Secondary Instructional Plan: Francophone and other Ethnic Immigration (Grade Seven)
Part One
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Learning outcomes Main Activities Grade 9 Main Activities |
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Learning outcomes
Selected Grade Nine outcomes (2005 Social Studies Program draft-- Alberta)
The following are general outcomes using the material in the Multiculturalism Edukit.
Students will demonstrate an understanding and appreciation of the distinct roles of and the relationships among the Aboriginal, French and British peoples in forging the foundations of Canadian Confederation.
7.2.5 Evaluate the impact of Confederation and subsequent immigration on Canada from 1867 to World War I by exploring and reflecting on the following:
- How did changing demographics resulting from Clifford Sifton’s immigration policies affect the collective identity of Francophones in communities across western Canada?
- What strategies were used by religious communities and missionaries to encourage migration and immigration to western Canada from Eastern Canada and the United States?
- What impact did immigration have on Aboriginal peoples and communities in Canada? How did communities, services and businesses established by Francophones contribute to the overall development of western Canada (i.e., health, education, churches, commerce, politics, journalism, agriculture)?
- How were the needs of varied populations considered through the creation of Alberta?
Introductory Activity: Exploring Migration and Settlement
In this activity Students will use primary sources (photographs and text excerpts) located in the Student Zone MultiMedia and Informatics or from Albertasource.ca. The intent is to explore reasons why members of the Francophone Community in eastern Canada migrated to Alberta in the early 1900s. Students can also use the Immigration Histories located in the Student Zone to explore why other Ethnic Settlers chose to migrate to Alberta.
- Start with a brainstorm regarding Francophone Settlement in Alberta to gauge how much students know about the subject. Record and display the results.
- Instruct students to examine and evaluate 3-4 photos found in the Student Zone under the Mega Media title. You may also direct students to the following websites to search out pictures for evaluation: Edmonton City Archives, Glenbow Archives, Albertasource. Have Students record their observations in the following table or use one of your own. Students should also read the excerpts regarding Francophone Settlement in the various areas of the Province of Alberta to see if their ideas about early life are correct.
- Once students have completed the table you can ask them to share results as a small group or as a class. You may also want to move right into the next activity.
Attention to image analysis and visual interpretation is a key component of language arts concepts and processes, and is part of the Alberta Program of Studies: English Language Arts K–9, 2000 and English Language Arts (10-12) 2003
“Viewing is an active process of attending to and comprehending such visual media as television, advertising images, films, diagrams, symbols, photographs, videos, drama, drawings, sculpture and paintings. Viewing enables students to acquire information and to appreciate the ideas and experiences of others. Many of the comprehension processes involved in reading, such as previewing, predicting and making inferences, may also be used in viewing.” Introduction to English Language Arts in the Programs of Study (K-9 page 3