Secondary Instructional Plan:  Francophone and other Ethnic Immigration (Grade Seven)

Part Two

Visual Interpretation Retrieval Chart

Settlement Web Quest and Poster Activity
Once the students have found all the information they need to answer the questions listed below and gathered the images that they would like to use, they will prepare one or more posters. These posters should cover the information that they have found in the best way possible so that anyone who is looking at it will be able to easily understand what the students have found.

The students will find the information they need in this Edukit and on the Internet with a web quest.

Web Quest

A Web Quest is the process of finding the information the students need to complete a project from sources on the World Wide Web. To find the information students want from the Internet they will have to use a search engine. A search engine is a program available on the Internet that directs the searcher to the websites that has the information that they have asked for.

One of the most commonly used search engines is: Google.ca/

Another option is to send student to AlbertaSource.ca and have them do the same search.

The students completing a search will place key words, names, or dates in this box and click on the search button. After that, the students will receive a list of websites that have the exact word they asked for in them.

The better the students are at asking for information the better their result will be. If the searchers use a series of key words they will get a better result. To force the search engine to show only result that have the selected words in them use the + sign in front of the words, names, or dates. For example, the students may want to type in Francophone Settlement (or Black, Chinese etc.) Clifford Sifton, Immigration Policies, Immigration Posters and the dates  1896 - 1905, but to make these terms appear type: +Clifford Sifton +1905 or Francophone +Settlement + Alberta. If the researchers do not want to see a word in a web site they can use the “-” sign.

Procedure:

1. Students should try to answer the following questions:
   • What Immigration and/or Western Settlement Policies was Clifford Sifton responsible for?
   • How did the policies of Clifford Sifton affect the Francophone community? Or other Ethnic communities?
   • How did changing demographics resulting from Clifford Sifton’s immigration policies affect the collective identity of Francophones in communities across western Canada? (students may need some clarification regarding changing demographics)
   • What specifically were Immigration posters and advertisements of the time promising to settlers?
2. Now that students have a better idea of the policies and advertisements used by Clifford Sifton it is their turn to create a poster that might have been used at the time.
3. You may want to design a marking rubric as a class, use one of your own, or use those from Alberta Education. The rubric forms developed to assess writing qualities are in the section on Achievement testing.  They are outlined in the Bulletin section (for the grade six rubrics see )and applied with writing samples located here

Conclusion or Extension Activity

As an extension activity, have students do some online research into Canadian immigration policies of the early 1900’s and compare them with current Immigration policies.

How have these policies shaped Canada as a Multicultural nation? A debate might be interesting here.