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Philippine Arts & Social Studies in the Ontario Curriculum

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Philippine Arts & Social Studies in the Ontario Curriculum PASSOC Philippine Arts & Social Studies in the Ontario Curriculum GRADE 6 SOCIAL STUDIES ACKNOWLEDGEMENTS Authors Marissa Largo, PASSOC Project Consultant & Coordinator, TCDSB Professor Philip Kelly, Geography, York University Professor Patrick Alcedo, Dance, York University Professor Ethel Tungohan, Political Science & Social Science, York University Michelle Aglipay, TCDSB Fredeliza De Jesus, TCDSB Christella Duplessis-Sutherland, TCDSB Merle Gonsalves, TCDSB Patt Olivieri, TCDSB Jennilee Santican, TCDSB Special Thanks Rory McGuckin, Director of Education, TCDSB Nick D’Avella, Equity, Diversity, and Indigenous Education, TCDSB Jodelyn Huang, Community Relations Officer, TCDSB Alicia Filipowich, Centre Coordinator, York Centre for Asian Research Alex Felipe, York Centre for Asian Research Art Reproduced with Permission from Alex Humilde, Offhand Pictures Jo SiMalaya Alcampo and Althea Balmes, The Kwentong Bayan Collective The Graphic History Collective Casey Mecija, Ohbijou, Last Gang Records Thanks to the Generous Support of The Toronto Catholic District School Board The York Centre for Asian Research Canadian Heritage Canada 150 Fund York University Canada 150 Fund Social Sciences and Humanities Resesarch Council of Canada Faculty of Liberal Arts and Professional Studies, York University Canada 150 | Unity in Diversity: Fusion of Communities in Canada Out of our deep respect for Indigenous peoples in Canada, we acknowledge that much of our work takes place upon traditional territories. The territories include the Wendat, the Anishinabek Nation, the Haudenosaunee Confederacy, and the Mississaugas of the New Credit First Nations. We also recognize the contributions and enduring presence of all First Nations, Métis, and Inuit people in Ontario and the rest of Canada. WHAT IS THE ACKNOWLEDGEMENTS PASSOC PROJECT? Delve into the balikbayan experience, hop onto a jeepney, and try your hand at the Tinikling. These aspects of Philippine culture and Filipino diasporic experience are at the heart of the PASSOC Project! The PASSOC (Philippine Arts and Social Studies in the Ontario Curric- ulum) Project is a collaboration between the Toronto Catholic District School Board (TCDSB) and York University. Based on provincial learning expectations, the curriculum content affirms Filipino experiences and identities, and seeks to ‘mainstream’ the Philippines as a topic of study and discussion in Canadian schools. The PASSOC curriculum packs cover three subject/grade areas: Grade 6 Social Studies, Grade 6-8 Dance, and Grade 8 Geography. Filipinos are the fourth largest visible minority group in Canada and the Philippines is the number one source of immigrants to Canada today. In spite of Filipinos’ contributions and growing presence, there is little rep- resentation of their cultural, economic, and social contributions to Cana- da in textbooks and official curricula. The PASSOC Project aims to highlight the experiences, culture, and knowledge that emerge from the Philippines and from Filipinos in the di- aspora. Through inquiry-based, arts-based learning strategies, students of all backgrounds can engage with the learning resources as a way to foster inclusivity and appreciation. At the same time, it offers a cultural- ly-relevant education to Filipino students who so rarely see themselves in mainstream historical narratives and representations. A major goal of the PASSOC Project is to affirm the lived experiences of Filipinos in school and to promote inclusion and diversity in education. Centering on Filipino experiences and identities, the learning that emerg- es from this will have far-reaching implications for the greater student population through cross-cultural exchange, the building of empathy and the promotion of global citizenship. Tara na! TABLE OF CONTENTS Lesson 1 Pages What is Canadian Identity? 1 Lesson 2 Why do People Migrate? 56 Lesson 3 Canadian Immigration Policies 74 and Advocacy Lesson 4 86 Filipino Successes in Canada Lesson 5 95 The Jeepney Project LESSON 1 What is Canadian Identity? 1 ​ ​ MODULE 1: What is Canadian Identity? ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ LESSON TITLE: Who am I? What is Canadian identity? Am I Canadian? Exploring the Ethnocultural Presence in Canada ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ GRADE/SUBJECT: Grade 6 Social Studies ​ ​​ ​ ​ ​ ​ ​ ​ AUTHORS: Fredeliza de Jesus, Marissa Largo, Jennilee Santican, and Ethel Tungohan ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Activity Overview ​ ​ Who am I? What is Canadian identity? Am I Canadian? First acknowledging the Indigenous in Canada, whose presence ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ existed long before the French and British, Module 1 explores Canada’s rich history of diverse communities in three ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ lessons that span six days (approximately 50 minutes for each class). The lessons have been designed for the students ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ to learn about themselves, Canada, and how they position themselves within the Canadian identity. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Applying the Citizenship Education Framework, these lessons will focus on identity as a complex, dynamic, and fluid ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ phenomenon. Students will define identity, develop an understanding of their personal identity and acknowledge that ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ they belong to many different communities. First by studying a Filipino Canadian role model, the students will construct ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ an understanding of Canadian Identity noting its ethnocultural makeup. They will explore the experiences of diverse ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ communities in historical and contemporary Canada and will learn that Canadian identity is a social construction that is ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ also complex, dynamic, and fluid. The final lesson of the module encourages students to reflect on their personal and ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Canadian identity as they examine their role as a member in various communities. More specifically, students are ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ encouraged to identify and develop their sense of connectedness to local, national, and global communities as well as ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ consider and respect the perspectives of others. Being Canadian is not about choosing one identity over another, but ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ rather, maintaining and supporting linguistic diversity and ethnic traditions of all citizens. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Key terms: beliefs, citizenship, collaboration, community, cooperation, emigrant, equity, ethnic group, freedom, identity, ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ immigrant, inclusiveness, perspective, relationships, respect, responsibility, values (refer to Glossary) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Overall Expectation(s): Specific Expectation(s): ​​ ​​ A1.​ ​Application:​ ​assess​ ​contributions​ ​to​ ​Canadian A1.1​ ​Explain​ ​how​ ​various​ ​features​ ​that​ ​characterize​ ​a identity​ ​made​ ​by​ ​various​ ​groups​ ​and​ ​by​ ​various​ ​features​ ​ community​ ​can​ ​contribute​ ​to​ ​the​ ​identity​ ​and​ ​image​ ​of​ ​a country, and assess the contribution of some of these of Canadian​ ​communities​ ​and​ ​regions​ ​(FOCUS​ ​ON:​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ features to Canada’s image and identity (e.g., with Cause and​ ​Consequence;​ ​Patterns​ ​and​ ​Trends) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ reference​ ​to​ ​resource-based​ ​communities​ ​such​ ​as​ ​mining; the Canadian winter; landscapes such as mountains, A2. Inquiry: use the social studies inquiry process to ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ prairies,​ ​sea​ ​coasts,​ ​tundra;​ ​wildlife​ ​such​ ​as​ ​beaver,​ ​ investigate different perspectives on the historical and/or ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ bison; the​ ​variety​ ​of​ ​ethnic​ ​neighbourhoods​ ​in​ ​some​ ​of​ ​ contemporary​ ​experience​ ​of​ ​two​ ​or​ ​more​ ​distinct Canada’s largest​ ​cities). communities​ ​in​ ​Canada​ ​(FOCUS​ ​ON:​ ​Perspective) A2.2​ ​Gather​ ​and​ ​organize​ ​information​ ​from​ ​a​ ​variety​ ​of sources using various technologies that present different A3.​ ​Understanding​ ​Context:​ ​demonstrate​ ​an ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ perspectives on the historical and/or contemporary understanding​ ​of​ ​significant​ ​experiences​ ​of,​ ​and​ ​major ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ experience​ ​of​ ​communities​ ​in​ ​Canada. changes​ ​and​ ​aspects​ ​of​ ​life​ ​in,​ ​various​ ​historical​ ​and contemporary communities in Canada (FOCUS ON: ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ A2.4​ ​interpret​ ​and​ ​analyse​ ​information​ ​and​ ​evidence Significance; Continuity and Change) ​ ​ ​ ​ ​ ​ relevant​ ​to​ ​their​ ​investigation. 2 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​ ​​ ​ A2.6​ ​Communicate​ ​the​ ​results​ ​of​ ​their​ ​inquiries,​ ​using appropriate​ ​vocabulary​ ​and​ ​formats. A3.8​ ​identify​ ​and​ ​describe​ ​fundamental​ ​elements​ ​of Canadian​ ​identity​ ​(e.g.,​ ​inclusiveness,​ ​respect​ ​for​ ​human rights,​ ​respect​ ​for​ ​diversity,​
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