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 representation 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 culturally-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?

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.

A3.8 identify and describe fundamental elements of Canadian identity (e.g., inclusiveness, respect for human rights, respect for diversity, multiculturalism, parliamentary democracy, constitutional monarchy, bilingualism, the recognition of three founding nations, universal health care).

Catholic Graduate Expectation(s): A Discerning Believer Formed in the Catholic Faith Community who: ● CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good An Effective Communicator who: ● CGE2c - presents information and ideas clearly and honestly and with sensitivity to others A Reflective and Creative Thinker who: ● CGE3f - examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society A Responsible Citizen who: ● CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures ● CGE7g - respects and understands the history, cultural heritage and pluralism of today’s contemporary society Evidence of Learning (Assessment and Evaluation Plan):

Lesson Diagnostic Assessment Formative Assessment Summative Assessment Lesson 1 BLM.SS6.1.1a: What is Your While the students are Completion of BLM.SS6.1.1b: Day 1 Definition of Identity? “I think independently working on their Personal Identity Wheel What is identity? IDENTITY includes…” Personal Identity Wheel (60 mins) (BLM.SS6.1.1b), walk around During the whole class During the Think, Pair, Share, and engage in conversations consolidation, again you can walk around and listen to the with the students about what write down your observations, discussions that the students they’ve decided to include. anecdotal notes, and/or use a are having regarding the Again you can write down your checklist for participation definition of ‘identity’. Using a observations, anecdotal notes, when discussing the definition clipboard, you can write down and/or use the wheel as a of ‘identity’. your anecdotal observations work sample. ● Participation Checklist and/or use a checklist for ● Participation Checklist ● Anecdotal participation. ● Anecdotal Observations ● Participation Checklist Observations ● Anecdotal BLM.SS6.1.1a: What is Your Observations BLM.SS6.1.1a: What is Your Definition of Identity? “Now I Definition of Identity? “Wait, think …” maybe it …” Lesson 2 BLM.SS6.1.2a: What is the BLM.SS6.1.2a: What is the BLM.SS6.1.2a: What is the Day 2-5 Canadian Identity? Page 1 Canadian Identity? Page 1 Canadian Identity? Page 1 Canadian identity ‘Gather Data/Information’ ‘Gather Data/Information’ as completion of ‘Gather (180 mins) students’ draw on their own the students gather Data/Information’ students’ knowledge information from the resources draw on their own knowledge

3 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 given BLM.SS6.1.2a: What is the Day 2 Consolidation whole Canadian Identity? completion class discussion of Page 2 (observations) and sticky note with one aspect of the BLM.SS6.1.2d: I am Canadian Canadian identity Instagram Posts BLM.SS6.1.2e: Instagram Assignment Rubric (*this rubric considers both BLM.SS61.2a and BLM.SS6.1.2d) Lesson 3 Class vote/Cross the line Class vote/Cross the line BLM.SS6.1.3a: Are you Day 6 ● Participation Checklist discussion and Mikey Bustos Canadian? Are you discussion ● Anecdotal Canadian? ● Participation Checklist Observations (50 mins) ● Anecdotal Observations

Teaching/Learning Strategies Day 1 Lesson 1 - What is identity? [60 mins total] Think, Pair, Share [8-15 mins] Hand out “What is your definition of Identity?” (BLM.SS6.1a), one per student (refer to Teacher Notes.SS6.1.1a for instructions and an example). Using the Think, Pair, Share strategy, ask the students to come up with a definition of ‘identity’ using the following steps:

THINK Individually, each student will think of what ‘identity’ means and write a definition using the Identity Definition handout under the first box entitled, “I think IDENTITY includes...” PAIR With an elbow buddy, students will share their definitions of ‘identity’ SHARE Share and discuss definitions with the class. Begin your Social Studies Word Wall (see below). Write down the definition of ‘identity’ according to the class discussion and students’ contributions. Feel free to put up as many ideas as possible. If there are suggestions that do not necessarily ‘make sense’, embrace the idea and encourage the students to evaluate and critically think about its relevance and meaning as you all continue to construct an understanding of the term identity.

4 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 FIG. 1.1: A sample Social Studies Wall Modelling [5 mins] Read through Filipino Canadian dance professor Dr. Patrick Alcedo’s profile aloud and as a class brainstorm a list of the different aspects of his identity on the board. Refer to Dr. Alcedo’s profile here: . Use the graphic of a Personal Identity Wheel (Fig. 1.2) below to guide your https://passocproject.com/dr-patrick-alcedo/ class discussion of Dr. Alcedo’s identity. See Social Studies Glossary for definitions of terms.

Independent Work [15 mins] Hand out the Personal Identity Wheel (BLM.SS6.1.1b) and have the students complete it to the best of their abilities. Encourage the students to think of the different aspects of their identities, such as ethnicity, ability, language, race, age, and religion, and try to complete as many sections as possible. Below you will find a visual representation of how one might explain one’s identity. Each slice represents a different aspect of who we are. Explore the different aspects of your students’ identities accordingly. Once the students have completed their identity wheels, they can colour and design it.

FIG 1.2: Personal Identity Wheel

5 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Sharing the Personal Identity Wheel [10-15 mins] Although this is a personal activity, the students may feel comfortable and excited to share their identity wheels with their classmates. In order to better facilitate a discussion after the students have had an opportunity to share, it would be best to assign each student a question to think about prior to sharing their personal identity wheels. Write the following discussion points on the board:

❏ What do we have in common? White post-it note ❏ What are some differences that you’ve noticed? Blue post-it note ❏ What did you like about this visual representation? Purple post-it note ❏ What did you not like about this visual representation? Green post-it note

Have 4 sets of differently coloured post-it notes and randomly distribute one to each of your students. Each colour corresponds with a specific question. See chart above. While you can allow your students to choose a question, this strategy will ensure that each question will be chosen and answered. Once each student has a question, you can choose a strategy for sharing that works with your students. Some examples are*:

Gallery Walk Divide the class into two large groups. Have the students in Group One hang their work around the classroom and stand next to their work. The students in Group Two are then given the opportunity to take a walk through the gallery and listen to the students in Group One present their work. Give the students only about 5-8 minutes as they are encouraged to visit about four to five exhibits. Continue with the same strategy, but have the groups switch. Group Two will now be the presenters while Group One will be given the chance to take a tour of the gallery and listen to the presentations. Carousel Seating Divide the class into two large groups. One group will form a circle with the students facing outwards. The second group of students will form a larger circle outside of the smaller circle. You should have two concentric circles with the students facing each other. If there is an odd number of students present, the teacher can either participate or a group of three can be formed. The students will share their work with the person in front of him/her. Once you’ve given about 90 seconds for both students to share, you can have the outside circle rotate 5 students clockwise. The students will then share their work with their new partner. Again spending about 8-10 minutes, the students can rotate about five times. Inside/Outside Circles Divide the class into two large groups. One group will form a circle, sit on chairs, and face inwards towards one another. The seated group will discuss a topic presented by the teacher. The second group of students will form a larger circle around the smaller circle. The larger circle will be standing, listening, and taking observations of the discussions. Depending on the topic and how the discussion unfolds, you can establish a time limit that you feel works best. *Adapted from Inquiring Minds: Learning to Read and Write

After sharing, have the students bring their Personal Identity Wheels back to their desks, and give them a couple of minutes to answer their discussion question on their coloured post-it. They can also use this time revise their definition of identity on the “What is your definition of Identity?” handout (BLM.SS6.1a). Revisions can be made in the column: “Wait, maybe it...”. Whole Class [15 mins] Discuss the complexity of one's personal identity. Use the following discussion points as a guide: ❏ The different aspects of our identity are not equal. There are some aspects, with which we identify strongly and should therefore be given a ‘larger’ piece. There are some aspects that we are not sure of/still exploring/learning about and thus, may warrant a smaller piece of the wheel. 6 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 ❏ Identity is complex. How would one address ethnicity or race if they come from a multi-racial family? Or if one is of Chinese descent but was born and raised in Jamaica and has a Jamaican accent? What about a 12-year-old girl who doesn’t conform to a stereotypical behaviour of a sixth grade female because she would rather run around at recess and play tag instead of stand around and talk with her classmates? One’s physical sex can differ from one’s gender identity. This is a great opportunity to discuss identity as complex. Identify aspects of identity that cannot be viewed as binary. Have students recognize and discuss the grey areas of identity as qualities make them unique. ❏ Identity is dynamic and fluid. Identity is a social construction and is constantly changing. The way one self-identifies today may change 10 years from now, 5 years, or even next year! An example that students will likely understand with regards to the fluidity of identity is one’s athletic ability. Being an athlete, like a basketball player, might be a large part of their identity at this point in their lives. However, this aspect of their identity might change as they grow older. It might enhance as they continue to develop their skills and game in high school and post-secondary, or it might evolve into something else, such as a basketball coach. ❏ Go back to the word wall and ask the students if there are any parts of the definition that they agree with more than before, disagree with, etc. The students should aim to refine the definition of identity. Feel free to use other resources such as a dictionary. However, encourage students to write their own definitions, and in their own words, in order to make it personal and authentic. Consolidation [10 mins] Big Idea: Identity is complex, dynamic, and fluid Ensure that students comprehend that personal identity is complex, dynamic, and fluid. While there are some aspects of who we are that will remain the same over time, there are other aspects of our identity that will change as we continue to grow, develop, and mature. This idea is significant as we will connect back to this concept when we discuss the Canadian identity. ❏ Add these ideas (i.e. complex, dynamic, fluid, constant yet changes, etc.) to the definition. ❏ Ticket out the door: Have the students complete the final box of What is Your Definition of Identity? (BLM.SS6.1.1a) “Now I think …”. Day 2-5 Lesson 2 - Canadian Identity [180 mins] The goal of this lesson is for students to formulate an understanding of the Canadian identity as a social construction. The students will be encouraged to critically evaluate aspects of the identity while challenging stereotypes that exist, as well as highlighting characteristics that have been historically undervalued in Canada. Using the Inquiry Process, the students will be given an opportunity to document the growth of their understanding of what it means to be Canadian. The students will then present their constructions of the Canadian identity in the form of an Instagram profile. Mental Set [10 mins] Present the PowerPoint presentation entitled, “What is Canadian Identity Module1_Lesson2”. Distribute ‘What is the Canadian Identity?’ (BLM.SS6.1.2a), set a timer to 3 minutes and give your students time to think about the Canadian identity, and have them brainstorm their ideas on page 1 in the section entitled, ‘Gather Data/Information’. Refer to TeacherNotes.SS6.1.2a for some possible answers, however, do not worry if your students only generate a few responses as they will be adding more ideas shortly. You can also introduce the inquiry question for this lesson (i.e. What is the Canadian identity?) and tell the students that by the end of the lesson, they will have to formulate an answer. Social Studies Bulletin Board [5 mins] On your Social Studies wall, post the question: What is the Canadian identity? Using a sticky note, have the students share some of the information they’ve come up with and post it beneath the question. Similar to Lesson 1, embrace all suggestions and encourage the students to evaluate and critically think about its relevance and meaning as you all continue to construct an understanding of the Canadian identity. Your Social Studies wall will show an evolution of your students’ thinking during this inquiry lesson. Input [100 mins] The goal of this part of the lesson is to have your students gather information about the Canadian identity. Use the PowerPoint presentation entitled: What is Canadian Identity, available through SlideShare here: https://www.slideshare.net/PASSOC/what-is-canadian-identity-module1-lesson2

7 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Activity #1 Canadian Identity is Complex [45 mins] The resources gathered are included in the PowerPoint include various photographs, newspaper articles, the Many Gifts textbook, and short videos. The quantity of resources in the PowerPoint may be overwhelming; do not feel as though you have to use everything. While 40 minutes has been allotted for this portion of the lesson, you can most certainly adjust the given time to two days for this portion. Think about your students and determine the best way for the information to be presented. See below for some examples: ❏ Option 1: Teacher Directed. Go through the PowerPoint and choose the resources that you feel will work with your students. You will notice that some are newspaper articles, excerpts from the textbook Many Gifts, photographs, and short videos. You can present the slides to your entire class while your students work with an elbow buddy to record elements of the Canadian identity in the ‘Gather Data/Information’ section of the BLM. ❏ Option 2: Small Groups. If you have access to laptops or desktops in your school, you can create groups of three and have your students go through the resources in their groups. Each group should have one computer, hard copies of some of the newspaper articles and photos, and a Many Gifts textbook. If you choose this option, note that you will be required to have your students access the PowerPoint via SlideShare; you will also have to print articles and photos ahead of time. ❏ Option 3: Independent. Sign out laptops and share the PowerPoint presentation with your students. Working with a partner or in groups, they can view the presentation and choose the resources to use as they complete the ‘Gather Data/Information’ section of the BLM. Each group should also have a Many Gifts textbook. ❏ Option 4: Combination. For schools with communal laptops and projectors, the presentation may be teacher- directed and presented to the whole class while the students complete their BLM, then break out into small groups and have the students gather more information using printouts of the newspaper articles and Many Gifts textbook.

Note: To keep your students on track, announce allotted time: “You will have 30 minutes to write down as many elements of the Canadian Identity as you can using the resources given. By the time 30 minutes have passed, you should have used at least five resources (i.e. one from each group: photographs (blue slides), newspaper articles (yellow slides), two-three pages from the Many Gifts textbook (red slide), websites (white slides), and commercials (grey slides). You may begin.”

Activity #2 Whole Class Mapping [30 mins] As a whole class, discover the presence of ethnic groups around Toronto or your own neighbourhood using Google Maps. There are two activities to choose from: Ethnic Enclaves in Toronto or Ethnic Restaurant Recommendations. BIG IDEA: Ethnic communities from around the globe have contributed to Canada’s identity and image of diversity, multiculturalism, and inclusivity.

Activity #2a: Ethnic Enclaves in Toronto Canada is well-known for its inclusivity and diversity. Its history of immigration has resulted in a wide array of ethnicities from all over the world. Over 200 ethnic groups have settled in Canada with newcomers accounting for two-thirds of Canada’s recent population growth (Mallinder, 2012). Newcomers and those part of particular ethnocultural groups find a sense of belonging in “ethnic enclaves” or an area “with a concentration of a particular ethnic group and cluster of commercial and institutional activities” (Keung, 2013). Print a large map of the City of Toronto (included in this lesson as a and, as a class, identify and map out the different ethnic enclaves that represent the students in your resource) classroom. Following these steps: 1. When printing the map, be sure to increase the size by changing the mode to “Poster” mode under “Page Sizing & Handling”. If you increase the size of the document to 300%, it should enlarge the map and print out on about six pages (see below). Every printer is slightly different so you’ll have to look up how to print a poster on your specific printer.

2. Play Lonely Planet Video: https://youtu.be/RHlFB8LhwtE and/or distribute/review in groups the following newspaper articles/blog entries: ○ Big Travel Nut. (205, June 23). Toronto brings you the world - 7 ethnic neighbourhoods [Blog post]. Retrieved August 14, 2017 from http://bigtravelnut.com/toronto-brings-you-the-world-7-ethnic-neighbourhoods/ ○ Fraiman, M. (2014, August 27). Travel the world by streetcar: A guide to Toronto’s ethnic neighbourhoods [Blog post]. Retrieved August 14, 2017 from https://gomadnomad.com/2014/08/27/guide-toronto-ethnic-neighborhoods/ ○ Keung, N. (2013, May 7). Toronto’s immigrant enclaves spread to suburbs. Toronto Star. Retrieved August 14, 2017, from https://www.thestar.com/news/immigration/2013/05/07/torontos_immigrant_enclaves_spread_to_suburb s.html ○ Stechyson, N. (2012, August 23). Idea of Little Ethiopia in Toronto gets a boost. The Globe and Mail. Retrieved August 14, 2017 from https://www.theglobeandmail.com/news/toronto/idea-of-little-ethiopia-in-toronto-gets-a-boost/article56 9018/

3. Using laptops, iPads, or their personal devices, encourage your students to discover the location of the various ethnic enclaves in Toronto. The students might know based on their own experiences or the experiences of their friends and families. Invite your students to gather information from their families - it will be a great primary source! For some communities if you search “Little ______” in Google Maps it will bring you right to the neighbourhood. ○ Students can work with a partner. While one is locating the ethnic enclave, the other can draw and colour in the map.

4. Once your students have found a particular ethnic enclave, they can draw and colour a little flag (BLM.SS6.1.2bi) of their country, or country of their choice, write the name of the country on the line below the flag, tape it on a magnet or push pin, and place it on the class map! Refer to TeacherNotes.SS6.1.2b for some ethnic enclaves that have already been located on a map.

9 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Note: ● There arecommunities like Chinatown that represent otherAsian countries such Vietnam and Korea. Additionally, Little India includes goods from various countries such Bangladesh,as Sri Lanka, and Pakistan. Thus Gerrard Street, whileknown primarily as India, Little also offers a ofrange South Asiancommercial goods. ● There area number of countries that do not have “ethnic official neighbourhoods” buthave been known or to, aim to be,neighbourhood a with a growing cultural presence(i.e. LittleEthiopia within Greektown, Jewish Community, Little Manila in Bathurst and ). Wilson ● If a student’s ethnic enclave is difficult to locateusing theinternet, have thestudent discuss with his/herfamily members wherethey settled when they first move to Canada. Tryethnicities to represent in your classroom! all

Activity #2b: Ethnic Restaurant Recommendations Food always brings people together. In Toronto, we have a rich assortment of food from all over the world. On your large class map, have each student locate their favourite ethnic restaurant and write information regarding their recommendation. Print a large map of Toronto or your neighbourhood and, as a class, identify and map out your students’ favourite ethnic restaurants.

What you will need: ● Large map of the City of Toronto (see resources) or your neighbourhood, depending on what you would like to focus on ● Search results sidebar (BLM.SS6.1.2bii) ● A number and plate symbol for each student in the class (BLM.SS6.1.2bii) ● A rectangular strip to write down the information of the restaurant (BLM.SS6.1.2bii)

1. Encourage students to share some of their favourite ethnic restaurants. The presence of restaurants from a various of cultures allows us to explore and appreciate cuisine from all over the world. 2. Ask your students to choose one of their favourite ethnic restaurants. Try to represent all ethnicities present in your class on the class map. 3. Once they have decided on a restaurant they can use a laptop, iPad, or their device to locate the restaurant using Google Maps. Once they locate the restaurant, they’ll notice that a red pin will show the location of the restaurant on the map and information regarding the restaurant is given such as the name, rating, reviews, type of food, address phone number, hours of operations, popular times and photos. Model this process for your students using a laptop and projector. 4. Have your students locate the restaurant on your large class map. They can do so by taping their number and plate symbol on a magnet or push pin and place it accordingly. They must also complete a little rectangle with the restaurant’s information and one recommended dish. Each entry must include: ○ Their number so that it will be easy to cross reference the recommendation with the restaurant’s location on the map ○ Name of the restaurant ○ Rating from Google Reviews with the number of reviews in brackets ○ Type of food and address of the restaurant ○ Student’s name, recommended dish, and brief explanation ○ Small illustration of the recommended dish See Teacher Notes.SS6.1.2a&b for an example.

5. Once you have collected your students’ recommendations, you can place the list to the side of your large class map. Make sure the blue search menu is at the top so that it’ll serve as the map title. Also be sure to tape the recommendations in numerical order. Upon completion of your class map, have your students come up to the front and present the location of their favourite restaurant and dish with the class.

Activity #3: Canadian Identity is Dynamic and Fluid [25 mins] Just like our personal identities, the Canadian identity is also dynamic and fluid. Through this activity, students will learn that our nation’s identity evolves and changes over time.

10 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 1. Divide your students into groups so that each group consists of three to four students. 2. Print out only the photos from ‘Activity 3: Canadian Identity over the Years’ (BLM.SS6.1.2c). Depending on the number of groups that you’ll need to form, make sure each group has a copy of all the photos. When printing the photos, you can print two per pages to save paper. 3. Each group should also have half a chart paper and markers. 4. As a whole class, review the characteristics of Canadian identity from activities 1 and 2. 5. In small groups, have the students rearrange the photos in chronological order. On the chart paper have the students answer the following questions for each photo: What do the photos imply about our country? Or in what ways do these photos contribute to our understanding of Canadian identity? ○ See below for a completed chart paper response. Your students may not be able to provide the same level of detail, especially since some of the content will be explored in the Intermediate years, but it is important for them to know the basics as it demonstrates the change of Canadian identity. Be sure to bring these ideas into your discussion.

What do the photos imply about our country? Photos chronological In what ways do these photos contribute to our order understanding of Canadian identity?

1. Landscapes Canada is known for its natural, breathtaking landscapes.

2 and 3. First The First Nations were present on this land long before Canada became a nation. Nations While they have been displaced and subjugated by colonialism, they are still present today.

4. French Canada is known to have two official languages. Although the British eventually took Settlement over the French, there continues to be a lasting impact of French culture in Canadian society, notably in Quebec.

5. Trading Beaver The beaver is known as Canada’s national animal. It served as the main source of Pelts profit in the late 1600s and early 1700s. Trading beaver pelts fostered a relationship between the First Nations peoples and European settlers. It also started the well-known Canadian company - Hudson’s Bay Company.

6. The Battle of the The British defeated the French during The Battle of the Plains of Abraham. This Plains of Abraham was significant for Canada as it limited French power and marked the beginning of British dominance in Canada. The British influence is still evident in many aspects of Canadian society today such as the structure of government, currency, and coat of arms to name a few.

7. Black Loyalists Canada is known for freedom. During the American Revolution, the British promised freedom, among other provisions, to enslaved Black people in America. Although settling in Canada was difficult for the Black Loyalists, they established communities in Nova Scotia and New Brunswick. Birchtown was known to be the “largest settlement of free Blacks outside of Africa” (“Departure of Black Loyalists,” n.d.).

8. Canadian Pacific Canada is known for the Canadian Pacific Railway which was built to unite the nation. Railway and Chinese Thousands of Chinese workers built the railway and up to 1500 died due to the poor Workers living and dangerous work conditions.

11 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 9. Gold Rush The Gold Rush demonstrates Canada’s natural resources and subsequent employment opportunities. Canada offers a wealth of resources such as gold, oil, and timber (Islam, 2013).

10. Prairies With Canada’s vasts lands, the prairies offered immigrants from European countries an opportunity to clear the land, build their homes, and farm - beginning their new lives in Canada. Canada is known for its agricultural abundance.

11. Immigration Canada is known for its diversity, welcoming borders, place of refuge and opportunity. Although transitioning to a new country proves to be challenging, Canada has historically opened its borders to immigrants during times of need - from European countries during the first and second world wars and famine to African, Asian, and Middle Eastern countries in times of civil war and persecution.

6. Bring the students back to a whole class discussion. Take up the students’ responses. Refer to the last page of ‘Activity 3: Canadian Identity over the Years’ (BLM.SS6.1.2c) for the order of the photos. The big idea that you want to impart on your students is that the Canadian identity has changed over the years. The Canadian identity is dynamic and fluid and will likely be very different several centuries from now. ● Note: You may have noticed that the photos do not focus on the 1980s to present day. This was done specifically because activities 1 and 2 have focused on this time period.

Consolidation [20 mins] Have your students take out their completed BLM.SS6.1.2a (What is the Canadian Identity? page 1). Give them some time to add to page one of their sheet based on activities 2 and 3. With the classmates around them, have the students gather in groups of four. Remind the students that the purpose of all three lessons was to determine the components of the Canadian identity. Have the students share their lists and discuss the following questions: ● What did you all agree on? ● What did you disagree on? ● What were you surprised to learn about? ● Is there anything you are unsure of? Distribute a sticky note to each student. Have the students write down one aspect of the Canadian identity on a sticky note. Make sure that each person in the group has written something different. You can get the students to read their responses out loud and try to group some of the responses. You might notice that themes will emerge from your students’ contributions such as: ● physical features (i.e. climate, landscape, vegetation, wildlife, etc.) ● built features (i.e. CN Tower, Parliament Hill, etc.) ● social aspects (i.e. cultural traditions, food festivals, religious celebrations, economic bases) Again, refer to Teacher Notes.SS6.1.2a for possible answers. Be sure to address the fundamental elements of Canadian identity in your discussion (i.e. inclusiveness, respect for human rights, respect for diversity, multiculturalism, parliamentary democracy, constitutional monarchy, bilingualism, the recognition of three founding nations, universal health care). Highlight the following big ideas in your discussion: ❏ These groupings (i.e. physical features, built features, and social aspects) are what characterize the identity and image of Canada. ❏ Canada’s fundamental elements. ❏ Just like our own personal identities, the Canadian identity is quite complex, dynamic and fluid! Homework: Encourage your students to have a conversation with their family members or friends tonight about what they think the Canadian identity encompasses. Perhaps there are elements of the Canadian identity that their family members feel are important, but were not highlighted or addressed in the resources or discussions. They can share any new additions next class.

12 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Day 5 [50 mins] Whole Class [10 mins] Review your Social Studies Bulletin board and your students’ BLM, “What is the Canadian identity?”. Invite your students to share any discussions they may have had at home. Add it to the Social Studies Wall. Have your students highlight or put a star next to the items on their list that they feel strongly contributes to the Canadian identity. You can now introduce their activity. They will be creating an Instagram page that represents the Canadian identity from their perspective.

Use the Instagram template (BLM.SS6.1.2d). Your students can create an Instagram page with up to six entries (differentiate as you see fit). Note that the name associated with the one account is “I am CANADIAN!” while the other is not. This will give your students some creative freedom to think of a name that they feel will work for the assignment. Independent Instagram Activity [35 mins] Before jumping into their Instagram page, they will have to complete the back of the “What is the Canadian identity?” BLM, which will serve as the graphic organizer for their activity. Page 1 of the BLM will be the same for all of the students. However, for page 2, you can differentiate again by choosing which version to give your students. Students must identify up to six characteristics that they feel is central to the Canadian identity and write it in the column entitled, “Select Data”. In order to select the data, the students will be invited to analyse and interpret their data. In the second column, they have to explain how each characteristic contributes to the Canadian identity. In doing so, they will be engaging in the Inquiry Process as they evaluate the data and draw conclusions. Now that your students have constructed an understanding of the Canadian identity, they can begin their Instagram page. Remember the goal is to capture the Canadian identity. Each post should have a visual, relevant hashtag(s), and a brief explanation. Refer to BLM.SS6.1.2e for a rubric. You will notice that the rubric does not just consider the Instagram assignment alone, but also considers BLM.SS6.1.2a. Consolidation [5 mins] At this point your students have spent quite a bit of time reading, discussing, and constructing what they believe to be the Canadian identity. The last portion of this lesson can be spent celebrating more than consolidating information. Choose a strategy from lesson 1 that you haven’t used and provide your students time to share their Instagram posts. Day 6 Lesson 3 - Are you Canadian? [50 mins] The main inquiry question of this lesson, “Are you Canadian?”, seemingly yields a “yes” or “no” response. However, the students will quickly discover that it is quite difficult to answer this question given that Canada’s composition is so rich and diverse. What does it really mean to be Canadian? The students will reflect on who they are and the elements of the Canadian identity that they’ve just researched and learned about in order to ‘determine’ if they are Canadian. Mental Set [5 mins] Option 1: Take a class vote. Raise your hand if you identi y ith being Canadian? Using a t-chart, record your students’ f w responses. See below for an example.

FIG 1.2 Tally Chart Option 2: Cross the line. Take a class vote using the “cross the line” teaching strategy. Draw an imaginary line in the middle of your classroom and have all of your students stand on one side. Tell the students that you are going to present a statement. They are expected to think about the statement for a minute (use a timer) then decide which side to stay on. Ask the students to cross the line to the other side of the classroom if they identify with being Canadian.

13 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 *NOTE* If there are students living in Canada as a refugee, for example, and you have concerns regarding how they may feel during this opening exercise, you can begin by letting the students know that their current legal status is irrelevant (i.e. Canadian Citizen, Canadian Landed Immigrant, Refugee, etc.). The “hook” of this lesson is to get the students to start thinking about what it means to be “Canadian”. Input [20 mins] Your students may find this question challenging to answer because we are presenting a “yes/no” question. The two limited responses (i.e. Yes, I identify with being Canadian OR No, I do not identify with being Canadian) do not allow for some students who may prefer to stand in the middle. For example, there may be students who were born and raised in Canada, but do not identify with being Canadian or others who may identify with being Canadian, but are not officially Canadian citizens. The purpose of this exercise is not to come up with a definitive answer, but to open up a context for inquiry. The students will learn and further explore immigration to Canada in Module 2. Allow time for a rich discussion where students can share their opinions and feelings. This also provides the opportunity to re-introduce the overall inquiry question for Module One: What is Canadian identity? Play the music video by Mikey Bustos, “Pinoy Ako Filipino” . You may search out this video on your preferred video As a class discuss the following questions: sharing platform. ● What is the purpose of this video? ● What message is Mikey Bustos trying to convey? ● What difficulties is he experiencing? ● Explain how the Canadian identity can sometimes conflict with other aspects of our identity. ● Is there anyone who would like to share a time when their differing cultures/traditions clashed? How did you deal with it? ● Explain how these experiences may be even more evident between generations (i.e. foreign-born parent and first generation child). For more on Mikey Bustos, visit the PASSOC Project webpage, Role Models page, and find an interview with the Filipino Canadian singer/entertainer here: https://passocproject.com/mikey-bustos-2/ Individual Activity [20 mins] The students have spent a significant amount of time learning about the Canadian identity. This is a great opportunity to reflect on their own identities and how it maps onto the Canadian identity. In what ways do the students connect with the characteristics, elements, and/or symbols of Canada? In what ways do they feel ‘different’? Hopefully the students will express in their reflections the importance of diversity and inclusivity in Canada. Distribute ‘Are you anadian ’ C ? (BLM.SS6.1.3a).

Closing [5 mins] Reinforce the following: As a result of The Canadian Multicultural Act (1988), all citizens are treated equally and can be part of Canadian society, while maintaining our cultural ties. To speak our own languages and follow our cultural traditions is also part of being Canadian.

Differentiated Instruction and Accommodations/Special Needs: Specific accommodations linked to assessment Lesson 1 What is identity? ● BLM.SS6.1.1a: What is Your Definition of Identity? ○ Can be used for all students. ● BLM.SS6.1.1b: Personal Identity Wheel ○ Reduce or increase the ‘number of slices’ ○ Give all or some of your students ‘categories’ ○ Focus more on concrete versus abstract aspects of our identity with some students and vice versa with other students Lesson 2 Canadian Identity ● BLM.SS6.1.2a: What is the Canadian Identity? Page 1 ○ use resources with more visual/concrete information and less text (i.e. commercials, photos etc.) ○ print newspaper articles for students to highlight important information ● BLM.SS6.1.2a: What is the Canadian Identity? Page 2

14 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 ○ number of tasks (you/your students can choose from two, four, or six characteristics) ● BLM.SS6.1.2d: I am Canadian Instagram Posts ○ number of tasks (you/your students can choose from two, four, or six Instagram posts) ● BLM.SS6.1.2e: Instagram Assignment Rubric ○ Can be used for all students. Feel free to weight the categories differently based on IEP expectations. Lesson 3 Are you Canadian? ● BLM.SS6.1.3a: Are you Canadian? ○ vary the number of paragraphs included in the reflection and/or number of ideas in the paragraph Accommodations to be utilized throughout lessons as needed Instructional Accommodations Environmental Accommodations Assessment Accommodations - buddy/peer tutoring - alternative work space (as required) - extended time limits - clarification for understanding - proximity to instructor - extra time for processing - computer options - quiet setting/location - frequent breaks - extra time for processing - small group instruction - prompts to return student's - highlighting - strategic seating attention - modelling - clarify instructions to ensure - frequent breaks understanding - note-taking assistance - reduction in the number of tasks - one-on-one assistance - spelling and grammar not graded on - prompts to return student's final product (assessment based on attention to task knowledge or application of - reduced/uncluttered formats concepts) - repetition and rephrasing of - use of computers and software (Microsoft Office, GAFE, Kurzweil, information - resources with more visual/concrete Word-Q, Smart Ideas) - use of printer so that assignments information - verbatim scribing (as required) are legible - use of computers and software - verbatim scribing (Microsoft Office, GAFE, Kurzweil, Word-Q, Smart Ideas)

st Learning Materials Elements of 21 Century Learning ● inquiry-based strategies ● TeacherNotes.SS6.1 ● TeacherNotes.SS6.1.1a ● cooperative strategies ● TeacherNotes.SS6.1.1b ● critical thinking ● What is Your Definition of Identity? (BLM.SS6.1.1a) ● collaboration ● Personal Identity Wheel (BLM.SS6.1.1b) ● communication ● Four different colour post-its (number of students ● creativity in the class divided by 4) ● metacognitive approach ● Anecdotal Observations ● intrapersonal, interpersonal and cognitive ● Participation Checklist ● PowerPoint presentation entitled, “What is competencies Canadian Identity Module1_Lesson2”. ● communication technologies to facilitate teaching and learning ● TeacherNotes.SS6.1.2a ● What is the Canadian Identity? (BLM.SS6.1.2a) ● Flags Template (BLM.SS6.1.2bi) ● Ethnic Restaurant Recommendations - sidebar, number and plate symbol, and rectangular strip (BLM.SS6.1.2bii) ● Activity 3: Canadian Identity over the Years 15 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 (BLM.SS6.1.2c) ● Chart paper x 6 ● Markers (approx. 12) ● I am Canadian Instagram Posts (BLM.SS6.1.2d) ● Instagram Assignment Rubric (BLM.SS6.1.2e) ● Are you Canadian? (BLM.SS6.1.3a)

Resources http://onelook.com/

Aglipay, K. (2016, January 26). Toronto’s Unofficial Little Manila. ON THE MOVE: an undergraduate journal of creative geographies. Retrieved August 14, 2017, from http://onthemove.dotorious.com/2016/01/little-manila/

CBC. (2017, April 3). Worlds Collide | Canada: The Story of Us, Full Episode 1 [Video File]. Retrieved August 15, 2017 from https://youtu.be/MWdOQE459vg

City of Toronto. District Facility Map (PDF). The City of Toronto. Retrieved August 14, 2017, from https://www1.toronto.ca/City%20Of%20Toronto/Parks%20Forestry%20&%20Recreation/Jobs/Files/pdf/district_map.p df

Departure of Black Loyalists. (n.d.). Retrieved August 16, 2017, from Historica Canada website: http://www.blackhistorycanada.ca/events.php?themeid=21&id=2

Keung, N. (2013, May 7). Toronto’s immigrant enclaves spread to suburbs. Toronto Star. Retrieved August 14, 2017, from https://www.thestar.com/news/immigration/2013/05/07/torontos_immigrant_enclaves_spread_to_suburbs.html

Islam, K. (2013, December 9). Canada’s natural resource wealth at a glance. Statistics Canada. Retrieved August 16, 2017 from http://www.statcan.gc.ca/pub/16-002-x/2007003/10454-eng.htm

Lonely Planet. (2014, November 25). Ethnic Neighbourhoods of Toronto - Lonely Planet travel videos [Video File]. Retrieved August 14, 2017 from https://youtu.be/RHlFB8LhwtE

Mallinder, L. (2012, May 17). What does it mean to be Canadian? BBC. Retrieved July 19, 2017, from http://www.bbc.com/news/world-radio-and-tv-18086952

Mikey Bustos. (2017, April 8). MOANA “How Far I’ll Go” PARODY | PINOY AKO FILIPINO [Video File]. Retrieved July 15, 2017 from https://youtu.be/MQsGbI1bRtY

Nelson Education. (2015). Many Gifts 6 . Toronto, ON: Nelson Education Ltd. Ontario. (2013). The Ontario curriculum: Social studies, grades 1 to 6, history and geography, grades 7 and 8 . Toronto: Ontario, Ministry of Education.

Pearson, M. (2016, June 30). What does it mean to be Canadian? The Globe and Mail. Retrieved July 24, 2017, from https://www.theglobeandmail.com/report-on-business/small-business/sb-marketing/what-does-it-mean-to-be-canadia n/article30697153/

Stechyson, N. (2012, August 23). Idea of Little Ethiopia in Toronto gets a boost. The Globe and Mail. Retrieved August 14,

Todorov, K.R. (n.d.). GLOSSARY OF SOCIAL STUDIES TERMS AND VOCABULARY Michigan Department of Education. Retrieved August 16, 2017, from https://www.ectorcountyisd.org/cms/lib/TX01000975/centricity/Domain/14/glossary%20of%20soc %20st%20terms%20and%20voc.pdf

Wilhelm, J. D., Wilhelm, P. J., & Boas, E. (2009). Inquiring minds: learn to read and write: 50 problem-based literacy & learning strategies. Markham, Ont.: Scholastic. Teaching Notes Definition of ‘identity’ according to the Social Studies Curriculum Glossary (page 205): “how one sees oneself within various communities, local to global”. You do not need to present this definition at this point in the module. Feel free to add this component of the definition as you move through the lessons. Cross-Curricular Connections ● Fully Alive Theme 2 Living in Relationship o Living in Relationship, Life Lines, A Family Reunion (pages 33-37) o Family Histories (pages 38-41)

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What is Your Definition of Identity? BLM.SS6.1.1a I think IDENTITY includes... Wait, maybe it... Now I think...

I think IDENTITY includes... Wait, maybe it... Now I think... Students write down what they After listening to other students’ After the whole class consolidation, think IDENTITY means, includes, definitions and seeing their the students can change their initial etc. classmates’ Personal Identity definition of IDENTITY and/or add Wheels, the students can change to it. Hopefully they’ll add the idea their initial definition of IDENTITY that ‘identity’ can be constant but and/or add to it. also dynamic and change over time.

Identity Deﬁnition Example I think IDENTITY includes... Wait, maybe it... Now I think...

I think identity means who you are. I still think identity means who you are. I still think identity includes everything But I also think it can include a lot of that makes you who you are. There are things like if you are a boy or girl, if you some things in our identity that we have siblings, if you like sports, if you think are really important. There are are artistic, etc. It’s almost like other things that are also important, identity is what makes you, you. but maybe not as important as others. Our identity can change as we get older. For example, now I say I am a basketball player, but when I am older I might not play basketball as much and might say I am a basketball coach.

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GATHER/INFORMATION NOTE: For Lesson 2, Day 2 consolidation, discuss with your students themes that have emerged from their research. The possible answers below that have been highlighted with blue are examples of Physical features, Built features have been highlighted with red, and Social aspects are yellow. These can be used for addressing the first two success criteria of the learning goal. “Inclusiveness, respect for human rights, respect for diversity, multiculturalism, parliamentary democracy, constitutional monarchy, bilingualism, the recognition of three founding nations, universal health care” can emphasized for the third success criteria of the learning goal. My own observations • ⅕ of the population speak a mother-tongue other than English and French • Maple leaf • Newcomers account for ⅔ of the country’s recent population growth • Beaver http://teachershelp.ru/symbols-of-canada/ • Polar bears • The Canadian Horse • Cold • Maple Trees • Mountains • Canada’s National Coat of Arms • CN Tower • Red and White • Prairies http://travel.nationalgeographic.com/travel/countries/canada-photos/#/canada-aurora- • Sports teams (i.e. Toronto Maple Leafs, Toronto Raptors, Toronto Blue Jays, borealis_9142_600x450.jpg Toronto FC) • aurora borealis (Pearson, 2016) • Beautiful coastlines • Hockey (Saturday’s Hockey Night in Canada) • ROM • Mounties clad in red serge • Farmland - canola oil, seed, and meal • Maple syrup • Niagara Falls • Polite • AGO • Nice • Old Quebec • Apologetic • Canada Goose • Lumberjack • First Nations • Beer-drinking hockey fans • Victoria Inner Harbour • Kids play soccer, adults play golf • Muskwa-Kechika Management Area • Toronto Raptors’ and Blue Jays’ playoff challenge television ratings for Hockey • Banff National Park in Alberta (lakes and forests) Night in Canada http://www.nationalgeographic.com/travel/canada/landscapes-photos/ • Picturesque mountains and prairie fields • Icebergs • Political asylum *** • Les Îles-de-la-Madeleine, Quebec (sand dunes, lagoons, wetlands) • Inclusiveness *** • Dinosaur Provincial Park in the Canadian Badlands (Mallinder, 2012) • Great Bear Rainforest, British Columbia (Moss-covered mountains) • Poutine https://gomadnomad.com/2014/08/27/guide-toronto-ethnic-neighborhoods/ • English • Chinatown • French • Greektown • First Nations • Little Italy • 200-plus ethnic groups • Koreatown • Free healthcare *** • Portugal Village

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 • Little India • Jerk Fest • Little Poland • Pan American Food Festival • Little Malta • Canada’s Coconut Festival https://www.todocanada.ca/summer-festivals-toronto/ • Hot & Spicy Food Festival • Scotiabank CHIN Picnic • Taste of Manila and Rib Fest are popular among our students, but not • Pride Toronto mentioned in the article • Na-Me-Ras Traditional Outdoor Pow Wow I AM Canadian https://youtu.be/pASE_TgeVg8 • Annex Family Festival • Lumberjack • Salsa on St. Clair • Fur Trader • BrazilFest • Live in igloos, eat blubber, own a dogsled • Toronto Caribbean Carnival • Prime Minister, not President • Franco-Fete • English and French speaking • Festival of South Asia • Peace-keeping • AlohaFest Toronto • Diversity • Habari Africa Festival • Beaver • KULTURA Filipino Arts Festival • “Zed” not “zee” • Tirgan Festival • Canadians drink beer • Scarborough Afro-Carib Fest Global Beer Fridge (Extended) Molson Canadian • Chinatown Festival • To be Canadian includes a diversity of cultures and languages • MexFest • Canadians like to drink beer • Korean Harvest Festival Toronto Raptors We the North https://youtu.be/I9xnS9EJmRU • Taiwan Fest • On the boundaries • Tamil Fest • Toughness, aggression within • Hispanic Fiesta • Huskies • Toronto Ukrainian Festival • Cold territories • Roncesvalles Polish Festival • On our own https://www.todocanada.ca/food-festivals-toronto/ • Outsiders • The Toronto Tea Festival • Urban • Poutine Week Coca Cola Canada 150 Commercial https://youtu.be/6RZgNmAMaW0 • Mad for Marmalade, Crazy for Citrus! • Cold mountains covered with snow • Riverside Eats & Beats • Prairies/farmland with tractors and horses • Taste of Africa • Downtown Toronto traffic CN Tower • Taste of Little Italy • French-speaking province, Quebec • Taco Fest • Maritimes with breathtaking coastlines CANADA EXPLORE https://youtu.be/cotGh4Lu29M • Halal Food Festival Toronto • Outdoor activities - snowboarding, cycling, swimming, water skiing, white water • Ontario Oyster Festival rafting, hockey • Fusion of Taste Festival • Wildlife - whales, Canadian geese, bears, squirrel, horse, polar bear, caribou • Taste of India Food Festival • Variety of landscapes • Taste of the Danforth

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 • Pastime activities - concerts, Pow Wows, soccer games • Universal Healthcare TV4Travel - Introduction to Canada https://youtu.be/YQrTIC7T-mw • Freedom of Religion • Culturally diverse with First Nations, French, and British origins • Diversity and Inclusiveness • 34 million people o Page 190: The Canadian Multiculturalism Act § All citizens are equal • ⅓ of the people live in the three largest cities: Montreal, Toronto, and § “can maintain their cultural ties and still be part of Canadian Vancouver society” • 10 provinces and 3 territories Pages 192-195 Who Has Contributed to Canadian Identity? • Wildlife tours and fishing in the north, kayaking and nature tours in the • Aboriginal Peoples: participated in the war and art maritimes, skiing and snowboarding in British Columbia, resorts and culture in • The French: Schools, churches, and hospitals were founded by French Quebec, canoeing and sightseeing in Ontario, exploring unique areas and Canadians; French-speaking Canadians especially in Quebec; contributed to museums in the prairies the arts, literature and music (e.g. Cirque de Soleil) • Variety of scenic beauty • The British: system of government in Canada is based on Britain’s form of • Niagara Falls, Canadian Rockies government Roots Canada https://youtu.be/gFW8bCnQgxQ • Organizations • Canadians are nice: polite, funny o Unions: protects the rights of workers – job security, safety, fair • ‘real’ nice: equal rights for LGBTQ peoples, Romeo Dallaire Child Soldiers wages Initiative, first black NHL player, Canadian Armed Forces, accept refugees, o Civil Liberties Groups: groups that stand for civil rights for Canadians Terry Fox, recognize First Nations to ensure all are treated equally with respect to the law, society and • ‘disruptive’ nice - protesters (i.e. Greenpeace Canada) work; respect rights and freedom of expression Tim Hortons Coffee Commercial Welcome Home (Nexus Canada) Pages 198-199 Who Has Contributed to Inclusiveness in Canada? https://youtu.be/Z4hnQs0w_LU • The Famous Five: Nellie McClung, Louise McKinney, Henrietta Muir Edwards, • New beginning, new opportunities Emily Murphy, and Irene Parlby wanted women to have the same rights as • Welcoming men (e.g. right to hold office); fought and won • The Canadian Council for Refugees (CCR): protects the rights of refugees in • A home to many immigrants Canada Cold • • Accessibility for Ontarians with Disabilities Act Alliance: worked with the • Tim Horton’s coffee government to make Ontario more accessible; remove obstacles that keep Many Gifts Textbook people with disabilities from working or getting an education (e.g. text Page 183 What Contributes to Canadian Identity? descriptions of photos on websites that can be read aloud for those who are • Physical, natural, and human-made features have shaped the Canadian visually impaired) identity • Aboriginal Organizations: ensure the rights of First Nations to occupy land, • Natural resources à mines à job opportunities self-govern, and practice their culture and traditions • Buildings/monuments represent the community’s experiences • Climate à transportation, leisure activities, clothing, shelter, inventions Canadian identity was tied to Canadian geography. For a long • Food based on available and access ingredients (e.g. maple syrup) time, Canadian identity was conceptually tied to Canadian Pages 184-185 geography, but for the majority of us that’s simply not the reality. • What do the following symbols say about our country/contribute to our identity? One in five of us is foreign-born, and 81 per cent live in urban o Great discussion opportunity centres rather than those picturesque mountains and prairie fields Pages 186-189 Canadian Identity Elements with which we’re often associated. Canadian stereotypes don’t reflect the current Canadian experience. We’ve grown as a • History: First Nations peoples and Inuit, French, British influences are evident country and so has the canadian experience too - our ‘brand’ and today culturally and politically what we stand for as a nation. • Bilingualism (Pearson, 2016) PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 BLM.SS6.1.2a Formulate Question: What is the Canadian Identity?

Gather Data / Information BLM.SS6.1.2a Formulate Question: What is the Canadian Identity? Explain how each characteristic contributes to the Canadian Select Data identity. (Interpret and Analyse) (Evaluate and Draw Conclusions) BLM.SS6.1.2a Formulate Question: What is the Canadian Identity? Explain how each characteristic contributes to the Canadian Select Data identity. (Interpret and Analyse) (Evaluate and Draw Conclusions) BLM.SS6.1.2a Formulate Question: What is the Canadian Identity? Explain how each characteristic contributes to the Canadian Select Data identity. (Interpret and Analyse) (Evaluate and Draw Conclusions) City of Toronto Map WARDS I DISTRICTS

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5 TeacherNotes. SS6.1.2a&b

ETHNIC ENCLAVES IN TORONTO and ETHNIC RESTAURANT RECOMMENDATIONS EXAMPLES:

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 BLM.SS6.1.2bi Flags Template

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 30 BLM.SS6.1.2bii Whole Class Mapping Activity #2 ETHNIC RESTAURANT RECOMMENDATIONS

Cut out and distribute a number and plate to each student. The students will tape this to a magnet or push pin and place it on the map.

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

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Below you will find what looks like a “search results” sidebar from Google Maps. Print it out. Each rectangle will represent a student’s recommendation. In the search bar with the blue boarder, write a creative name that will serve as the map’s title. An example (#1) has been done for you. Feel free to omit this example and model for your students how to search the restaurant using google maps. Cut the rectangle strips below so that once your students have found their restaurant’s location, they can start writing the required information on a strip. At the end, you will place the list of recommendations to the side of your large class map.

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017

31 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017

33 BLM.SS6.1.2c Activity #3: Canadian Identity over the Years

Canada is known for its beautiful landscapes and coastlines. BLM.SS6.1.2c Activity #3: Canadian Identity over the Years

The First Nations people are believed to have inhabited the lands of Canada for at least 12, 000 years. BLM.SS6.1.2c Activity #3: Canadian Identity over the Years The First Nations people are believed to have inhabited the lands of Canada for at least 12, 000 years. BLM.SS6.1.2c Activity #3: Canadian Identity over the Years

The King of France sent unmarried women, known as Filles du Roi, to New France in Canada to address the gender imbalance and help the colonies flourish. There was a boom in the French Settlement. BLM.SS6.1.2c Activity #3: Canadian Identity over the Years

British King Charles II agrees to fund the Frenchmen’s (Radisson and des Groseilliers) venture to the Hudson Bay for beaver pelts. Hudson’s Bay Company is established.

BLM.SS6.1.2c Activity #3: Canadian Identity over the Years

Major General James Wolfe and his British army attack Commander Louis-Joseph de Montcalm on the Plains of Abraham; Wolfe and Montcalm are both shot; French retreat; Montcalm’s army surrenders their city bringing the end of New France after a century and a half.

BLM.SS6.1.2c Activity #3: Canadian Identity over the Years Enslaved Black people in the United States fought for the British during the American Revolution and in return were promised freedom, land, and food in Canada (Nelson Education, 2015).

BLM.SS6.1.2c Activity #3: Canadian Identity over the Years

About 15 000 workers were brought from China to work on the railway in British Columbia from 1880-1885 (Nelson Education, 2015).

BLM.SS6.1.2c Activity #3: Canadian Identity over the Years In the late 1800s more than 100, 000 people migrated to the Yukon to seek gold. The Klondike Gold Rush attracted people from Canada and the United States (Nelson Education, 2015).

BLM.SS6.1.2c Activity #3: Canadian Identity over the Years

Immigrants from Europe came to Canada with different farming equipment and helped developed the prairies in Canada (Nelson Education, 2015).

BLM.SS6.1.2c Activity #3: Canadian Identity over the Years

Due to the potato famine in Ireland, tenant farmers had no means to pay taxes to their landlord. As a result, landlords sent thousands of Irish to Canada with rarely kept promises of money, food, and clothing. Hundreds of thousands of people from European countries (i.e. Britain, Russia, Poland, Netherlands, Greece, and Italy) immigrated to Canada to seek refuge in Canada. British Columbia received over 70, 000 refugees from Vietnam, Cambodia, and Laos after wars broke out in their home countries.

BLM.SS6.1.2c Activity #3: Canadian Identity over the Years Answer Key

Photo 1 CBC. (2017, April 3). Worlds Collide | Canada: The Story of Us, Full Episode 1 [Video File]. Retrieved August 15, 2017 from https://youtu.be/MWdOQE459vg Canada is known for its beautiful landscapes and coastlines. Photo 2a & 2b CBC. (2017, April 3). Worlds Collide | Canada: The Story of Us, Full Episode 1 [Video File]. Retrieved August 15, 2017 from https://youtu.be/MWdOQE459vg The First Nations people are believed to have inhabited the lands of Canada for at least 12, 000 years. Photo 3 CBC. (2017, April 3). Worlds Collide | Canada: The Story of Us, Full Episode 1 [Video File]. Retrieved August 15, 2017 from https://youtu.be/MWdOQE459vg 1660s-1670s The King of France sent unmarried women, known as Filles du Roi, to New France in Canada to address the gender imbalance and help the colonies flourish. There was a boom in the French Settlement. Photo 4 CBC. (2017, April 3). Worlds Collide | Canada: The Story of Us, Full Episode 1 [Video File]. Retrieved August 15, 2017 from https://youtu.be/MWdOQE459vg 1670 British King Charles II agrees to fund the Frenchmen’s (Radisson and des Groseilliers) venture to the Hudson Bay for beaver pelts. Hudson’s Bay Company is established. Photo 5 CBC. (2017, April 3). Worlds Collide | Canada: The Story of Us, Full Episode 1 [Video File]. Retrieved August 15, 2017 from https://youtu.be/MWdOQE459vg 1759 Major General James Wolfe and his British army attack Commander Louis-Joseph de Montcalm on the Plains of Abraham; Wolfe and Montcalm are both shot; French retreat; Montcalm’s army surrenders their city bringing the end of New France after a century and a half. Photo 6 Petley, R. (1835). Bedford Basin near Halifax (Nova Scotia) [Painting]. National Archives of Canada. Retrieved August 15, 2017 from https://upload.wikimedia.org/wikipedia/commons/4/4a/African_Nova_Scotian_Heritage_Month_%2816254691738%29.jpg 1835 Enslaved Black people in the United States fought for the British during the American Revolution and in return were promised freedom, land, and food in Canada (Nelson Education, 2015). Photo 7 https://commons.wikimedia.org/wiki/File:Chinese_Railroad_Laborers.jpg 1880-1885 About 15 000 workers were brought from China to work on the railway in British Columbia from 1880-1885 (Nelson Education, 2015). Photo 8 https://commons.wikimedia.org/wiki/File:ChilkootPass_steps.jpg 1897 In the late 1800s more than 100, 000 people migrated to the Yukon to seek gold. The Klondike Gold Rush attracted people from Canada and the United States (Nelson Education, 2015). Photo 9 https://commons.wikimedia.org/wiki/File:Farming_Lamont,_Alberta,_Canada_-_panoramio.jpg 1800s Immigrants from Europe came to Canada with different farming equipment and helped developed the prairies in Canada (Nelson Education, 2015). Photo 10 https://c1.staticflickr.com/3/2809/34217031152_f1b0076f09_b.jpg 1840s-1850s Due to the potato famine in Ireland, tenant farmers had no means to pay taxes to their landlord. As a result, landlords sent thousands of Irish to Canada with rarely kept promises of money, food, and clothing. 1914-1918 Hundreds of thousands of people from European countries (i.e. Britain, Russia, Poland, Netherlands, Greece, and Italy) immigrated to 1939-1952 Canada to seek refuge in Canada. Late 1970s British Columbia received over 70, 000 refugees from Vietnam, Cambodia, and Laos after wars broke out in their home countries.

BLM.SS6.1.2d PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 BLM.SS6.1.2d PASSOC: Philippine Arts & Social Studies in the Ontario Curricu lum © 2017 BLM.SS6.1.2e INSTAGRAM ASSIGNMENT

Categories Level 4 Level 3 Level 2 Level 1

Knowledge and Understanding of Content demonstrates demonstrates demonstrates demonstrates (A1.1 and A2.2) considerable some knowledge limited knowledge thorough (i.e. concepts such as knowledge and and and knowledge and physical, built, social understanding of understanding of understanding of features and fundamental understanding of content content content elements of Canadian content identity are evident in BLM.SS6.1.2a Page 1 Gather Data/Information) Use of Processing Skills (A2.4) uses processing uses processing [i.e. BLM.SS6.1.2a Page 2 uses processing uses processing skills with a high skills with selects data (interprets and skills with some skills with limited analyses) and explains degree of considerable effectiveness effectiveness how each characteristic effectiveness effectiveness contributes to Canadian identity (draws conclusions)] Communication communicates for communicates for communicates for communicates for (A2.6) different different different different for different audiences audiences and audiences and audiences and audiences and (i.e. Instagram followers) purpose with a purpose with purpose with purpose with and purpose (i.e. to inform) high degree of considerable some limited in visual and written forms effectiveness effectiveness effectiveness effectiveness applies Application of applies applies applies knowledge in knowledge knowledge in knowledge in knowledge in familiar contexts (A3.8) familiar contexts familiar contexts familiar contexts (i.e. characteristics of with a high with considerable with some with limited Canadian identity) in degree of effectiveness effectiveness effectiveness familiar contexts effectiveness Making connections (A1.1) makes makes makes makes between various contexts connections connections connections connections (i.e. explanations and between various between various between various between various hashtags explain how the contexts with a contexts with contexts with contexts with selected characteristics high degree of considerable some limited contribute to Canadian effectiveness effectiveness effectiveness effectiveness identity) COMMENTS:

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 48 BLM.SS6.1.3a ARE YOU CANADIAN?

Reflection

Take the opportunity to reflect on your personal identity wheel and the complexity of the Canadian identity that you have explored. How would you answer: Are you Canadian?

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017

49 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 50 SOCIAL STUDIES GLOSSARY Acadians: Early French settlers in Acadia, which comprised today’s Maritime provinces and parts of eastern Quebec, or descendants of these settlers, especially ones living in the Maritimes or in Louisiana (Cajuns).

Advocacy organizations: Groups that try to influence public policy and decisions within political, economic, and/or social systems and institutions.

Agriculture - The sector of the economy that deals with farming. Assimilate: become part of or adjust to existing within a larger group.

Band: Defined by the Indian Act, in part, as “a body of Indians … for whose use and benefit in common, lands … have been set apart”. Each band has its own governing band council, usually consisting of a chief and several councilors. The members of the band usually share common values, traditions, and practices rooted in their language and ancestral heritage. Today, many bands prefer to be known as First Nations. See also First Nations.

Beliefs: Opinions about what is considered to be true and trustworthy. Branches of government: In Canada, the three branches – executive, legislative, and judicial – that make up the federal and provincial governments. See also executive branch; judicial branch; legislative branch.

Built features: Features of the human environment that were created or altered by people (e.g., cities, transportation systems, buildings, parks, recreational facilities, landfill sites).

Canadian Charter of Rights and Freedoms: A part of the Constitution Act, 1982, the Charter guarantees Canadians fundamental freedoms as well as various rights, including democratic, mobility, legal, and equality rights. It recognizes the multicultural heritage of Canadians, and protects official language rights and the rights of Aboriginal Canadians.

Canadian shield: A vast landform region that extends from the Great Lakes and the St. Lawrence River to the Arctic Ocean, covering almost half of Canada. It is characterized by Precambrian rock and is rich in minerals.

Citizen: An inhabitant of a city, town, or country; also, a person who is legally entitled to exercise the rights and freedoms of the country in which he or she lives.

Citizenship: An understanding of the rights of citizens within various communities (local, national, and global), and of the roles, responsibilities, and actions associated with these rights. See also Canadian Charter of Rights and Freedoms.

Civil rights: the rights of a citizen; rights that all people should have in order to be treated equally in terms of the law, society, and employers

Civil war: an armed conflict between different groups in the same country

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum Ó 2017

51 Collaboration: Relationship that involves working with others to achieve a goal. Collective identity - Sense of belonging to a community or group, established and strengthened through common characteristics and interests. Culture and language are determining factors in the formation of collective identity. Colony: A region that is under the political control of an outside country – the imperial power – and is populated largely by settlers from that country. See also imperialism.

Community/communities: A group of people who have shared histories, culture, beliefs, and values. Communities can also be identified on the basis of shared space, ethnicity, religion, and/or socio-economic status. A person may belong to more than one community (e.g., a school community, town, ethnic group, nation, etc.).

Constitutional monarchy: A form of government in which executive (Crown) powers are exercised by or on behalf of the sovereign and on the basis of ministerial advice. Canada is a constitutional monarchy.

Cooperation: To act or work together for a particular purpose, or to willingly help someone when help is requested. The customary beliefs, values, social forms, and material traits of an ethnic, religious, or social group. Culture: The customary beliefs, values, social forms, and material traits of an ethnic, religious, or social group.

Cultural heritage: The beliefs, customs, knowledge, values and historical experiences shared by a given group. Democracy: A form of government in which laws are made by a direct vote of the citizens (direct democracy) or by representatives on their behalf (indirect democracy). In an indirect, or representative, democracy such as Canada, elected representatives vote on behalf of their constituents.

Diversity: The presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, and socio-economic status.

Discrimination: The unfair treatment of a person or a group of people because of their race, gender, religion, ethnicity, nationality, disability, age, or sexuality.

Economy: The system of production and consumption of various commodities and services in a country, region, or community, or globally.

Emigration: The act of leaving one country or region to settle in another.

Emigrant: A person who leaves their own country in order to settle permanently in another. Equality: A condition in which all people are treated the same way, regardless of individual differences. See also equity.

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum Ó 2017

52 Equity: Fair, inclusive, and respectful treatment of all people. Equity does not mean treating all people the same, without regard for individual differences.

Ethnic group: A community or population made up of people who share a common cultural background or descent.

Ethnicity: The shared national, ethnocultural, racial, linguistic, and/or religious heritage or background of a group of people, whether or not they live in their country of origin.

Filles du Roi: About 800 women sent to the colony of New France by the French government in the latter half of the seventeenth century, to provide wives for male settlers, thus helping to ensure the permanence and stability of the colony.

First Nations: The term used to refer to the original inhabitants of Canada, except the Inuit. A term that came into common usage in the 1970s to replace the word “Indian”, which many found offensive. The term “First Nation” has been adopted to replace the word “band” in the names of communities. See also band.

Freedom: The state of being able to exercise your political, social, and economic rights such as voting and celebrating religious and cultural traditions.

Habitant: A French colonist in New France, particularly a rural settler or peasant.

Heritage: The legacy passed down from previous generations, including cultural traditions, art, literature, and buildings.

Homestead: Land that people, usually settlers, built their homes on and farmed.

Human rights: Rights that recognize the dignity and worth of every person, and provide for equal rights and opportunities without discrimination, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status, disability, or other similar factors.

Identity: How one sees oneself within various communities, local to global.

Immigrant: A person who comes to live permanently in a foreign country. Immigration: The act of coming to a new country or region.

Imperialism: The policy of extending the authority of one country over others by territorial acquisition or by establishing economic and political control over the other nations.

Inclusiveness: Embracing the different ideas and experiences of every person.

Indigenous peoples: The first peoples to live in a region; in Canada, they include the First Nations, Métis, and Inuit.

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum Ó 2017

53 Labour union: A group of workers who have come together to pursue common goals, such as better working conditions. Their leaders bargain with the employer(s) and negotiate labour contracts.

Loyalists: Those in the American colonies who declared their loyalty to Britain before the conclusion of the American Revolution (1775–83) and emigrated elsewhere, the Maritimes and present-day Ontario and Quebec being common destinations.

Map: A visual representation of natural and human characteristics. Maps can be used in various forms – print, digital, and online interactive – and may be annotated with textboxes to provide more information. See also annotated map; choropleth map; flow map; thematic map; topographic map.

Métis: People of mixed First Nations and European ancestry. The Métis history and culture draws on diverse ancestral origins, such as Scottish, Irish, French, Ojibwe, and Cree.

Migration: The permanent shift of people from one country, region, or place to another for economic, political, environmental, religious, or other reasons. Also, the movement, often seasonal, of animals from one area to another (e.g., for food or breeding, or because of loss of land).

Natural resource: Something found in nature that people find useful or valuable. See also flow resource; non-renewable resource; renewable resource.

Non-renewable resource: A resource that is limited and cannot be replaced once it is used up (e.g., coal, oil, natural gas).

Opinion: A belief or conclusion held with confidence but not substantiated by positive knowledge or proof.

Perspective: A particular attitude toward or way of regarding something; a point of view. Physical feature: An aspect of a place or area that derives from the physical environment (e.g., water bodies – lakes, rivers, oceans, seas, swamps; landforms – mountains, valleys, hills, plateaus; soil types; vegetation).

Primary sources: Artefacts and oral, print, media, or computer materials created during the period of time under study.

Refugee: A person who is forced to flee their country to a foreign country for safety from political upheaval, war, persecution, or natural disaster Renewable resource: A resource that can be regenerated if used carefully (e.g., fish, timber).

Resources: The machines, workers, money, land, raw materials, and other things that can be used to produce goods and services.

Rights: Entitlements recognized and protected by law.

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum Ó 2017

54 Settler: A person who migrates to an area and establishes permanent residence, often displacing indigenous populations. Society: Group of persons linked by common activities or interests and sharing public space. Traditions: Beliefs, principles or ways of acting which people in a particular society or group have continued to follow for a long time, or all of the beliefs, principles or ways of acting in a particular group or society. Relationships: The way in which two or more concepts, objects, or people interact with one another. Respect: Admire (someone or something) deeply, as a result of their abilities, qualities, or achievements. Responsibility: Having control and authority over something or someone and the duty of taking care of it or their rights. Entitlements recognized and protected by law. Values: A person's principles or standards of behavior; one's judgment of what is important in life.

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum Ó 2017

55 LESSON 2 Why do People Migrate?

56 MODULE 2: Why do people migrate? LESSON TITLE: Reasons for migration to Canada GRADE/SUBJECT: Social Studies Grade 6 AUTHORS: Fredeliza de Jesus, Marissa Largo, Jennilee Santican, and Ethel Tungohan Activity Overview “Recognize yourself in he and she who are not like you and me.”- Carlos Fuentes

Many students, especially those who were born in Canada, are unaware of the measures their family or ancestors took in order to come to Canada. A few of them may even be oblivious to the documents required in order to go from a country to another because being a Canadian, they have the privilege to travel to another country with only a Canadian passport. With the use of materials and resources featuring Filipino experiences, these lessons aim to help students understand why people from other countries migrate to Canada. They will also learn the different migration pathways these people took in order to enter Canada. It is as well the intention of this lesson to develop students’ appreciation of their heritage and be more inspired to become productive citizens of Canada. The various activities presented in the lessons not only accommodate the students’ learning styles and capabilities, but necessitate cooperative learning and active participation -- key aspects of citizenship education.

Key terms: migration, immigration, main reasons, refugees, Filipino women, “Picture in Picture”

Overall Expectation(s): Specific Expectation(s):

A.3 Understanding Context : demonstrate an A3.1 identify the main reasons why different peoples came understanding of significant experiences of, and major to Canada. (e.g. political or religious freedom; political changes and aspects of life in, various historical and allegiances; available land; economic opportunity; family contemporary communities in Canada ties;poverty, famine, or political unrest in their country of origin; forced migration of slaves and “Home Children”

Catholic Graduate Expectation(s):

A Reflective and Creative Thinker who: CGE3b- A Reflective and Creative Thinker who creates, adapts, evaluates new ideas in light of the common good. A Responsible Citizen who: CGE7f- A Responsible Citizen who respects and affirms the diversity and interdependence of the world’s people and cultures CGE7g- A Responsible Citizen who respects and understands the history, cultural heritage and pluralism of today’s contemporary society.

● Diagnostic assessment of prior learning and student attitudes ● Formative assessment and descriptive feedback of peers and teacher observations ● Summative assessment of migration analysis and production/ creation of “photo of 2 or 3 generations” of a family/clan reflecting/ demonstrating the experiences/ opportunities in Canada as immigrants.

Teaching/Learning Strategies

Day 1 [60 mins total] Motivation [10 mins] Option 1 Divide the class into 6 groups. Each group is responsible for one of the following 6 statements. Using BLM “Reasons for Migration to Canada” (BLM SS6.2.1), cut and Organize and Discuss: jumble the individual words from each of the following sentences: Language cross curricular integration ❏ 1. We came to Canada because there is war in our country. ❏ 2. Canada offers free health services to its citizens. ❏ 3. Children in Canada go to school for free. ❏ 4. We enjoy four kinds of seasons in Canada. ❏ 5. Canadian government believes in peace, order and good government. ❏ 6. Canada opens its doors to many immigrants from around the world.

Ask the group to organize the words into a sentence/statement. Have them post the organized sentence on the board. Ask the class to brainstorm what is the common theme among these statements until students determine that they are all “reasons why people come to Canada.” The teacher may give a multiple choice responses to accommodate the learning needs of students.

Option 2 Post on chart paper the flags of countries where students might come from. Then, ask them to identify and write the name of the country each flag symbolizes. Direct the Geography students to write their name under the country/countries from where their family came. cross-curricular If a student’s parents/ancestors came from more than one country, they may write integration: their name under multiple countries. This activity creates the groups that will work United Nations Game together. In a friendly competition, each group will race to list for their self-assigned country the following relevant informations, such as:

❏ national symbols,( i.e., animal, hero or famous people and places, etc.) ❏ continent ❏ climate ❏ language ❏ capital ❏ form of government ❏ main source of livelihood of the people ❏ present political situation or recent crisis (i.e. war, natural calamity, etc.)

Use the BLM.SS6.2.1 to organize their responses. With the different information written about the countries of origin, lead the class to the big question: Do you know why your family came to Canada? This will be an opportunity for the class to explore the different reasons why people migrate to Canada.

58 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Think/Pair/Share [20-30 mins] “Picture in Picture” is an artwork that features the portraits and voice recording of Filipino women who came to Canada at different times. They talk about how and why they came to Canada, the challenges they faced as they started living and working in Canada, revealing their courage and determination, as well as the impact of their migration to the family they left behind. It was created by Magkaisa Centre, a community center that houses various organizations which are working towards the genuine settlement and integration of Filipino immigrants in Canadian society.

FIG. 1.1: Picture in Picture (2015). The Magkaisa Centre.

Show “Picture in Picture” with the audio interviews to the class from the Magkaisa Centre’s website found here: http://www.magkaisacentre.org/arts-culture/picture-in-picture/. Using the “Think, Pair, Write” strategy, answer the questions on ‘“PICTURE IN PICTURE” (2015) BY THE MAGKAISA CENTRE: Guided Viewing Questions’ (BLM.SS6.2.2) in pairs. Consider pairing ELL students with the non-migrant students. While the pairs are working on the questions, supervise and to check the strengths and challenges of each student.

Think Distribute the “Picture in a Picture” question sheet (BLM.SS6.2.2). Ask the students to read the questions orally in each pairing.

Pair Partners do brainstorming together. They discuss between themselves the questions and their possible answers based on the material presented to them.

Write Students write their own response on post-it notes or strips of paper.

Consolidation of Responses, Clarification of Ideas/Development of consensus [20 mins] Collect the students’ responses. Prepare seven pieces of chart paper. Write numbers 1-7 on each chart corresponding with questions on BLM.SS6.2.2. In Round Robin way, ask the students to post their answers on the corresponding chart. Have the students read their answers. As a class, come up with a common response for each question. Focus on chart #3 which shows the reasons why the Filipino women came to Canada. Ask the students what could be the other reasons why people would come to Canada. Scribe on a chart all possible answers. Have this chart posted in a visible spot for everyone to see.

Homework [20 mins] Using the 3 questions listed on “FAMILY MEMBER INTERVIEW: MIGRATION EXPERIENCES” (BLM.SS6.2.3) as a guide, ask the students to interview a member of their family who has migrated to Canada. Ask the students to bring in a picture of their interview subject if possible or a picture of their own family if they are immigrants. This photograph will be used in the final assignment of this module: “Picture of 2 Generations”.

Day 2 Why People Migrate to Canada [60 mins total] Word Splash Review [10 mins] A “word splash” is a collection of words or concepts from a topic of study that are randomly “splashed” on a board or an overhead projector. Students are to connect two or more of the words or phrases in order to make statements. Using the word splash strategy, review with students the reasons why people migrate to Canada from the motivation activities completed on Day 1. You may either photocopy the “Word Splash Review” (BLM.SS6.2.4) onto an acetate sheet and

59 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 then “splash” the words onto an overhead projector or you may post the words on the board. By way of review, students will recall all that they have learned about the word or phrase and share it with the class.

Poem Analysis [15 mins] Read this poem to the class. You may ask your students to close their eyes, put their heads down on their desks and visualize the imagery in the poem.

Why we long for home Why we long for home? Why we left the place we roam? Why we hear, the cries at night? Why we long, for something in the light? Why we long for home? We left a land, the gunshots sounding. Leapt out of the plane, our hearts now pounding. Allowed in with ease. We are now, in peace. Why we long for home?

- Calvin Woo, Donview Middle School, Grade 7

After reading the poem, ask students why they imagine Calvin, the author of the poem, longs for home? Review the reasons for migrations. In the case of the poet, it appears that he and his family fled his country of birth due to conflict. Ask: “Why is Canada a desirable destination for immigrants and refugees?” Use this poem as a springboard for the following activity, in which students will learn about why Filipino community leaders migrated to Canada.

FIG 1.2: The PASSOC Project website: https://passocproject.com/ Filipino Canadian Role Models [30 mins] Visit the PASSOC website at https://passocproject.com/passoc-role-models/ and go through the list of Filipino Canadian Role Models. Choose up to four interviews of the following role models who were born in the Philippines and immigrated to Canada:

❏ Dr. Patrick Alcedo ❏ Senator Jun Enverga ❏ Jonathan Fetros ❏ Mila and Hermie Garcia ❏ Immanuel Lanzaderas ❏ Fr. Carlos Tupaz Macatangga ❏ Flor Marcelino ❏ Dr. Ethel Tungohan

Hand out “PASSOC Role Models: Immigration Stories” (BLM.SS6.2.3). Select different students to read aloud each interview to the class. As the students are reading aloud, stop them at times to ask the class to identify:

Have students write these down in the appropriate column on the handout. They may write in point form. Then, ask the class: “How were they able to turn their challenges into motivation to achieve what they want and who they want to be?” Alternatively, you may “flip the classroom” and assign this as homework and have students go through the website themselves.

Day 3 PASSOC Migration Family Feud Game [30 mins] Divide the class into 2 “families”. Have them come up with a “family name” for their team. Use the PASSOC Migration Family Feud interactive PowerPoint game found here: https://passocproject.com/why-do-people-migrate/ or on SlideShare here: https://www.slideshare.net/PASSOC. In order to enjoy full interactive capabilities, including music and sound effects, download and save to your computer, then project for your students.

Serve as the host of the game and flip a coin to see which “family” goes first. Have one representative from each team to “buzz-in” by tapping a desk for the first question. The student who taps the desk first after the question is read and gives a correct answer gains control of the game. Their team may proceed to guess the rest of the answers. Encourage the team to involve everyone in coming up with the responses. If they give 3 incorrect responses, the other team gains control of the game. There are 3 rounds.

Here are the questions and answers included in the game:

Q1: According to Statistics Canada, what are the top 5 countries where immigrants to Canada come from? 1. Philippines 2. India 3. China 4. Iran 5. Pakistan

Q2: According to the 2011 Census, what are the top 5 languages, other than English and French, are spoken in Toronto? 1. Chinese 2. Tamil 3. Spanish 4. Tagalog 5. Italian

Q3: Name 7 reasons why people migrate to Canada? Student may refer to the previous activity: 1. Job opportunities 2. Escape poverty 3. Education 4. Flee war 5. Political freedom 6. Religious freedom 7. Escape famine

Assignment: Photo of 2 Generations Inspired by the Magkaisa Centre’s “Picture in a Picture” artwork, students will create their own photo work representing two generations in their family. From their homework assignment “FAMILY MEMBER INTERVIEW: MIGRATION EXPERIENCES”, they were asked to bring in a photo of their interview subject or of their family (if they are immigrants). Handout the “SELF-EVALUATION CHECKLIST FOR PHOTO OF 2 GENERATIONS” (BLM.SS6.2.6) so students are aware of the expectations before they begin.

Materials needed:

61 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 ● Digital camera/cell phone camera ● Construction paper or bristol board ● Glue or tape ● Enlarged prints of photos of 2 generations ● Markers for captioning

While the student holds the their photograph, have another student take their photograph using a class digital camera or cell phone camera, capturing 2 generations. Ensure that the photograph is clearly visible in the photograph. Think about lighting, angle, students’ posture, colours, and have a minimal background in order to produce an appealing composition. Have the photographs enlarged and printed. Students will mount their works on construction paper or bristol board and have write the following captions:

1. Name of student and the person who is in the photograph that they are holding 2. Relation of that person in the photo to the student 3. Responses from the “FAMILY MEMBER INTERVIEW: MIGRATION EXPERIENCES” homework sheet

Gallery Walk [20 mins] Mount all completed “Photo of 2 Generations” on a wall in your school. Have students do a gallery walk, so that they can admire and learn about the various migration experiences from their classmate’s work. Ask students to complete the “SELF-EVALUATION CHECKLIST FOR PHOTO OF 2 GENERATIONS” (BLM.SS6.2.6) and submit for evaluation.

Differentiated Instruction and Accommodations/Special Needs:

● Create/ add to the word wall the terms used in the lessons for spelling check. ● Create anchor charts for meaning and recall. ● Pair up/ group students strategically. i.e. ELL student and a student with a good command of English

st Learning Materials Elements of 21 Century Learning ● All Module 2 BLMs listed above ● inquiry-based strategies ● Digital camera/cell phone camera ● critical thinking, inferring ● Construction paper or bristol board ● communication technologies to facilitate teaching ● Glue or tape and learning ● Enlarged prints of photos of 2 generations ● global citizenship among the learners. ● Markers for captioning

Resources

The PASSOC Project website https://passocproject.com/

The Magkaisa Centre is a community center that houses various organizations which are working towards the genuine settlement and integration of Filipino immigrants in Canadian society. To learn more, visit http://www.magkaisacentre.org/ Their project Picture in Picture (2015) can be found here: http://www.magkaisacentre.org/arts-culture/picture-in-picture/

The Canadian Magazine of Immigration - Canada: Immigration by Source Country 2015. Retrieved: Aug 2, 2017 from: canadaimmigrants.com/canada-immigration-by-source-country-2015

City of Toronto- Microsoft 2011 Census Backgrounder Language with Maps. docx- Oct. 25, 2012. Retrieved: Aug. 2, 2017 from- https://www1.toronto.ca/city_of_toronto/social_development_finance__administration/files/pdf/language_2011_backgrou nder.pdf

Nelson Education. (2015). Many Gifts 6. Toronto, ON: Nelson Education Ltd.

62 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Woo, Calvin. (2011). “Why We Long for Home” from A Book of Poems: Expressions from our Youth. Retrieved Aug. 3, 2017: www.unhr.ca/wp-content/uploads/2014//poetry_book.pdf

Statistics Canada released its fourth set of data from the 2011 Census on the language characteristics of Canadians. https://www1.toronto.ca/city_of_toronto/social_development_finance__administration/files/pdf/language_2011_backgrou nder.pdf

Teaching Notes

● Ensure the classroom has access to the internet or book a computer lab for the research activity ● Reserve a projector, computer, and speakers for the PowerPoint presentation ● Consider holding a photo exhibit for additional audience feedback and to celebrate student learning

We Canada Children came offers in to free Canada Canada health go because services to there to school is its for war citizens. free. in our country.

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 REASONS FOR MIGRATION TO CANADA BLM.SS6.2.1

4. " 5. " 6. " We Canadian Canada enjoy government opens four believes its kinds in doors of peace, to seasons order many in and immigrants Canada. good from government. around the world.

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 For use in the United Nations Game BLM.SS6.2.1b Names: ______

UNITED NATIONS GAME

Country of Origin Continent

Climate Capital

Language/s Physical Features-( e.g. mountainous, desert, etc.)

National Symbols- ( animals, flowers, famous people, Main source of livelihood of the people etc.)

Form of Government Calamities (Natural or manmade, e.g. typhoon, earthquake, war)

Others

1. From what ethnocultural group do you believe these women are from?

2. What some similarities and differences among the women that you see in the pictures?

3. What were the reasons why they came to Canada?

4. What does this artwork say about the contributions of Filipino women to Canadian society? Are their contributions relevant to the changes in Canadian society? In what ways?

5. Why do you think they are all women?

6. Explain two challenges that the women may have experienced as newcomers to Canada?

7. How are their experiences in migrating to and living in Canada different or similar from your experience and that of your family’s?

FAMILY MEMBER INTERVIEW: MIGRATION EXPERIENCES Use the following questions to interview a family member who had immigrated to Canada. Summarize your finding below. Include a photo of your interview subject if possible.

1. When did you come to Canada? What are some of the reasons why you migrated?

2. What was your first job when you first arrived? Where did you live?

3. What were some of the challenges you encountered when you first came to Canada?

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 69 BLM.SS6.2.3 Name: ______PASSOC ROLE MODELS: IMMIGRATION STORIES Visit the PASSOC website at https://passocproject.com/passoc-role-models/ and go through the list of Filipino Canadian Role Models. Choose four interviews of role models who were born in the Philippines and immigrated to Canada. Indicate their reasons for immigrating to Canada and their major accomplishments and struggles below.

Filipino Canadian Role Model: ______

Reasons for immigrating to Major Accomplishments Major Struggles Canada

Filipino Canadian Role Model: ______

Reasons for immigrating to Major Accomplishments Major Struggles Canada

Filipino Canadian Role Model: ______

Reasons for immigrating to Major Accomplishments Major Struggles Canada

Filipino Canadian Role Model: ______

Reasons for immigrating to Major Accomplishments Major Struggles Canada

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 71 BLM.SS6.2.4 WORD SPLASH REVIEW If you have access to an overhead projector, you may photocopy this page onto acetate and project the splash words. If you do not, you may cut these words/phrases out and “splash” them on the board.

SELF-EVALUATION CHECKLIST FOR PHOTO OF 2 GENERATIONS Colour in 3 stars for “YES”, 2 stars for “SOMEWHAT”, no stars at all for “NO”.

1. Did I make my work appealing in terms of design, layout, and neatness? ¶¶¶

2. Did I write my sentences clearly and error-free? ¶¶¶ 3. Did I write labels and use picture that can be read/ seen from at least 3 feet away? ¶¶¶ STUDENT’S COMMENTS:

TEACHER’S COMMENTS:

74 LESSON TITLE: Canadian Immigration Policies and Advocacy GRADE/SUBJECT: Grade 6 Social Studies AUTHORS: Fredeliza de Jesus, Marissa Largo, Jennilee Santican, and Ethel Tungohan Activity Overview “Canada never took away my heritage when I first moved here. It not only embraced my culture but actually celebrated it with the rest of the world.” Max Tuazon Jr., Filipino Canadian

People come to Canada from different parts of the world through the nation’s various immigration programs. Migrants bring with them their own sense of culture, making Canada a cultural mosaic. This ideal became the foundation of The Canadian Multiculturalism Act which formalized the government's commitment to "promote the full and equitable participation of individuals and communities of all origins in the continuing evolution and shaping of all aspects of Canadian society". This Act became the basis from which immigrants, like Filipinos, advocate for greater inclusivity in Canadian society. Through guided reading, students explore immigration policies in Canada since the mid-19th century and create a timeline of major policy changes in response to the changing needs and values of the country and in response to global forces. In an arts-based activity, students will apply their research of migrant advocacy in a poster of their own creation inspired by Filipino Canadian artist group, the Kwentong Bayan Collective.

Overall Expectation(s): Specific Expectation(s):

A1 assess contributions to Canadian identity made A1.3 explain how various groups have contributed to by various groups and by various features of the goal of inclusiveness in Canada ( e.g., the efforts Canadian communities and regions ( FOCUS ON: of women’s rights, civil rights, First Nations, or labour Cause and Consequence; Patterns and Trends) organizations, or of advocacy organizations for immigrants, disabled people, or various religious and A3 demonstrate an understanding of significant ethnic groups), and assess the extent to which experiences of, and major changes and aspects of Canada has achieved the goal of being an inclusive life in, various historical and contemporary society focusing on the policy of multiculturalism) communities in Canada ( FOCUS ON: Significance; A3.8 identify and describe fundamental elements of Continuity and Change) Canadian identity (e.g. inclusiveness, respect for human rights, respect for diversity, multiculturalism, parliamentary democracy, constitutional monarchy, bilingualism, the recognition of three founding nations, universal health care)

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society.

Evidence of Learning (Assessment and Evaluation Plan):

● Diagnostic assessment of prior learning and student attitudes ● Formative assessment and descriptive feedback of peers and teacher observations ● Summative assessment of immigration policies and production advocacy poster depicting inclusivity in Canada

Teaching/Learning Strategies

Activating Prior Knowledge [10 mins] Ask students to name elements of Canadian identity. You may have an anchor chart ready with the list of fundamental elements of Canadian identity to provide the class with visual cues throughout this activity. The elements of Canadian identity include:

❏ Inclusiveness ❏ Respect for Human Rights ❏ Respect for Diversity ❏ Multiculturalism ❏ Parliamentary Democracy ❏ Constitutional Monarchy ❏ Bilingualism ❏ The Recognition of Three Founding Nations ❏ Universal Health Care

See ‘Teaching Notes’ (BLM.SS6.3.3) for definitions of each of these elements of Canadian Identity.

Guided Viewing [10 mins] Show the following Canadian Tire commercial entitled The Outsider [2017, 1 min]. The video can be found here on YouTube: https://www.youtube.com/watch?v=_ml3ZCyEs0com

After watching the video, ask: Which elements of Canadian identity are featured in the video? Draw their attention to the anchor chart. Students may state multiculturalism, respect for diversity, and/or inclusiveness. Focusing on the element of inclusiveness, ask: Using the commercial as an example, what does it mean to be inclusive? What qualities does it take to include others? If you were an “outsider”, what qualities would you need in order to be included? How might inclusion be challenging for “insiders”? For “outsiders”? From the students’ responses, highlight the fact that it takes a lot of courage, perseverance, skill, and determination to be a part of a group.

76 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Guided Reading of Historica Canada [20 mins] In order to understand how Canada’s values have changed and are changing with regards to inclusiveness, students will examine immigration policies in Canada since the mid-19th century. Historica Canada provides a concise history of Canadian immigration policies over time.

1. In pairs or in groups of three, have students read the Historica Canada article “Immigration Policy in Canada” found here: www.thecanadianencyclopedia.ca/en/article/immigration-policy 2. Have students complete the ‘Canadian Immigration Policy Timeline’ (BLM.SS6.3.1). Using the timeline template, students will match the historical moment in Canadian immigration to the appropriate year or timeframe. They will require scissors and glue to do this. 3. While the groups are completing the timeline, circulate to ensure that students are on task. 4. Once students have completed the timeline, ask students to indicate at which historical moment(s) did they or their families arrive in Canada. How did their arrival or their ancestors’ arrival correspond with Canada’s immigration policy at that time? 5. Refer to ‘Answer Key: Canadian Immigration Policy Timeline’ (BLM.SS6.3.1a) for correct order.

Consolidation [10 mins] Once they have completed their timelines, lead a group discussion. Ask the following questions: 1. Based on your research and your observations of the changes to Canada’s immigration policies over time, has Canada always been inclusive to immigrants and refugees? Why or why not? 2. How can communities or organizations advocate for greater inclusivity in Canadian immigration policy? 3. How can we, as people of faith, ensure that Canada’s immigration policies uphold inclusivity?

Emphasize that Canadian immigration policies reflect the values of dominant society at a given time. These values are not always in the best interest of diversity and inclusivity (ie: Chinese migrants, the poor, disabled, non-Europeans, and refugees). Policy should attend to the best interests of the people, communities and society. In order to ensure this happens, citizens may advocate for greater inclusivity in Canada.

Day 2 [60 mins] This lesson focuses on the efforts of women’s rights and other organizations that advocate for greater inclusivity for migrant workers in Canada. Students assess the extent to which Canada is inclusive through the analysis of the history of caregiving work in Canada, which largely relies on migrant women. Students evaluate how interdependent systems (physical, political, ethical, socio-economic and ecological) aid in the development of a just and compassionate society. The Kwentong Bayan Collective’s poster Caregiving Work in Canada is used to as a text to reach these learning goals.

The poster may be viewed or downloaded from the Graphic History Collective found here: http://graphichistorycollective.com/project/poster-3-caregiving-work-canada

77 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Motivation [15 mins] 1. Present the Filipino Canadian artist group the Kwentong Bayan Collective. Consisting of illustrator Althea Balmes and writer Jo SiMalaya Alcampo, the Kwentong Bayan Collective works in collaboration with caregivers, advocates and community allies in representing the real-life stories of Filipino migrant caregivers who work under Canada's Caregiver Program (formerly known as the Live-in Caregiver Program) though comic art.

2. Show the class the Kwentong Bayan Collective’s poster Caregiving Work in Canada. Using comic art, the artists highlight the struggles and victories of caregivers throughout Canadian history. The poster depicts how migrant women, like Filipino caregivers, advocated for greater rights in Canada. They initiated and carried out actions that pushed for greater inclusivity in Canada. You may use a digital projector to show the class the poster or you may have students bring up the image on their devices.

3. Pair the students up or allow elbow partners to work together. Have them analyze the poster using the following prompts: a. What historical facts surprised you about this poster? b. Why are caregivers important to Canadian society? c. What do you think is the purpose of this poster?

Class discussion [10 mins] Have a few pairs share their responses to the previous 3 questions. As a class, discuss these following concluding prompts:

● Why is it important for migrant groups to advocate for greater rights? ● Based on the history of caregiving work depicted in this poster, what observations would you make about inclusiveness in Canada?

Emphasize that caregiving work is essential to the growth and health of Canadian society. However, because caregiving work is often done by women (mostly migrant women) within the home, and due to sexist and racist attitudes, it remains undervalued work. Attitudes towards caregiving can change over time through advocacy, allowing greater society to learn about the importance of this work. This poster demonstrates that the rights that migrant caregivers have today were not simply given to them by the Canadian government, but were fought for through awareness campaigns and social action. Therefore, inclusiveness is an element of Canadian society that requires constant work.

Alternate Activities: Debate [30-40 mins] In a debate format, students argue the topic: “Is Canada inclusive?” Divide the class into 2 groups. One group will argue that Canada is inclusive while the other group will argue the contrary. Review debate guidelines and structure. Using supporting evidence, have students on both sides present their points. Allow the opposing team to provide rebuttals.

Day 3 Advocacy Posters [60 mins] Inspired by the Kwentong Bayan Collective’s work, students will create a poster advocating for greater inclusivity for a marginalized group (e.g. racial, gendered, or otherwise minoritized or stigmatized group). Combining text and image, students must indicate the groups’ significant contributions to inclusivity in

78 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Canadian society. How have they used advocacy to push Canadian policies to become more inclusive? Challenge them to highlight a lesser-known narrative in Canada. For example, students may want to highlight the contributions of Filipino nurses to the development of Canada’s health care system since the 1950s. There are several Filipino Canadian nurses’ associations that have fought against discrimination.

Review the elements and principles of design (See Arts Curriculum) and how they may be effectively used to communicate their ideas. Point out how Balmes and Alcampo organize the space in their poster in order to tell a sequential narrative about the history of caregiving work in Canada. Emphasize how through text and simple line drawings, the artists have successfully represented this history. Provide materials for the production of their art work.

Peer Assessment [10 mins] Once their poster is complete, in pairs, have students complete the ‘Advocacy Poster: Peer Assessment Form’ (BLM.SS6.3.2). You may also choose to do a gallery walk or gallery wall in order to showcase student work.

Differentiated Instruction and Accommodations/Special Needs:

Alternatives of this activity include a comic strip or the development and performance of a skit based on inclusiveness and advocacy. For students with special needs, please refer to IEPs to accommodate or modify the activity appropriately.

st Learning Materials Elements of 21 Century Learning

● drawing paper ● inquiry process ● pencils ● cooperative strategies ● markers or crayons ● collaboration ● computer, internet access ● critical thinking ● all BLMs contained in this lesson ● communication ● intrapersonal, interpersonal and cognitive competencies

Resources

Kwentong Bayan (Jo SiMalaya Alcampo and Althea Balmes), Labour of Love. Remember | Resist | Redraw: A Radical History Poster Project. Graphic History Collective from: http://graphichistorycollective.com/projects/graphic-history-project/kwentong-bayan-labour-of-love

The Arts, The Ontario Curriculum, Grade 6, p. 129

Buenaobra, Isabel. Canada at 150 years, Continues to Attract Filipino Immigrants- July 5, 2017 - Retrieved- July 25, 2017 from usa.inquirer.net

Canadian Health Care- retrieved- Aug. 18, 2017 from www.canadian-healthcare.org

Canadian Tire Ad “The Outsider”- https://www.youtube.com/watch?v=_ml3ZCyEs0com youtube-

Definition for Diversity- Queensborough Community College- Retrieved- Aug. 18, 2017 from

79 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 www.qcc.cuny.edu/diversity/definition.html Dirks, G.- Feb. 7, 2006, Foot, R.- rev. June 29, 2017- Historica Canada- Immigration Policy in Canada- Retrieved-July 24, 2017 from www.thecanadianencyclopedia.ca/en/article/immigration-policy.

Discover Canada- Oct. 26, 2015- Retrieved- Aug. 18, 2017 from www.cic.gc.ca/english/resources Gamblin, Keith- Apr. 19, 2017- The Chinese Head Tax- Ret. Aug. 24, 2017 from https://www.youtube.com/watch?v=3NvbSIBTbVc http://ourtimes.ca/Newsletter/ourtimes33_3_45_53.pdf

Multiculturalism in Canada- Wikipedia, the free encyclopedia- Retrieved- Aug. 1, 2017 from https://en.wikipedia.org/wiki/Multiculturalism_in_Canada

Social Studies Ontario Curriculum Grades 1-6 p. 121 & p. 123

Teaching Notes

Ensure the classroom has internet access or book a computer lab for this activity. Reserve a projector and computer in order to show the Kwentong Bayan Collective’s poster to the class. Consider pairing ELL learners with students who have a good command of English for vocabulary assistance.

Read Historica Canada’s article “Immigration Policy in Canada” found here: www.thecanadianencyclopedia.- ca/en/article/immigration-policy. Cut out these historical moments in Canadian immigration policy. Place and glue them in chronolgoical order on the Canadian Immigration Policy Timeline.

Immigration and Racial discrimina- Private Sponsorship 5 classes of immi- Post-WW2: Refugee Protection tion in Policy Ends: of Refugees: grants established Act Post-9/11: for entry to Canada: With changing A points system This program allowed social attitudes Family class now ranked potential private groups, such 1. Independent and labour needs, included same-sex & immigrants based as churches & ethnic 2. Humanitarian Canada eased common-law relation- on skills, education, community organiza- 3. Family immigration ships. More powers to family connections, tions to sponsor 4. Assisted Relatives restrictions. The detain & deport landed & language (French refugees & bring 5. Economic Chinese Immigra- immigrants suspected or English) - not them to Canada as tion ban was of being a security race or nationality. permanent residents. ended. threat. Changing racial Chinese Exclusion: Doors Open: A New Immigration Pierre Trudeauʻs new Race & National make-up of immi- Act: Immigration Act: Restrictions: grants: Migrants from The first Immigra- China were tion Act passed. Canadian policies This policy promoted After waves of Asia (particularly restricted from People were allowed continued to economic, social, & European immigra- China, India and entering Canada into Canada, discriminate cultural goals, & tion after WW1, Philippines) had through a “head except for the ill, against non-Euro- prioritized family Canada excluded replaced Europe as tax” and series of disabled, and poor. pean and reunification, new- communists, the largest source other racist mea- non-American comer settlement, Mennonites, of immigrants to sures. immigrants. and Canada;s obliga- Austrians, Hungar- Canada. tion to refugees. ians, and Turks.

1869 1880 1903-1919 1946 1952 1962-1967

1976-1978 1979 1980 1990 2001-2002 Now?

1869 1880 1903-1919 1946 1952 1962-1967

Race & National Racial discrimina- Doors Open: Chinese Exclusion: Post-WW2: A New Immigration Restrictions: Act: tion in Policy Ends: The first Immigra- Migrants from With changing After waves of A points system tion Act passed. China were social attitudes Canadian policies European immigra- ranked potential People were allowed restricted from and labour needs, continued to tion after WW1, immigrants based into Canada, entering Canada Canada eased discriminate Canada excluded on skills, education, except for the ill, through a “head immigration against non-Euro- communists, family connections, disabled, and poor. tax” and series of restrictions. The pean and Mennonites, & language (French other racist mea- Chinese Immigra- non-American Austrians, Hungar- or English) - not sures. tion ban was immigrants. ians, and Turks. race or nationality. ended.

1976-1978 1979 1980 1990 2001-2002 Now?

Immigration and Pierre Trudeauʻs new Private Sponsorship 5 classes of immi- Changing racial Students indicate Refugee Protection Immigration Act: of Refugees: grants established make-up of immi- the patterns of Act Post-9/11: for entry to Canada: grants: immigration that This policy promoted This program allowed they currently Family class now economic, social, & private groups, such 1. Independent Asia (particularly observe in Canada. included same-sex & cultural goals, & as churches & ethnic 2. Humanitarian China, India and common-law relation- prioritized family community organiza- 3. Family the Philippines) had Answers may vary. ships. More powers to reunification, new- tions to sponsor 4. Assisted Relatives replaced Europe as detain & deport landed comer settlement, refugees & bring 5. Economic the largest source immigrants suspected and Canadaʻs obliga- them to Canada as of immigrants to of being a security tion to refugees. permanent residents. Canada. threat. BLM.SS6.3.1a PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 BLM.SS6.3.2 Student Name ______

Advocacy Poster Peer Assessment Form

Using this assessment form, talk with a partner about the successes of their advocacy poster and complete the following:

● Put a star beside the skill you think is the most evident in the work. ● Circle the skill you would most like to improve. ● Underline the skill that is the most challenging for you. ● Indicate the strengths of the poster in the space provided at the bottom on the page.

Do the illustrations and captions reflect the message?

Does the dialogue and action match well?

Are the characters clearly identified?

Do the background and details help to establish the scene?

Are correct spelling and grammar used throughout?

Is it well composed and does it show care in work?

Strengths of Advocacy Poster:

Inclusiveness: the quality of including many different types of people and treating them all fairly and equally; an aura or environment of letting people in and making them feel welcome (Cambridge Dictionary)

Respect for Human Rights: a fundamental right every individual has from the time of birth; to have a life of equality, dignity and respect (Canadian Human Rights Commission)

Respect for Diversity: means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies (Queenborough Community College)

Multiculturalism: ensures that all citizens can keep their identities, can take pride in their ancestry and have a sense of belonging; it encourages racial and ethnic harmony and cross-cultural understanding (Citizenship and Immigration Canada)

Parliamentary Democracy: a system of government in which people elect representatives to a parliament to make laws in which the leader of the party or the coalition of parties with the greatest representation elected by the people becomes the Prime Minister (Collins English Dictionary)

Constitutional Monarchy: system of government in which a monarch shares power with a constitutionally organized government; the monarch may be the de facto head of state or a purely ceremonial leader

Bilingualism: the presence of two official languages: English and French The Recognition of Three Founding Nations: there are three groups of people who helped to start Canada: the Aboriginal Peoples, the French and the British

Universal Health Care: individual citizens are provided preventative care and medical treatments from primary care physicians as well as access to hospitals, dental surgery and additional medical services; with a few exceptions, all citizens qualify for health coverage regardless of medical history, personal income, or standard of living (Canadian Health Care)

86 LESSON TITLE: Filipino Successes in Canada GRADE/SUBJECT: Grade 6 Social Studies AUTHORS: Fredeliza de Jesus, Marissa Largo, Jennilee Santican, and Ethel Tungohan

Activity Overview

According to Laquian (2017), in the mid 1960s to early 1970s, about 1467 Filipinos entered Canada. A nation-wide survey in 1972 revealed that Filipino Canadians were an educated population with 85 percent of immigrants obtaining at least a bachelor’s degree. Most of these immigrants held occupations in health (most notably as nurses), manufacturing, sales, teaching, and service categories. Between 1982 and 1991, 30,000 Filipinos immigrated to Canada as caregivers (domestic workers or nannies). Even today, because of push/pull factors in the Philippines (ie: poor economic opportunities) and in Canada (ie: the demand for childcare), many well educated Filipinos come to Canada as caregivers under labour and migration pathways such as the Caregiver Program.

With the use of collaborative strategies, the purpose of this lesson is illustrate other astounding contributions and achievements of Filipino Canadians outside of the aforementioned fields. While working in groups, the students will read primary sources (i.e. PASSOC Role Model profiles) of successful Filipinos and will explore their obstacles and accomplishments. Inspired by these role models, students will choose their own role model who has achieved great things in the face of marginalization and will create a trading card of them. Students will gain an understanding of how various groups have made contributions to Canada, despite the challenges they experienced, while reflecting on his/her abilities, influencing current and future aspirations and choices.

Overall Expectation(s): Speciﬁc Expectation(s):

A1. Application: assess contributions to Canadian A1.2 Evaluate some of the contributions that various identity made by various groups (FOCUS ON: Cause ethnic groups have made to Canadian identity (e.g., and Consequence; Patterns and Trends) the contributions of various communities to Canada’s multicultural identity).

A2. Inquiry: use the social studies inquiry process to A2.2 Gather and organize information from a variety investigate different perspectives on the historical of primary sources using various technologies that and/or contemporary experience of two or more present different perspectives on the historical and/or distinct communities in Canada (FOCUS ON: contemporary experience of communities in Canada. Perspective) A2.4 interpret and analyse information and evidence A3. Understanding Context: demonstrate an relevant to their investigation. understanding of significant experiences of, and major changes and aspects of life in, various A2.6 Communicate the results of their inquiries, using appropriate vocabulary and formats.

87 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 historical and contemporary communities in Canada A3.5 Describe interactions between communities in (FOCUS ON: Signiﬁcance; Continuity and Change) Canada, including between newcomers and groups that were already in the country.

Catholic Graduate Expectation(s):

A Discerning Believer Formed in the Catholic Faith Community who: ● CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good

An Eﬀective Communicator who: ● CGE2c - presents information and ideas clearly and honestly and with sensitivity to others

A Self-Directed, Responsible, Life Long Learner who: ● CGE4g - examines and reﬂects on one’s personal values, abilities and aspirations inﬂuencing life’s choices and opportunities

A Collaborative Contributor who: ● CGE5a - works eﬀectively as an interdependent team member

A Responsible Citizen who: ● CGE7f - respects and aﬃrms the diversity and interdependence of the world’s peoples and cultures

Evidence of Learning (Assessment and Evaluation Plan):

Lesson Diagnostic Assessment Formative Assessment Summative Number/Days/Title Assessment

Lesson 4 (1-2 Days) Group statements about While the students are Responses to four Filipino Successes in what the students working on their questions on placemat Canada believe to be true about placemats in groups, (BLM.SS6.4.1a) (approximately 110 their role model record anecdotal minutes) observations of what is Completed Trading Card discussed within groups (BLM.SS6.4.1b) and written.

Teaching/Learning Strategies What you will need to do prior to the lesson:

1. Read through the interviews of the Filipino Role Models found here on the PASSOC website: https://passocproject.com/passoc-role-models/ 2. Strategically divide your class into groups so that each group will receive one profile. For example if you have 26 students, you could have five groups of four and two groups of three, making a total of seven groups. 3. Given the students in each group, assign a profile to the group that you feel they will relate to in some way. 4. For all of the profiles that you decide to use, gather props/toys/artifacts that represent an element of their story. If you have seven groups, you will need seven props. See below for an example of props that you could gather for seven groups (alternatively, you can print one photo of each role model):

Group Principal John TCDSB logo 2 Pasia

Group Casey Mecija Guitar 3

Group Mikey Bustos Microphone 4

Group Mila and Hermie Newspaper 5 Astorga-Garcia

Group Picture of the book: Dr. Ethel Tungohan 6 Filipinos in Canada: Disturbing Invisibility

Photo of the Scarborough Flag, St. Maria Group Immanuel Goretti C.S., or Blessed Cardinal Newman 7 Lanzaderas H.S.

5. On cue cards, write down the group number that each student will be part of. 6. Gather chart paper, one for each group and markers for all of the students.

Mental Set [5 mins] Place the group number on each of your students’ desks. When you say, “go” have the students ﬁnd their group members.

Guided Instruction [15 mins] Distribute the corresponding artifact to each group. Tell the students that everyone has a story and today they will be learning about someone’s story. Before reading about him/her, have your students think of a statement that they believe could be true regarding the person based on the artifact. Once all of the groups have decided on a statement, have each group share it with the class.

Group Work [30 mins] Each group will learn about one amazing Filipino Role Model. If you have access to classroom tablets or if your students have their own devices, provide them with the link the PASSOC site: https://passocproject.com/ passoc-role-models/. In their groups, they must read the proﬁle of their assigned role model and answer the following questions on the chart paper:

1. Why did your role model (or their family) come to Canada? 2. What information can you gather about their experience (or family’s experience) of immigrating to Canada? 3. Do you think that Canadian society has allowed them to make meaningful social, cultural, and political contributions? 4. In what ways have Filipinos, such as your role model, contributed to Canada and Canadian identity?

Have students divide the chart paper into four sections, allowing each student to answer a question simultaneously. This placemat strategy fosters participation from all students as well as individual

89 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 accountability. Refer “Placemat Questions” (BLM.SS6.4.1a). For groups with three students, the group can work together to answer the fourth question. Whole Class Discussion [15 mins] Once the groups have finished their responses to the four questions, have all students go back to their seats. Take this time to discuss the profiles and responses. Highlight the following in your discussion: ❏ No two journeys are the same: People come to Canada for a number of reasons. For those born in Canada, we take for granted the struggles that many have been encountered ❏ Settling in a new country has its challenges (i.e. climate change, prejudice, racism, questioning competencies because accents when speaking English, etc.) ❏ Due to the changing needs of the Canadian economy and the push/pull factors that draw Filipinos to work in Canada as caregivers, many Filipinos who came to Canada were involved in health/care work (nursing and domestic work, for example). It is evident that Filipinos contribute to society in a variety of ways and across different disciplines. ❏ Establishing one’s mark in particular professions can be challenging. ❏ Canada is known for its inclusivity. Do you think Canada was truly inclusive towards the people you read about in their personal and professional lives? ❏ How do the students feel about the hopes and wishes for young Filipinos and all youth, in general?

Role Model Trading Card [30 mins] Using the provided template (BLM.SS6.4.1b), each student will choose a personal role model who has accomplished great things in the face of marginalization. Marginalization refers to someone who has been excluded from meaningful participation in economic, social, political, cultural and other forms of human activity (Jenson, 2000). This trading card will highlight their struggles, but most of all, their achievements. Examples of marginalized groups in Canada include: women, First Nations peoples, refugees, immigrants, racial/ethnic groups, people with disabilities, older members of society, youth, members of the LGBTQ community, and those of low socioeconomic status.

Note: Students do not have to choose “famous” people. They can choose family members who experienced and overcome challenges in Canada. As such, provide time for students to take the assignment home and discuss with family and/or conduct research.

Closing [15 mins] The last portion of this lesson can be spent celebrating, more than consolidating information, and learning about each other’s trading cards. Two strategies for sharing can be found in the table below.

Carousel Seating Divide the class into two large groups. One group will form a circle with the students facing outwards. The second group of students will form a larger circle outside of the smaller circle. You should have two concentric circles with the students facing each other. If there is an odd number of students present, the teacher can either participate or a group of three can be formed. The students will share their work with the person in front of him/her. Once you’ve given about 90 seconds for both

90 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 students to share, you can have the outside circle rotate 5 students clockwise. The students will then share their work with their new partner. Again spending about 8-10 minutes, the students can rotate about ﬁve times. *Adapted from Inquiring Minds: Learning to Read and Write

Diﬀerentiated Instruction and Accommodations/Special Needs:

Speciﬁc accommodations linked to assessment ● BLM.SS6.4.1a: Placemat questions ○ strategically assign questions based on level of diﬃculty (questions 1 and 2 are more straightforward than questions 3 and 4) ○ group students strategically (i.e. based on interest and/or independent/focused students assigned to the group of three) ● BLM.SS6.4.1a: Trading Card ○ reduction in the number of prompts (i.e. removal of contributions and explanation of how she/he is a role model)

Accommodations to be utilized throughout lessons as needed Instructional Accommodations Environmental Accommodations Assessment Accommodations

- buddy/peer tutoring - alternative work space (as - extended time limits - clarification for understanding required) - prompts to return student's - computer options - proximity to instructor attention - extra time for processing - strategic seating - clarify instructions to ensure - one-on-one assistance understanding - prompts to return student's - reduction in the number of tasks attention to task - spelling and grammar not - reduced/uncluttered formats graded on final product - repetition and rephrasing of (assessment based on knowledge information or application of concepts) - verbatim scribing (as required) - use of computers and software - use of computers and software (Microsoft Office, GAFE, Kurzweil, (Microsoft Office, GAFE, Kurzweil, Word-Q, Smart Ideas) Word-Q, Smart Ideas) - use of printer so that assignments are legible - verbatim scribing

Learning Materials Elements of 21st Century Learning ● PASSOC Role Models: ● inquiry process https://passocproject.com/passoc-role- ● cooperative strategies models/ ● collaboration ● Placemat Questions (BLM.SS6.4.1a) ● critical thinking ● Trading Card Assignment (BLM.SS6.4.1b) ● communication ● Cue cards, chart paper, selected ● intrapersonal, interpersonal and cognitive props/artifacts competencies Resources ● Ontario Social Studies Curriculum ● PASSOC Role Model: https://passocproject.com/passoc-role-models/ 91 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 ● Jenson, J. (2000). Backgrounder: Thinking about Marginalization: What, Who and Why? Canadian Policy Research Networks Inc. (CPRN). Retreived August 16, 2017 from Carleton University website: http://cprn3.library.carleton.ca/documents/15746_en.pdf ● Laquian, E.R. (2017, June 14). Filipino Canadians. The Canadian Encyclopedia. Retrieved August 17, 2017 from http://www.thecanadianencyclopedia.ca/en/article/ﬁlipinos/ ● Wilhelm, J. D., Wilhelm, P. J., & Boas, E. (2009). Inquiring minds: learn to read and write: 50 problem- based literacy & learning strategies. Markham, Ont.: Scholastic. Teaching Notes

● For the subject of their trading cards, encourage students to choose a someone who is not in the “mainstream”, or in other words, a role model who is not widely known in media or in pop culture.

PLACEMAT QUESTIONS

come to Canada? to come What information can you gather aboutexperiencetheir family’s (or to Canada? of immigrating experience)

1. Why did your role model (or their family) their (or model role your did Why 2.

3. 4. In what ways have Filipinos, such as your contributions? and political cultural, social, meaningful allowed to them make has th you Do role model, contributed to Canada and Canadian identity? inkth atsociety Canadian

93 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 BLM.SS6.4.1b ROLE MODEL TRADING CARD

Name Photo or Illustration Name Photo or Illustration

Place of Birth Place of Birth

Accomplishments Accomplishments

Struggles, Obstacles, Challenges Experienced Struggles, Obstacles, Challenges Experienced

Contributions to Canada and/or Canadian Identity Contributions to Canada and/or Canadian Identity

Explanation of how he/she is a good role model for youth Explanation of how he/she is a good role model for youth

95 CULMINATING ASSIGNMENT LESSON TITLE: The Jeepney Project: Where have we been, where are we now, and where are we going? GRADE/SUBJECT: Grade 6 Social Studies AUTHORS: Fredeliza de Jesus, Marissa Largo, Jennilee Santican, and Ethel Tungohan Activity Overview In this culminating task, students will consolidate their learning around identity, migration, and their ethnocultural community’s contributions to Canadian society through an arts-based activity called, “The Jeepney Project”. A jeepney is an American military jeep retrofitted as a form of public transportation in the Philippines. The jeepney is not only a colourful and flamboyantly decorated vehicle, but it is also a symbol of cultural fluidity, adaptation, and the different routes that we all take as global citizens as we move through the world. Key terms: Jeepneys, Jeepney Project, reasons for migration, Canadian identity, Filipino Canadian identity

Overall Expectation(s): Specific Expectation(s):

Social Studies Curriculum Social Studies Curriculum

A1. Application: assess contributions to Canadian identity A1.1 explain how various features that characterize a made by various groups and by various features of community can contribute to the identity and image of a country Canadian communities and regions

A2.2 gather and organize information from a variety of A2. Inquiry: use the social studies inquiry process to primary and secondary sources using various investigate different perspectives on the historical and/or technologies contemporary experience of two or more distinct communities in Canada A2.6 communicate the results of their inquiries, using appropriate vocabulary and formats A3. Understanding Context: demonstrate an understanding of significant experiences of, and major A3.1 identify the main reasons why different peoples changes and aspects of life in, various historical and came to Canada contemporary communities in Canada

A3.3 identify various types of communities that have The Arts Curriculum contributed to the development of Canada D1. Creating and Presenting: apply the creative process A3.8 identify and describe fundamental elements of to produce art works in a variety of Canadian identity three-dimensional forms that communicate feelings, ideas, and understandings, using elements, principles, The Arts Curriculum and techniques of visual arts D1.1 create three-dimensional works that explore D3. Exploring Forms and Cultural Contexts: feelings, ideas, and issues demonstrate an understanding of a variety of art forms,

96 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 styles, and techniques from the past and present, and their D1.3 use elements of design in art works to communicate sociocultural and historical contexts ideas, messages, and understandings

D3.1 identify and describe some of the ways in which art forms and styles reflect the beliefs and traditions of a variety of communities, times, and places

Catholic Graduate Expectation(s): An Effective Communicator who: ● CGE2c - presents information and ideas clearly and honestly and with sensitivity to others ● CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life A Reflective and Creative Thinker who: ● CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience A Collaborative Contributor who: ● CGE5g- achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others

Evidence of Learning (Assessment and Evaluation Plan): ● Diagnostic Assessment: Whole class discussion and questions during ‘direct instruction’ ● Formative Assessment: Plan/sketch of jeepney ● Summative Assessment: The Jeepney Project Rubric used to evaluate the final product (i.e. jeepney) and artist statement

Teaching/Learning Strategies

FIG 1.1 Jeepney in Legazpi City. Lawrence Ruiz (2016). This is the Philippine jeepney. It is the most common and economical form of transportation in the Philippines. From the remnants of American jeeps in World War II, they were transformed into vehicles that could carry people to their destinations. Many of them, with different colours and designs ply the main roads of major towns and cities all over the country. Each one has a unique design showcasing the Filipino creativity, ingenuity, resilience and aspiration. In the following direct instruction and project, the jeepney will be the “vehicle” of study and the demonstration of learning. Direct Instruction [20 mins] Introduce the project by first showing a PowerPoint presentation of The Jeepney Project. This presentation will discuss

97 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 the historical and contemporary significance of the Philippine jeepney, will illustrate several examples, and will outline the expectations of the culminating task. As they will gather from the presentation, the jeepney is an example of the combination of various of cultural influences to create something new, purposeful, and a creative expression. The presentation can be downloaded here: or from https://passocproject.com/culminating-assignment-the-jeepney-project/ SlideShare here: https://www.slideshare.net/PASSOC/the-jeepney-project. In order to access the notes for each slide, it is recommended that you download the presentation, save it to your computer and then present it. The Jeepney Project [120 mins] Students will create a Philippine jeepney to represent their identity, family’s migration story, contributions to Canadian society, and their vision for the future as citizens or inhabitants of this nation. Through the use of text, symbols, personal photographs, images from other media sources, and visual art materials, students will demonstrate their learning throughout the PASSOC Grade 6 Social Studies modules. Distribute the Jeepney Project Evaluation Rubric (BLM.SS6.5.2) so that students know how they will be evaluated. Refer to “The Jeepney Project” Instructions handout (BLM.SS6.5.1). You may photocopy a class set of these BLMs. Below are the step-by-by instructions of the process:

STEP 1 Plan: Students will create a plan/sketch for their jeepney. Their jeepney must include a representation of the following criteria:

❏ How your family came to be in Canada ❏ If they are migrants or descendants of migrants, the reason for their migration ❏ Their sense of identity (national, ethnoracial, cultural, religious, and/or gender, etc.) ❏ Major contributions of your community to Canadian society and identity. ❏ A role model from your community (ethnocultural, local, etc.) that you admire. Why? ❏ Your future destination and the route you will take to get there (post-secondary plans, future careers, etc.)

Consult: Once their plan is complete, students will show it to you for formative feedback. In a brief consultation, check to see that all the criteria (see above) are addressed. Check to see how effectively each student is communicating each of the criteria through the use of text, symbols, personal photographs, images from other media sources (magazines, the internet, etc). Also, use this consultation as an opportunity to brainstorm materials for construction. Refer to evaluation rubric to clarify expectations.

STEP 2 Begin jeepney construction: Using a 1-litre sized milk or juice carton that has been washed and thoroughly dried, students will cut it according to the pattern provided and will paint it with a base coat of acrylic paint (acrylic is a thicker paint that will adhere well to the wax-coated paper of the carton).

Materials needed: ❏ 1-litre sized milk or juice carton ❏ acrylic paint (assorted colours) ❏ paint brushes ❏ scissors, a sharpened pencil ❏ bristol board or cardboard for additional auto body parts ❏ 4 bottle lids for the wheels ❏ glue guns and glue sticks ❏ markers ❏ masking tape ❏ various mixed media (stickers, personal photographs, images from magazines, coloured foil) Written statement: In ¾ to 1 page, have students provide an “artist statement” that describes how their jeepney reflects the above criteria. There should be an explanation of the symbols and images they have chosen to use to represent their responses.

FIG 1.2 & 1.3: Jeepney Project exemplar STEP 3 Presentation: Using a chosen sharing strategy (gallery walk, small group, show and tell), students will share their creations to the class. Depending on the presentation method you choose to use, give each student some time to orally explain how their jeepney is a representation of where they have come from, where they are now, and where they are going.

Evaluation: Have students submit their completed jeepney along with their written statements for evaluations. Check for evidence of Knowledge and Understanding, Processing Skills, Communication, Application, and Making Connections of major concepts and expectations and provide written feedback on the back of the evaluation rubric (BLM.SS6.5.2). Extension: Students make create a topographic road map where all the jeepneys may be placed. This map may include historical road signs, significant geographical sites, and symbolic destinations. Differentiated Instruction and Accommodations/Special Needs:

Instructional Accommodations Environmental Accommodations Assessment Accommodations - modelling - alternative work space (as required) - extended time limits - frequent breaks - small group instruction - *** reduction in the number of - one-on-one assistance - strategic seating representation criteria - prompts to return student's - extra time for processing attention to task - frequent breaks - repetition and rephrasing of - prompts to return student's information attention - resources with more visual/concrete information (use of online model for reference) - checklist

st Learning Materials Elements of 21 Century Learning ● PowerPoint: The Jeepney Project ● critical thinking ● The Jeepney Project: Instructions (BLM.SS6.5.1) ● communication ● The Jeepney Project: Evaluation Rubric ● creativity and innovation (BLM.SS6.5.2) ● project-based learning ● 1-litre sized milk or juice carton ● arts-based strategies ● acrylic paint (assorted colours) ● paint brushes ● scissors, sharpened pencil ● bristol board or cardboard for additional auto body parts ● 4 bottle lids for the wheels 99 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 ● glue guns and glue sticks ● markers ● masking tape ● various mixed media (stickers, personal photographs, images from magazines, coloured foil) Resources

● The History of the Jeepney, the Philippines’ Mass-Transit Solution http://blog.caranddriver.com/the-history-of-the-jeepney-the-philippines-mass-transit-solution/

● The Jeepney Project, PowerPoint presentation (PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017) ● Reviving the iconic Sarao Jeepney by Mark Pere Madrona, 16 Nov 2011. ● Syed, S. (2013, July 30). End of the Road for Jeepneys in the Philippines? BBC News. Retrieved August 17, 2017 from http://www.bbc.com/news/business-23352851 ● https://en.wikipedia.org/wiki/Jeepney

● The Ontario Curriculum - The Arts, Grades 1-6 Teaching Notes ● Cross-curricular opportunities with The Arts Curriculum (Grade 1-6), Ministry of Education, Ontario. ● For FNMI-identified students, rather than focusing on global migration, they may focus on migration from within Turtle Island. The other criteria with regards to contributions to Canadian society and identity (if they connect with the Canadian nation-state at all), a role model, and their future destination and their route can still be addressed.

You will create a Philippine jeepney to represent your identity, family’s migration story, your community’s contributions to Canadian society, and your vision for your future as a citizen or inhabitant of this nation. Through the use of text, symbols, personal photographs, images from other media sources, and visual art materials, you will demonstrate your learning throughout the PASSOC Grade 6 Social Studies modules. See the “Jeepney Project Evaluation Rubric” (BLM.SS6.5.2) so that you’ll know how you will be evaluated.

Your jeepney must include the following:

¨ How your family came to be in Canada ¨ If you are a migrant or a descendant of migrants, the reason for your/their migration ¨ Your sense of identity (national, ethnoracial, cultural, religious, and/or gender, etc.) ¨ Major contributions of your community to Canadian society and identity ¨ A role model from your community (ethnocultural, local, etc.) that you admire. Why? ¨ Your future destination and the route you will take to get there (post-secondary plans, future careers, etc.) ¨ Written statement: In ¾ to 1 page, provide an “artist statement” that describes how your jeepney reflects the above criteria. There should be an explanation of the symbols and images that you have chosen to use to represent your responses

Bring this sheet and a sketch of your ideas to your consultation so that your teacher can ensure that all criteria are being addressed.

Sketch out your ideas for your jeepney here:

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 101 3. Cut top flat open up to the 1. Rinse and dry a 1L milk carton. 2. Paint exterior with acrylic paint. It crease. Then, cut along the crease 4. Connect the left and right Open up the top. adheres well to the waxy coating. on the left and right sides to half- sides by creasing the halfway way down each side. mark and taping together.

5. The top flap will make the 6. Fold the top flap in half, trim, and 7. Use a Sharpie marker to draw 8. Using the cut pieces as tem- desination sign of the jeepney. use hot glue with teacher supervi- out windows on one side of the plates, trace the windows on other sion to glue folded halves together. jeepney. Carefully cut out. side and then carefully cut out.

9. Draw the back entrance and the 10. Start adding images and 11. To add images inside the 12. Using images, indicate rear windows. Try poking a whole objects, such as old comput- jeepney, use a small piece of bristol your future destination and the through the carton and then cutting. er cables to your jeepney. board or paper folded into an “L”. route you will take to get there. Teacher assistance may be needed. See assignment expectations. Glue to the back of your image and then to the interior to make it stand

13. Also include symbols of 14. Select a role model from 15. You may add personal photos 16. Indicate major contributions your sense of identity (national, your community (ethnocul- that show how you and your of your community to Canadian ethno-racial, cultural, religious, tural, local, etc.) that you family came to be in Canada. society and identity though text gender, etc.) admire. Include a brief bio. and image.

17. Using an old comb, you can 18. For the wheels, you may 19. Inspired by real jeepneys, add 20. Once your jeepney is com- make the jeepney’s grill. Attach use 4 matching bottle lids or more details, such as headlights, plete, write a 3/4 to a page with hot glue with teacher super- wheels from an old toy. Hot license plates, handle bars, a artist statement in response to the vision. Use jewels and stickers to glue with teacher supervision. steering wheel, text, and other expectations of the assignment. further decorate. embellishments. PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 BLM.SS6.5.2 Name: ______

THE JEEPNEY PROJECT: EVALUATION RUBRIC

cATEGORIES Level 4 Level 3 Level 2 Level 1

Knowledge and Understanding of Content (A1.1 and A3.3) explains Explains your sense of explains some explains limited explains thorough considerable identity (national, knowledge and knowledge and knowledge and knowledge and ethnoracial, cultural, understanding of understanding of understanding of understanding of religious, gender, etc.) content content content content and contributions of your community to Canadian society and identity.

Use of Processing Skills (A2.2) gathers and organizes information/materials from a uses processing uses processing uses processing uses processing variety of primary (personal skills with a high skills with skills with some skills with limited photos) and secondary degree of considerable effectiveness effectiveness sources (collaged images) effectiveness effectiveness using various art tools and techniques

Communication communicates for communicates for communicates for (A2.6) different communicates for different audiences different audiences communicates the results of audiences and different audiences and purpose with and purpose with their inquiries, using the purpose with a and purpose with considerable limited format of the jeepney high degree of some effectiveness effectiveness effectiveness effectiveness Application of knowledge (A3.1 & A3.8) describes why/how their applies applies knowledge applies knowledge applies knowledge family came to be in Canada, knowledge with a with considerable with some with limited identifies a role model and high degree of effectiveness effectiveness effectiveness fundamental elements of effectiveness Canadian identity

Making connections (The Arts, D1.1, D1.3 & D3.1) makes uses of the elements of makes connections makes connections connections makes connections design to visually describe between various between various between various between various the ways in which the contexts with contexts with contexts with a contexts with some jeepney expresses of a considerable limited high degree of effectiveness variety of cultural influences, effectiveness effectiveness effectiveness feelings, ideas, and personal identity

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https://www.youtube.com/channel/ UC60fHjENDfeR_7vxIW_Ep-Q/videos

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