The goals of lessons 2 and 3 are to engage students deeply with the idea of “compassion,” and begin to read the archival cases found in the Multicultural database through a compassionate lens. Using the criteria developed from lesson 1, students will be asked to begin analyzing the varying levels of compassion demonstrated in particular points of history. Through the archival documents, students will examine the ways in which citizens’ attitudes and government procedures and policies have or have not contributed to a compassionate Canadian society. It is important for teachers and students to acknowledge the ways in which Canada has responded to individuals and groups in the past, in order to better understand the ongoing issues the country faces in the present.
The archival documents in Multicultural Canada can be used throughout the S.S. 11 curriculum. In particular, the archival documents are a good starting point in discussing historical events such as the treatment of Japanese Canadians during World War II in Canada, as well as discussing changing government policies on issues such as immigration. The archival documents provide excellent primary sources where students can extract newspapers documents on events such as the Chinese Head Tax. Furthermore, the archival documents are a good supplementary resource to be used in conjunction with the textbook Counterpointsand the textbook Canadian Sourcesas all three sources address events and issues of the Twentieth Century and beyond.
Specifically, students will:
Apply critical thinking skills, including questioning, comparing, summarizing, drawing conclusions, defending a position.
Compare and contrast past historical cases of ethnic group treatment by Canadian government and its citizens to present cases.
Examine individual case clusters to understand the influences that have affected each case outcome.
Time allotment:
Depending on how much archival exploration you expect of students, this lesson could span up to 3 class periods. Be sure to include lab time if your classroom does not have a laptop cart or computer access for most students in class.
Change Over Time worksheets (one for each cluster)
Introduction:
Students briefly pair and share their case cluster with one other student working on a different case cluster.
Activities:
Part 1: Teacher Introduction
Before students begin, teacher explains that while the two cases within a cluster may span decades, it is important for them to examine how they are both similar and different.
What laws are in effect currently, that may not have existed? How does this potentially affect your decision on whether Canada has become more compassionate? Is it valid to base your decision on laws and policies exclusively or is there more to compassion? What about citizens’ attitudes? Government protocol? Who the government chooses to help and whom it chooses not to help? All of these questions must be thought of when going through your decision making process.
Using the Change Over Time Worksheet, have student groups plot the relative degree of compassion being exhibited by Canadians. Note, not all of the elements on the timeline are applicable—so students will need to identify the relevant events before plotting the degree of compassion.
Part 2: Student Activity in dyads or triads
Returning to the criteria generated from Lesson 1, students begin examining their case and determining, based on the criteria they had agreed upon in lesson 1, if Canada has become compassionate over time.
It may be useful to arrange students in Clusters. So students who studied the evidence in Case Cluster 1 work with other Cluster 1 students, etc.
**It is important that students only use their cases to examine the question**
Part 3: Whole Class Activity
Teacher poses question to class: What changes did you notice the government has made within the span of years of your two cases? What hasn’t changed? What changes would you recommend?
Extensions/ Modifications:
Students who are English language learners should work with a partner.
PLOs:
Social Studies 11
Skills & Processes:
Demonstrate effective research skills – including
Accessing information
Assessing information
Collecting data
Evaluating data
Organizing information
Assess Canada’s participation in world affairs with reference to
- Human rights
Civic Studies 11
Skills & Processes:
Demonstrate effective written, oral, and graphic communication skills
Demonstrate skills and attitudes of active citizenship, such as ethical behaviour, open-mindedness, respect for diversity, and collaboration.
Informed Citizenship:
Demonstrate a knowledge of historical and contemporary factors that help define Canadian civic identity, including: culture, language, heritage, and community
Civic Deliberation:
Assess the application of fundamental principles of democracy (including equality, freedom, selection of decision makers, rule of law, and balancing the common good with the rights of individuals) with respect to selected 20thand 21stcentury cases in Canada
Analyze the domestic and international effects of Canada’s record with respect to issues and events in human rights
Social Studies 10
Skills & Processes:
A1: apply critical thinking skills, including questioning, comparing, summarizing, drawing conclusions, defending a position
A3: demonstrate effective written, oral, and graphic communication skills, individually and collaboratively
Identity, Society, and Culture: Canada from 1815-1914:
B2 evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815 to 1914
B3 evaluate the influence of immigration on Canadian society from 1815 to 1914
B4 describe the factors that contributed to a changing national identity from 1815 to 1914
History 12
The study of History:
A1: analyze primary and secondary sources (historical evidence) with reference toreliability, bias and point of view, corroborating and conflicting evidence
A2: assess significant historical events in relation to social, political, economic, technological, cultural, and geographic factors
A3: demonstrate historical empathy
Social Justice 12
Recognizing and Analyzing Social Injustice:
B1 describe social injustice based on characteristics including: race and ethnicity, religion and faith, socioeconomic status
B5 analyze the roles played by legislation, the courts, public policy, and other forms of government action in promoting or failing to promote social justice in Canada
