Course Profile English for School and Work, Level 3, Open,
Public
Unit
2: Canadian Dreams and Realities
Time: 25 hours
Activity 1 | Activity 2
| Activity 3
After
reading an essay about Canada as a land of dreams, students consider the dreams
that brought them and their families to Canada and use this as a basis for a
collage or Venn diagram. From this essay, current issues in Canadian society
are identified. Students discover the historical and geographical basis for
these issues. Students gather information in a variety of graphic organizers
and search newspapers and the Internet to discover how these issues impact life
in Canada today. This information forms the basis for the culminating activity,
a group presentation. The language emphasis of the unit is on modal verbs,
letter writing, and the present perfect.
|
Activity |
Expectations |
Assessment |
Focus/Tasks |
|
1.
Grounding Your Dreams in Reality 6 hours |
COR1.04,
COR1.05, CREV.03, CRE1.02, CRE1.04, CRE2.02, CRE3.03, CWRV.03, CWR1.04,
CWR2.01, CWR2.03, CWR2.04, CWR2.05, CWR3.01, CWR3.02, CWR3.07, CWR3.08,
CSC1.04, CSC2.06 |
Formative: -
ability to work in groups (C) -
collage/Venn diagram (T/I) -
vocabulary (K/U) reading comprehension (K/U) understanding point of view
(K/U) Summative:
activities
assessed -
letter to a friend |
Focus:
Group work,
reading and Portfolio Assignment Tasks ·
collage/Venn diagram ·
reading comprehension ·
vocabulary study ·
modals ·
third portfolio entry: letter to a friend giving thoughts and advise
about Canada |
|
2.
Understanding Canadian Issues 14 hours |
CORV.04,
COR1.04, COR1.05, COR4.01, COR4.03, CREV.02, CREV.03, CRE2.01, CRE3.01,
CRE3.03, CRE4.02, CRE4.03, CWRV.03, CWR3.01, CWR3.02, CSCV.01, CSC1.01,
CSC1.03, CSC1.04, CSC2.04, CSC2.05 |
Formative: -
reading comprehension (K/U) -
graphic organizers (K/U) Summative: activities assessed -
ability to work in groups (C, A) - “wh”
questions and answers on media articles (T/I, C) -
linked sentence answers to questions - Media
Watch |
Focus:
Developing
critical reading and thinking skills through the study of Canadian Issues
both past and present ·
read information about Canadian issues and complete comprehension
exercises ·
complete graphic organizers ·
search media for current articles on identified issues ·
compile a scrapbook |
|
3. Talking To Canadians 5 hours |
CORV.01, CORV.02, COR1.02, COR1.04, COR1.06,
COR2.01, COR2.02, CWRV.03, CWR1.02, CWR3.02, CSCV.01, CSC1.01, CSC1.03 |
Summative: oral presentation |
Focus: Dialogue writing and oral presentation Tasks ·
dialogue writing ·
oral presentation |
Time: 360 minutes
Students
prepare group collages or Venn diagrams which reflect on the visions/ideas that
they had about Canada before they came and the realities of life in Canada.
Students read and discuss an essay about Canada as a land of dreams and
complete comprehension and vocabulary exercises on it. Using examples from the
essay, students learn the meanings of various modal verbs and use these to
write a letter of advice to a friend. They include this letter in their
Autobiographical Portfolio.
Strand(s): Oral and Visual Communications
Oral and
Visual
COR1.04 -
participate in group work, cooperative games and team work;
COR1.05 -
use a variety of strategies to participate in small group discussions (e.g.,
ask questions to clarify a point; elaborate and or modify statements to find a
basis for agreement).
Reading
CREV.03 -
read for specific purposes with teacher guidance;
CRE1.02 -
identify a reader’s or character’s point of view in short novels;
CRE2.02 -
use dictionaries and a thesaurus to build vocabulary;
CRE3.03 -
demonstrate comprehension of passages containing complex verb forms, with
teacher guidance (e.g., sections of grade-level texts containing the
past-perfect tense, passive verbs, or conditional structures).
Writing
CWRV.03 -
arrange ideas in logical order and present them in linked sentences and simple
paragraphs;
CWR1.04 -
write personal and business letters, using appropriate conventions for
salutations and closings;
CWR2.01 -
revise first drafts to clarify ideas and improve organization;
CWR2.02 -
link simple paragraphs about a central idea, using common transition words (e.g.,
first, next, than, both) to indicate relationships such as sequence of
events or points of comparison;
CWR2.03 -
edit their own writing with attention to specific language features identified
by the teacher e.g., tense consistency, subject-verb agreement, use of
articles;
CWR2.04 -
use word-processing software to compose and edit their writing;
CWR2.05 -
use graphics software to format and embellish their writing;
CWR3.01 -
use a variety of simple, compound, and complex sentences in their writing;
CWR3.02 -
use appropriately, and with some accuracy, common tenses, and verb phrases,
adjectives, adverbs, conjunctions, prepositions of directions and time, and
interrogative and negative constructions;
CWR3.08 -
use some visual features of text for emphasis e.g., italics, boldface and
underlining;
Social and Cultural Competence
CSC1.04 - initiate and participate in
conversations about current events and issues;
CSC2.06 - use first languages appropriately in
classroom and social situations (e.g., to clarify a term or concept; to provide
assistance to newly arrived students).
·
Ability
to work in groups
·
Knowledge
of the format of a friendly letter
·
Knowledge
of sentence structure
·
For
the collage assignment, obtain a supply of magazines, bristol board, glue,
markers, etc., for student use. Alternatively, review/teach the Venn diagram.
·
Be
sensitive to the fact that some students may not have come to
·
Obtain
a copy of an essay about new immigrants’ dreams, such as Bring Your Dreams
to
·
Prepare
a vocabulary exercise for Bring Your Dreams to
·
Prepare
an overhead with examples of imperative sentences from the chosen essay. For
example: Bring your dreams. Love your old country. Get involved. Love
1. To focus students on the dreams they had for
their life in
·
Where
were you when you were told you were immigrating to
·
Who
told you?
·
How
did you feel?
·
Was
it a surprise or had you been part of the plans?
·
How
did the other members of your family feel about coming to
·
What
were your first thoughts about
·
What
did other people in your country tell you about
·
How
did you picture your social life?
·
How
did your friends react to the news that you were immigrating to
·
How
did you imagine
·
What
did you think school would be like?
·
What
did you think your new home would be like?
·
What
did you think you would miss the most?
2. Students share their responses with a
partner. Join two pairs of students to form groups of four. In this group of
four, students first share their answers to the questions above and then
complete the following collage assignment.
3. Instruct
students to create a group collage or Venn diagram. Collage: The first section
depicts the visions/thoughts they had of
Venn diagram: In the first circle students write words or phrases that
depict the thoughts and visions they had of
4. Post student diagrams/collages at different
points around the classroom. Form new groups of students, each of which has one
member of each of the former groups. (jigsaw groups). In their new groups
students circulate. At each collage or diagram the person who worked on that
collage explains the images to the rest of the group. Assess collage
formatively for creativity and depth of thought.
5. As a prereading activity, students complete a
teacher prepared exercise on the vocabulary from the article, Bring Your
Dreams to
6. Ask students to reread the article
independently and answer comprehension questions in complete sentences. These
questions further develop students’ understanding of the essay. Take up
responses as a check for understanding.
7. Ask students for examples of the imperative
and when and why the imperative is used. Ask students to find examples of the
imperative in essay. Explain how the author uses this structure to express his
point of view.
8. Explain to students that there is more than
one way to give instruction and offer suggestions. Display the teacher prepared
overhead with modal sentences and discuss with students the differences between
these sentences. Explain that, when followed by the simple form of a verb,
“should” is used to give advice, “can/could” is used to make suggestions,
“may/might” is used to express possibility, and “must” is used to express
necessity.
9. Review/teach elements of the personal letter.
Students write a letter, using modals, to a friend who is considering
immigration to Canada. In this letter students offer their thoughts on their
new country and give advice and suggestions to the potential immigrant.
Students edit, word process, and submit their letters for marking. Include this
letter as the third entry in the Autobiographical Portfolio. Assess letter for
correct use of letter format, use of modals, content, variety of sentence
structure, use of computer software and graphics.
·
Formatively
assess ability to work in groups. COR1.04, COR1.05
·
Formatively
assess collage or Venn diagram for creativity and depth and breadth of ideas.
CWR2.01
·
Through
classroom discussion, formatively assess students’ understanding of the article
and of the author’s point of view. CRE1.02, CRE3.03
·
The
personal letter in this activity is part of the Autobiographical Portfolio.
Summatively assess student letters for knowledge of letter format and correct
use of modals, quality of content and ideas, variety of sentence structure, use
of computer software and graphics CWR1.04, CWR2.05, CWR2.04, CWR2.03, CWR2.01,
CWR3.01, CWR3.02, CWR3.08
·
Provide
additional exercises to practise the use of modal verbs.
·
Students
e-mail their letters to friends and ask for responses to their letters.
·
Students
make an outline for their letter with a partner.
Azar
Shrampfer, B. Fundamentals of English Grammar. Toronto: Prentice Hall
Canada, 1992.
ISBN 0-13-338278-8
Blanchard,
K. and C. Root. Ready to Write. Toronto: Addison-Wesley, 1994. ISBN
0-201-85999-8
Fuchs,
M. and M. Westheimer. Focus on Grammar-Intermediate. Toronto:
Addison-Wesley, 1994.
ISBN 0-201-65685-X
Pollock,
C. Communicate What You Mean. Toronto: Prentice Hall, 1982.
Porter,
J. Voices Past and Present. Toronto: Wall and Emerson, 2000. ISBN
1-895131-19-7
Contains the essay “Bring Your Dreams to Canada, But Not Old Feuds”
Time: 840 minutes
Students
use an article about the dreams of immigrants to identify current Canadian
issues and learn the present perfect tense. Students focus on three
current Canadian issues that have roots in the past. They compile a “Canadian
Scrapbook” in which they record information that they gather about these
issues. For each issue, students explore the historical basis, find and read
current articles in print or electronic media, consider the benefits and
challenges that these issues present to Canada, and reflect on the impact of
these issues on their own lives.
Oral and
Visual
CORV.04 -
create and analyse a variety of media works;
COR1.04 -
participate in group work, cooperative games, and team work;
COR1.05 -
use a variety of strategies to participate in small group discussions (e.g.,
ask questions to clarify a point; elaborate and/or modify statements to find a
basis for agreement);
COR4.01 -
respond through discussion to a variety of media words;
COR4.03 -
compare information about current events and issues from more than one media
source (e.g., television and newspaper accounts of the same event).
Reading
CREV.02 -
demonstrate knowledge of subject-specific terms;
CREV.03 -
read for specific purposes with teacher guidance;
CRE2.01 -
demonstrate knowledge of some key specialized terms in different subject areas
(e.g., photosynthesis, osmosis, membrane in biology);
CRE3.01 -
extract information from specific features/sections of grade-level texts (e.g.,
footnotes, chapter summaries, tables, illustrated figures);
CRE3.03 -
demonstrate comprehension of passages containing complex verb forms, with
teacher guidance e.g., sections of grade-level texts containing the
past-perfect tense, passive verbs, or conditional structures;
CRE4.02 - compare information from various
sources for classroom research (e.g., print and non-print, magazines and
newspapers, CD-ROMs);
CRE4.03 -
take notes from a variety of sources, using graphic organizers such as charts
and tables as a guide.
Writing
CWRV.03
- arrange ideas in logical order and present them in linked sentences and
paragraphs;
CWR3.01
- use a variety of simple, compound and complex sentences in their writing;
CWR3.02 -
use appropriately and with some accuracy common tenses and verb phrase,
adjectives, adverbs, conjunctions, prepositions of direction and time and
interrogative and negative constructions.
Social
and Cultural Competence
CSCV.01 -
use knowledge of Canadian culture and history in school and social situations;
CSC1.01 -
explain the relationship between some important aspects of geography and
history and current Canadian issues (e.g., the effect of rivers on
transportation routes and settlement patterns);
CSC1.03 -
demonstrate understanding of and sensitivity to a wide variety of cultures and
languages in Canada (e.g., explain the benefits and challenges of living among
diverse cultures);
CSC1.04 -
initiate and participate in conversations about current events and issues;
CSC2.04 -
negotiate roles and tasks in cooperative learning activities;
CSC2.05 -
identify and describe appropriate strategies for specific learning tasks (e.g.,
brainstorming to generate ideas; categorizing to manage information).
·
Ability
to extract information from text and oral discussion
·
Ability
to write answers in linked sentences
·
Ability
to use the Internet
·
Ability
to skim and scan
·
Ability
to map and create legends
·
Ability
to create complete graphic organizers
·
Make
an overhead of the three examples of the present perfect used in the
essay from Activity 1.
·
This
activity could be organized in one of three ways:
a) The
teacher leads the class sequentially through issues, such as Multiculturalism,
Canada/U.S. relations, French/English relations, and Inuit and Other Aboriginal
People.
b) The
teacher divides the class into groups (for example, four groups of three
students). Each group works independently to examine a different issue. If your
class is larger two groups can examine the same issue.
c) A
combination of a and b.
·
Consult
your history department to obtain resources and/or texts with articles on
multiculturalism/US relations in the areas of culture, economics and politics.
·
Obtain
Canadian atlases.
·
If
you are not using the materials noted in Resources, collect alternate materials
and prepare comprehension questions where necessary.
·
Create
a graphic organizer with five columns. See Teaching/Learning Strategies for the
categories.
·
Book
the Library/Resource Centre and/or Computer Lab for students to access print
and electronic newspapers.
·
Obtain
a class set of scrapbooks or ask students to purchase scrapbooks. Provide
markers, glue sticks, magazines, scissors, etc., for students to decorate the
scrapbooks.
·
Obtain
a copy of a map of southern Ontario and make a class set.
·
Make
class sets of Appendix A, B and C. The articles in Appendix A and B were
specially written for this unit.
1. Return to the article from Activity 1 and
reread as a class. Write three examples of the present perfect used in this
essay on an overhead or the board. Ask students why the author uses the present
perfect tense in the essay. Teach the formation and use of the present
perfect. Have students complete related exercises.
2. Make a list on the board of Canadian issues
identified in the article that began in the past and continue to the present,
such as Multiculturalism, Canada/US relations, French/English relations,
East/West relations, Native issues, Atlantic Provinces’ issues. Briefly discuss
these issues with the class. Ask questions such as: Why are there so many
different nationalities in Canada? How do Canadians feel about Americans and
America? Why do some people in Quebec want to be separate from Canada? Who are
the Native Canadians and how are they treated?
3. Tell students that they will be studying
current Canadian issues throughout this unit. Instruct students to read
newspapers and magazines and listen to radio and television newscasts to gather
any information about these Canadian issues. Distribute Appendix C – Media
Watch and explain how to complete this worksheet using the following example:
|
Date |
Time |
Kind of News |
Name of Media Source |
Summary |
|
November
22, 2000 |
6 P.M. |
International |
CBC |
The
Toronto Stock Exchange is unstable because of the uncertain results of the
American election. |
At the completion of the study of Canadian
issues, students put this chart into their scrapbook.
4. Tell students that they will
be studying four current Canadian issues in depth. Distribute scrapbooks to the
class and inform the students that they will use these to build a “Canada
Scrapbook”. Students decorate the cover and title the scrapbook. Students leave
the first page blank. This will become the Table of Contents. On the second
page, students create a title page for the topic Multiculturalism. At the
beginning of each topic, students create a new title page and at the conclusion
of each topic students complete the Table of Contents with the appropriate
information.
Multiculturalism
1. Students read an article about immigration,
such as the one from Ontario Reader 1999, pp.61-63 titled, Canada:
Nation of Immigrants.
2. Using the information from the article,
students complete a teacher created graphic organizer on which they record the
countries from which immigrants came to Canada, the reasons why they came, the
years that they came, and the area(s) of Canada that they settled in.
|
Country |
Dates |
Reasons |
Numbers |
Area(s) |
|
China |
1881-1885 |
To
build the railway |
15 000 |
British
Columbia |
|
|
|
|
|
|
3. Using
an overhead or the board, check that all students have the correct information
in their charts. Students correct their charts and glue them into the
scrapbook.
4. With the students, read an article on
Multiculturalism in Canada. Such articles can be found in a number of Canadian
history texts: The article should define the terms Canadian mosaic and melting
pot, and present Trudeau’s policy for, and vision of, a multicultural Canada.
Have students create a T-chart in which they record the benefits and challenges
of multiculturalism.
5. Using an overhead or the board, check that
all students have the correct information in their T-charts. Students correct
their charts and glue them into their scrapbooks.
6. Distribute a short, current article from the
Internet or a newspaper about Canada’s multicultural society. Read the article
with the class. As a class, develop 5 WH questions about the article. Students
independently answer the questions, insert the article, the questions, and
their answers into their scrapbooks.
7. In pairs students find another article about
multiculturalism, create 5 WH questions about the article and answer the
questions. Insert this information into their scrapbook.
8. Individually students use linked sentences to
respond to the following questions:
·
Why
did Canada become a nation of immigrants?
·
What
was Trudeau’s policy?
·
What
are the benefits and challenges of multiculturalism?
·
How
does Canada’s policy of multiculturalism relate to you?
·
What
is your opinion of this policy?
Students insert their answers into their
scrapbooks and complete the Table of Contents.
Canada/US
Relations
1. In their scrapbooks, students create a title
page called CANADA/US RELATIONS.
2. In pairs, students read Appendix A –
Canada/US Relations: The War of 1812.
3. Distribute a map of Southern Ontario to the
students. Students place a symbol at the location of each of the following:
a) the
first battle of the War of 1812
b) the
second battle of the War of 1812
c) the
third battle of the War of 1812
Students provide a legend to explain the
symbols and give the dates and when completed.
4. Using an overhead or the board, check that
all students have the correct information on their maps. Students correct their
maps and glue them into the scrapbook
5. Students use Appendix A to discover the
answers to the questions:
a) Why
was there tension between the United States and British North America? Find at
least 3 reasons.
b) What
was the result of the battles of the War of 1812?
c) Who
fought on the Canadian side?
6. Using an overhead or the board, check that
all students have the correct information to their questions. Students correct
their answers and glue them into the scrapbook.
7. Explain to the students that there are still
tensions between the US and Canada today even though Canada and the United
States are at peace. Some topics to consider are:
·
Brain
drain of skilled Canadian professionals to the US
·
The
influence of American culture on Canadian culture
·
Canadian
content in radio, television, and magazines
·
American
take-over of Canadian companies
·
NAFTA
– Free trade between Canada, the United States and Mexico
8. In
pairs, students skim the newspaper or the Internet and find one article about
disagreements/problems/tensions between Canada and the United States. Write 5
WH questions about each article and answer them. Put the articles, questions, and
answers into their scrapbooks.
9. As a class brainstorm some of the benefits
and challenges of the close relationship between Canada and the United States.
Make notes from this discussion on a T-chart.
10. Using an overhead or the board, check that all
students have the correct information in their T-charts. Students correct their
charts and glue them into the scrapbook
11. Divide the class into three groups. Each group
of students reads one article on one of the following connections between Canada
and the U.S.: the cultural connection; the economic connection; or the
political connection. Student groups use information from their article to add
benefits and challenges to their T-charts. Reform the groups so that every
group has an expert on each article. Students share their information and
complete their T-chart. Glue the T-chart into their scrapbooks.
12. Individually students use linked sentences to
respond to the following questions:
·
What
happened in 1812? Why did this happen and what was the result?
·
Explain
three current tensions that exist between Canada and the United States.
·
How
does the relationship between the United States and Canada relate to you?
·
In
your opinion, should Canada become the “51st State” of the United States?
Students insert their answers into their
scrapbooks and complete the Table of Contents.
French/English
Relations
1. In their scrapbooks, students create a title
page called FRENCH/ENGLISH RELATIONS.
2. Students read Appendix B about relations
between the French and English in the 18th Century and answer the questions.
Check that all students have the correct answers to their questions. Glue them
into their scrapbooks.
3. Students create up a symbol and place it at
the correct spot on a map of Canada for each of the following early
settlements:
·
Louisbourg
·
Quebec
City
·
Montreal
·
York
(Toronto)
·
Fort
Henry (Kingston)
·
Bytown
(Ottawa)
4. Students individually make a legend of their
symbols. Include the name of the settlement it represents and the date that
settlement was founded beside each symbol.
5. Students individually colour code their maps
to show the nationalities of the settlements. Using an overhead or the board,
check that all students have the correct information on their maps. Students
correct their maps and glue them into the scrapbook.
6. Explain to the class that even today, there
are still tensions between the French Canadians and English Canadians. Have
students read an article about the Quebec Referendum. Confirm their
understanding of this article.
7. As a class brainstorm the benefits and
challenges of Quebec remaining part of Canada. Record their ideas from the
class discussion onto a T-chart. Using an overhead or the board, check that all
students have the correct information on their charts. Students correct their
charts and glue them into their scrapbooks.
8. Students use the Internet or newspapers to
find a current article about French-English relations in Canada. Write 5 WH
questions about the article and answer them. Students insert the article,
questions and answers in their scrapbooks.
9. Individually,
students use linked sentences to respond to the following questions:
·
How
did the problems between the French and English in Canada begin?
·
What
is a referendum and how could a referendum in Quebec affect the future of
Canada?
·
What
are the benefits and challenges of Quebec remaining part of Canada?
·
How
does the fact that Canada is a bilingual/bicultural country impact your life?
·
In
your opinion, should Quebec remain part of Canada? Support your opinion with
reasons.
Students insert their answers into their
scrapbook and complete the Table of Contents
The
Inuit and Other Aboriginal People
1. Independently or in pairs, students read
articles on the Inuit. Using information in the articles, students complete a
chart on which they compare the Inuit traditional way of life with the
lifestyle of the modern Inuit under the following categories:
a) housing
b) leisure
activities
c) education
d) language
e) daily
activities
f) additional
information
Using an overhead or the board, check that all
students have the correct information in their charts. Students correct their
charts and glue them into their scrapbooks.
2. Using information in the articles they have
just read, students answer the following questions in writing:
a) When
was the territory of Nunavut founded?
b) What
is its size and how many people live there?
c) What
is its official language?
d) Who
was controlling the area of Nunavut before the Nunavut Act?
e) Why
were the Inuit unhappy with this arrangement?
f) Why
was the territory Nunavut established? Give at least 3 reasons.
g) What
rights were the people of Nunavut given in the Nunavut Act of 1993?
Using an overhead or the board, check that all
students have the correct answers to their question. Students correct their
answers and glue them into the scrapbooks.
3. Ask the students if they are familiar with
other Aboriginal people in Canada and explain to the students that there are
unresolved issues between the Aboriginal people in Canada and the Canadian
Government today. As a class, brainstorm what some of these issues are and why
they exist. Have students use the Internet or newspapers to find a current
article about the Inuit or other Aboriginal people in Canada. Students make 5 WH
questions based on the article and answer them. Students put the articles,
questions, and answers into their scrapbooks.
4. As a class, brainstorm some of the benefits
and challenges of being an Aboriginal person in Canada today. Students make
notes from this discussion on a T-chart. Using an overhead or the board, check
that all students have the correct information in their T-charts. Students
correct their charts and glue them into their scrapbooks.
5. Individually,
students use linked sentences to respond to the following questions:
·
Who
are the Aboriginal peoples in Canada?
·
What
is a First Nation community?
·
How
has the life of the Aboriginal peoples changed over the last four hundred
years?
·
Why
are some Aboriginal peoples unhappy?
·
In
your opinion, should Aboriginal peoples be given land or money to compensate
for what has happened over the last four hundred years? Support your answer.
Students insert their answers into their
scrapbooks and complete the Table of Contents.
·
Observe
student behaviour and participation in groups. COR1.04, COR1.05, CSC2.04,
CSC2.05
·
Summatively
assess the following assignments in the students’ media scrapbook:
a) “wh”
questions and answers on media articles
b) linked
sentence responses to questions
Assess for grammatical correctness,
ability to locate information found in media sources, ability to extract
information from texts, ability to comprehend information containing complex
verb forms, CRE3.01, CRE3.03, CWR3.01, CWR3.02
·
Summatively
assess Media Watch chart (Appendix C) for completeness and accuracy of
information. COR4.03
·
Organize
students into heterogeneous groups of mixed abilities.
·
Collect
articles and provide them for students if access to Internet or newspapers is
difficult.
·
Read
news articles and develop and answer “wh” questions as a class rather than in
pairs.
·
Give
students additional topics to research independently.
·
Provide
additional maps for visual support.
Azar
Shrampfer, B. Fundamentals of English Grammar. Toronto: Prentice Hall
Canada, 1992.
ISBN 0-13-338278-8
McFadden,
F., D. Quinlin, R. Life, and M. Pickup. Canada, the Twentieth Century.
Richmond Hill: Fitzhenry and Whiteside, 1993. ISBN 0-88902-535-5
Contains articles on multiculturalism in Canada and on many aspects of US/
Canada relations
Zuern,
G., Ontario Times 1999. Toronto:
Newcomer Communications, 1999. ISBN 0-9681-725-2-0
Has simplified articles on multiculturalism, the Inuit, and the Quebec
Referendum
Time: 300 minutes
Student
groups create and conduct “person on the street interviews” on a specific
Canadian issue. Incorporate the knowledge gained throughout Activity 2 to state
opinions about the issues that confront Canadians today. The language focus of
this activity is the correct use of common grammatical patterns and tone of
voice in oral presentations.
Oral and
Visual
CORV.01 - initiate and take part in conversations,
participate in classroom discussions, and make short oral presentations, with
teacher guidance, using a variety of subject-specific words and expressions;
CORV.02 -
communicate orally, using a variety of the conventions of English grammar with
some accuracy;
COR1.02 -
use tone of voice and gestures to clarify meaning in conversations (e.g.,
stress key content words to specify meanings);
COR1.04 -
participate in group work, co-operative games and teamwork;
COR1.06 -
use appropriate openings and closing in oral presentations (e.g., introduce a
topic by asking a question; summarize key points);
COR2.01 -
use common grammatical patterns with some accuracy (e.g., make subject and verb
agree; make verb tenses consistent; make possessive pronouns agree with
antecedents);
COR2.02 -
use some transition words and phrases to link ideas (e.g., to show sequence, to
compare and contrast).
Writing
CWRV.03 -
arrange ideas in logical order and present them in linked sentences and simple
paragraphs;
CWR1.02 -
compose stories, poems, and dialogues;
CWR3.02 -
use appropriately, and with some accuracy, common tenses, and verb phrases,
adjectives, adverbs, conjunctions, prepositions of directions and time, and
interrogative and negative constructions;
CSCV.01 -
use knowledge of Canadian culture and history in school and social situations;
CSC1.01 -
explain the relationship between some important aspects of geography and
history and current Canadian issues (e.g., the effect of rivers on
transportation routes and settlement patterns);
CSC1.03 -
demonstrate understanding of and sensitivity to a wide variety of cultures and
languages in Canada e.g., explain the benefits and challenges of living among
diverse cultures.
·
Knowledge
of current Canadian issues and their historical basis
·
Knowledge
of interview format
·
Knowledge
of subject/verb agreement and correct use of verb tense
·
Tape
a “person on the street interview” from a television newscast as an example for
the class.
·
If
possible, obtain a video camera to record the student presentations.
·
Make
a class set of Appendix D – Talking to Canadians Interview.
·
Make
a rubric to assess the oral presentation. Use the written script to confirm
assessment. See Student Achievement for headings.
1. Show the class a video clip from a “person on
the street” interview. Highlight the way in which the interviewer introduces
him/herself, the program, and the issue. In addition highlight how s/he
interacts with the interviewee, the tone of voice used, and interviews are
linked to each other. Tell the class that they will be conducting similar
interviews based on the issues they have been studying. Divide class into
groups of four or five (these might be the groups they worked in for Activity
2)
2. Distribute
Appendix D – Talking to Canadians. Student groups work together to develop and
polish a script, assign roles and practise their presentation. Encourage students
to include as much information in each of the given roles as possible. Assist
students to develop appropriate tone of voice, openings and closings, and links
between interviews. Encourage students to use props and to memorize their
presentations. Establish a date for presentations.
3. On presentation day, videotape the
presentations if possible. Collect written scripts to confirm the accuracy of
information, correct use of sentence structure, modals, present perfect and
other tenses. Assess presentation for tone of voice, opening and closing, use
of linking words, clarity, audibility, fluency.
4. Provide opportunities for students to review
the taped versions of their presentation for self-assessment and improvement.
·
Oral
assessment: Assess oral presentation for tone of voice, opening and closing,
use of linking words, clarity, audibility and fluency. COR1.02, COR1.06,
COR2.01, COR2.02
·
Written
and content assessment: Assess script of presentation for accuracy of
information, correct use of sentence structure, modals, present perfect and
other tenses.
CSC1.02, CSCV.01, CWR.02, CWR1.02
·
Allow
student to videotape the presentation and show the video tape to the class.
·
Allow
students to refer to their notes.
·
Allow
a student to act as director or prop manager.
CBC
News, CTV News, CITY News. Global News
Archer,
L., C. Costello, and D. Harvery. Reading and Writing for Success. Toronto:
Harcourt Canada,
ISBN 0-7747-0197-8
Has a section with information and tips for making oral presentations
Canada/US
Relations
At
the beginning of the 19th century, Britain and France were at war. These wars
were called the Napoleonic Wars because the leader of France was named
Napoleon. Americans were unhappy because Britain was trying to stop them from
trading with France. Also, the British needed sailors to fight in the war so
they stopped American ships to look for possible sailors.
At
the same time, many Americans thought the British colonies in Canada should be
part of the United States. Because of this and their anger with the British,
the United States started a war with Great Britain in 1812 by attacking the
British colonies in Canada.
Between
1812 and 1814 many battles were fought in Upper and Lower Canada (Ontario and
Quebec). The armies that defended Upper and Lower Canada were made up of
Canadian* volunteers, Natives and British soldiers. In this war, Canadians* of
all backgrounds fought to defend their colony.
The
War of 1812 began in July 1812. In the first battle, on July 12th an army of
American soldiers crossed Lake Ontario and tried to capture a fort near
Windsor. The Canadian* defenders defeated the Americans. The Americans went
back to their own fort.
General
Isaac Brock, the leader of the Canadian* armies, was in York when he heard
about the attack. He was afraid that the Americans would attack again;
therefore, he took some soldiers and rode his horse to Windsor. Along the way
many farmers and Natives joined him. The second battle was on August 16, 1812.
Brock and his army crossed the water and attacked the American fort in Detroit.
Brock and his army won this battle against the Americans. When Brock felt that
the fort in Windsor was safe, he moved his army to Niagara Falls.
A
few months later, in October, there was a third battle. This time American
soldiers crossed the Niagara River at a place called Queenston, which is near
Niagara Falls. Even though it was a surprise attack, Isaac Brock’s army fought
and defended the land. In this battle a thousand American soldiers were taken
as prisoners but only 28 British and Canadian* soldiers were killed. Brock’s
army won the battle.
When
the war ended in 1814, the border between Canada and the United States stayed
the same. This border remains the same today. It is the longest undefended
border in the world.
*For
clarity, the authors have called the European settlers living in British North
America, Canadians.
French/English
Relations
The
time between 1750 and 1770 was very important to the future of North America
because the British and French were fighting there. This fighting began in 1754
as a battle between “les Canadiens” (the French Canadians), and American
(British) settlers in the Ohio Valley. Then, in 1756, Britain and France began
a war that lasted seven years. It was called the Seven Years War. The
settlements in North America became an extension of the war in Europe so France
and Britain sent trained soldiers to protect their interests in North America.
France
had some important fortifications in North America: Quebec, which was founded
in 1608; Montreal, which was founded in 1642; and Louisbourg, which was founded
in 1713. In the Seven Years War Fortress Louisbourg, in Nova Scotia, was
attacked by a large force of British soldiers and sailors in 1758. In the same
year the British captured and destroyed another French fort, Fort Henry. In
1760 Fort Henry was rebuilt and named Kingston.
In
1759, the leader of the British forces in North America, General James Wolfe
led an attack against Quebec City. Montcalm, the French general, saw the
British army approaching and led his troops to a field outside the city to meet
the attackers. This field was called The Plains of Abraham. Within 15 minutes
both Wolfe and Montcalm were killed and the British had seized control of
Quebec. In the next battle, Montreal was captured by the British in 1760. When
the war ended in 1763, 70,000 French colonists came under British rule. This
started the problems between the French and English in Canada.
Britain
wanted to populate the former New France with English speaking Protestants, so
they advertised and gave incentives to the British to attract them to their new
colony.
In
addition, the British built the settlement of York in 1793 at the place where earlier
small British settlements had been. In 1855 the settlement of Bytown took the
new name, Ottawa. It became the capital of Canada in 1857.
Questions
1. How did events in France and Britain affect
war in North America?
2. What happened to Wolfe and Montcalm after the
battle?
3. Why would Britain want English speaking
people to immigrate to their new colony?
4. Today, there are tensions between French and
English Canada. Explain how the wars and decisions made in the 1700s are
connected to today’s problems.
Over the next ______________ you will be conducting a “MEDIA WATCH”. To do this you must follow various forms of news reports. You can watch television news, listen to radio news, read the newspapers or read magazines. You must explore at least three different forms of media.
Over the next ____________ make ten entries into this chart based on what you read, see, or hear in the news.
Media
Watch
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Date |
Time |
Kind of News |
Name of Media Source |
Summary |
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Your
group will be presenting a “Person On The Street Interview” to the class. In
your presentation, the interviewer will introduce the scene and the topic and
ask questions of each of the interviewees. The interviewees will answer the
questions as if they have just thought of the answers at that moment. (This
means memorize your lines). Your interview will be about one of the topics you
have been studying in class.
1. As a group, choose one of the situations
below and confirm your choice with the teacher.
2. Work together to write questions and
responses for each of the characters given in your scenario. Think carefully
about how each character would react. Use information you have learned in this
unit and your own ideas to develop the script.
3. Each student must have at least eight to ten
lines to say in the interview.
4. Use modals and the present perfect in your
script.
5. After you have written the script, edit it
for errors.
6. Assign parts to each group member and
practise reading the script.
7. Memorize the script.
8. Continue to practise the presentation of the
script. Think about the tone of voice you might use at different times, where
your interview occurs, where you will stand or sit, etc. Think about props or
costumes which will enhance the presentation.
Situation
One
The
results of the Quebec Referendum have just come in. The majority of Quebecers
have voted to separate from Canada. What is your opinion?
a) You are a proud Quebecois who is happy with
the result of the referendum.
b) You are a proud Quebecois who is unhappy with
the result of the referendum.
c) You are a resident of Ontario who is
concerned about how this will affect you and the province.
d) You are a resident of English Canada who is happy with the result of the referendum.
Situation
Two
The
governments of Canada and the United States have just announced that Canada
will
no
longer be a separate country but instead will become the 51st state of the
United States.
a) You are a proud Canadian who is appalled by
this announcement.
b) You are a proud Canadian who thinks this will
change will really help your business and the country.
c) You are an American who thinks this change
will help your business and the country.
d) You are a proud American who is appalled by
this announcement.
Situation
Three
The
government of Canada has just announced a new immigration policy. As of this
month, the number of immigrants who will be allowed into Canada will be cut in
half.
a) You are a Canadian who agrees with this new
policy.
b) You are a Canadian who disagrees with this
policy.
c) You are a new immigrant who is hoping to
bring your family to Canada.
d) You are an employer looking for skilled
workers and you are having difficulty finding them in Canada.
Situation
Four
The
government of Canada has just announced the creation of a new territory which
includes much of Northern Ontario and Quebec. This territory will be part of
Canada but it will be controlled by the Aboriginal people who live in this
area.
a) You are Native Canadian who lives in this
area who is happy with this decision.
b) You are a non-Native Canadian who owns land
in this area and who is concerned about how your life will change.
c) You are a resident of Southern Ontario who is
concerned about how your life will change.
d) You are a Native Canadian who lives in Western
Canada and who would like a similar settlement to your land claim.
You will
be assessed for:
·
content
of the presentation
·
clarity,
audibility, and fluency of oral presentation
·
tone
of voice
·
opening,
closing, and linking of interview
·
use
of correct and appropriate facts
·
correct
use of sentence structure, modals and verb tenses, particularly the present
perfect
·
ability
to work cooperatively in a group
·
ability
to communicate with group members
Course
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