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SUBJECT: Historical thinking: evidence interpretation GRADE: Civics 11 DURATION: 80 minutes Rationale This lesson will focus on analyzing photographs that deal with Canadian immigration. The student will firstly be able to define immigration, emigration, and multiculturalism. Secondly, students will identify some of the ways in which immigration to Canada has changed, by looking at the pictures, throughout that time frame. Also, students will explore the connection between immigration policies and the Canadian government. Students in this lesson will share their opinions and collaborate on what the different photographs mean to them, and what they see in each image. Within their groups, students will be developing their communication and interpersonal skills. Objectives Prescribed Learning Outcomes: Apply critical thinking skills to a range of issues, situations, and topics. Evaluate the ethics of selected civic decisions Students will be able to: Analyze and reflect on several different primary sources, consider their accuracy, and interpret their message. Make connections between the photos and what is read in the text. Materials and Resources Teacher Materials: Civics Today text (pg.20) Handouts (2) Photos (several copies of each):

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Page 1: Geography Lesson Plan.docx - University of British …blogs.ubc.ca/.../01/Historical-thinking-Lesson-Plan.docx · Web viewThis lesson will focus on analyzing photographs that deal

SUBJECT: Historical thinking: evidence interpretationGRADE: Civics 11DURATION: 80 minutes

RationaleThis lesson will focus on analyzing photographs that deal with Canadian immigration. The student will firstly be able to define immigration, emigration, and multiculturalism. Secondly, students will identify some of the ways in which immigration to Canada has changed, by looking at the pictures, throughout that time frame. Also, students will explore the connection between immigration policies and the Canadian government. Students in this lesson will share their opinions and collaborate on what the different photographs mean to them, and what they see in each image. Within their groups, students will be developing their communication and interpersonal skills.ObjectivesPrescribed Learning Outcomes:Apply critical thinking skills to a range of issues, situations, and topics.

Evaluate the ethics of selected civic decisions

Students will be able to:● Analyze and reflect on several different primary sources, consider their accuracy, and

interpret their message.● Make connections between the photos and what is read in the text.

Materials and ResourcesTeacher Materials:

● Civics Today text (pg.20)● Handouts (2)● Photos (several copies of each):

Komagatu maru turned away: http://i.huffpost.com/gen/1033981/thumbs/o-KOMAGATA-MARU-facebook.jpg

Jewish Refugees turned away:http://thechronicleherald.ca/sites/default/files/u63629/JewishPassengers.JPG

Vietnamese Refugees arriving in Canada:http://www.rcinet.ca/patrimoine-asiatique-en/wp-content/uploads/sites/26/2012/05/Pic-2-4862608.jpg

Welcoming Syrian refugees:http://www.ctvnews.ca/polopoly_fs/1.1351916.1372874713!/httpImage/image.jpg_gen/derivatives/landscape_960/image.jpg

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Current event photo link:http://s3.amazonaws.com/media.wbur.org/wordpress/11/files/2015/01/0108_hebdo-office1-624x415.jpg

Time(mins)

What the teacher (T) says/does What the students (S) do Materials

15 mins

Hook/OpeningThe teacher introduces the first, current event photo to the class.

The teacher should write the following questions on the board for the students:

What is the focus of the photograph? Why is this image important? What does the photographer want us to

know? Is the photographer trying to hide certain

things? Are photographs 100% accurate? How

do we know what happened?

Hook/Opening Students should be writing their answers on a piece of paper.

Students should Think-Pair-Share the responses.

Current event photo

15mins

Pre-activityIntroducing/reviewing conceptsAs soon as the first activity is finished, the teacher should introduce the term primary source. The teacher should define the term ‘primary source’. Students are asked to give examples of primary sources.

Question: How are photos different from other sources?

Review: Vocab on the topic of immigration from text.Teacher led reading.

Pre-activityStudents are writing down examples of primary sources, as well as a definition of the term.

Students should pick up the text and review the definitions of the words immigrant, emigrant, and multiculturalism. The students are listening to the teacher briefly go over the terms.

Text:

Page 3: Geography Lesson Plan.docx - University of British …blogs.ubc.ca/.../01/Historical-thinking-Lesson-Plan.docx · Web viewThis lesson will focus on analyzing photographs that deal

30 mins

Activity: Evidence analysis

The teacher should model, using the current event photo, connecting the photo with the government.

Teacher should introduce students to the concept of Historical Significance (PPT)

Initial Analysis:The teacher will hand out every photo to table groups. Each group will be tasked to focus on a photo, and write some basic observations. The teacher will go around and each group will provide their own interpretation.

The teacher will then provide the specific contexts for each photo (see handout):

Komagata Maru – 1914 – turned awayJewish Refugees- 1930s -- turned awayVietnamese Refugees- 1970s -- acceptedSyrian Refugees – Current – accepted

Groups will answer PPT presentation questions on individual pieces of paper, while working together or individually.

Historical Thinking group questions- PPT

Activity: Evidence analysis Students will be sitting in groups, and interacting with the photographs in groups.

However, they may also work alone if they choose.

PensPaperPhotograph HandoutPPT presentation

10 mins

Post-activity

What do these photographs say about Canadian government?

How do the different cultures represented may see Canada?

Post-activity

Students will participate in the discussion as a group.

Students will be given several minutes to think about the final question, and share as a group.

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10 mins

Post activity 2- Exit Slip

Teacher will ask the students to open the text, read “Speakers Corner” section on page 20, and answer the two “Interactive Questions” on the topic of immigration.

Students will read the brief activity description and complete the two questions.

Civics Today text

Assessment for / of / as Learning

FOR Learning:

Students will submit their completed answers and teacher may see if the concept of historical thinking is understood.

Students will also submit the exit slip which will be marked for completion.

Teacher will observe students as they work through the questions in their group or individually.

Extensions/ Sponge ActivitiesExtra challenge

If students enjoy working with the photographs, teacher may announce a photograph on the final test (but not say which one it will be) and include questions similar to the ones in the Historical Thinking section at the end of the PPT presentation.

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Photograph Handout

A B

C D

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Historical Context HandoutPhoto A:The Komagata Maru incident involved a Japanese steamship, Komagata Maru, that sailed from Hong Kong, Shanghai, China to Yokohama, Japan and then to Vancouver, British Columbia, Canada, in 1914, carrying 376 passengers from Punjab, British India. Of them 24 were admitted to Canada, but the 352 other passengers were not allowed to land in Canada, and the ship was forced to return to India.[1] 

Source: Wikipedia

Photo B:They needed Canada’s help and Canada said no. It was 1939 and 907 Jewish refugees aboard the German transatlantic liner St. Louis were seeking sanctuary from Nazi Germany. Canada refused to take them in and the ship sailed back to Europe, where 254 would later die in concentration camps.

Source: The Chronicle Herald

Photo C:Mainstream Vietnamese communities began arriving in Canada in the mid-1970s and early 1980s as refugees or boat people following the end of the Vietnam War in 1975, though a couple thousand were already living in Quebec before then, most of whom were students. Most new arrivees were sponsored by groups of individuals, temples, and churches and settled in areas around Southern Ontario, Vancouver, British Columbia, and Montreal, Quebec. 

Source: Wikipedia

Photo D:Canada plans to resettle up to 1,300 refugees from war-torn Syria by the end of next year (2014), federal Immigration Minister Jason Kenney announced Wednesday.The federal government will immediately take in 200 people deemed at high risk by the United Nations High Commissioner for Refugees. The remaining 1,100 are to be brought in via private sponsorship organizations by the end of next year."I've met with hundreds of Canadians of Syrian origin over the past year and have heard their anxiety and their desire to help with those facing danger and have had to flee their homes," Kenney said at a downtown Edmonton centre that assists new immigrants.

Source: CTV news