Education 460
Molly Lerbekmo and Shannon Flett
Inquiry ProjectGrade Seven- Post Confederation
Essential Question: To what extent do policies put forth by
the Canadian government support the claim that Canada’s
identity is one of equality and human rights?
Task/Activity: In this inquiry, you have been asked by
the Museum of Human Rights to create an installment in the
Canada’s Responses to Pluralism through Time exhibit. To do
this, you will work in groups of three to design and create a
display case which either challenges or supports Canada’s
image as an equal and diverse state. Specifically, choose a government action or policy that is significant in Canadian history which either refuted or upheld human rights. You must then create and hand in a proposal that explains and defends your position.
Suggested Activities
To begin this project, students will be involved in a class discussion regarding the strip search of a student in Quebec in February 2015. They will read two news articles and watch a news clip of the story. They will have a few minutes on their own to think about the event and write a brief reflection of their opinion. They will then break into groups of three to four and discuss the government’s responses to the event. Using the following questions: what do you think about the government’s response and do you think this event violated the student’s human rights? students’ will consider the initial response of the education minister as well as the resignation of the minister in addition to the response of the provincial government. After giving them a few minutes to discuss in their groups the teacher will collect ideas and write them on the board. Throughout this process the teacher can respond to their statements and challenge them to consider various perspectives. (1 Class)
Resources:
Quebec Education Minister to Resign in Wake of Strip Search Comments
Strip Searched Girl Suspended by Quebec City School
http://www.cbc.ca/news/canada/montreal/strip-searched-girl-suspended-by-quebec-city-school-1.2963032
Why School Strip Searches for Drugs are Legally Troubling
http://www.cbc.ca/news/canada/why-school-strip-searches-for-drugs-are-legally-troubling-1.2961468
Drawing on the previous class discussion on the importance of human rights and how human rights pertain to their lives, students will complete an activity on historical significance.
The class will focus on the question: who and what should be remembered in history? Teachers will use the criteria in the TC2 Teaching about Historical Thinking to determine which events are considered significant. Emphasize the criteria moral judgment so that the class focuses on the importance of human rights and the Canadian government’s role in these events. To demonstrate how significant events are chosen, the teacher will model for the class how to choose personally significant events. The teacher will have students contribute examples of what they think personally significant events could be. The teacher will then model the TC2 Thinking about History worksheet on the smartboard and demonstrate how to rank the importance of these events. Then, with a partner, have students list 5-6 events that they consider to be significant in their personal or school lives. Using the worksheet students will rank their personal events based on the criteria we have studied. (1 Class)
Resources:
Ranking Historical Significance, p. 10:
http://tc2.ca/uploads/sections/thinking_about_history/historical_significance_elementary.pdf
Using the criteria and the worksheet TC2 Teaching about Historical Thinking from the first historical significance activity, students will rank the significance of following events in Canadian history. Explain to the students that they are doing this activity to understand how historians or museum curators choose what to include in an exhibit. Use the following critical question: what were the most significant events in Canadian history that reveal the government’s stance towards human rights? to emphasize the human rights aspects of these events. Put the students into groups of three and give each group cards that include a summary of each event to ensure they have a basic understanding of what occurred. Expand on student’s previous knowledge by having them discuss in their groups what the human rights challenges are in each event and what the government’s involvement was. Teachers will use this as an opportunity to incorporate an informal feedback loop by circulating among the groups to ensure they are on task and understand the activity. Then, work as a class to rank and subsequently narrow down the following list to the ten most significant events.
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Government response to the Red River Resistance
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Government response to the Second Uprising
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Manitoba Schools Act
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Building of the Railway: Chinese Head Tax
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Official Languages Act
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Signing of the Treaties
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Clifton’s Immigration Act
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Truth and Reconciliation Commission
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Gay Straight Alliances in Schools
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Government response to the Oka Crisis
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Women’s Suffrage
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Creation of the RCMP
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FLQ Crisis
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Legalization of gay marriage
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Creation of Bill C-33
When the top 10 events are chosen, assign each group an event. This is the event they will use to design and build their display case. (1 Class)
Resources:
Ranking Historical Significance, p. 10:
http://tc2.ca/uploads/sections/thinking_about_history/historical_significance_elementary.pd
Teachers will use the Justifying my Conclusion worksheet that has been modified to fit this assignment. Using the smartboard, project the worksheet and use the previous example of the strip search to model the how the worksheet is to be completed. Do this by encouraging students to call out answers to the worksheet. Students will then use this worksheet to detail the event they have been assigned. Students will be handing the worksheet in at the end of class in order for the teacher to be able to assess their understanding of their event. The teacher will do this assessment by returning the worksheet with written feedback and suggestions to clarify any misunderstandings. This provides the students with a chance to consider the information and begin to formulate their thesis statement based on the conclusions they come to when completing this worksheet. This will be the foundation for the narrative they want to tell with their display case. (1 Class)
Resources:
Justifying my Conclusion, p. 102:
Tools for Historical Understanding: Teaching about Historical Thinking. TC2: The Critical Thinking Consortium.
Organize a field trip to the Museum of Human Rights or a museum that houses a similar
exhibit and that is applicable to this assignment. Prepare students for the field trip by talking about the purpose of museums and public history. Relate this topic back to the historical significance activity by discussing how historians and curators have to choose what to put into an exhibit.
At the museum, students will use their rubric for this
assignment to assess the exhibit. In order for them to
effectively be able to do this, the teacher must go over
the rubric with the class prior to the trip. The museum
provides them with an opportunity to consult with an
expert and learn how curators choose what events are
chosen, what narratives are told, and what objects will
be shown in an exhibit. (Full day field trip).
Students will work in a group in google documents in coordination with the teacher, and with their completed and assessed Justifying my Conclusion worksheet, to create a clear and well-written thesis statement arguing whether or the Canadian government was upholding human rights. The teacher will first demonstrate what a well-articulated thesis statement is, by having students help create one as a class, using the Quebec strip search as an example. The instructor must allow ample time for students to talk within their groups so the students can come up with their own thesis statement, while also ensuring they are monitoring and giving feedback throughout the class. Their thesis statement should demonstrate the narration they want their display case to convey to the public. (1-2 classes)
Once their thesis statement is completed, students will discuss what aspects of the event or government policy they want to include in the display case. These events will make up the narrative the students want to tell. These aspects must be credible and support their overall thesis statement. They will then discuss in groups how these aspects should be represented in the display case. Students will then choose five to ten artifacts, pictures, or videos that they have either found or made which symbolize their thesis statement and write a small rationale for the inclusion of these artifacts that will also be included in the final proposal. They must include in the rational the perspective they are choosing to represent and defend their position.
(1-2 Classes)
The final proposal will not be traditionally marked but will be based on a participation mark. Students must take initiative to set up an appointment with the teacher to discuss their finished proposal and how it will translate into a finished display. The teacher will provide the students with oral feedback based on the final rubric during the meeting. This will allow them to have a clear understanding of what they will do when it is time to create the objects to put in the display case.
The final step will be consulting their proposal and creating the objects in class. Students will be encouraged to use a multitude of mediums such as artifacts, pictures, videos they made or found. Students will then bring their items to the museum to construct their display case. The display cases will be marked based on the rubric they used to assess the museum display and which was discussed in relation to their proposal. (2 classes for finding and making objects) and (1 class to go to museum and setup the display case)
Modifications:
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If field trips to the museum are not possible, teachers can incorporate different expertise in the classroom through videos or a guest speaker.
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If a partnership with the museum is not possible, the display cases can be showcased in the classroom, elsewhere in the school, or a community library.
Learning Outcomes
7.2 Following Confederation: Canadian Expansions
General Outcome: Students will demonstrate an understanding and appreciation of how the political, demographic, economic and social changes that have occurred since Confederation have presented challenges and opportunities for individuals and communities.
Values and Attitudes
Students will:
7.2.1 Recognize the positive and negative aspects of immigration and migration (GC, LPP, C, I)
7.2.2 Recognize the positive and negative consequences of political decisions (PADM)
Knowledge and Understanding
Students will:
7.2.4 Assess, critically, the role, contributions and influence of the Red River Métis on the development of western Canada by exploring and reflecting upon the following questions and issues:
• How did the Government of Canada’s response to the Red River Resistance and the second Métis uprising solidify Canada’s control of the West? (TCC, PADM) • To what extent were the Red River Resistance and the second Métis uprising means to counter assimilation? (PADM, I, C)
• What were the Métis, First Nations, French and British perspectives on the events that led to the establishment of Manitoba? (TCC, PADM, I, CC) • How was the creation of Manitoba an attempt to achieve compromise between the Métis, First Nations, French and British peoples? (TCC, PADM, I, LPP)
• To what extent were the Manitoba Schools Act and evolving educational legislation in the Northwest Territories attempts to impose a British identity in western Canada? (I, PADM, TCC)
7.2.5 Evaluate the impact of Confederation and of subsequent immigration on Canada from 1867 to the First World War by exploring and reflecting upon the following questions and issues:
• How did changing demographics resulting from Clifford Sifton’s immigration policies affect the collective identity of Francophones in communities across western Canada? (I, TCC, PADM)
What impact did immigration have on Aboriginal peoples and on communities in Canada? (GC, CC, I, TCC)
• What were the underlying reasons for the negotiation of the numbered treaties? (C, I, LPP, TCC)
• What were the underlying reasons for the negotiation of the numbered treaties? (C, I, LPP, TCC)
7.2.6 Assess, critically, the impacts of social and political changes on individual and collective identities in Canada since 1918 by exploring and reflecting upon the following questions and issues:
• How has the Official Languages Act contributed to bilingualism in Canada? (PADM, C, I)
• How have Canadian immigration policies contributed to increased diversity and multiculturalism within the Canadian population? (PADM, GC, C, I)
• What strategies and conditions are needed for the Franco-Albertan community to counter assimilation? (CC, I, PADM)
Skills & Processes
Students will: 7.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• assume various roles within groups, including roles of leadership where appropriate
• identify and use a variety of strategies to resolve conflicts peacefully and equitably
• consider the needs and perspectives of others
7.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:
• support and participate in activities and projects that promote the well-being and meet the particular needs of their community
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Engage in active inquiry and critical and creative thinking
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Engage in problem solving and conflict resolution with an awareness of the ethical consequences of decision making
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Apply historical and geographic skills to bring meaning to issues and events
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Conduct research ethically using varied methods and sources; organize, interpret and present their findings; and defend their opinions
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Recognize and responsibly address injustices as they occur in their schools, communities, Canada and the world
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Communicate ideas and information in an informed, organized and persuasive manner.
Alberta Program of Studies: Grade Seven
