Course Profile  

 

Geography of Canada, Grade 9 academic, Catholic

 

Unit 5:  Canada’s People

 

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6

Time:  18 Hours

Unit Developer(s):  M. Austin, London District Catholic School Board

Development Date:  July 1999

Unit Description

Canada’s human systems are as diverse and as ever-changing as our natural systems. In this unit, students demonstrate their understanding of the concepts of cultural diversity within the Canadian mosaic, population distribution and migration trends, and urban and rural population trends. Students are called upon to respect and celebrate the rich cultural heritage of Canadian society and to promote the dignity of the individual as a gift from God. The unit culminates with a celebration of the cultural diversity represented within the fabric of Canadian society.

Strands(s) and Expectations

Ontario Catholic School Graduate Expectations:  OCSG1e, OCSG1h, OCSG2e, OCSG3f, OCSG4a, OCSG5e, OCSG7g.

Strand(s):  Geographic Foundations: Space and Systems, Understanding and Managing Change, Methods of Geographic Inquiry

Overall Expectations:  SSV.01B, SSV.03, SSV.05B, UMV.01B, MIV.01B, MIV.02B.

Specific Expectations:  SS1.01B, SS1.05D, SS2.02D, SS2.03D, SS2.04D, SS2.05D, SS3.05B, UM1.01B, UM1.02B, UM1.03D, MI1.02B, MI2.03D, MI2.08B, MI2.11D, MI2.13B.

Activity Titles (Time + Sequence)

Activity 1

Using Maps to Examine Canada’s Population Distribution 

150 minutes

Activity 2

Using Maps and Graphs to Investigate Variations in Canada’s Population Density

150 minutes

Activity 3

Analyzing Canada’s Changing Demographics

150 minutes

Activity 4

Investigating Immigration Patterns

225 minutes

Activity 5

Patterns of Settlement and Aboriginal Land Claims

100 minutes

Activity 6

Ethnic Panorama

300 minutes

Unit Planning Notes

·         This unit provides students with multiple opportunities for analysing, communicating and interpreting data. Check with the Mathematics teachers for possible connections with the Grade 9 Mathematics course, especially the Relations strand.

·         Review appropriate resources and the data charts in the Appendix and if desired make selections regarding how you will use them.

·         The data analysis activities have more relevancy to students if they are connected to their community, and to events happening in it. Collect articles from newspapers and magazines to use with your class on issues related to topics such as community change, and immigration.

·         Consult with the school librarian for assistance in locating materials for the culminating activity.

·         Many of the topics covered in this unit address the cultural diversity of Canada. It is critical that teachers be sensitive to issues that may arise in student discussions, and be active in dispelling myths and stereotypes.

·         Book computer time for Activities 2, 3, 4, and 6.

·         For teachers who are non-specialists, glossary text references have been cited in the Resources for Activities 1 and 3. These are useful in defining unfamiliar terms.

·         Teachers need to be aware that the numbering system used in the Assessment/Evaluation section for each Activity is tied directly to the numbers in the Teaching/Learning Strategies section.

Prior Knowledge Required

·         Prior learning from Grade 7 Unit 1 and Grade 8 Geography program on geographic communication.

·         Concepts developed in understanding patterns in human geography and migration in Grade 8.

·         Internet protocol - school policy regarding the use of the Internet.

Teaching/Learning Strategies

Whole Group

·         brainstorming, questioning, discussion, concept clarification, lecturing.

Small Group

·         inquiry process, small group discussions, classifying, collaborative learning, computer-assisted learning, graphing, research, oral presentations.

Individual

·         note-making,  computer-assisted learning, map-making, creating graphs, research, oral presentations, written interpretation.

Assessment/Evaluation

·         For many of the activities in this unit, students produce graphs and maps followed by oral or written interpretations. By providing students with rubrics (see Appendix 5.1.2, Appendix 5.2.2, Appendix 5.2.3) at the beginning of the unit, they can collect their work in a portfolio and use the rubrics for self- and peer- assessment as they work on the activities. A rubric (Appendix 5.6.4) may then be used by the teacher for assessment of student-chosen best pieces in the portfolio. Students may also be asked to complete a self assessment of their work (Appendix 5.6.3).The timing of the assessment of the portfolio is at the teacher’s discretion. A separate rubric has been provided for summative assessment by the teacher for the culminating activity.

Diagnostic and Formative Assessment

Rubrics; roving conferences; informal teacher observation.

Summative Evaluation

Rubrics; paper and pencil test (end of Activity 3)

Resources

Print

Texts

Making Connections Canada’s Geography

Canada Exploring New Directions

Perspectives Canada’s Geography

Contact Canada

Atlases

Canada School Atlas; Canada and the World Atlas Resource

Computer

Internet; M F Teach; ArcView; CorelDRAW; ClarisWorks; Paint or Super Paint; Estat.

Other

Newspaper articles

Bible

Catechism of the Catholic Church

 

Activity 1:  Using Maps to Examine Canada’s Population Distribution

 

Time:  150 minutes

Description

In this activity, students map and examine the variations in provincial/territorial populations across Canada. They study Canada’s ecumene and explore reasons for the distribution of Canada’s people. This study of Canada’s population distribution helps the students in the culminating activity when they map the distribution of a specific ethnic group.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations:  OCSG3f, OCSG5e.

Strand(s):  Space and Systems; Methods of Geographic Inquiry

Overall Expectations:  SSV.01B, SSV.03B, MIV.01B.

Specific Expectations:  SS1.01B, SS1.05D, MI12.11D, MI2.13B.

Planning Notes

·         Review Grade 8 Geography unit - Patterns in Human Geography.

·         Locate data for provincial and territorial population numbers.

Prior Knowledge Required

·         Student familiarity with the concepts of rural and urban, population distribution and density, Census Metropolitan Area (CMA), and with mapping skills.

Teaching/Learning Strategies

1.       At the beginning of this unit it is very important that the teacher take the time to explain what the portfolio is, what is expected and how the work is being assessed. It is suggested that the students be asked to submit at least three pieces of work from this unit - a map, a graph, and a written exercise. A rubric (Appendix 5.6.4) has been provided and copies of it should be given to the students at the beginning of the unit. Students are also asked to complete a self-assessment of their efforts in this unit (Appendix 5.6.3). This helps to develop an awareness of what is to be assessed. It is recommended that the portfolio be collected at the end of the unit. It is also very important that in the introduction to the unit the teacher introduces the culminating activity. This allows students to begin to gather information. It would also be helpful for the students if they receive a copy of the Ethnic Panorama Rubric (Appendix 5.6.1)

After examining a dot map of Canada’s population distribution, students brainstorm patterns and hypothesize about the reasons for the demographic variations across the country.

Introduce the concepts of ecumene, population density and distribution, core and periphery, heartland and hinterland, and CMA’S and urbanization.

After receiving instructions on how to produce an isodemographic map, students use an appropriate source to set up a table with province/territory and population. Using the data from the table, students construct an isodemographic map to illustrate Canada’s population distribution.

Students rank the provincial and territorial populations from highest to lowest and analyze the results. (Which province/territory has the highest population? the lowest? Why?) Record findings in notes.

By referring to the dot map of Canada’s population distribution and other thematic maps in the Canada section of the atlas, students describe and account for the following patterns: (Record findings in notes.)

·         distribution of population in Nova Scotia and Newfoundland;

·         the clustering of population along the Ontario-Quebec border northeast of Sudbury;

·         the clustering of population around Lac-Saint-Jean near Chicoutimi-Jonquiere;

·         the distribution of population in Southern Saskatchewan;

·         the ribbons of population in southern British Columbia;

·         the population pattern in the Yukon, Nunavut and the Northwest Territories.

Assessment/Evaluation (numbers refer to Teaching/Learning Strategies)

2.   Formative teacher assessment using a roving conference while students brainstorm. Teacher may make anecdotal notes for future reference. Teachers may find the Observation Checklist (Appendix 5.1.1) a useful tool to employ during this time.

3.   Formative peer assessment using the “Rubric for Isodemographic Map” (Appendix 5.1.2). Students will assess for completeness and accuracy.

4.   Formative teacher assessment of written responses  - check for accuracy and completion.

Resources

Atlas - Canada School Atlas - pp.26, 185, 186; Canada and the World Atlas Resource - p. 10.

Texts - Perspectives - pp. 94-97, Glossary - pp. 293-304; Making Connections - pp. 201-204, Glossary - pp. 489-501; Canada Exploring New Directions - pp. 76-77, Glossary - pp. 405-411; Contact Canada - pp. 252, 253-255.

Accommodations

·         Provide individual support in calculating the population squares needed for the creation of the isodemographic map.

·         Provide a model of an isodemographic map so student can visualize the completed work

·         Allow additional time to complete map

·         Consult with Resource teachers.

·         Check IEPs for additional information.

Appendices

Appendix 5.1.1 - Observation Checklist

Appendix 5.1.2 - Rubric for Isodemographic Map

 

Activity 2:  Using Graphs and Maps to Investigate Variations in Canada’s Population Density

 

Time:  150 minutes

Description

This activity is designed to establish a firm understanding of Canada’s population distribution and of the concept of population density. Students graphing skills are reinforced and the skill of creating a chloropleth map is introduced. The creation of a chloropleth map continues to familiarize students with GIS and prepares them for the activities found in the culminating activity. Students are also asked to make connections to previous units in their comparison of ecozones and population densities.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations:  OCSG3f, OCSG5e.

Strand(s):  Space & Systems; Understanding and Managing Change; Methods of Geographic Inquiry

Overall Expectations:  SSV.03B, MIV.01B.

Specific Expectations:  SS1.03B, SS2.02D, MI2.11D, MI2.13B.

Planning Notes

·         Teachers should review all of the terminology and procedures involved in the activity.

·         All charts and data sheets should be prepared beforehand.

·         Because this activity may be completed using computer technology, teachers should book lab time.

·         Students may construct their graph using a spreadsheet program such as Microsoft Works, Corel Chart or Claris (all Ministry licensed). Students may also construct chloropleth maps using a GIS, such as ArcView or a desktop publishing program such as CorelDRAW or ClarisWorks (both Ministry licensed) or Paint or SuperPaint. Teachers should provide students with a .pcx or .bmp file containing a base map of Canada.

Prior Knowledge Required

·         Student familiarity with the expectations from Grades 7 and 8 which deal specifically with an understanding of map and graphing skills and patterns in human geography.

Teaching/Learning Strategies

2.       After a review of the concept of “population density” and the differences between population distribution and population density, students brainstorm:

i)    Where does Canada have high and low population densities? Why?

ii)   How does Canada’s population density compare with that of other countries? (e.g. Japan, Russia, Mexico)

iii)   What are the advantages and disadvantages of having a high or low population density in your country?

After reviewing the construction of a bar graph, students use Data Chart 1 (see Appendix 5.2.1) to complete the following:

i)    Using the data chart, construct a bar graph to show how population density varies across Canada.

ii)   Analyse the graph and account for observations you make (e.g., What province or territory is most densely populated? Even though Ontario and Quebec have large populations, their population densities are not as large as some others. Why? Why are the population densities for the Yukon and the NWT so low?

iii)   Does Canada’s overall population density give a clear picture of how Canada’s population is distributed? Why/why not?

For teachers not familiar with chloropleth maps, a good sample is provided in the text Making Connections - pp.52, 164. After receiving instruction on how to produce a chloropleth map using a GIS program, students then relate population density to ecozones using Data Chart 2 (see Appendix 5.2.1) and complete the following:

i)    Construct a chloropleth map to show how population density varies across Canada.

ii)   Analyse the map and account for observations you make.

iii)   Why is a map more useful for this analysis than a bar graph?

iv)  Do the population densities of the provinces/territories or the population densities of the ecozones give you a clearer picture of where most people live in Canada? Explain your choice.

Assessment/Evaluation (numbers refer to Teaching/Learning Strategies)

1.   Informal teacher observation of the map and graph work. This would be an opportunity for the teacher to make notes on individual students and possibly use the Observation Checklist (Appendix 5.1.1).

2.   Formative self-assessment of the graphs using the Graphing Rubric (Appendix 5.2.2) and formative self-assessment of the written responses for accuracy and completeness.

3.   Formative peer-assessment of the map using the Chloropleth Map Rubric (Appendix 5.2.3).

Resources

Data Charts 1 and 2 (Appendix 5.2.1)

Atlas - Canada School Atlas - pp.26, 186, Canada and the World Atlas Resource - p.10

Perspectives - pp. 290-291

Computer

Microsoft Works, Corel Chart, Claris;

GIS - Arc View, MF Teach, CorelDRAW, ClarisWorks, Paint or SuperPaint

Accommodations

·         Provide students with completed bar graph for interpretation questions.

·         Provide examples of completed graph or map.

·         Provide oral instructions and opportunities for oral presentations.

·         Use of a peer helper in construction of the graph or map.

·         Give more time to complete work.

Appendices

Appendix 5.1.1 - Observation Checklist

Appendix 5.2.1 - Data Charts 1 and 2

Appendix 5.2.2 - Graphing Rubric for use with Canada’s Peoples Activities

Appendix 5.2.3 - Chloropleth Map Rubric

 

Activity 3:  Analysing Canada’s Changing Demographics

 

Time:  150 minutes

Description

Students undertake a variety of activities designed to increase their understanding of population trends in Canada. Through the use of graphic organizers, students analyze trends, draw conclusions and make predictions about Canada’s population composition and change. The introduction to concepts related to demographics (e.g., birth rate, life expectancy) enhances students’ understanding of the graphs created for the culminating activity.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations:  OCSG4a, OCSG5e.

Strands:  Space and Systems, Managing Change, Methods of Geographic Inquiry

Overall Expectations:  SSV.03B, UMV.01B, MIV.01B.

Specific Expectations:  SS1.04B, UM1.02B, UM1.03D, MI2.08D, MI2.11D.

Planning Notes

·         The teacher should be prepared (in advance of this activity) to teach the concepts of population growth rate, percentage population change, birth rate, death rate, rate of natural increase, life expectancy, population pyramid (age-sex structure) and dependency ratio.

·         Students may construct their graphs using a spreadsheet program such as Microsoft Works, Corel Chart or ClarisWorks (all Ministry licensed).

Prior Knowledge Required

·         Students should be familiar with the concepts centred around creating maps and graphs to organize information, have an understanding of the factors affecting population distribution, the terms describing population characteristics, the correlation between population characteristics, and be familiar with the identification of push and pull factors in population change from the Grade 7 and 8 curriculum.

Teaching/Learning Strategies

3.       The teacher provides a definition of the term demography. Students brainstorm what a demographer studies, why these studies would be important, and who would be interested in the findings of a demographer (e.g., government - to decide where to build schools, hospitals, etc.; businesses - to discover where their market is). Students also speculate on the factors that account for and influence population change, what parts of Canada are experiencing the largest and slowest population growth rates, the reasons for these growth rates, and the problems that may result.

The teacher provides instruction on the concepts related to demographics such as: population growth rate, percentage population change, birth rate, death rate, rate of natural increase, life expectancy, population pyramid (age-sex structure).

After reviewing the production of a multiple-line graph, the students use Data Chart 3 (see Appendix 5.2.1) to complete the following and record findings in notes:

i)    Produce a multiple line graph with two vertical axes to illustrate the data from Data Chart 3.

ii)   Describe what has happened to Canada’s population since 1951.

iii)   Describe what has happened to Canada’s population growth since 1961.

iv)  Why do you presume the growth rate was so high from 1951-1961?

v)   Why do you think the growth rate has fallen since this time?

vi)  What may eventually happen to Canada’s population if the growth rate continues its decline? Why might this be a problem?

vii)  How might Canada stop this from happening?

In small groups, students construct population pyramids using Data Chart 4 (see Appendix 5.2.1) or are given already constructed pyramids to represent Canada’s age-sex structure for the following years: 1971, 1986, 2001, 2016: (projections for 2001 and 2016 are based on medium growth) and then answer the following questions. (Additional data and guiding questions available in Data Chart 5 can be used to assist with these questions)

i)    Explain the “bulge” in the younger cohorts of the 1971 pyramid (e.g., who are they, when were they born, why are there so many of them?)

ii)   What has happened to birth rates since this time? (e.g., have the “baby-boomers” had as many children as their parents did?) How can you tell by looking at the pyramids? Why do you think they have changed?

iii)   What has happened to life expectancies since this time? How can you tell by looking at the pyramids? Why do you think they have changed?

iv)  The “baby-boomers” are now in the middle age (working-class) cohorts. How might this be good and how might it be bad at the present time?

v)   By 2016 many of the “baby-boomers” will have retired. How might this be good and how might it be bad?

vi)  Once the “baby-boomers” begin to die, what may happen to Canada’s population? What are the two ways that this may be avoided? Which is Canada focusing on now? Why?

Assessment/Evaluation (numbers refer to Teaching/Learning Strategies)

3.   Formative teacher assessment of student understanding of creating a multiple-line graph through a roving conference.

4.   Formative peer assessment of the population pyramids using the Graphing Rubric (Appendix 5.2.2). Teacher checks written responses for completeness and accuracy.

5.   Summative teacher assessment of the concepts taught in the preceding activities e.g., terminology (population density, CMA’s, birth rate), Canada’s population trends, graphing (bar, population pyramids) using a paper and pencil test.

Resources

Print

Texts

Perspectives - pp. 97-99, Glossary - pp. 293-304; Making Connections - pp. 167-175; Glossary - pp. 489-501; Canada Exploring New Directions - pp. 79-82, Glossary - pp. 405-411; Contact Canada - pp. 246-249, Glossary - pp. 467-473.

Atlas

Canada School Atlas – pp. 185, 186, 188; Canada and the World Atlas Resource - pp. 10, 180, 181,182.

Data Charts 3, 4, and 5 - Appendix 5.2.1

Internet

http://www.statcan.ca/english/pgdb/people/popula.htm 

http://www-nais.ccm.emr.ca/schoolnet/issuesmap

http://www.statcan.ca/english/pgdv/people/popula.htm

http://www.census.gov/ftp/pub/ipc/

http://www.idbpyr.html

Accommodations

·         Teacher may provide a summary of terms in more simplified language.

·         Use taped instructions or questions.

·         Make sure the data charts are provided in large, well-spaced print.

·         Modify the task or reduce the written component.

·         Alternate form of testing - oral, taped responses, use of a scribe.

Appendices

Appendix 5.2.1 - Data Charts 3, 4, 5

Appendix 5.2.2 - Graphing Rubric for use with Canada’s Peoples Activities

 

Activity 4:  Investigating Immigration Patterns 

 

Time:  225 minutes

Description

Students explore the nature of Canada’s migration patterns; what constitutes migration, factors which cause migration, and trends in Canadian migration. This overview of migration gives the students the necessary skills to be successful when they study the history of a specific ethnic group in the culminating activity.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations:  OCSG1h, OCSG7g.

Strand(s):  Space and Systems, Understanding and Managing Change, Methods of Geographic Inquiry

Overall Expectations:  SSV.05B, UMV.01B, MIV.02B.

Specific Expectations:  SS2.03D, SS2.04D, UM1.02B, UM1.03D, MI1.02B, MI2.08B, MI2.11D.

Planning Notes

·         Teachers should prepare the graphical and map data before hand and where necessary reproduce charts in a form the student may readily use.

·         Teachers should also be prepared to teach or review the necessary skills in graphing and mapping required to complete the exercises.

Prior Knowledge Required

·         Students should be familiar with the expectations in the Grade 7 and 8 program which focused on an understanding of the movement theme, graphing, charting and mapping, factors affecting population distribution, decision-based migration, push and pull factors, the cultural effects of immigration, and the historical effect on Canada’s development of migration.

Teaching/Learning Strategies

4.       To help students appreciate the fact that Canada is a relatively young country with many immigrants, conduct the following exercise.,(Caution and sensitivity to family situations is required when conducting this exercise.)  Ask all the students to stand beside their desks. 1. If they or their parents came from another country, they are to sit down. 2. If their grandparents immigrated to Canada, they are to sit down. 3. If their great-grandparents immigrated, they are to sit down. By this point, the majority of the students will be sitting. Ask those remaining if they know when their families came to Canada. This is a simple but powerful exercise in demonstrating that Canada is a country of many immigrants.

Using the Exodus story as a basis, students generate a list of reasons why the Israelites wanted to leave Egypt to go to the Promised Land (e.g., poor living conditions, being treated as slaves, a better future elsewhere etc.). Students suggest other reasons why people would want to leave their homelands (e.g., war, education, jobs, etc.). Students determine which reasons are “pull” factors (reasons for coming to Canada) and “push” factors (reasons for leaving one’s homeland).

In small groups, students use Data Chart 6 (Appendix 5.2.1) to construct a circle graph for each province/territory for display on a blank map of Canada. Groups list which provinces/territories appear to have the greatest ethnic diversity and which have the least, and provide explanations for why.

The teacher asks the class whether your local area is experiencing a net gain or a net loss in population as a result of people moving and asks what evidence there is in your area that this gain or loss is occurring. Then the students use Data Chart 7 (Appendix 5.2.1) to construct a multiple line graph to illustrate Canada’s immigration and emigration since 1861. The vertical scale should be divided into two sections by a zero at its midpoint. The upper part of the graph is to represent immigrants and the bottom part is to represent emigrants.

Students use the graph to help them answer the following. Record responses in notes.

·         Explain the pattern created by the immigration and emigration lines (Hint: when one is high the other is generally low. Why do you think this is so?)

·         Identify the periods of peak immigration and attempt to explain each one.

·         Identify the periods of peak emigration and attempt to explain each.

·         Identify and attempt to explain the major periods of net migration gain and net migration loss.

·         What are the pull factors, past and present that have made Canada a desirable place to live for new immigrants?

·         Identify some push factors and provide examples wherever possible.

Students work in pairs constructing a multiple line graph to illustrate Data Chart 8 (one line for each birthplace of immigrants) (see Appendix 5.2.1) and the other using a blank map of the world to construct a flow line map to illustrate the flow of immigrants into Canada from their places of birth from 1991-96. (The width of each arrow should be based on 1mm=10 000 immigrants). They then answer the following questions:

i)    What has happened to the total number of immigrants coming into Canada? How have the origins of Canada’s immigrant population changed since pre-1961?

ii)   What explanations can you provide for these changes?

iii)   What impact may these trends have on Canada’s economic, social, and cultural life?

Assessment/Evaluation (numbers refer to Teaching/Learning Strategies)

3.   Formative teacher assessment of the circle graphs by using the Rubric for Graphing (Appendix 5.2.2).

4.   Formative peer assessment of the multiple line graph by using the Rubric for Graphing (Appendix 5.2.2).

5.   Formative teacher assessment of the written responses. Check for accuracy and completeness.

6.   Formative self-assessment of multiple line by using the Rubric for Graphing (Appendix 5.2.2).

Resources

Print

Texts

Perspectives - pp. 52-53, 224-226, 230; Making Connections - pp. 13, 170, 192-196; Canada Exploring New Directions - pp. 11, 70, 85, 95-110; Contact Canada  - pp. 250, 256-265.

Atlas - Canada and the World - pp. 13, 14, 183, 184, 185.

Bible – Exodus 3: 1-22; Exodus 5: 1-22; Exodus 6: 1-10.

Data Charts 6, 7, and 8 - Appendix 5.2.1

Internet

http://www.pch.gc.ca/csp-pec/english/about/multi

http://www.statcan.ca/english/pgdb/people/popula.htm

http://www-nais.ccm.emr.ca/english

http://cicnet.ci.gc.ca/english/coming/howto1.html

http://www.amassa.org

Accommodations

·         Provide individual support in locating countries on world map.

·         Allow shorter written responses.

·         Responses could be taped or given orally.

·         Some students may need to be provided with partially completed graphs or maps.

·         Students with ability challenges should be paired with other students with well developed skills in mapping and graphing.

Appendices

Appendix 5.2.1 - Data Charts 6, 7, 8

Appendix 5.2.2 - Graphing Rubric for use with Canada’s Peoples Activities

 

Activity 5:  Patterns of Settlement and Aboriginal Land Claims

 

Time:  100 minutes

Description

In this activity, students examine where immigrants settle when they come to Canada. They also look at the impact of settlement on Aboriginal people and analyse Aboriginal land claims.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations:  OCSG1h, OCSG3f, OCSG4a, OCSG7g.

Strand(s):  Space and Systems; Methods of Geographic Inquiry

Overall Expectations:  SSV.05B, MIV.02B.

Specific Expectations:  SS2.04D, SS2.05D, MI2.03D.

Planning Notes

·         Teacher should review the appropriate units from the Grade 7 and 8 History program that deal with Aboriginal issues.

Prior Knowledge Required

·         Students will need to be familiar with early European and Aboriginal settlement patterns from the Grade 7 History unit - New France - and with the Indian Act of 1876 from the Grade 8 History unit - Canada: A Changing Society.

Teaching/Learning Strategies

5.       Students examine where immigrants settle when they come to Canada by examining Data Chart 9 (Appendix 5.2.1), summarizing in their notes which provinces have the greatest and least percentage of their population classified as immigrant, and explaining why.

Students speculate reasons why aboriginal groups would have been greatly affected by the arrival of immigrants to Canada (e.g., early immigrants needed land to farm). How have aboriginal groups reacted to the arrival of non-Aboriginal immigrants?

Using an appropriate text source, students research the background to Aboriginal land claims (e.g., Ipperwash, Caldwell First Nation). Students should research the treaty-making process, the impact of the treaties on the Native peoples, and what the current situation is.

In small groups students discuss how the following quote taken from the Catechism of the Catholic Church is relevant to Aboriginal land claims. According to the Church, how should the government deal with this situation?

            The common good comprises “the sum total of social conditions which allow

            people, either as groups or as individuals, to reach their fulfillment

            more fully and more easily”.

            The common good consists of three essential elements: respect for

            and promotion of the fundamental rights of the person; prosperity

            or the development of the spiritual and temporal goods of society; and

            the peace and security of the group and its members.

            The dignity of the human person requires the pursuit of the common

            good. Everyone should be concerned to create and support institutions

            that improve the conditions of human life.

Assessment/Evaluation (numbers refer to Teaching/Learning Strategies)

1.   Formative teacher assessment of students’ work examining where immigrants settle - check for accuracy and completeness.

2.   Formative teacher assessment of students’ completed notes on Aboriginal land claims. Check for accuracy and completeness.

3.   Formative teacher assessment of students’ group work discussing the Church’s view of how Aboriginal land claims should be dealt with by the government through Informal Teacher Observation. Teachers may use the Observation Checklist (Appendix 5.1.1).

Resources

Print

Data Chart 9 - Appendix 5.2.1

Catechism of the Catholic Church. pp.517-521

Texts - Perspectives - pp.138-140; Making Connections - pp.177-185;

Internet

http://www.bloorstreet.com/300block/aborcan.html#1

http://www.inac.gc.ca/sites/index.html

Accommodations

·         Students with writing difficulties may benefit from some teacher assistance in organizing information and structuring their notes.

·         Some students may require a scribe to assist with note taking.

·         Use a computer for note-making.

·         When using tests: modify tests for some students, allow for more time for some students, allow students to write with resource support, or allow students to give answers orally.

Appendices

Appendix 5.1.1 - Observation Checklist

Appendix 5.2.1 - Data Chart 9

 

Activity 6:  Ethnic Panorama

 

Time:  300 minutes

Description

Throughout this unit, students have studied in general why people have come to Canada, where they have settled, and what patterns of settlement have been established. This culminating activity allows the students to focus on one ethnic group and discover its impact on Canada. Further, it helps students in their call to respect and celebrate the rich historical and cultural heritage of Canadian society and to promote the dignity of the individual as a gift from God.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations:  OCSG1h, OCSG4a, OCSG5e, OCSG7g.

Strand(s):  Space and Systems; Understanding and Managing Change; Methods of Geographic Inquiry

Overall Expectations:  SSV.05B, UM.V01B, MI.V01B.

Specific Expectations:  SS3.05B, UM1.01B, UM3.01D, MI2.03D, MI.211D, MI.213B.

Planning Notes

·         It is important for this activity that a world-wide range of ethnic groups be studied and that the students understand that the groups have come to Canada at different time periods. For example, Irish, Ukrainian and Scottish groups have a much earlier arrival than Korean, Ethiopian, or El Salvadoran groups. The groups examined will also be greatly influenced by the ethnic make-up of the class. If the class is very diverse ethnically, the task will be simpler. Teachers should identify 7 to 10 groups which may be studied. Of course, there should be flexibility for student input.

·         Book computer lab and library time.

·         Ensure students have parent/guardian permission for Internet access at school as required by board policy and restrict their access to only those sites appropriate for the activity.

Prior Knowledge Required

·         A good understanding of chloropleth mapping and graphing

·         Familiarity with terminology related to population distribution, demography and migration

·         Ability to research material from both print and Internet sources

Teaching/Learning Strategies

6.       This activity provides an excellent opportunity for students to use both GIS programs and the Internet. Once the three student groups have chosen the ethnic culture they will study, the teacher outlines the responsibilities of the groups. The final product should include the following elements:

·         Cartogram: Map of Canada - chloropleth map showing the distribution of the ethnic group

Historical Time line - events which sparked the movement of people (e.g., war), arrival dates in Canada, contributions to Canada, etc.

Graphs - statistical comparison of Canada and the homeland using the Human Development Index (birth rate, death rate, literacy rate, etc.)

Symbols - flag, shield, etc. associated with the homeland

·         Cultural Artifact - music; national anthem; ethnic dress; art work

·         Food - sample of a food associated with the ethnic group (to be shared with class)

Before beginning the student presentations, it is essential that the teacher set the tone in the classroom to respect the cultures being presented. The teacher could begin with a reading such as the following taken from the Catechism of the Catholic Church:

            Respect for the human person proceeds by way of respect for the principle

            that “everyone should look upon his neighbor (without any exception) as

            ‘another self,’ above all bearing in mind his life and the means necessary for

            living it with dignity”. No legislation could by itself do away with the fears,

            prejudices, and attitudes of pride and selfishness which obstruct the establish

            -ment of truly fraternal societies. Such behaviour will cease only through the

            charity that finds in every man a “neighbour,” a brother. (p.522)

Students present their products to the class during an Ethnic Panorama Day. Each group makes a brief presentation to the class about their ethnic group. (5 minutes). Once the formal presentations are completed, students look at the various cartograms and sample the prepared foods.

As an individual response to the preceding activity, students are asked to write a one-page response of what they believe the Canadian identity is.

Assessment/Evaluation (numbers refer to Teaching/Learning Strategies)

1.   Summative teacher assessment of the group presentations by using the Ethnic Panorama Rubric (Appendix 5.6.1).

2.   Summative teacher assessment of the one page assignment on Canadian Identity by using the Written Response Rubric (Appendix 5.6.2).

Resources

Atlases

Canada School Atlas

Canada and the World Atlas Resource.

Computer Software

Microsoft Works, Corel Chart, ClarisWorks, Paint or SuperPaint

GIS programs - MF Teach, ArcView

Internet

http://infocan.gc.ca

http://www-nais.cc.,emr.ca/issues/language/english/englang.html

http://ca.yahoo.com/

http://www.stats.demon.nl/

http://dir.yahoo.com/Government/National_Symbols_and_Songs/

http://www.archives.ca

http://Canada.gc.ca/canadiana/faitc/faind_e.html

http://www.pch.gc.ca/ceremonia-symbol/

Accommodations

·         Check IEP for accommodations required when special needs pupils are placed in groups.

·         Pre-select the group assignment for some pupils.

·         Assign specific tasks to pupils before they enter a group.

·         Extend use of GIS for gifted students.

·         Tape responses of work on Canadian identity.

Appendices

Appendix 5.6.1 - Ethnic Panorama Rubric

Appendix 5.6.2 - Rubric for Canadian Identity Assignment

Appendix 5.6.3 - Portfolio Rubric

 

Appendix 5.1.1:  Observation Checklist

 

Student Name:_________________________________

Observed by:__________________________________

 

 

Criteria

Dates Observed

Work space is organized.

 

 

 

 

 

 

Remains focused on task.

 

 

 

 

 

 

Discussions with peers are relevant to the task.

 

 

 

 

 

 

Has required tools for working (books, pencils, pens, etc.).

 

 

 

 

 

 

Follows directions.

 

 

 

 

 

 

Asks relevant questions.

 

 

 

 

 

 

Uses appropriate voice level.

 

 

 

 

 

 

Starts task without prompts.

 

 

 

 

 

 

Shows tolerance for others’ ideas.

 

 

 

 

 

 

Is alert in class.

 

 

 

 

 

 

Participates in small group discussions.

 

 

 

 

 

 

Participates in large group discussions.

 

 

 

 

 

 

Expresses his/her ideas/opinions.

 

 

 

 

 

 

Is polite to peers/adults.

 

 

 

 

 

 

 

 

General Comments:

 

Appendix 5.1.2:  Rubric for Isodemographic Map

 

Categories/

Criteria*

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Knowledge/

Understanding

(25%)

·         Understanding of population concepts

- demonstrates a limited understanding of population concepts

 

- demonstrates some understanding of population concepts

 

- demonstrates considerable understanding of population concepts and can apply the understanding to problems

- demonstrates a high degree of understanding of population concepts and can creatively apply the understanding to problems

·         Understanding of the concept behind an isodemographic map

- has difficulty creating isodemographic maps without assistance

- demonstrates some understanding of isodemographic map

- can create and explain an isodemographic map

- demonstrates a thorough understanding of isodemographic mapping, could apply the concept to another project without further instructions

Thinking/Inquiry

(35%)

·         Ability to use information from the isodemographic map

 

·         Organization of the material.

 

 

 

·         Ability to see relationships between population concepts

- is able to use information from the isodemographic map with limited effectiveness

 

 

- is able to set some information from the isodemographic map

 

 

- is able to draw facts from the isodemographic map

 

 

- uses the isodemographic map to see relationships, trends and can make predictions from the map

- limited organization evident with some aspects

- information is organized and mostly complete

- information is clearly organized and is complete

- information is organized in highly effective manner, concisely and completely

- has difficulty seeing the relationship between many population concepts

- is able to make some clear conclusions about population concepts and their relationships

- draws clear relationships between most population concepts addressed

- draws clear relationships between population concepts addressed

Communication

(15%)

·         Communicates information through mapping.

- limited ability to illustrate concepts through mapping

- uses maps with some effectiveness

- communicates information through maps with clarity

- communicates information through maps with a high degree of clarity and precision

Application

(25%)

·         Application of population concepts

·         Applying the information in the isodemographic map

- demonstrates difficulty in applying population concepts

- demonstrates some understanding of population concepts

- clearly understands and uses the population concepts

- understands and uses population concepts effectively

 

- has difficulty applying the information in isodemographic maps

- applies the information in isodemographic maps in some instances to solve other problem

- applies the information in isodemographic maps without any apparent difficulty

- applies the isodemographic map information in a highly effective manner and with ease

*Refer to the Course Overview - Evaluation of Student Achievement - for appropriate weighting.

Overall Level:                                                   Student Name:

Appendix 5.2.1:  Data Charts

[Statistics Canada – www.statcan.ca]

Data Chart 1

Province/

Territory

Population (people)

Area

(Km2))

Population Density

(people km2)

% of Canada’s Total Population

NF

551792

371634.6

1.48

1.91

1.48

1.91

PEI

134557

55660.4

23.77

0.47

23.77

.047

NS

909282

52840.8

17.21

3.15

17.21

3.15

NB

738133

71569.2

40.46

2.56

40.46

2.56

Que

7138795

1357811.7

5.26

24.75

5.26

24.76

ON

10753573

916733.7

11.73

37.28

11.73

37.28

Man

1113898

547703.8

2.03

3.86

2.03

3.86

Sask

990237

570113.5

1.74

3.43

1.74

3.43

Alta

2696826

638232.7

4.23

9.35

4.23

9.35

BC

3724500

892677

4.17

12.91

4.17

12.91

Yukon

30766

531843.6

0.06

0.11

0.06

0.11

NWT

64402

3246389.5

0.02

0.22

0.02

0.22

Canada

28846761

9203210.5

3.13

100

3.13

100

Data Chart 2

Ecozone

Population

(People)

Area

(km2)

Population Density

(People km2)

% of Canada’s  Total

Population

Arctic Cordillera

1047

239216

0.00438

0.00428

Northern Arctic

16328

1433362

0.0114

0.0667

Southern Arctic

10314

775734

0.0133

0.0422

Taiga Plains

21429

563241

0.038

0.0876

Taiga Shield

33589

1268623

0.0265

0.137

Pacific Maritime

2510203

196449

12.8

10.3

Mixed Wood Plains

14016101

113431

123.6

57.3

Boreal Plains

707695

656970

1.08

2.89

Prairie

3851089

440537

8.74

15.7

Taiga Cordillera

309

245865

0.126

0.00126

Boreal Cordillera

30839

432128

0.0714

0.126

Atlantic Maritime

2504393

195554

12.8

10.2

Montane Cordillera

751761

461198

1.67

3.07

Hudson Plains

9938

360318

0.0284

0.0406

Boreal Shield

169500

1774000

0.96

 

Appendix 5.2.1:  Data Charts (Continued)

[Statistics Canada – www.statcan.ca]

Data Chart 3

Canada

1951

1956

1961

1966

1971

1976

1981

1986

1991

1996

Population (millions)

14.0

16.1

18.2

20.0

21.6

23.0

24.3

25.3

27.3

28.9

Growth Rate (%)

 

14.8

13.4

9.7

7.8

6.6

5.9

4.0 

7.9

5.7

Data Chart 4

Year

0-4m

0-4f

5-9m

5-9f

10-14m

10-14f

15-19m

15-19f

0-24m

20-24f

1971

4.27%

4.08%

5.27%

5.04%

5.41%

5.18%

5.01%

4.85%

4.54%

4.50%

1986

3.61%

3.43%

3.59%

3.40%

3.55%

3.39%

3.91%

3.70%

4.83%

4.61%

2001

3.10%

2.94%

3.35%

3.18%

3.42%

3.25%

3.41%

3.26%

3.39%

3.25%

2016

2.84%

2.69%

2.87%

2.71%

2.92%

2.76%

3.04%

2.87%

3.28%

3.12%

 

 

 

 

 

 

 

 

 

 

 

Year

25-29m

25-29f

30-34m

30-34f

35-39m

35-39f

40-44m

40-44f

45-49m

45-49f

1971

3.83%

3.66%

3.13%

2.99%

3.02%

2.84%

2.99%

2.86%

2.84%

2.86%

1986

4.83%

4.70%

4.38%

4.38%

3.9%

3.92%

3.24%

3.14%

2.58%

2.53%

2001

3.46%

3.37%

3.74%

3.68%

4.32%

4.23%

4.28%

4.24%

3.75%

3.78%

2016

3.40%

3.28%

3.47%

3.37%

3.45%

3.36%

3.41%

3.3%

3.47%

3.45%

 

 

 

 

 

 

 

 

 

 

 

Year

50-54m

50-54f

55-59m

55-59f

60-64m

60-64f

65-69m

65-69f

70-74m

70-74f

1971

2.40%

2.45%

2.18%

2.21%

1.76%

1.82%

1.36%

1.49%

0.95%

1.16%

1986

2.39%

2.37%

2.32%

2.38%

2.05%

2.30%

1.61%

1.93%

1.25%

1.61%

2001

3.36%

3.36%

2.57%

2.61%

2.00%

2.08%

1.74%

1.88%

1.48%

1.75%

2016

3.77%

3.75%

3.59%

3.65%

3.03%

3.19%

2.56%

2.75%

1.79%

2.04%

 

 

 

 

 

 

 

 

 

 

 

Year

75-79m

75-79f

80-84m

80-84f

85-89m

85- 89f

90+m

90+f

 

 

1971

0.64%

0.85%

0.39%

0.54%

0.19%

0.27%

0.065

0.11%

 

 

1986

0.81%

1.17%

0.45%

0.75%

0.19%

0.40%

0.08%

0.21%

 

 

2001

1.09%

1.52%

0.63%

1.07%

0.31%

0.66%

0.12%

0.40%

 

 

2016

1.18%

1.48%

0.78%

1.114%

0.44%

0.81%

0.22%

0.67%

 

 

Data Chart 5

Average Family Size

1971

1976

1981

1986

1991

1996

3.7

3.5

3.3

3.1

3.1

3.0

Canadian Families by Number of Children at Home

YEAR

0

1

2

3

4

5

1976

30

23.5

23.5

12.5

6

4

1991

35

26.5

26

9.5

2

.5

(Notice: How have the number of children had by Canadian families changed? How might this impact Canada’s population size and structure in the future?)

Appendix 5.2.1:  Data Charts (Continued)

[Statistics Canada – www.statcan.ca]

Family Structure

 

1976

1991

Husband-Wife Families

90.2

87.0

Female Lone-Parent Families

8.1

10.7

Male Lone-Parent Families

1.7

2.3

(Notice: What’s happening to the traditional family structure of the past? Will this impact on the number of children families choose to have? How and why?)

Percentage of Married Males/Females for Selected Age Groups

Year

20-24

25-29

30-34

35-39

40-44

 

male

female

male

female

male

female

male

female

male

female

1976

32

54

71

81

85

87

89

88

90

87

1991

17

33

51

65

70

75

78

78

81

78

(Notice: Are people waiting longer to get married these days? Why? Are a greater or lesser percentage of us getting married as compared to before? Is there a relationship between these two trends and the number of children people are having today?

Life Expectancy at Birth

1920-22

1930-32

1940-42

1950-52

1960-62

1970-72

1980-82

1990-92

male

female

male

female

male

female

male

female

male

female

male

female

male

female

male

female

59

61

60

62

63

66

66

71

68

74

69

76

72

79

75

81

(Notice: What has happened to Canada’s life expectancy? How will this impact on our population structure in the future? What will it mean for Canadians?)

Data Chart 6

Population by Mother Tongue

Note: All numbers have been rounded to the nearest thousand. All numbers are expressed in thousands.

Canada

NF

PEI

NS

NB

QB

ON

MN

SK

AB

BC

YK

NT

English

539

125

836

473

586

7695

813

817

2195

2785

26

36

French

2

  6

35

239

5700

479

48

19

52

53

1

1

Non-official Language

5

  2

24

10

658

2297

221

127

424

801

3

26

Data Chart 7

Immigration and Emigration since 1951

Note: Numbers are expressed in thousands.

 

 

1861-1871

1871-1881

1881-1891

1891-1901

1901-1911

1911-1921

1921-1931

1931-1941

1941-1951

1951-1961

1961-1971

1971-1981

1981-1991

Im

352

260

350

680

250

1550

1400

1200

149

548

1543

1429

1824

1876

Em

170

411

404

836

380

739

1089

971

241

379

462

707

858

639

Appendix 5.2.1:  Data Charts (Continued)

[Statistics Canada – www.statcan.ca]

Data Chart 8

Birthplace

Pre-1961

1961-1970

1971-1980

1981-1990

1991-1996

United States

45050

50 200

74 015

46 405

29 025

Cental and Southern America

6370

17 410

67 470

106 230

76 335

Caribbean and Bermuda

8390

45 270

96 025

72 405

57 315

United Kingdom

265 580

168 140

132 950

63 445

25 420

Other Northern European and Western Europe

284 205

90 465

59 850

48 095

31 705

Eastern Europe

175 430

40 855

32 280

111 370

87 900

Southern Europe

228 145

244 380

131 620

57 785

52 455

Africa

4945

25 685

58 150

64 265

76 260

West-Central Asia and Middle East

4975

15 165

30 980

77 685

82 050

Eastern Asia

20 555

38 865

104 940

172 715

252 340

South-east Asia

2485

14 040

111 700

162 490

118 265

Southern Asia

4565

28 875

80 755

99 270

140 055

Oceania and Other

4250

9240

15 420

10 240

9875

Data Chart 9

Destination of Immigrants Coming to Canada

Province

1913

1955

1992

British Columbia

15%

13%

14%

Prairies

35%

13%

11%

Ontario

31%

52%

51%

Quebec

15%

20%

22%

Atlantic Provinces

4%

2%

1%

 

Appendix 5.2.2:  GRAPH RUBRIC for use with CANADA’S PEOPLES ACTIVITIES

Categories/

Criteria*

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Knowledge/

Understanding

(15%)

·         Understanding of concepts

- demonstrates a limited understanding of a concept;

- demonstrates some understanding of concept:

- demonstrates consider

- able understanding of concepts and can apply the understanding to problems;

- demonstrates a high degree of understanding of concepts and can apply the understanding to problems;

Thinking/Inquiry

(15%)

·         Ability to use information from the graphs.

·         Organization of the information

·         Ability to see relationships between concepts

- is able to use information from the graphs with limited effectiveness

- limited organization evident with some aspects

- has difficulty seeing the relationship between many concepts

- is able to set some information from the graphs

- information is organized and mostly complete

- is able to make some conclusions about concepts and their relationships

- is able to draw facts from the graphs

- information is clearly organized and is complete

- draws clear relationships between concepts addressed

- uses the graphs to see relationships, trends and can make predictions from the graph

- information is organized in highly effective manner, concisely and completely

- relationships between concepts are very effectively presented

Communication

(40%)

Communicates information through a graph

- communicates information through graphs with limited clarity

- communicates information through graphs with  some clarity

- communicates information through graphs with considerable clarity

- is able to create graphs which are clear, informative and pleasing to look at

Application

(30%)

·         Application of concepts

·         Applying the information in the graphs

·         Applying the information to extended circumstances

- demonstrates difficulty in applying the concepts

- has difficulty applying the information in graphs

- applies calculations and data to extended circumstances in a limited manner

- demonstrates some understanding of the concepts

- applies information in graphs in some instances to solve other problems

- applies calculations and data to extended circumstances with some effectiveness

- clearly understands and uses the concepts

- applies the information in graphs without any apparent difficulty

- applies calculations and data to extended circumstances with considerable effectiveness

- understands and uses concepts effectively

- applies the graph information in a highly effective manner and with ease

- applies calculations and data to extended circumstances in a highly effective manner

*Refer to the Course Overview - Evaluation of Student Achievement - for appropriate weighting.

 

Overall Level:                                                   Student Name:

COMMENTS

Strengths:

 

Concerns:

 

Next Steps:

Appendix 5.2.3:  CHLOROPLETH MAP RUBRIC

Categories/Criteria*

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Knowledge/

Understanding

(20%)

·         Understanding of population density concepts

·         Understanding of a chloropleth map

- demonstrates a limited understanding of population density concepts

- has difficulty reading chloropleth map without assistance

- demonstrates some understanding of population density concepts

- demonstrates some understanding of chloropleth map

- demonstrates considerable understanding of population density concepts and can apply the understanding to problems

- can create and explain a chloropleth map

- demonstrates a high degree of understanding of population density concepts and can apply the understanding creatively to problems

- demonstrates a thorough understanding of chloropleth mapping, could apply the concept creatively to another project without further instructions or assistance

Thinking/Inquiry

(20%)

Ability to use information from the chloropleth map.

- is able to use information from the chloropleth map with limited effectiveness

- is able to draw mostly accurate information from the chloropleth map

- is able to draw accurate information from the chloropleth map

- uses the chloropleth map to see relationships, trends and can make predictions from the map

Communication

(20%)

·         Communicates information through a map

- uses maps with limited clarity and effectiveness

- uses maps with  some clarity and effectiveness

- uses maps regularly with clarity and effectiveness

- uses maps consistently with full clarity and effectiveness

Application

(40%)

·         Application of population density concepts

·         Applying the information in the chloropleth map

- demonstrates limited ability in applying population density concepts

- limited ability in applying the information in chloropleth maps

- demonstrates some understanding of population density concepts

- applies the information in chloropleth maps in some instances to solve problems

- clearly understands and uses most population density concepts

- applies the information in chloropleth  maps without any apparent difficulty

- understands and uses all population density concepts effectively

- applies the chloropleth map information in a highly effective manner and with creativity and ease

*Refer to the Course Overview - Evaluation of Student Achievement - for appropriate weighting.

 

Overall Level:                                                   Student Name:

 

COMMENTS

Strengths:

 

Concerns:

 

Next Steps:

Appendix 5.6.1:  Ethnic Panorama Rubric

Categories/

Criteria*

Level 1

(50-59%)

Level 2

60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Knowledge/

Understanding

(15%)

·          Demonstrates an understanding of the factors influencing demographics and migration in Canada

- demonstrates limited understanding of the factors influencing demographics and migration in Canada

- demonstrates some understanding of the factors influencing demographics and migration in Canada

- demonstrates considerable understanding of the factors influencing demographics and migration in Canada

- demonstrates thorough and insightful understanding of the factors influencing demographics and migration in Canada

Thinking/Inquiry

(15%)

·          Collect, organize and synthesize information from a variety of sources

- collects, organizes and synthesizes information about demographics and migration with limited effectiveness

- collects, organizes and synthesizes information about demographics and migration with moderate effectiveness

- collects, organizes and synthesizes information about demographics and migration with considerable effectiveness.

- collects, organizes and synthesizes information about demographics and migration with a high degree of effectiveness

Communication

(40%)

·          Oral - use of oral language

·          Cartographic - use of symbols and visuals

- uses oral language with limited effectiveness

- uses symbols and visuals with limited accuracy and effectiveness

- uses oral language with some effectiveness

- uses symbols and visuals with some accuracy and effectiveness

- uses oral language with a considerable degree of  effectiveness

- uses symbols and visuals with a considerable degree of effectiveness

- uses oral language with a high degree of effectiveness

- uses symbols and visuals with a high degree of effectiveness

Applications

(35%)

·          Applying the information in the graphs

·          Applying the information in the chloropleth maps

·          Makes the necessary connections in respecting and understanding the history, cultural heritage and pluralism of today’s contemporary society

 (OSCG 7g)

- has difficulty applying the information in the graphs

- has difficulty applying the information in the chloropleth maps

- has difficulty making the necessary connections

- applies the information in graphs in some instances to solve other problems

- applies the information in chloropleth maps in some instances to solve other problems

- makes limited connections

- applies the information in graphs without any apparent difficulty

- applies the information in chloropleth maps without any apparent difficulty;

- makes considerable connections

- applies the graph information in a highly effective manner, with ease

- applies the chloropleth map information in a highly effective manner, with ease

- makes thorough and insightful connections

*Refer to the Course Overview - Evaluation of Student Achievement - for appropriate weighting.

Overall Level:                                                   Student Names:

COMMENTS

Strengths:

Concerns:

Next Steps:

Appendix 5.6.2:  Rubric for Canadian Identity Assignment

 

Categories/

Criteria*

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Knowledge/

Understanding

(25%)

·         Understanding of what the Canadian Identity is

- demonstrates a limited understanding of what the Canadian identity is

- demonstrates some understanding of what the Canadian Identity is

- demonstrates considerable understanding of the Canadian identity is

- demonstrates a high understanding of what the Canadian Identity is

Thinking/Inquiry

(25%)

·         Use of critical thinking skills

- applies creative thinking skills with limited effectiveness

- applies creative thinking skills with moderate effectiveness

- applies creative thinking skills with considerable effectiveness

- applies creative thinking skills with a high degree of effectiveness

Communication

(25%)

·         Use of written language

- uses written language with limited effectiveness

- uses written language with some effectiveness

- uses written language with a high degree of effectiveness

- uses written language with a high degree of effectiveness

Application

(25%)

·         Making connections between material presented in Ethnic Panorama and Canadian Identity assignment

- makes connections with limited effectiveness

- makes connections with moderate effectiveness

- makes connections with considerable effectiveness

- makes connections with a high degree of effectiveness

*Refer to the Course Overview - Evaluation of Student Achievement - for appropriate weighting.

 

Overall Level:                                                   Student Name:

 

COMMENTS

 

Strengths:

 

Concerns:

 

Next Steps:

Appendix 5.6.3:  Student Reflection for Portfolio

 

7.       What did you enjoy the most about these activities?

 

 

 

 

If you were to do these activities again, what would you change?

 

 

 

 

 

What have you learned (e.g., ideas, skills, questions) from doing these activities?

 

 

 

 

 

 

Were there any problems during group work? Do you have any suggestions on how to make group work even more effective?

 

 

 

 

 

 

How did you plan your work? Was your plan a good plan? Explain.

 

 

 

 

 

Looking over your work in this unit, in what areas did you feel showed your strengths? Which areas do you feel need improvement? How will you bring about these changes?

Appendix 5.6.3:  PORTFOLIO RUBRIC for use with CANADA’S PEOPLES ACTIVITIES

 

Categories/Criteria*

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Knowledge/

Understanding

(15%)

·         Understanding of concepts

- demonstrates a limited understanding of a concept

 

- demonstrates some understanding of concept

 

- demonstrates a considerable understanding of concept and can apply the understanding to problems

- demonstrates a high degree of understanding of concepts and can apply the understanding to problems

·         Understanding of maps

- limited ability to create required map

- demonstrates some ability to create a map

- demonstrates good ability to created map

- demonstrates a thorough understanding of creating a map, could apply the concept to another project without further instructions

Thinking/Inquiry

(35%)

·         Use of information from graphs

- is able to use information from the graphs with limited effectiveness

 

- is able to set some information from the graphs

 

- is able to draw facts from the graphs

 

- uses the graphs to see relationships, trends and can make predictions from the graph

·         Relationships between concepts

- has difficulty seeing the relationship between many concepts

- is able to make some conclusions about concepts and their relationships

- draws clear relationships between concepts addressed

- relationships between concepts are very effectively presented

 

Appendix 5.6.3:  PORTFOLIO RUBRIC for use with CANADA’S PEOPLES ACTIVITIES  (Continued)

 

Categories/Criteria*

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Communication

(15%)

·         Communication of graphic information

- communicates information through graphs with limited clarity

- communicates information through graphs with  some clarity

 

- communicates information through graphs with considerable clarity

- is able to create graphs which are clear, informative and pleasing to look at

·         Communication of mapping information

- communicates information through maps with limited clarity

- communicates information through maps with some clarity

- communicates information through maps with clarity

- communicates information through maps with a high degree of clarity

·         Writing Style

- has a writing style which limits expression of the main ideas

- has a writing style which allows the expression of the main ideas

- has a writing style which clearly expresses and supports the main ideas

- has a writing style which increases the reader’s understanding of the main ideas and shows strong supporting ideas

Application

(35%)

·         Application of concepts

 

- demonstrates difficulty in applying the concepts

- demonstrates some ability to apply concepts

- demonstrates clear understanding of concept application

- demonstrates an understanding of concepts and uses them effectively

 

·         Application of information in graphs

- has difficulty applying the information in graphs

- applies the information in graphs in some instances to solve other problems

- applies the information in graphs without any apparent difficulty

- applies the graph information in a highly effective manner and with ease

·         Application of information in maps

- has difficulty applying the information in maps

- applies the information in  maps in some instances to solve other problems

- applies the information in  maps without any apparent difficulty

- applies the map information in a highly effective manner and with ease

*Refer to the Course Overview - Evaluation of Student Achievement - for appropriate weighting.

Overall Level:                                       Student Name:

 

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