in writing in a journal, students should reflect and draw
conclusions about their individual culture within the larger Canadian culture.
2. Using a quiz, crossword, or word search (with
clues), the teacher reviews significant terms with students.
Activity
2.3: Understanding Shared Aspects of
Culture
1. In this activity, students expand their
understanding of culture to include specific events or realities that have
shaped Canadian culture on a national scale. In the Library/Resource Centre or
computer lab, students investigate persons or events that have drawn national
attention. The teacher should provide a list. The list may include Terry Fox,
1972 World Hockey Championship, the Olympics, Lester Pearson, Roberta Bondar,
and the use of the Canadarm in space exploration. Using questions to guide each
student or pair, students are allowed time to discover the information about
their topic. The teacher should give each pair the opportunity to present their
findings in a two- to three-minute classroom presentation. The findings should
include an overview of the focus of the investigation, a brief description of
the event, and a statement of significance of the event to Canadian culture.
2. The teacher chooses a number of poems (four
or five) that relate to Canadian culture and identity and makes one overhead
and five to six copies of each poem. The teacher arranges students into groups
and assigns each group a particular poem. After students have read the poem,
students discuss and record their responses to questions, such as: What is the
opinion of the poet about
Activity
2.4: Actions that Affect Culture: Roles
of Government and Cultural Groups
The
following are suggestions to facilitate student understanding of the challenges
faced by multiculturalism in
1. Regional – Provide students with a blank map
of
2. Global - To study the impact of other nations
upon our own, students watch television or listen to the radio for a specified
period of time to document the number of performances by Canadian artists or
references to Canada. Teachers may provide a viewing journal to ensure the
activity is completed appropriately. The journal may specify length of
activity, time of day, station, national origin of program, number of
references to Canada, attitude or perception of Canada, and parental signature.
Use this activity as a springboard to discuss Canadian content laws, the role
of the federal government, and institutions such as the CBC and TVO. The
discussion may be extended to include magazines and music popular with young
people. As a class, define a key component(s) of this issue. An example: Is it
necessary to protect our culture from the influence of the USA? Have the
students record their thoughts in writing. The teacher may choose to make this
an oral task and have students choose a point of view and attempt to persuade
classmates.
3. Aboriginal
and Language Issues – In a media search activity, students clarify their
understanding of the tensions that exist within Canada between major groups.
The teacher may provide a variety of newspapers and/or ask students to bring
newspapers to class. The teacher may also choose to utilize the computer lab
for this activity. Have each student collect five articles, cartoons,
editorials, and photos that pertain to Aboriginal issues and five articles that
relate to language and/or French-Canadian issues. For each item collected,
students write a brief paragraph that includes their understanding of the issue
and their opinion. The teacher needs to be actively involved in this project.
Present the collection in a scrapbook style. Allow time for editing process.
Prior to initiating this activity, the teacher may take a few moments to review
the various parts of a newspaper.
4. The teacher provides a formative quiz to
prepare for summative test.
Activity
2.5: Summative Test and Culminating
Activity
1. Culminating Activity – Portrait of My
Cultural Identity
The goal is to have students present a ‘picture’ or representation of what it is like to live in Canada at the beginning of the 21st century. Students develop a collage of their cultural identity using the recipe cards and notes from Activities 2.3 and 2.4 as background knowledge. Students may create their collage using original drawings, poems, letters, magazines, newspapers, and printed popular culture items. The teacher may choose to have students write an explanation of their collage or have them orally explain their collage through a presentation. Students must understand that this is a cultural representation rather than a personal collage. The collage should demonstrate students’ understanding of the influences on and diversity of Canadian culture.
2. The teacher provides a summative unit test.
Assessment &
Evaluation of Student Achievement
·
Formative
assessment is provided during each of the activities. The quiz is the basis of
the unit test, which forms the summative evaluation.
·
The
collage is one part of the portfolio. The portfolio forms the primary summative
evaluation.
·
A
unit test forms one part of the summative evaluation
Accommodations
·
Adapt
timelines for production of portfolio contribution.
·
Make
accommodations as suggested by IEP.
Resources
(These
are specific resources. Also refer to Unit Resources.)
CBC News in Review videos.
Goddard,
John. “To Live and Do Well.” From Voices
of the First Nations. Toronto: McGraw-Hill Ryerson Ltd., 1994.
Garfield
Newman, et al. Canada: A Nation
Unfolding, Revised. McGraw-Hill Ryerson, 2000.
http://www.statscan.ca
www.school.discovery.com
Activity
3: Equity Issues and Action – Protecting
Culture
Time: 575 minutes
Description
In this activity, students are
introduced to the important equity issues that all countries are facing in the
21st century. Students discover the positive benefits of an equitable society
and their role in achieving this goal. Students become familiar with the terms
that must be understood in a multi-cultural society. Students examine the
various ways that these terms can hamper equity. Students also discover that
both governments and individuals play an important role in the continued
movement toward equity in Canadian society.
Strand(s) & Learning
Expectations
Strand(s): Communities: Local, National, and Global; Citizenship
and Heritage; Social, Economic, and Political Structures; Methods of Historical
Inquiry
Overall
Expectations
COV.02 -
explain the role of social justice in Canada’s multicultural society;
CHV.02 -
describe the importance of active citizenship and respect for heritage in the
everyday lives of Canadians;
CHV.03 -
describe how different individuals and communities in Canada seek to fulfil
their ambitions and express their identities;
SEV.01 -
describe the ways in which Canada fits the description of an open, equitable,
democratic society;
SEV.03 -
outline the spectrum of political and social opinion in Canadian society;
HIV.01 -
demonstrate the practical skills of locating, gathering, and organizing
information from a variety of selected sources;
HIV.02 -
demonstrate a practical understanding of the key steps in the process of
historical interpretation;
HIV.03 -
communicate opinions based on effective research clearly and concisely;
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and
participate effectively in independent and collaborative study.
Specific
Expectations
CO2.01 -
summarize the major issues and events that led to the widening of Canadian
ethnocultural and equity legislation and programs and identify key challenges
in maintaining these programs;
CO2.04 -
identify examples of public inquiries and royal commissions and describe their
role in the development of social justice in Canada;
CH2.01 -
demonstrate a deeper understanding of key concepts relating to citizenship that
were developed in the Grade 10 Civics course, with particular emphasis on the
workings of government and social agencies;
CH2.03 -
demonstrate an understanding of why multiculturalism and the values of mutual
respect and tolerance are important in the composition and continuation of the
Canadian democratic system;
CH3.02 -
identify significant Canadian individuals who, through their actions, have
affected Canada’s image both at home and abroad;
CH3.03 -
demonstrate an understanding of the identities and experiences of people who
have come to Canada as immigrants or refugees since 1945;
CH3.06 -
demonstrate an understanding of the importance of Canada’s cultural mosaic and
of the right of all Canadians to individual self-expression;
SE1.01 -
identify the fundamental concepts that define an open, equitable, democratic
society;
SE1.03 -
identify and describe continuing efforts by Canadian governments and
individuals to promote equity and multiculturalism since 1945;
SE3.03 -
describe some of the programs and methods of various interest groups in Canada;
HI1.03 - organize research findings, using a
variety of methods and forms;
HI2.01 -
demonstrate an ability to distinguish bias, prejudice, stereotyping, or a lack
of substantiation in statements, arguments, and opinions;
HI2.04 -
demonstrate an ability to develop a point of view that reflects research into
selected sources;
HI3.01 -
communicate effectively, using a variety of styles and forms;
HI3.03 -
express opinions and conclusions clearly and in a manner that respects the opinions
of others;
HI4.01 -
demonstrate an ability to think creatively in reaching conclusions about both
assigned questions and issues and those conceived independently;
HI4.03 -
demonstrate an ability to work independently and collaboratively and to seek and
respect the opinions of others.
Prior Knowledge &
Skills
·
Students
draw upon the knowledge introduced earlier in the unit describing the
multicultural nature of Canada and important immigration trends since 1945. The
teacher can aid in this preparation by developing a summary sheet prior to
beginning the activity.
·
Students
draw upon their knowledge from the Grade 10 History course as they examine
equity issues in Canada.
Planning Notes
·
Develop
detailed definitions of key terms, such as equity, prejudice, discrimination,
and systemic racism, prior to introducing them to students.
·
Students
create a written proposal during this activity. Prepare a clear outline of
expectations for the proposal. The teacher may want to create a formal planning
and writing sheet for students. Assessment may be modified by the teacher to
accommodate for various student-learning styles.
·
Prepare
a clear note on equity issues in Canada prior to providing the note for
students.
·
A
collection of literary examples should be collected prior to introducing
Activity 3.2, allowing students to be introduced to the definitions important
to the activity and to complete the assignment described.
·
Photocopy
notes for students who have problems with note taking. This will allow these
students to receive the information.
·
Select
the groups to guarantee that students of various strengths are included in each
group.
·
Quizzes
and tests should allow students to demonstrate a variety of learning styles.
Teaching/Learning
Strategies
Activity
3.1: Defining Equity
1. The teacher questions students to develop
their ideas of an equitable society. A directed definition is created and put
into student notes. This definition should suggest that an equitable society
provides all citizens an equal opportunity to achieve and enjoy the benefits of
society The teacher provides relevant examples to illustrate.
2. Students lead by the teacher, examine what is
involved in this definition by developing a list of conditions that must exist
for equality to exist within social organizations or groups. Students consider
the following environments: home, school, work, clubs, and legal system. In
each, they describe what conditions are necessary to achieve the optimum
conditions allowing for equal enjoyment by all members of the group. Students
describe the problems that can result from a lack of equality. A chart may
prove to be an excellent method of compiling the desired information (Appendix
3).
3. Students
create a written proposal to improve equality in their school. This is an
opportunity to develop writing skills. The proposal should consist of a short
introduction, two or three clearly explained ideas, and a conclusion. Teachers
may want to develop with students the ‘hamburger paragraph’ and build on this
during the course, eventually developing essay-writing skills (formative
assessment).
4. The teacher consolidates learning by creating
a clear board note on the importance of equity in Canadian society. The note
should include the following topics: a history of equity issues in Canada since
1945, equity in a changing society, and the future of equity. Specific topics
should include pay equity and charter issues.
Activity
3.2: Facing the Issues
1. Using a variety of primary sources available,
the teacher introduces a story or poem that examines the problems of
inequality. The story should introduce students to one or more of the following
terms: prejudice, racism, discrimination, sexism, stereotypes, and ageism. The
story allows for definitions of the terms to be developed. Students are
expected to have a definition of the term, example from the story, and an
example from their life experiences. Read Roch Carrier’s, “ The Hockey Sweater”
with the class. Students should be provided with a copy of any material studied
in the class. Depending on class interests, the sample story can be easily
replaced by another. The book Multiculturalism
(see Resources) is an excellent source for stories that provide a variety of
interesting examples for this topic.
2. Each student collects and brings to class a
creative work that addresses one of the issues defined previously. The teacher
may wish to specify periods covered in the course for use with this activity or
allow students to choose modern examples that interest them. Music would provide
an excellent example of creative work that often deals with the problems of
inequality. Students write the lyrics (or the words), explain the issue, and
describe their views of the issue, showing how this issue creates problems in
Canadian society. Students then propose a solution to the problem described
(formative assessment).
Activity
3.3: Individual Responsibilities
1. The teacher directs students in a
brainstorming activity. Individually, students create a list of factors that
can result in inequality, prejudice, or discrimination. Students then compare
their list with three other students. Finally, the teacher uses student
responses to create a master list on the board, to be included in student
notes.
2. Students identify five groups in Canada that
have been the targets of discrimination. Students develop a list that explains
what could have been done to allow one of these groups to enjoy greater equity
in Canadian society. The teacher picks one of the groups to examine in detail
with the class, providing an examplar for this topic. Students are encouraged
to create a similar note for their topic; notes are copied and shared with all
groups. Finally, students examine the effect of discrimination in the
attainment of an equitable society by creating a summarizing board note that
includes the various groups and individuals active in addressing the problems
of discrimination in Canada. Groups or individuals could include National
Action Committee for Status of Women, Dudley Laws, Mohawk warriors, Raging
Grannies, and the Jewish Defence League. The teacher provides students with a
list of various groups and a description of their efforts to improve equality.
Activity
3.4: The Government and Equity
1. The
teacher provides students with a variety of case studies that examine the issue
of inequality. Case studies may be found in the print and web Resources and
could include: mandatory retirement, equal pay legislation, immigration
controls, and youth curfews. The teacher provides a written summary of the issue
and gives students an activity sheet for each group to complete. This activity
sheet should include a description of the issue, explanation of how people are
affected by the issue, the two sides of the issue, the student’s opinion on the
issue, and how the Charter of Rights and Freedoms affects the issue. Students
could use this activity sheet as a base to ask parents, guardians, or
teacher-mentors about their reactions to the issues. A chart (see Appendix 4)
would be an excellent method of collecting this information. The teacher
consolidates student information and learning by creating a board note that
describes governments’ roles in guaranteeing equality.
2. The teacher provides a board note examining
the role of government in promoting equity issues and outcomes, including such
topics as immigration policies and minority hiring, public inquiries, and royal
commissions. The note describes the policies and the intended purpose of the
legislation.
3. The teacher provides a quiz that allows
students to develop an understanding of the key terms and ideas of the
activity. This quiz is the basis for the summative unit test (formative
assessment).
Activity
3.5: Portfolio
Students
create and design a pictorial essay or a written editorial (studied in Grade 10
English), demonstrating the need for all Canadians to demonstrate a respect and
awareness of cultural differences in Canada.
Assessment &
Evaluation of Student Achievement
·
Formative
assessment is provided during each of the sub-activities. The quiz at the end
of the activity helps form the basis of the unit test providing summative
evaluation.
·
Students
include a portfolio addition that provides the major summative evaluation for
this activity.
Accommodations
·
Provide
students with literary examples and allow, if necessary, students to tape their
views of equity issues.
·
Note
taking is an important skill for this unit. Teachers may want to provide
computers to allow students to transcribe notes neatly.
·
Encourage
the use of notes when completing the activity quiz.
Appendix 1
Statistics for Activity
1.3
Immigrant Arrivals in Canada
|
Year |
Number |
|
1991-1996 |
1 038 990 |
|
1981-1990 |
1 092 400 |
|
1971-1980 |
996
160 |
|
1961-1970 |
788
580 |
|
Before
1961 |
1 054 930 |
Immigration to Canada by Continent of Last
Permanent Residence
|
Year |
United Kingdom |
Africa |
Eastern Asia |
United States |
|
1991-1996 |
25 420 |
76 260 |
252 340 |
29 025 |
|
1991-1990 |
63 445 |
64 265 |
172 715 |
46 405 |
|
1971-1980 |
132 950 |
58 150 |
104 940 |
74 015 |
|
1961-1970 |
168 140 |
25 685 |
38 865 |
50 200 |
|
Before
1961 |
265 580 |
4 945 |
20 555 |
45 050 |
Appendix 2
Sample Concept Map
Appendix 3
Letter Rubric
For use
with student portfolio Activity 1, which effectively evaluates the following
learning expectations: COV.01; C01.01/CCV.03; CC3.03/CHV.03; CH3.03,
CH3.04/HIV.02; HI2.03/HIV.03; HI3.01.
Student’s
Name: Date:
Teacher:
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Uses
facts, ideas, and relationships affecting immigration to develop a letter
showing how, why, and when immigrant groups came to Canada |
- uses
limited facts, ideas, and relationships affecting immigration to develop a
letter showing how, why, and when immigrant groups came to Canada |
- uses
some of the facts, ideas, and relationships affecting immigration to write a
letter showing how, why, and when immigrant groups came to Canada |
-
demonstrates a solid understanding of relevant facts, ideas, and
relationships affecting immigration and uses them to show how, why, and when
immigrant groups came to Canada |
-
demonstrates a clear understanding of relevant facts, ideas, and
relationships affecting immigration and uses them effectively to show how,
why, and when immigrant groups came to Canada |
|
Thinking/ Demonstrates
evidence of research; provides some initial experiences of the cultural group
occasionally in the letter |
-
demonstrates limited evidence of research; provides some initial experiences
of the cultural group occasionally in the letter |
-
demonstrates some evidence of research and uses results in letter by providing some initial experiences of the
cultural group |
-
demonstrates considerable evidence of research and uses results in letter by
providing several initial experiences of the cultural group |
-
demonstrates thorough evidence of research and uses results in letter by
providing initial experiences of the cultural group |
|
Communication Communicates ideas and evidence to the reader |
-
communicates ideas and evidence to the reader with clarity |
-
communicates ideas and evidence to the reader with some clarity |
-
communicates ideas and evidence to the reader with considerable clarity |
-
communicates ideas and evidence to the reader with high degree of clarity |
|
Application Applies conventions
of letter writing (style, language, spelling) |
- applies the conventions of letter writing
with limited effectiveness |
applies the conventions of letter writing
with some effectiveness |
- applies the conventions of letter writing
with considerable effectiveness |
- applies the conventions of letter writing
with high degree of effectiveness |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Appendix 4
Equality and You: Student
Experiences of Equality
|
Social Group/ |
Conditions experienced |
Ideal conditions |
Problems caused by inequality |
|
Home |
|
|
|
|
School |
|
|
|
|
Work |
|
|
|
|
Clubs |
|
|
|
|
Legal
system |
|
|
|
Appendix 5
Equity Issues: Individual
in Society
|
Issue |
How it affects individuals |
Two views support/against |
Student opinions |
Charter |
|
Mandatory
retirement |
|
|
|
|
|
Equal
pay |
|
|
|
|
|
Immigration
controls |
|
|
|
|
|
Youth
curfews |
|
|
|
|
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