Philippine Arts & Social Studies in the Ontario Curriculum

PASSOC Philippine Arts & Social Studies in the Ontario Curriculum GRADE 8 GEOGRAPHY ACKNOWLEDGEMENTS

Authors Marissa Largo, PASSOC Project Consultant & Coordinator, TCDSB Professor Philip Kelly, Geography, York University Professor Patrick Alcedo, Dance, York University Professor Ethel Tungohan, Politics & 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 Alex Felipe, York Centre for Asian Research

Thanks to the Generous Support of The Toronto Catholic District School Board The York Centre for Asian Research Canadian Heritage Canada 150 Fund York University Canada 150 Fund Social Sciences and Humanities Resesarch Council of Canada Faculty of Liberal Arts and Professional Studies, York University Canada 150 | Unity in Diversity: Fusion of Communities in Canada

Out of our deep respect for Indigenous peoples in Canada, we acknowledge that much of our work takes place upon traditional territories. The territories include the Wendat, the Anishinabek Nation, the Haudenosaunee Confederacy, and the Mississaugas of the New Credit First Nations. We also recognize the contributions and enduring presence of all First Nations, Métis, and Inuit people in Ontario and the rest of Canada. WHAT IS THE ACKNOWLEDGEMENTS PASSOC PROJECT? Delve into the balikbayan experience, hop onto a jeepney, and try your hand at the Tinikling. These aspects of Philippine culture and Filipino diasporic experience are at the heart of the PASSOC Project!

The PASSOC (Philippine Arts and Social Studies in the Ontario Curric- ulum) Project is a collaboration between the Toronto Catholic District School Board (TCDSB) and York University. Based on provincial learning expectations, the curriculum content affirms Filipino experiences and identities, and seeks to ‘mainstream’ the Philippines as a topic of study and discussion in Canadian schools. The PASSOC curriculum packs cover three subject/grade areas: Grade 6 Social Studies, Grade 6-8 Dance, and Grade 8 Geography.

Filipinos are the fourth largest visible minority group in Canada and the Philippines is the number one source of immigrants to Canada today. In spite of Filipinos’ contributions and growing presence, there is little rep- resentation of their cultural, economic, and social contributions to Cana- da in textbooks and official curricula.

The PASSOC Project aims to highlight the experiences, culture, and knowledge that emerge from the Philippines and from Filipinos in the di- aspora. Through inquiry-based, arts-based learning strategies, students of all backgrounds can engage with the learning resources as a way to foster inclusivity and appreciation. At the same time, it offers a cultural- ly-relevant education to Filipino students who so rarely see themselves in mainstream historical narratives and representations.

A major goal of the PASSOC Project is to affirm the lived experiences of Filipinos in school and to promote inclusion and diversity in education. Centering on Filipino experiences and identities, the learning that emerg- es from this will have far-reaching implications for the greater student population through cross-cultural exchange, the building of empathy and the promotion of global citizenship. Sige na! TABLE OF CONTENTS

Module 1, Lesson 1 Pages Why Family Members Migrate: 1 Connecting Canada and the Philippines

Module 1, Lesson 2 8 Does Migration Improve Quality of Life?

Module 1, Lesson 3 17 How do Remittances Affect the GDP?

Module 2, Lesson 1 33 Natural Resources and the Environment: Impacts of Foreign Mining in the Philip- pines

Module 2, Lesson 2 44 Manila 411: Human Resources, Gender and Migration

Module 2, Lesson 3 52 Politics and Society in the Philippines 1 MODULE 1: Migration, Remittances and Development in the Philippines LESSON 1 TITLE: Why Family Members Migrate: Connecting Canada and the Philippines GRADE/SUBJECT: Grade 8 Geography AUTHORS: Philip Kelly, Michelle Aglipay and Patt Olivieri

Activity Overview

This is the first of three lessons that explore the linkages between migration to Canada and quality of life and development in the Philippines. It allows students to think about the connection between a family’s migration and the much larger global processes that such experiences are a part of. In this first lesson, students will watch a documentary by Filipino Canadian filmmaker Alex Humilde entitled Balikbayans (2015, 18:12). They will think about why people migrate and the effects of this process (i.e., emotionally, economically) on the migrants themselves and the family members left back home. While this material specifically explores the Filipino experience, students may make connections to other migration histories.

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

B1. analyse some interrelationships among factors B1.1 analyse some interrelationships among factors that contribute to global inequalities, with a focus on that can contribute to quality of life; inequalities in quality of life, and assess various B1.3 assess the eﬀectiveness of various programs responses to these inequalities; and policies aimed at improving the quality of life in B2. use the geographic inquiry process to investigate various countries; issues related to global development and quality of B2.1 formulate questions to guide investigations into life from a geographic perspective. issues related to global development and quality of life from a geographic perspective.

Catholic Graduate Expectations: A Discerning Believer Formed in the Catholic Faith Community who: CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey; An Eﬀective Communicator who: CGE2a -listens actively and critically to understand and learn in light of gospel values;

2 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 A Reflective and Creative Thinker who: CGE3c -thinks reflectively and creatively to evaluate situations and solve problems; A Self-Directed, Responsible, Lifelong Learner who: CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities; A Collaborative Contributor who: CGE5b -thinks critically about the meaning and purpose of work; A Caring Family Member who: CGE6a -relates to family members in a loving, compassionate and respectful manner; 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):

● Prior Knowledge required: deﬁnition of migration ● discussion ● anecdotal notes ● observations ● exit ticket

Teaching/Learning Strategies

Minds-on [10 minutes] Have students develop a working deﬁnition of migration. Write the following two questions on the board:

1) Why do family members migrate? 2) How does this aﬀect the places they leave behind?

Hand out two post-it notes to each student and have them write a response to the questions. Encourage students to write or draw whatever comes to mind. Responses do not need to be in full sentences. When they have written their answers, have them post them on the board under the corresponding questions. Summarize their ideas.

Action [video 18 mins, 30 minutes] Inform students they will be watching a ﬁlm about three FIlipinos and their experiences in Canada. Play the video https://vimeo.com/148968923 entitled Balikbayans (2015) by Filipino Canadian ﬁlmmaker Alex Humilde. You may take one of two approaches in using the guiding questions:

a) Pause and ask the guiding questions. Allow for students to Think-Pair-Share, give their opinions freely and make connections to other students’ comments. b) Hand out these questions to your students before watching the video so they know what ideas to keep in mind. You may use the handout “Guiding Questions for Balikbayans” (BLM.GEO8.1.1).

Guiding Questions: 1. When Nilo states “Now they respect me more now that I’m from Canada because they can see what I’m doing for the Philippines is improving their means of living,” predict which ways his family’s “means of living” is improved. [1:26] 3 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 2. Ninfa states that she was satisfied with her life in the Philippines, but she was thinking about the future of her children. In what ways do you think she seeks to improve her children’s future? [3:36] 3. Why do you think it takes some balikbayans like Nilo and Ninfa (5 and 7 years respectively) such a long time to go back home? What might they be feeling before they go home? How do you think their families will react to their homecoming? [3:47] 4. When many Filipinos return to the Philippines, they bring pasalubong. If you’ve gone home to visit family, do you have a similar custom of bringing gifts? What is the name for it? What items did you notice Ninfa packed? Is that what you would expect? How do they compare to what you bring back home? [4:14] 5. By looking at the first few images of homes in the Philippines and how the Philippines looks, how does that compare to homes in Canada? Is it what you expected? [5:49] 6. Maita has a husband and a son in the Philippines. How do you think Maita feels being separated from them? How do you think her husband and son feel? [8:20] 7. When Cora says “They don’t think it [Canada] as a country where lower-income bracket people live,” who does she mean by “they”? Why might it be difficult for her if family members in the Philippines think that? [11:49] 8. How do the houses of those who receive remittances differ from those who don’t receive remittances in the Philippines? What does that tell you? [12:37] 9. Why do you think balikbayans are considered “heroes of the nation?” [14:14]

Consolidation [10 mins] Have students complete “Balikbayans Exit Ticket” (BLM.GEO8.1.2) and check for understanding.

Diﬀerentiated Instruction and Accommodations/Special Needs:

● rephrase, repeat instructions ● provision of visual, audio, kinesthetic prompts, etc. ● allow for choice, where applicable, through diﬀerentiating instruction and/or assessment ● provision of tools and/or apps (i.e., Google translate) ● varied instructional strategies (i.e., individual, pair, small/large group) ● ‘Flipped’ classroom; provide link to video/article/website prior to lesson ● scribe ● frequent breaks ● chunk assignments into manageable tasks ● additional time to complete work ● collaborative talk structures prior to written work

*Instructional, assessment and environmental accommodations must reﬂect student’s Individual Education Plan, if applicable.

Learning Materials Elements of 21st Century Learning

● Balikbayans (Alex Humilde, 2015) https:// Collaboration: Students work together, sharing vimeo.com/148968923 enter the responsibility, making substantive decisions, inter- password: toonie! to gain access to the dependently. video ● Post-it notes, 2 per student Knowledge Construction: Students create or adapt ● “Guiding Questions for Balikbayans” and evaluate prior knowledge, inﬂuencing change in a (BLM.GEO8.1.1) new context, across multiple disciplines. ● “Balikbayans Exit Ticket” (BLM.GEO8.1.2) ● projector, computer, and speakers Real‐World Problem Solving & Innovation: Students problem solve, reaching beyond their

Skilled Communication: Students use various forms of communication, providing supporting evidence, communicating with clarity, honesty and sensitivity, reaching out to the greater community to enhance the quality of life.

Self-Regulation: Students work on long-term activities, knowing learning goals and success criteria in advance, with opportunities for self‐direction, revising their work based on feedback.

Use of ICT for Learning: Students have the opportunity to use Information and Communication Technology for knowledge construction, creating ICT artifacts for others to use.

Resources

● For infographics, interactive charts and videos based on Canada’s 2016 Census, including information about immigration and ethnocultural diversity in Canada, see here: http://www12.statcan.gc.ca/census-recensement/census-vis-recensement-eng.cfm ● For a Facilitator’s Guide for Adolescent Literacy, see http://www.edugains.ca/resourcesLiteracy/PLF/Designing/ALG_FacilitatorsGuide.pdf ● The Six Competencies of the neXt Lesson: TCDSB21C Project neXt can be found here: https://www.tcdsb.org/ProgramsServices/SchoolProgramsK12/AcademicICT/21st%20Century%20Le arning%20Conference/TCDSB21C%20-%2021st%20Century%20Learning%20Plan%20Placemat.pdf ● For more information on Alex Humilde, visit his page on IMDb: http://www.imdb.com/name/nm5712928/

Teaching Notes

● For Prior Knowledge, a working definition of migration is required. Please emphasize that not all individuals in Canada are classified as migrants or are descendents of migrants. Acknowledge First Nations, Métis, and Inuit populations and also those who have come to Canada through forced migration (example: descendents of slaves) ● See glossary for definition of balikbayan, caregiver, pasalubong, Mikey Bustos, and remittances. ● Be aware of family separation due to migrant work may have been experienced by students in the class. Be sensitive to this reality and avoid framing migrant work as a “choice” to leave family for work, but as an economic necessity.

Alex Humilde’s 2015 documentary Balikbayans explores the experiences of three Filipinos in Canada who return to the Philippines. During their “return home”, they are met with the VIP treatment as they share material goods and experiences with those they have left behind. Your task is to actively watch Balikbayans, take a few notes, and after viewing respond to the following guiding questions on a separate piece of paper.

Various still images from Alex Humilde’s film Balikbayans (2015).

1. When Nilo states “Now they respect me more now that I’m from Canada because they can see what I’m doing for the Philippines is improving their means of living,” predict which ways his family’s “means of living” is improved. [1:26]

2. Ninfa states that she was satisﬁed with her life in the Philippines, but she was thinking about the future of her children. In what ways do you think she seeks to improve her children’s future? [3:36]

3. Why do you think it takes some balikbayans like Nilo and Ninfa (5 and 7 years respectively) such a long time to go back home? What might they be feeling before they go home? How do you think their families will react to their homecoming? [3:47]

4. When many Filipinos return to the Philippines, they bring pasalubong. If you’ve gone home to visit family, do you have a similar custom of bringing gifts? What is the name for it? What items did you notice Ninfa packed? Is that what you would expect? How do they compare to what you bring back home? [4:14]

5. By looking at the ﬁrst few images of homes in the Philippines and how the Philippines looks, how does that compare to homes in Canada? Is it what you expected? [5:49]

6. Maita has a husband and a son in the Philippines. How do you think Maita feels being separated from them? How do you think her husband and son feel? [8:20]

7. When Cora says “They don’t think it [Canada] as a country where lower-income bracket people live,” who does she mean by “they”? Why might it be diﬃcult for her if family members in the Philippines think that? [11:49]

8. How do the houses of those who receive remittances diﬀer from those who don’t receive remittances in the Philippines? What does that tell you? [12:37]

9. Why do you think balikbayans are considered “heroes of the nation?” [14:14]

Exit Ticket: Interesting – Connections – Questions (ICQ Protocol)

INTERESTING CONNECTIONS QUESTIONS

What did you ﬁnd INTERESTING about the ﬁlm?

What CONNECTIONS do you make with the ﬁlm?

What QUESTIONS do you have about the ﬁlm?

8 MODULE 1: Migration, Remittances and Development in the Philippines LESSON TITLE: Does Migration Improve Quality of Life? GRADE/SUBJECT: Grade 8 Geography AUTHORS: Philip Kelly, Michelle Aglipay and Patt Olivieri

Activity Overview

This is the second of three lessons that explore the linkages between migration to Canada and quality of life and development in the Philippines. It allows students to think about the connection between a family’s migration and the much larger global processes that such experiences are a part of. There are many reasons why a person may migrate (e.g., economic opportunities, reunification with family, forced migration, etc.) and in the first activity, students will listen to a pop/rock song written by Filipina Canadian Casey Mecija and “doodle” to evoke some emotions migrants might feel. This will make possible personal connections for the students, or connections to the film Balikbayans (Alex Humilde, 2015) viewed in the previous lesson. In small groups, students will brainstorm and present the benefits and negative consequences of migrating and how the process affects the communities (and countries) they leave behind.

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

B1. analyse some interrelationships among factors B1.1 analyse some interrelationships among that contribute to global inequalities, with a focus on factors that can contribute to quality of life; inequalities in quality of life, and assess various responses to these inequalities; B1.4 assess the eﬀectiveness of media in improving the quality of life in some countries/regions around B2. use the geographic inquiry process to the world; investigate issues related to global development and quality of life from a geographic perspective. B2.1 formulate questions to guide investigations into issues related to global development and quality of life from a geographic perspective;

B2.5 evaluate evidence and draw conclusions about issues related to global development and quality of life.

A Discerning Believer Formed in the Catholic Faith Community who: CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey; 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 Self-Directed, Responsible, Lifelong 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 Caring Family Member who: CGE6c -values and honours the important role of the family in society; 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):

● discussion ● observations ● brainstormed ideas on chart paper ● (oral) presentation ● tweet

Teaching/Learning Strategies

Minds On [7 mins] As a way to touch upon the emotional dimensions of migration, begin with pop rock video/song “Balikbayan” (2011) by Canadian band Ohbijou (lead singer Casey and her sister Jennifer Mecija are Filipina Canadian members of the band). For background information on Casey Mecija, read her PASSOC Role Model proﬁle found here: https://passocproject.com/casey-mecija/. With knowledge of her background, listen to the audio track while reading the lyrics. It can be found here: https://www.youtube.com/watch?v=hYGdcLzIJqY

Doodling, or sketchnoting, can provoke new ways of thinking. The act of freehand drawing and creating “is essential to expressing spontaneous concepts and emotions” (Heller, 2015). While listening to the song, invite students to doodle using a tool of choice (i.e., pen, pencil, digital, etc.). Encourage students to engage in the activity as an entry point for expressing ideas, connections and/or immediate responses to the text, through

10 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 pictures, words, numbers, etc., keeping in mind there is no ‘correct’ way of doodling. Following the activity, invite students to share in small or large group discussion.

Guiding questions:

❏ Why do you think the singer’s family migrated to Canada? ❏ What are some of the emotions associated with migrating? ❏ What might be felt by those who migrate out and by those who are left behind? ❏ If you are an immigrant to Canada, did this song emotionally connect with you? Why or why not?

Lyrics to “Balikbayan” (2011) are provided as BLM.GEO8.2.1 and are also below for your reference:

Here on these hours, the sun hangs over, the parallel, a spell, we feel the myth, the distance like a metal case.

My family, the limbs of which, spread the body of this land. I’ll pour my blood, on this place to keep you safe, keep you safe.

We’ll send it home, balikbayan. We’ll send it home, balikbayan.

The heavy freight, it carried the weight, of a better life. You separate, your kids get old, the air gets cold, we feel alone.

Our country, this in between the hours hang, we’re still not paid. We’ll fold our clothes, and write our notes—send them home, send them home.

We’ll send it home, balikbayan. We’ll send it home, balikbayan.

Action [25-35 mins] Divide the class into 6 groups. Provide each group with chart paper. Assign 3 groups to brainstorm in pictures, words and/or numbers the beneﬁts of migrating for an individual or a family. The other 3 groups are to brainstorm in pictures, words, and/or numbers the negative consequences of migrating. Encourage students to think of the Alex Humilde’s documentary Balikbayans (2015) viewed in the previous lesson and to think of their own experiences.

Guiding Question: Think about the documentary Balikbayans (2015), or your own family’s experience and ask yourself: when migrants go abroad to work, or to live permanently, how does it impact the quality of life of the people and communities they leave behind?

11 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Have the groups share their ideas orally with the class. For assessment, see “LOOK FORS: Costs and beneﬁts of migration for Quality of Life (QoL) in the Philippines” (BLM.GEO8.2.2).

Consolidation [5 mins] Have each student create a Tweet. In 140 characters or less they are to describe, in the perspective of someone who is migrating, the beneﬁts or negative consequences of doing so, depending on which group they were in. Encourage them to be precise, use emojis and hashtags. Note: if Twitter is unavailable to all students, they may alternatively create their tweet on “The Costs and Beneﬁts of Migration: Twitter Template” (BLM.GEO8.2.3). The completed tweets can then be displayed on a “Twitter Feed Board” in your classroom.

Diﬀerentiated Instruction and Accommodations/Special Needs:

● rephrase, repeat instructions ● provision of visual, audio, kinesthetic prompts, etc. ● provide a variety of tools for doodling (i.e., pencil/pen, digital) ● allow for choice, where applicable, through diﬀerentiating instruction and/or assessment ● provision of tools and/or apps (i.e., Google translate) ● varied instructional strategies (i.e., individual, pair, small/large group) ● ‘Flipped’ classroom; provide link to video/article/website prior to lesson ● scribe ● frequent breaks ● chunk assignments into manageable tasks ● additional time to complete work ● collaborative talk structures prior to written work

*Instructional, assessment and environmental accommodations must reﬂect student’s Individual Education Plan, if applicable.

Learning Materials Elements of 21st Century Learning

● chart paper Collaboration: Students work together, sharing ● markers responsibility, making substantive decisions, ● Twitter on a personal device or computer inter-dependently. ● Internet connection ● Projector and speakers (to screen music video Knowledge Construction: Students create or adapt and listen to song) and evaluate prior knowledge, influencing change in ● “Balikbayan” (2011) by Ohbijou a new context, across multiple disciplines. (BLM.GEO8.2.1) ● “LOOK FORS: Costs and benefits of migration Real‐World Problem Solving & Innovation: for Quality of Life (QoL) in the Philippines” (BLM.GEO8.2.2) Students problem solve, reaching beyond their ● “The Costs and Benefits of Migration: Twitter immediate world, finding innovative solutions, Template” (BLM.GEO8.2.3) consulting with experts in the wider community.

Skilled Communication: Students use various forms of communication, providing supporting evidence, communicating with clarity, honesty and

Self-Regulation: Students work on long-‐term activities, knowing learning goals and success criteria in advance, with opportunities for self-‐direction, revising their work based on feedback.

Use of ICT for Learning: Students have the opportunity to use Information and Communication Technology for knowledge construction, creating ICT artifacts for others to use.

Resources

● The Six Competencies of the neXt Lesson: TCDSB21C Project neXt https://www.tcdsb.org/ProgramsServices/SchoolProgramsK12/AcademicICT/21st%20Century%20Le arning%20Conference/TCDSB21C%20-%2021st%20Century%20Learning%20Plan%20Placemat.pdf ● To learn more about the cognitive benefits of doodling, see Steven Heller’s 2015 article in The Atlantic, found here: https://www.theatlantic.com/entertainment/archive/2015/07/doodling-for-cognitive-benefits/398027 ● For more on indie Canadian pop rock group Ohbijou, please visit http://www.ohbijou.com/ ● To learn more about Filipina Canadian singer/songwriter Casey Mecija, visit her profile on the PASSOC Project website, found here: https://passocproject.com/casey-mecija/

Teaching Notes

● There are often strong emotions associated with migrating, especially when considering the costs. Ensure that students can be provided with support from a CYW, settlement worker, or a guidance counsellor if there is evidence of distress during this lesson.

Doodle, sketch or do a free association with words as you listen to the song, “Balikbayan” by Ohbijou.

Here on these hours, the sun hangs over, the parallel, a spell, we feel the myth, the distance like a metal case.

My family, the limbs of which, spread the body of this land. I’ll pour my blood, on this place to keep you safe, keep you safe.

We’ll send it home, balikbayan. We’ll send it home, balikbayan.

The heavy freight, it carried the weight, of a better life. You separate, your kids get old, the air gets cold, we feel alone.

Our country, this in between the hours hang, we’re still not paid. We’ll fold our clothes, and write our notes—send them home, send them home.

We’ll send it home, balikbayan. We’ll send it home, balikbayan.

Lyrics: Casey Mecija | Music: Ohbijou Label: Last Gang Records

Think about the documentary Balikbayans (2015), or your own family’s experience and ask yourself - when migrants go abroad to work, or to live permanently, how does it impact the quality of life of the people and communities they leave behind?

Beneﬁts for Quality of Life:

❏ Everyday living expenses for family members left behind in the Philippines might be covered by remittances. (QoL indicator: Income) ❏ New houses are constructed using the money sent back – improves housing for those who live there (assuming the houses are occupied). ❏ Remittances sent back often pays for educational expenses, and can assist younger relatives in attending college or university. (QoL Indicators: Education, Literacy) ❏ Remittances also often pay for health care expenses in the Philippines. Good health care is available in the Philippines but it can be expensive and it is not paid for by the government in the way that it is in Canada. (QoL Indicator: Life Expectancy) ❏ Remittances can be used to finance a new business or expand an existing business (as in the case of the pig farm seen in the video) ❏ For some migrants, the experience of living overseas is exciting and interesting ❏ Receiving money or gifts from relatives working or living overseas reminds family members in the Philippines that they are loved and cared for, even from a distance. So it is an emotional benefit, not just a monetary gain. ❏ Migrants who move overseas permanently will often try to bring other family members with them. They especially hope that their children will benefit from employment, education and health opportunities that exist in a country like Canada.

Costs for Quality of Life:

❏ Migration usually involves being separated from loved-ones, so there is an emotional cost for both the migrant and the relatives left behind ❏ Some migrants are poorly treated by their employers or by recruitment agencies when they travel abroad to work ❏ Migrants often find themselves unable to use their education and professional qualifications when they are overseas. They might be trained as accountants, teachers or engineers but find that they are not employed to do these jobs ❏ The money and gifts sent home create an impression that life is so much better somewhere else (e.g. Canada), while the realities and hardships are not communicated. This creates a feeling that life in the Philippines is inadequate. ❏ Migration can increase inequality in the places that migrants come from. While families with a relative abroad will benefit from better education, healthcare and housing, those that do not receive help from a migrant will find life to be even harder. (QoL Indicator: Inequality)

The Costs and Beneﬁts of Migration: Twitter Template

17 MODULE 1: Migration, Remittances and Development in the Philippines LESSON 3 TITLE: How Do Remittances Aﬀect the GDP? GRADE/SUBJECT: Grade 8 Geography AUTHORS: Philip Kelly, Michelle Aglipay and Patt Olivieri

Activity Overview

This is the third of three lessons that explore the linkages between migration to Canada and quality of life and development in the Philippines. It allows students to think about the connection between a family’s migration and the much larger global processes that such experiences are a part of. In this class, students will ‘scale up’ the individual experiences of of migration (discussed in the previous two classes) by considering how the money sent back by migrants (“remittances”) impacts overall quality of life and development in the country of origin. Students will create a line graph to show the amount of remittances Canada, Mexico and the Philippines have received over time, analyzing and predicting the reasons behind this. They will then use a scatter plot to graph the percent of GDP (gross domestic product) from remittances received by a range of countries, along with their GDP per capita. From this exercise they will draw conclusions about which countries rely heavily upon remittances for their development.

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

B1. analyse some interrelationships among factors B1.1 analyse some interrelationships among that contribute to global inequalities, with a focus on factors that can contribute to quality of life; inequalities in quality of life, and assess various responses to these inequalities; B2.2 gather and organize data and information from a variety of sources and using various B2. use the geographic inquiry process to technologies to investigate issues related to global investigate issues related to global development and development and quality of life from a geographic quality of life from a geographic perspective; perspective;

B2.4 interpret and analyse data and information B3. demonstrate an understanding of significant relevant to their investigations, using various tools patterns in and factors affecting economic and spatial technologies; development and quality of life in different regions of the world. B2.6 communicate the results of their inquiries using appropriate vocabulary;

B3.3 demonstrate the ability to analyse and construct scatter graphs, both on paper and using a graphing program, when studying global 18 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 development and/or quality of life.

Catholic Graduate Expectation(s):

Guiding Question: How do we engage and deepen our understanding of local and global Catholic citizenship?

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: CGE2b -reads, understands and uses written materials eﬀectively;

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 Self-Directed, Responsible, Lifelong Learner who: CGE4f -applies eﬀective communication, decision-making, problem-solving, time and resource management skills;

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

A Caring Family Member who: CGE6c -values and honours the important role of the family in society;

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):

● Prior Knowledge: understanding of “remittances” and “Gross Domestic Product” (GDP) is required. See Teacher Notes below for deﬁnitions ● discussion, observations ● “Assessment Look-Fors: Module 1, Lesson 3: Are remittances good for economic development in the country where migrants’ come from?” (BLM.GEO8.3.4).

Teaching/Learning Strategies

FIG. 1.1, 1.2 & 1.3: Western Union Ads

19 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Assessment of Prior Knowledge [10 mins] Use the Powerpoint Presentation “Migration, Remittances and Development in the Philippines: How Do Remittances Affect the GDP?” found here: https://www.slideshare.net/PASSOC/how-do-remittances-affect-gdp Remember to download it and play it from your computer to ensure that you have the full effects and presentations notes. Review the concept of “remittances” based on prior learning from previous two lessons. Using the slide presentation, show students the Western Union Ads. Explain that Western Union is a company that facilitates remittances. Ask: What do these ads tell us about remittances? Have students brainstorm with their elbow partner for 3 minutes and then solicit responses from the class.

Possible responses: FIG. 1.1: Imaginary map shows that the US and Philippines are closely connected through the services provided by a company like Western Union, namely, remittances. Remittances from developed countries (like Canada and the US) to developing countries (like Mexico and the Philippines) improve the overall quality of life of people in these countries, demonstrating how those who have migrated out and remit money back impact those left behind in their countries of origin.

FIG. 1.2 & 1.3: These ads show that remittances are used for health care and education. In Canada, quality health care and education and largely publicly-funded and accessible, while in the Philippines, private funds are required to gain greater access to these services at a higher standard.

These ads also illustrate how there is a whole industry developed around remittances. Remittances are big business: There are approximately 500 000 Filipino immigrants in Canada. Among them, $2 Billion (US) is remitted annually!

Minds On [3 mins] Explain to students that In the previous two lessons, we looked at the costs and benefits of remittances at the individual scale. In other words, we considered how remittances affected the quality of life of the people and communities receiving them. Emphasize to the students the conceptual shift in scale that this lesson brings: first, students learned about impacts of migration on a personal level from the film Balikbayans (2015), but now, in this lesson, we will be ‘scaling up’, or in other words, considering the national impacts of remittances and how they affect the overall quality of life and development in the country of origin.

Action [40 min] 1. Hand out the table of data “Remittances and their Impact on GDP” (BLM.GEO8.3.1) and have the students create a line graph showing the amount of remittances Canada, Mexico and the Philippines received from 2005-2016. See for BLM.GEO8.3.1a for Answer Key. They are to analyse the data by answering the questions on the “Remittances and their Impact on GDP: Analysis of Data ” (BLM.GEO8.3.1b). See BLM.GEO8.3.1c for Answer Key.

2. Next, hand out “Scatter Graph: GDP per capita and % of GDP coming from Remittances” (BLM.GEO8.3.2) and have the students create a scatter plot graphing the GDP per capita and the percent of GDP that comes from remittances. They are to analyse the data by answering the questions on the “Scatter Graph: Analysis of Data” (BLM.GEO8.3.3). BLM.GEO8.3.3a for Answer Key.

Using the tables, graph paper, a ruler, and a pencil, have students determine units for measurement for each graph. Note that the data provided is in units of millions of US dollars. Working in pairs, have students come up with an appropriate labels for the x and y axis and an overall title for each of the graphs. Have students 20 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 plot the data using pencil first. Ensure that student are on the right track; you may want to demonstrate the plotting the first two values. Circulate to ensure that students are correcting organizing the data and once you have determined that students comprehend the graphing technique, they may go over their work with a fine tipped marker and may differentiate values using different colours.

Depending on your students’ experience with graphing, you may choose to devote one class to one type of graph. To further break down the activity, you may choose to assign the analysis of the graphs as homework.

As an alternative and if you have access to a computer lab, you may have your student use a graphing program such as Microsoft Excel to create the line and scatter graphs.

Consolidation [7 min] Have students Think-Pair-Share whether remittances are good for the economic development of the country where the migrant workers come from. See “Assessment Look-Fors: Module 1, Lesson 3: Are remittances good for economic development in the country where migrants’ come from?” (BLM.GEO8.3.4).

Alternative/Extension: Gospel Values Discussion Question There are possible cross-curricular connections of this lesson to Religion or Social Studies. After the exercise, have students reﬂect upon the following questions: As people of faith, what responsibility do those of us in the developed world (ie: Canada) have to those in the developing countries (ie: Mexico and the Philippines)? Why? Remittances are a way to promote social responsibility, human solidarity, and the common good, but are they a sustainable form of development? Why or why not? You may address these questions in journal form, class discussion, or a class debate.

Diﬀerentiated Instruction and Accommodations/Special Needs:

*Instructional, assessment and environmental accommodations must reﬂect student’s Individual Education Plan, if applicable.

st Learning Materials Elements of 21 Century Learning

● Powerpoint Presentation “Migration, Collaboration: Students work together, sharing Remittances and Development in the responsibility, making substantive decisions, Philippines: How Do Remittances Affect the inter-dependently. GDP?” https://www.slideshare.net/PASSOC/how-do- remittances-affect-gdp ● Computer, speaker and digital projector 21 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 ● “Remittances and their Impact on GDP” Knowledge Construction: Students create or adapt (BLM.GEO8.3.1) and evaluate prior knowledge, influencing change in ● “Remittances and their Impact on GDP: a new context, across multiple disciplines. Analysis of Data ” (BLM.GEO8.3.1b). Real‐World Problem Solving & Innovation: ● “Answer Key: Remittances and their Impact Students problem solve, reaching beyond their on GDP: Analysis of Data ” (BLM.GEO8.3.1c) immediate world, finding innovative solutions, ● “Scatter Graph: GDP per capita and % of consulting with experts in the wider community. GDP coming from Remittances” Skilled Communication: Students use various (BLM.GEO8.3.2) forms of communication, providing supporting ● “Answer Key: Scatter Graph: GDP per capita evidence, communicating with clarity, honesty and and % of GDP coming from Remittances” sensitivity, reaching out to the greater community to (BLM.GEO8.3.2a) enhance the quality of life. ● “Scatter Graph: Analysis of Data” Self-Regulation: (BLM.GEO8.3.2) Students work on long-‐term ● “Answer Key: Scatter Graph: Analysis of Data” activities, knowing learning goals and success criteria in advance, with opportunities for (BLM.GEO8.3.2a) self-‐direction, revising their work based on feedback. ● Graph paper, ruler, pencil and pens ● Microsoft Excel (optional) Use of ICT for Learning: Students have the ● “Assessment Look-Fors: Module 1, Lesson 3: opportunity to use Information and Communication Are remittances good for economic Technology for knowledge construction, creating ICT development in the country where migrants’ artifacts for others to use. come from?” (BLM.GEO8.3.4).

Resources

Teaching Notes

The deﬁnition of remittances are the transfer of money sent back to the home country by a migrant who is working in a foreign country.

According to the 2013 Ontario Curriculum, History and Geography (Grades 7-8) the deﬁnition of Gross Domestic Product (GDP) is “the value of all the goods and services produced in a country in one year” (p. 204).

Remittances and their Impact on GDP

Using the data from the table below, on a separate piece of paper, graph the amount of remittances received by Canada, Mexico and the Philippines from 2005-2016.

Migrant remittance inflows 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 (US$ million)

Canada 912 1 086 1 177 1 299 1 195 1 199 1 227 1 255 1 337 1 309 1 323 1 350

Mexico 22 742 26 543 26 880 26 041 22 076 22 080 23 588 23 366 23 433 24 462 26 233 28 542

Philippines 13 733 14 988 15 853 18 064 19 078 20 563 21 922 23 352 25 369 27 273 28 483 29 878

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 BLM.GEO8.3.1a

Answer Key: Remittances and their Impact on GDP

PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum ã 2017 BLM.GEO8.3.1b Remittances and their Impact on GDP Analysis of Data

1. Compare and contrast the income from remittances for each of the three countries.

______

2. Why do Mexico and the Philippines receive more remittances than Canada?

______

3. Describe the trend over time in the amount of remittances received for:

a) Canada

______

b) Mexico

______

c) Philippines

______

4. Based on the current patterns, predict what the flow of remittances for each country will look like in 20 years from now and explain your thinking.

______

1. Compare and contrast the income from remittances for each of the three countries.

Canada receives very little income in the form of remittances, while Mexico and the Philippines receive a lot more. The Philippines has a steady upward trend of remittances received, while Mexico’s varies.

2. Why do Mexico and the Philippines receive more remittances than Canada?

Mexico and the Philippines receive more remittances than Canada because they have more citizens who have travelled abroad to work.

3. Describe the trend over time in the amount of remittances received for:

a) Canada

Canada has a steady/consistent trend of a small amount of remittances received.

b) Mexico

Mexico’s remittances goes down in 20072008 (likely due to the economic recession in the US, causing many migrant workers to lose their job) and then slowing and steadily increases.

c) Philippines

The Philippines has a steady, consistent increase in the amount of remittances received (because it has citizens working all over the world and in increasing numbers).

4. Predict what the flow of remittances for each country will look like in 20 years from now and explain your thinking.

Answers may vary.

Using the data below, on a separate piece of paper, scatter plot the relationship between the GDP per capita, and the personal remittances received as a percentage of the GDP.

Personal GDP per remittances, capita ($US) received (% Country Name 2015 of GDP) 2015

Nepal 744 31.58

Haiti 815 25.17

Jamaica 4 966 16.56

Ghana 1 361 13.27

Philippines 2 878 10.18

Vietnam 2 107 6.83

India 1 613 3.26

Mexico 9 143 2.28

Poland 12 566 1.42

Sweden 50 585 0.68

Italy 30 049 0.52

China 8 069 0.40

Portugal 19 220 0.18

Canada 43 316 0.09

United States 56 207 0.04

1. Define “remittances.”

______

2. What do you notice about the personal remittances received (as a % of the GDP) by countries with a higher GDP per capita? Why do you think this is?

______

3. What do you notice about the personal remittances received (as a % of the GDP) by countries with a lower GDP per capita? Why do you think this is?

______

4. What is the general relationship between a country’s GDP and how much they rely on remittances?

______

1. Define “remittances.”

Remittances are the transfer of money sent back to the home country by the migrant who is working in a foreign country.

2. What do you notice about the personal remittances received (as a % of the GDP) by countries with a higher GDP per capita? Why do you think this is?

Countries with a higher GDP per capita rely less on remittances to increase their GDP and quality of life. (Answers may vary).

3. What do you notice about the personal remittances received (as a % of the GDP) by countries with a lower GDP per capita? Why do you think this is?

Countries with a lower GDP per capita rely more on remittances to increase their GDP and quality of life. (Answers may vary).

4. What is the general relationship between a country’s GDP and how much they rely on remittances?

Generally, the higher the GDP, the less they rely on remittances. The lower the GDP, the more they rely on remittances.

31 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 BLM.GEO8.3.4 Assessment Look-Fors: Module 1 Lesson 3 Are remittances good for economic development in the country where migrants’ come from?

Yes:

❏ They create a source of income for the country as a whole. In the case of the Philippines, almost US$30 billion is added to the national income every year

❏ While economic growth in the Philippines is subject to ups and downs, the remittances sent home come from so many diﬀerent places around the world that they have been consistent and have grown over time

❏ Every dollar sent back creates income for the recipient, but it also feeds through into income for construction workers, restaurants, doctors, teachers etc. (all the people whose services are paid for with the remittances)

❏ The remittances can also be a source of money to set up new businesses (like Noli’s pig farm), which in turn can employ people

❏ Migrants have to pay various fees to the government, and the government collects taxes when remittances get spent. This provides more revenue for the government to provide public services.

❏ Remittances can support and protect families aﬀected by disasters such as typhoons. For example the case of Romelyn Saneo, who was interview by CBC radio in Toronto in 2013: http://www.cbc.ca/news/canada/toronto/gta-woman-s-monthly-support-helped-family-survive-ha iyan-1.2435578

No:

❏ Remember that migrants are often highly qualiﬁed and skilled, and when they leave these skills are not available for the beneﬁt of the home country

❏ Who gets to migrate? It is usually people who have enough money to have completed their education and to have paid for recruitment fees. The poorest people in society don’t migrate, and people from the poorest regions don't migrate. This means that the poorest in society can fall further behind. I.e. Increased inequality

❏ The additional money coming from remittances often gets spent on housing, health care costs and educational tuition fees. The cost of these items therefore gets pushed up. This makes them even more expensive and out of reach for those without a relative who has migrated.

❏ Money spent from remittances may not trickle down to the poorest levels of society.

33 MODULE 2: Quality of Life and Development in the Philippines LESSON 1 TITLE: Natural Resources and the Environment: Impacts of Foreign Mining in the Philippines GRADE/SUBJECT: Grade 8 Geography AUTHORS: Philip Kelly, Michelle Aglipay and Patt Olivieri

Activity Overview

This is the first of three classes in a module that presents some of the distinctive features that shape development and quality of life in the Philippines. In the first class, students will learn about the rich natural resources of the Philippines and the injustices that sometimes result from their exploitation. Students will grapple with transnational inequalities by watching two videos about a Catholic priest in the Philippines who fought to protect the environment and the Mangyan Indigenous peoples on Mindoro from the impacts of a nickel mine proposed by a large foreign mining company. They will think about who benefits and who is disadvantaged by foreign mining and they will create questions from the perspective of different people (residents, politicians, students, farmers) to ask a hypothetical company that is seeking to mine a rural area in the Philippines (or another location).

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

B1. analyse some interrelationships among factors B1.1 analyse some interrelationships among factors that contribute to global inequalities, with a focus on that can contribute to quality of life; inequalities in quality of life, and assess various responses to these inequalities; B2.1 formulate questions to guide investigations into issues related to global development and quality of B2. use the geographic inquiry process to investigate life from a geographic perspective; issues related to global development and quality of B3.8 identify and describe various factors that can life from a geographic perspective; contribute to economic development. B3. demonstrate an understanding of signiﬁcant patterns in and factors aﬀecting economic development and quality of life.

Catholic Graduate Expectation(s):

Guiding Question: How do we live Gospel values through stewardship?

A Discerning Believer Formed in the Catholic Faith Community who:

34 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 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: CGE2a -listens actively and critically to understand and learn in light of gospel values;

A Reﬂective and Creative Thinker who: CGE3d -makes decisions in light of gospel values with an informed moral conscience;

A Self-Directed, Responsible, Lifelong Learner who: CGE4a -demonstrates a conﬁdent and positive sense of self and respect for the dignity and welfare of others;

A Collaborative Contributor who: CGE5b -thinks critically about the meaning and purpose of work;

A Caring Family Member who: CGE6c -values and honours the important role of the family in society;

A Responsible Citizen who: CGE7j -contributes to the common good.

Evidence of Learning (Assessment and Evaluation Plan):

● Prior Knowledge: deﬁnition of natural resources ● discussion ● anecdotal notes ● reading skills/strategies ● observations ● collaborative talk structures ● Philippine Quality of Life Bingo (BLM#): assessment as learning

Teaching/Learning Strategies

Assessment as learning Distribute “Philippines Quality of Life Bingo” (BLM.GEO8.M2.1.2) cards at the beginning of class. After each case study students are asked to identify (i.e., a star, checkmark) emergent themes from the day’s lesson. Ask students to think about an issue(s) being raised as they learn about each case (i.e., Rich Natural Resources, Inequality, Activism, Foreign Ownership, Indigenous Peoples). The goal is for students to recognize and identify all themes as the learning happens. There is also one blank square. Students will be asked to think of any other positive or negative factors that aﬀect development and quality of life in the Philippines that they can add to the empty box.

Minds On [10 mins] Provide a placemat template (or have students draw a placement template on a blank piece of paper) to table groups (or groups of 4 students) and each student should have their own writing tool.

Ask students to imagine they live somewhere with an excellent quality of life. Ask: “How does that reﬂect in the country’s environment and natural resources?” (i.e., fresh produce, limited pollution, diversiﬁed vegetation, accessible drinking water, etc.) Allow a couple minutes for students to record their own answer in their designated space without discussion or debate from other group members. They are to then share their responses with their group members. They are to agree upon the 5 most important factors and write them in the centre of the placemat. Have groups share their ideas with the whole class.

Action [20 mins]: Explain to the students that they will be watching two videos about how people in the Philippines seek to protect their natural resources and their environment from being exploited by foreign mining companies. Screen two videos: 1. A Voice for the Voiceless [2013, 4:25] chronicles the struggle led by Father Edu. The video is available on Youtube: https://www.youtube.com/watch?v=XCQu1WfNSZY

2. 2012 Goldman Environmental Prize Ceremony: acceptance speech Edwin Gariguez [2012, 3:19]. The video is available here: https://www.youtube.com/watch?v=8MvLP-fcoXU

Case Study: Struggling with Nickel Mining in the Philippines As shown in the second video, the Goldman Environmental Prize honors the achievements and leadership of grassroots environmental activists from around the world. The 2012 winner was a Catholic priest from the Philippines, Father Edwin (“Edu”) Gariguez. This case study proﬁles the struggle that he led to protect the environment and the Indigenous peoples on Mindoro from the impacts of a nickel mine proposed by a large foreign mining company.

Hand out “Case Study: Struggling with Nickel Mining in the Philippines” (BLM.GEO8.M2.1.1) for students and ask them to respond to the following guiding questions as they watch the video. Answer Key is provided below and in BLM.GEO8.M2.1.1a

1. What are the natural resources in the video that activists are trying to protect? Rice, fruits, vegetables, ﬁsh, drinking water (rivers)

36 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 2. Who was planning to open the mine? A Norwegian mining company. (Note: Not also that many mining companies in the Philippines are from overseas. Canadian companies are major players in the Philippines mining sector.) 3. Whose quality of life would be improved by the mine and whose would be negatively impacted?The quality of life of those working for the Norwegian mining company would be improved. The Indigenous people of the Philippines living in the area would have their quality of life negatively impacted due to the impact it would have on the environment. 4. What impact would opening the mine have on the environment? The mine would destroy forest land, disrupt the ecosystem and contaminate water. 5. Can you think of another example of where this is happening/happened in the world? Answers may vary. Note: Parallels can be made between other Indigenous Peoples who are trying to protect the land and environment from corporate interests. In Canada in 2017, the Secwepemc Nation petitioned Prime Minister Justin Trudeau to protect the water and land against the Kinder Morgan tar sands Pipeline. In the US in 2017, the Standing Rock Sioux Tribe protested the construction of the Dakota Keystone XL Pipeline because it would contaminate the drinking water and damage sacred Indigenous burial sites. None of these projects have consent of the Indigenous Nations whose lands and territories they negatively impact. 6. How do you think Father Edu lives out Gospel Values or Catholic social teaching? As followers of Christ, we are called to be stewards of creation and to foster the common good. By defending the environment and the rights of the Mangyan people, Father Edu is protecting God’s creation. By helping the Mangyan people, Father Edu is demonstrating compassion and solidarity with some the world’s most marginalized peoples, demonstrating God’s love for the meek.

Extension and Cross-curricular connections As an extension, you may choose to learn more about Father Edwin Gariguez by reading the article found here: http://www.goldmanprize.org/recipient/edwin-gariguez/ Cross-curricular connections may also be made to Social Studies, particularly in connection to Indigenous rights in Canada.

Consolidation [15 mins] Present the following situation to the class: A foreign company (just like in the video) wants to develop and extract the natural resources in a rural community (such as spring water). What questions would you ask the company if you were a resident, a farmer, a politician or a student?

In groups of 3-4 (or it could be the same groups from the Minds-on activity), allow 5 minutes to discuss. All students are to record their own individual questions. Invite each group to present 1-2 questions.

Complete the card, “Philippine Quality of Life Bingo” (BLM.GEO8.M2.1.2), marking a star on the themes covered for today’s lesson such as: Rich Natural Resources, Inequality, Activism, Foreign Ownership, and Indigenous Peoples. Students are to submit this as assessment of learning.

Diﬀerentiated Instruction and Accommodations/Special Needs:

● rephrase, repeat instructions ● provision of visual, audio, kinesthetic prompts, etc. ● allow for choice, where applicable, through diﬀerentiating instruction and/or assessment

37 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 ● Students may read the case study instead of or in addition to viewing the video ● provision of tools and/or apps (i.e., Google translate) ● varied instructional strategies (i.e., individual, pair, small/large group) ● ‘Flipped’ classroom; provide link to video/article/website prior to lesson ● scribe ● frequent breaks ● chunk assignments into manageable tasks ● additional time to complete work ● collaborative talk structures prior to written work

*Instructional, assessment and environmental accommodations must reﬂect student’s Individual Education Plan, if applicable.

Learning Materials Elements of 21st Century Learning

● computer with internet access, speakers, and Collaboration: Students work together, sharing projector responsibility, making substantive decisions, ● paper for the placement exercise inter-dependently. ● “Philippine Quality of Life Bingo” Knowledge Construction: Students create or adapt (BLM.GEO8.M2.1.2) and evaluate prior knowledge, inﬂuencing change in ● A Voice for the Voiceless [2013, 4:25] a new context, across multiple disciplines. https://www.youtube.com/watch?v=XCQu1Wf NSZY Real‐World Problem Solving & Innovation: ● 2012 Goldman Environmental Prize Students problem solve, reaching beyond their Ceremony: acceptance speech Edwin immediate world, ﬁnding innovative solutions, Gariguez [2012, 3:19] consulting with experts in the wider community. https://www.youtube.com/watch?v=8MvLP-fc oXU Skilled Communication: Students use various ● “Case Study: Struggling with Nickel Mining in forms of communication, providing supporting the Philippines” (BLM.GEO8.M2.1.1) evidence, communicating with clarity, honesty and ● “Answer Key: Case Study: Struggling with sensitivity, reaching out to the greater community to Nickel Mining in the Philippines” enhance the quality of life. (BLM.GEO8.M2.1.1a) Self-Regulation: Students work on long-‐term activities, knowing learning goals and success criteria in advance, with opportunities for self-‐direction, revising their work based on feedback.

Use of ICT for Learning: Students have the opportunity to use Information and Communication Technology for knowledge construction, creating ICT artifacts for others to use.

Resources

For a short primer about development in the Philippines and its progress towards the Sustainable Development Goals (which replaced the Millennium Development Goals in 2016): http://www.ph.undp.org/content/philippines/en/home/countryinfo/

Please note the involvement of Canadian mining companies in the Philippines. To learn about the human rights violations in the Philippines and Canadian-owned mining companies involvement in such violations, read this media brieﬁng paper produced by KAIROS: Canadian Ecumenical Justice Initiatives: https://www.kairoscanada.org/wp-content/uploads/2017/03/Media-Packet_Open-for-Justice.pdf

Where possible make connections between the Philippine case study to FNMI struggles with mining companies here in Canada. For example, discuss the struggle between the Tsilhqot’in in British Columbia and mining companies which can lay claim to lands without any recognition of Indigenous rights: https://canadiandimension.com/articles/view/struggles-against-gold-mine-on-indigenous-land

Respond to the following questions as you watch the video:

1. What natural resources can you see in the video/trying to be protected?

2. Who was planning to open the mine?

3. Whose quality of life would be improved by the mine and whose would be negatively impacted?

4. What impact would opening the mine have on the environment?

6. How do you think Father Edu lives out Gospel Values or Catholic social teaching?

1. What natural resources in the video are trying to be protected? Rice, fruits, vegetables, ﬁsh, drinking water (rivers)

2. Who was planning to open the mine? A Norwegian mining company. (Note: Not also that many mining companies in the Philippines are from overseas. Canadian companies are major players in the Philippines mining sector.)

3. Whose quality of life would be improved by the mine and whose would be negatively impacted? The quality of life of those working for the Norwegian mining company would be improved. The Indigenous people of the Philippines living in the area would have their quality of life negatively impacted due to the impact it would have on the environment.

4. What impact would opening the mine have on the environment? The mine would destroy forest land, disrupt the ecosystem and contaminate water.

5. Can you think of another example of where this is happening/happened in the world? Answers may vary. Note: Parallels can be made between other Indigenous Peoples who are trying to protect the land and environment from corporate interests. In Canada in 2017, the Secwepemc Nation petitioned Prime Minister Justin Trudeau to protect the water and land against the Kinder Morgan tar sands Pipeline. In the US in 2017, the Standing Rock Sioux Tribe protested the construction of the Dakota Keystone XL Pipeline because it would contaminate the drinking water and damage sacred Indigenous burial sites. None of these projects have the consent the Indigenous Nations whose lands and territories they negatively impact.

6. How do you think Father Edu lives out Gospel Values or Catholic social teaching? As followers of Christ, we are called to be stewards of creation and to foster the common good. By defending the environment and the rights of the Mangyan people, Father Edu is protecting God’s creation. By helping the Mangyan people, Father Edu is demonstrating compassion and solidarity with some the world’s most marginalized peoples, demonstrating God’s love for the meek.

42 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 Name: ______BLM.GEO8.M2.1.2 Philippines Quality of Life Bingo As you work through the case study, put a star in the box when you see an issue being mentioned. Can you eventually ﬁnd the themes in all of the boxes? In the Free Space, indicate any other positive or negative factors that aﬀect development and quality of life in the Philippines that are not listed.

Gender Equity: In 2016, Rich Natural Resources: Inequality: The richest the Philippines ranked #1 The world’s leading 10% of Filipinos control in the Asia-Paciﬁc region producer of nickel and 70-80% of the country’s for various measures of major deposits of copper wealth, making it one of gender equality. and gold; plus rich farming, Asia’s most unequal forestry and ﬁshery countries. resources.

Overseas Work: Over 2 Poverty: Around 25% of Activism: Citizen activism million Filipinos go abroad the population lives in is widespread, but activist to work every year. poverty. leaders are often under threat.

Corruption: Some Youth: A large and politicians use public youthful population. A money and resources for median age of just 23 in a personal gain or to fund total population of 100 their re-election. million.

Foreign Ownership: Skilled Workforce: 25 % Languages: Over 100 Widespread foreign of adults have languages and dialects, ownership or control of post-secondary education. and many people speak natural resources. more than one. Plus, 4th largest number of English speakers globally.

Indigenous Peoples: Spatial Inequality: Only Poor Public Services: Indigenous groups form 4.5% of households in Public services, such as about 15% of the Manila live in poverty, but education and healthcare, population but are often over 50% in parts of are poorly funded. the poorest and most Mindanao. disadvantaged.

43 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 44 MODULE 2: Quality of Life and Development in the Philippines LESSON 2 TITLE: Manila 411: Human Resources, Gender and Migration GRADE/SUBJECT: Grade 8 Geography AUTHORS: Philip Kelly, Michelle Aglipay and Patt Olivieri

Activity Overview

This is the second of three lessons in a module that presents some of the distinctive features that shape development and quality of life in the Philippines. In this lesson, the speciﬁc focus is on the human resources (that is, people and their education/skills) that shape development in the Philippines. Students will learn about the emergence of call centres as a signiﬁcant source of employment for university-educated individuals in the major cities of the Philippines, the world’s leader in this sector. Students will learn about the transnational connections between the English-speaking workers in the Philippines and the multinational companies that employ them. Students will read an article about the call centre sector in the Philippines and they will identify the advantages and disadvantages of the call centre sector as a sustainable form of development.

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

B1. analyse some interrelationships among factors B1.1 analyse some interrelationships among factors that contribute to global inequalities, with a focus on that can contribute to quality of life; inequalities in quality of life, and assess various responses to these inequalities; B1.2 analyse how various factors have affected the economies of specific developed and developing B2. use the geographic inquiry process to investigate countries around the world; issues related to global development and quality of life from a geographic perspective; B2.1 formulate questions to guide investigations into issues related to global development and quality of B3. demonstrate an understanding of significant life from a geographic perspective; patterns in and factors affecting economic development and quality of life. B1.4 assess the effectiveness of media in improving the quality of life in some countries/regions around the world;

B3.7 explain how the four main economic sectors (i.e., primary, secondary, tertiary, and quaternary) are related to global development.

Guiding Question: How does Catholic stewardship impact global sustainable development?

An Eﬀective Communicator who: CGE2a -listens actively and critically to understand and learn in light of gospel values;

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

A Collaborative Contributor who: CGE5b -thinks critically about the meaning and purpose of work;

A Caring Family Member who: CGE6c -values and honours the important role of the family in society;

A Responsible Citizen who: CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society.

Evidence of Learning (Assessment and Evaluation Plan):

● Prior Knowledge: deﬁnition of migration, sustainability, foreign ownership, call centres ● discussion ● anecdotal notes ● reading skills/strategies ● observations ● writing task ● collaborative talk structures ● “Philippine Quality of Life Bingo” (BLM.GEO8.M2.1.2): assessment as learning

Teaching/Learning Strategies

Introduction [5 mins] Ask students to share their experiences or those of their parents with call centres. Ask: “Have your parents/ guardians ever spoken to someone from a call centre on the other side of the world? What countries were

46 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 they from (Philippines, India?). Have you ever wondered why call centre employees tend to be from these counties and why they are doing this work?”

Case Study: Working in a Call Centre in Manila [7 min video, 25 min] Show the class a short feature story Call center boom in the Philippines [7:06 mins] produced by the German international broadcaster Deutsche Welle (DW), depicting work in a call centre in the Philippines. It is available here: http://www.dw.com/en/call-center-boom-in-the-philippines/av-18854340

In addition, you may also screen the ﬁrst 7 mins of this longer documentary Phoning from the Philippines [2013, 25:15 mins] produced by Al Jazeera available here: http://www.aljazeera.com/programmes/101east/2013/01/2013114112150348699.html

Check for Understanding [5 mins] Return to your introductory question and ask it again. Using evidence from the videos, students will to respond to the question: “Why do call centre employees tend to be from the Philippines and why they are doing this work?” Summarize their responses on the the board.

Action [20 mins] Written by a Toronto-based Filipino Canadian Clement Nocos, Manila 411 is a blog post published by the Asia Paciﬁc Foundation of Canada. The post explores the rapid growth of call centres in the Philippines as a major new source of employment in Manila and other cities. If students have access to a computer lab, tablet, or personal device, have students read the article here: https://www.asiapaciﬁc.ca/blog/manila-411 Alternatively, you may print the blog post and provide students with a hard copy for reading.

Distribute the handout “Manila 411: Advantages and Disadvantages of call centres in the Philippines” (BLM.GEO8.M2.2.1). As students read through the article, have them identify (highlight, underline, notes in the margin) all the advantages and disadvantages of the call centre sector for development in the Philippines. Have students list the advantages and disadvantages of the call centre sector as a form of development in the Philippines in chart form on the handout.

You may choose to read this aloud as a whole class to accommodate students, as needed. Next, students share what they identiﬁed with an elbow-partner. Then, discuss through whole class instruction the positive and negative aspects mentioned in the article.

Consolidation [5 mins] Have student write a ¾ to one page reflection on the following question: Is this a form of development that will be sustainable into the future? Students may consider possibilities such as advances in technology (will artificial intelligence replace call centres? Will call centres go somewhere else?). Encourage students to consider Catholic social values, such as the dignity of work and the common good when composing their reflections. This may be assigned as homework.

Assessment as Learning [3 mins] Have students check oﬀ the applicable boxes on their the card, “Philippine Quality of Life Bingo” (BLM.GEO8.M2.1.2), marking a star on the themes covered for today’s lesson such as: Inequality; Gender Equity; Education; Overseas Work; Youth; Foreign Ownership; Languages. Once completed, students are to submit this as assessment as learning.

47 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 opportunity to use Information and Communication Technology for knowledge construction, creating ICT artifacts for others to use.

Resources

Videos on call Centres in the Philippines: ○ http://www.dw.com/en/call-center-boom-in-the-philippines/av-18854340 ○ http://www.aljazeera.com/programmes/101east/2013/01/2013114112150348699.html ○ https://www.youtube.com/watch?v=VUT09DaePwo ○ https://www.youtube.com/watch?v=OFs-ciEMILY&feature=youtu.be

Manila 411 (Asia Paciﬁc Foundation of Canada, May 2, 2013) article by Clement Nocos found here: https://www.asiapaciﬁc.ca/blog/manila-411

Teaching Notes

Cultivate an understanding of the reasons for English proﬁciency in the Philippines. English, is the national language of the Philippines, next to Pilipino (Tagalog). The reason for this is mainly due to the American colonial presence in the Philippines (from 1898 to 1946) which has had long lasting eﬀects in education, government, and the westernization of aspects of Filipino culture and language.

Written by a Toronto-based Filipino Canadian Clement Nocos, Manila 411 (May 2, 2013) is a blog post published by the Asia Paciﬁc Foundation of Canada. The post explores the rapid growth of call centres in the Philippines as a major new source of employment in Manila and other cities.

Read the post here: https://www.asiapaciﬁc.ca/blog/manila-411 and identify all the advantages and disadvantages of the call centre sector for development in the Philippines and list them in the chart below.

Advantages Disadvantages

● Located in Manila and other cities so ● Only in Manila, not in rural areas of the Filipino workers don’t have to go abroad Philippines (spatial inequality to access these to ﬁnd a job jobs) ● Large numbers of jobs available to young ● Outsourced jobs based on foreign clients workers can easily be taken elsewhere ● Higher than average wages ● Overnight shifts (with health eﬀects) ● Mixture of female and male workers ● Family time / family life impact (gender equity) ● A highly educated workforce (e.g.as a nurse) ● Takes advantage of the Philippines having don’t use their skills in the call centre a large number of English-speakers (deskilling, deprofessionalization) ● Prioritizes use of English language over Indigenous languages ● Can hinder development of Philippines own software/tech sector because highly skilled people are drawn to work in call centres.

51 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 52 MODULE 2: Quality of Life and Development in the Philippines LESSON 3 TITLE: Politics and Society in the Philippines GRADE/SUBJECT: Grade 8 Geography AUTHORS: Philip Kelly, Michelle Aglipay and Patt Olivieri

Activity Overview

This is the third of three lessons in a module that presents some of the distinctive features that shape development and quality of life in the Philippines. The focus of this lesson is the nature of politics in the Philippines. Corruption is often identiﬁed as an impediment to development, but it is countered by the bravery of citizens who engage in activism to demand accountability and justice. From People Power to anti- corruption protests, such activist movements have been a prominent part of Philippine society and history. Likewise, in Canada and in many parts of the world, citizens have gathered together in political or social movements to have their voices heard (e.g., Women’s March, Arab Spring). In the minds-on activity students are asked to explore their own personal level of activism. What would it take for students to actively participate in a protest? In literature circles, students will read articles and watch a video of an anti-corruption protest in the Philippines. They will examine how government corruption aﬀects quality of life and how activism can help to prevent or correct this. Using the Philippines as an example, they will apply this to an exploration of how they might act in order to have their voices heard in troubling situations (e.g. government corruption or otherwise).

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

B1. analyse some interrelationships among factors B1.1 analyse some interrelationships among factors that contribute to global inequalities, with a focus on that can contribute to quality of life; inequalities in quality of life, and assess various responses to these inequalities; B2.1 formulate questions to guide investigations into issues related to global development and quality of B2. use the geographic inquiry process to investigate life from a geographic perspective; issues related to global development and quality of life from a geographic perspective; B3.5 identify various groups and organizations that work to improve quality of life; B3. demonstrate an understanding of signiﬁcant patterns in and factors aﬀecting economic B3.9 describe the spatial distribution of wealth, both development and quality of life. globally and within selected countries/regions.

Guiding Question for Inquiry: How do we enable student voice and agency through Catholic social teaching?

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

A Reﬂective and Creative Thinker who: CGE3c -thinks reﬂectively and creatively to evaluate situations and solve problems;

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

A Collaborative Contributor who: CGE5b -thinks critically about the meaning and purpose of work;

A Caring Family Member who: CGE6c -values and honours the important role of the family in society;

A Responsible Citizen who: CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society.

Evidence of Learning (Assessment and Evaluation Plan):

● Prior Knowledge: deﬁnitions of Activism, Corruption, Poor Services, Democracy, Ignoring Rules ● discussion ● anecdotal notes ● reading skills/strategies ● observations ● writing task ● collaborative talk structures ● Philippine Quality of Life Bingo (BLM.GEO8.M2.1.2): assessment as learning

Teaching/Learning Strategies

Minds-on [5 mins] Present the following scenario to students: The school board has announced that all graduation celebrations

54 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 for Grade 8 have been cancelled this year and the funds will be reassigned, with no explanation. What would you do about this?

Four corners activity [5 mins] Label 4 corners of the room:

1. Do nothing 2. Write a letter, tweet or social media post 3. Join a protest/march that will likely be televised 4. Try to organize and lead fellow students to protest

Have students move towards the corner that represents their opinion and/or action. Have them discuss the reasoning behind their choice with another person in that corner. Following the activity, invite a few students from each corner to explain their thoughts.

Case Study: Protesting Corruption [30 mins in total] Using computers with internet access, have students visit the following links and read the articles about anti-corruption protests in the Philippine capital of Manila in 2013: http://www.cbc.ca/news/world/philippine-anti-corruption-protests-draw-massive-crowds-1.1401957 Similar coverage is also available here (with more pictures): http://www.reuters.com/article/us-philippines-politics-idUSBRE97P01T20130826 Alternatively, you may print and photocopy the CBC article and provide it to students to read.

Videos of the August 26, 2013 protest are widely available. In order to give students a fuller sense of the event and to inform their discussions in the next step, you may watch a video of the protest found here: https://www.youtube.com/watch?v=kKo-xFF6RsU

Literature Circles [20 mins] Literature circles allow for in-depth, student-led discussions based on a piece of writing. Organize your students into “literature circles” that consist of:

● 3-5 students per group (they may either be formed by the teacher or students) ● the students deciding how the article will be read (i.e., independently, aloud by one/all students) ● the teacher serving as facilitator ● assessment through observation ● students deciding how the literature circle experience will be documented ● open discussion and natural conversation

Class Discussion [10 mins] Once the students have completed their literature circles, address the following questions in class:

1. How could the misdirected funds have been used to improve quality of life in the Philippines? What public services could the funds have been used for? ● Money that should be used for services such as education and health is instead used to enrich corrupt politicians or to ﬁnance their favoured projects

2. Who were the protesters? What do you think their motivation was for protesting corruption? ● The protesters were Church leaders, civic groups, health workers, students and entire families. ● Reﬂecting Catholic social values such as solidarity, equality, and democracy, the protesters were likely motivated by the desire to help the impoverished of the country and to foster the common good.

3. What methods and tools did the protesters use in order to get their point across? ● They gathered as a large group of people and used placards, chants, petitions, clothing, marching, and humour to show their discontent with the actions of the government oﬃcials.

4. What do the protesters hope to accomplish through their actions? ● They warn elected oﬃcials that people feel strongly about this issue and could hold them accountable at election time. ● To ensure that the funds in question are directed appropriately in the future

Consolidation [5 mins]: ● Revisit minds-on ● Re-do four corners exercise asking students if they would have joined the protest in Manila. ● Students will carry on with their “Philippine Quality of Life Bingo” (BLM.GEO8.M2.1.2) card. Students will check oﬀ Activism, Corruption, Poor Services, Democracy, Ignoring Rules

Diﬀerentiated Instruction and Accommodations/Special Needs:

*Instructional, assessment and environmental accommodations must reﬂect student’s Individual Education Plan, if applicable.

Learning Materials Elements of 21st Century Learning

Collaboration: Students work together, sharing ● Internet access, computers, a projector, and responsibility, making substantive decisions, speakers inter-dependently. ● Philippine anti-corruption protests draw Knowledge Construction: Students create or adapt massive crowds (CBC, 2013): and evaluate prior knowledge, inﬂuencing change in http://www.cbc.ca/news/world/philippine-anti

56 PASSOC: Philippine Arts & Social Studies in the Ontario Curriculum © 2017 -corruption-protests-draw-massive-crowds-1. a new context, across multiple disciplines. 1401957 Real‐World Problem Solving & Innovation: ● Tens of Thousands of Filipinos protest “pork Students problem solve, reaching beyond their barrel” funds (Reuters, 2013) by Rosmarie immediate world, ﬁnding innovative solutions, Francisco: consulting with experts in the wider community. http://www.reuters.com/article/us-philippines- Skilled Communication: Students use various politics-idUSBRE97P01T20130826 forms of communication, providing supporting ● Thousands protest in Philippines against evidence, communicating with clarity, honesty and corruption (2013): sensitivity, reaching out to the greater community to https://www.youtube.com/watch?v=kKo-xFF6 enhance the quality of life. RsU Self-Regulation: Students work on long-‐term ● “Philippine Quality of Life Bingo” activities, knowing learning goals and success (BLM.GEO8.M2.1.2) criteria in advance, with opportunities for self-‐direction, revising their work based on feedback.

Use of ICT for Learning: Students have the opportunity to use Information and Communication Technology for knowledge construction, creating ICT artifacts for others to use.

Resources

● For an episodic history of Philippines, including popular movements such as EDSA People Power’s Revolution, visit http://www.philippine-history.org/ ● Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Portland, Me: Stenhouse Publishers.

Teaching Notes

By the end of this learning activity, students will have completed their “Philippine Quality of Life Bingo” (BLM.GEO8.M2.1.2) card which was introduced in the Module 2, Lesson 1 found here: https://passocblog.ﬁles.wordpress.com/2017/09/passoc_geography_module2lesson1.pdf

*Instructional, assessment and environmental accommodations must reﬂect student’s Individual Education Plan, if applicable.

Learning Materials Elements of 21st Century Learning

● computer with internet access, speakers, and Collaboration: Students work together, sharing projector responsibility, making substantive decisions, ● “Philippine Quality of Life Bingo” (BLM.GEO8.M2.1.2) inter-dependently. ● Manila 411 article by Clement Nocos ● “Manila 411: Advantages and Disadvantages Knowledge Construction: Students create or adapt of call centres in the Philippines” and evaluate prior knowledge, inﬂuencing change in (BLM.GEO8.M2.2.1) a new context, across multiple disciplines. ● “Answer Key: Manila 411: Advantages and Disadvantages of call centres in the Real‐World Problem Solving & Innovation: Philippines” (BLM.GEO8.M2.2.1a) Students problem solve, reaching beyond their immediate world, ﬁnding innovative solutions, consulting with experts in the wider community.

Self-Regulation: Students work on long-‐term activities, knowing learning goals and success criteria in advance, with opportunities for self-‐direction, revising their work based on feedback.

Use of ICT for Learning: Students have the

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