Canadian History in the Twentieth Century
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- Appendices Appendix 3.1.1 – Rubric: Evaluation of Growth Chart Appendix 3.1.1
- Activity 2: A New Immigrants Experience
- Strand(s) and Expectations
- Planning Notes
- Teaching/Learning Strategies
ResourcesTextbooks Computer/Web Sites Diefenbaker Web http://diefenbaker.ottawa.com/main.htm Encyclical Letter of His Holiness Pope Leo XIII issued on May 15, 1891 On the Condition of the Working Classes (Rerum Novarum) http://listserv.american.edu/catholic/church/papal/leo.xiii/rerum.novarum.html Great Lakes St. Lawrence Seaway System http://www.seaway.ca/ Office for Social Justice, Archdiocese of St. Paul and Minneapolis Major Themes from Catholic Social Teaching http://www.osjspm.org/cst/themes.htm The 1998 Canadian & World Encyclopedia. CD-ROM. Toronto: McClelland & Stewart, 1998. AppendicesAppendix 3.1.1 – Rubric: Evaluation of Growth Chart Appendix 3.1.1Evaluation of Growth ChartName: Date:
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity. Activity 2: A New Immigrant's ExperienceTime: 240 minutesDescriptionIn this activity, students interview a person who immigrated to Canada in the post-war period. Students gain an appreciation of the experiences and challenges faced by new immigrants to Canada following World War II. Students will respect the dignity and worth of all people no matter what their ethnic or racial origin. Strand(s) and ExpectationsOntario Catholic School Gradate Expectations: CGE1d, 1h, 2a, 2b, 2c, 2d, 3d, 3e, 4a, 4f, 5e, 7b, 7e, 7f, 7g, 7h. Strand(s): Change and Continuity; Methods of Historical Inquiry Overall Expectations: CCV.01, MIV.01, MIV.02, MIV.03, MIV.04. Specific Expectations CC1.01 - identify the major groups that have immigrated to Canada from 1900 to the present and describe the circumstances (e.g., push and pull factors) that led to their immigration; CC1.02 - explain how immigrants, individually and as communities, have participated in and contributed to the development of Canada; CC1.03 - analyse the similarities and differences between contemporary immigration patterns and historical immigration patterns; MI1.01 - use terms related to historical organization and inquiry correctly (e.g., chronology, cause-and-effect, short- and long-term consequences, interpretation); MI1.02 - formulate different types of questions (e.g., factual, definitional, comparative, causal, decision-making, speculative) to focus their historical research; MI3.02 - distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research; MI3.04 - use relevant and adequate supporting evidence to draw conclusions. Planning Notes
Prior Knowledge Required
Teaching/Learning Strategies1. The teacher should read with the students the Old Testament passages, Amos 5: 10-15. The teacher and students discuss the treatment to which newcomers to Canada are subjected and then compare their treatment to the experiences of the people described in Amos. Students are asked how new immigrants to Canada should be treated in order to maintain their dignity? 2. Teachers instruct students in appropriate etiquette for contacting a participant for an interview. Students arrange the time and place for the interview with the participant. Students also need to obtain permission from the participant to use any electronic devices to record the interview. Students discuss the nature of the interview with the participant (i.e., the questions focus on experiences that the participant had when he or she first came to Canada). Ideally, the participant is someone that the student already knows. If this is not possible, the teacher could arrange for volunteers to participate in an interview, or the teacher could contact an immigrant advocacy group such as OCASI (Ontario Council of Agencies Serving Immigrants) to request volunteers. Interviews should be about 1/2 hour in length. 3. Once students have arranged interviews, the teacher assists them in developing questions. Students read information about the immigrant experience of the 1950s before they develop their questions. They determine what groups came to Canada, why they came and the impact they had on Canada. The knowledge allows students to develop a focus for their interview questions. Questions could be based on push-and-pull factors that influenced the families of participants. Questions about the trip to Canada, the new employment experiences in Canada and reactions to the immigrant presence in Canada should also be considered. Students come to some conclusion about the importance of the immigrants' contribution to Canada. Questions to that effect need to be developed. A simulation activity is given where students validate their questions by asking other students or the teacher. 4. If students make adequate preparations before conducting their interviews, they discover the value of the oral historical tradition and gain respect for contributions made by participants. Ideally the best way to record the interview is with a VHS video recorder. If one is not available, then students should attempt to record the interview on tape. 5. Students present their findings to the class. In their presentations students identify the major groups that immigrated to Canada in this time period, describe the push-and-pull factors for the participant's immigration, and the challenges he/she faced upon his/her arrival in his/her new home. Students must also summarize the contributions that the immigrants have made to Canada. With reference to the ideas expressed in Amos 5: 10-15, students state in their presentations how well they found immigrants to be treated in their new country.
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