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Consider Canada: a Handbook for Teachers

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DOCUMENT RESUME ED 282 782 SO 017 698 AUTHOR Freeman, Stanley L., Jr. TITLE Consider Canada: A Handbook for Teachers. INSTITUTION Maine Univ., Orono. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 81 GRANT ES-3109-78-1272 NOTE 312p.; A publication of the Canadian/Franco-American Studies Project. PUB TYPE Guides - Classroom Use Guides (For Teachers) (052) -- Reference Materials - Bibliographies (131) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Adult Education; Cross Cultural Studios; *Cultural Awareness; Elementary Secondary Education; Field Studies; Foreign Countries; Geographic Regions; Geography; Global Approach; *Humanities; Instructional Materials; Integrated Activities; Interdisciplinary Approach; *Multicultural Education; *North American Culture; *North Americans; Social Studies IDENTIFIERS *Canada ABSTRACT If awareness and understanding of Canada, its people, and its culture are to be achieved, the study of this country must be made an appropriate part of the social studies and humanities curricula. This document provides teachers with resource materials on 13 topics about Canada: (1) topics and themes for Canadian Studies; (2) reasons why U.S. students should be studying Canada; (3) the status of the field of Canadian Studies; (4) suggestions for selling Canadian Studies to school authorities; (5) a philosophy of curriculum; (6) examples of goals and objectives for infusing Canada into existing courses; (7) procedures for evaluating an instructional activity; (8) guidelines for planning a tour to Canada; (9) opportunities for exchanges between schools; (10) plans for an exchange between two schools; (11) entry points for teaching adults about Canada; (12) principles of adult learning; and (13) suggestions for creating a course. Teaching plans outlined in the document include: (1) Outline Maps; (2) Canadian Geography; (3) the Canadian Political System; (4) Canadian Studies; (5) Introduction to the Acadian Experience; (6) Project Canada; and (7) Les Quatre Saisons (The Four Seasons). An extensive bibliography titled 'Teaching Canada" published by the Canadian American Center at the University of Maine at Orono in 1974 has been revised and brought up to date. Appendices are: (1) "Study Opportunities for Teachers"; (2) "Sources and Resources"; and (3) "Excerpts from the Code of Ethics of American Society of Travel Agents." (BZ) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "matii,JnA ,44r3 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." .Y 4(' U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC/ 164hosdocument has been reproduced as received from the person Or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points ot view Of opinions stated int his docu- ment do not necessarily represent official OERI position or policy. CONSIDER CANADA A Handbook for Teachers by Stanley L. Freeman, Jr. A publication of the Canadian/Franco-AmericanStudies Project University of Maine at Orono 1981 Funds for the writing of this Handbookwere provided by the National Endowment for the Humanitiesthrough Grant Number ES-3109-78-1272. 3 CONTENTS, Acknowledgments Preface vii Chapter I Canadian Studies 1 II Planning to Teach About Canada 13 III Teaching Plans 26 IV Field Trips, Tours, and Exchanges 155 V Canadian Studies in Adult Education 179 Bibliography 186 Appendices A. Study Opportunities forTeachers 271 B. Sources and Resources 278 C. ASTA Code of Ethics 300 4 Permissions We wish to thank the authors, publishersand holders of copyright for their permission to revfntthe following: Recette pour prdparer de la soupe A labaillarge, from La Cuisine traditionnelle enAcadie, Editions Iviternationales Alain Stankd, Montreal. Raaul Duguay: Les Saisons reprinted bypermission of the author. ACKNOWLEDGEMENTS Many people have played a part in thedevelopment of this Handbook from the original discussionof the concept through the final typing of themanuscript. Although they are not all identified here, our thanks for theirideas, criticisms, and suggestions are sincerelyextended. To the contributing teachers whosenames appear with their teaching plans weexpress the hope that your fame will be spread by the readers of thiswork so you will be known as leaders in Canadian studies. To Dr. Richard Hunt go thanks for contributions to Chapter Ifrom your experi- ence as leader of the tour of the Maritimes. Assistant Professors Marcella Sc nd Raymond PPlletier have been valuable and stalwartco-wc in bringing this writing and editing project toa succ onclusion. Without their effort end optimism,it :aye been other- wise. Helen King, our typist, is theoLitQr member of the team to whom we are indebted. The following individuals servedas an editorial review board offering constructive criticismsduring the project. The final product is enriched bytheir caring interest al- though the responsibility for itsremaining wtaLnesses rests solely with the author Thank you Perry Amsden, Dean Bennett, Raymond Bussiere, Lawrence Byrnes,Madeleine Giguere, Philip Gonyar, Michael Guignard,UlarilynMavrinac, Wilbain Metcalfe, Nicole Morin-Scribner, Anne Pooler,Robert Richardson, Jonas Rosenthal, Marion Salinger, and AnneWoolfson. The ACSUS members who respondedto our survey are listed in Appendix B in appreciation andwith the expectation that they will be called uponas resource persons by teachers who use this Handbook and need wise counselas they develop their own teaching materials. The Canadian Embassy inWashington and the Boston Con- sulate have heen sources of informationfor the Handbook as they are for teachers. The Boston office of the Provinceof Quebec has also been an importantresource. The best expres- sion of appreciation wecan wish for these representatives of Canada is that there will bea heavy demand from our read- ers for their teaching materials. Victor Konrad, Acting Director ofthe Canadian-American Center at the University of Mainehas contributed not only valuable comments but also allowed usto reprint a portion of his traverse, Lac Mdgantic toTrois Rivieres. We are grateful for his support. We acknowledge the financial supportof ,the National Endowment for the Humanities whichfunded the three-year project of which this Handbookis a part. Their support of the training for teachers andof the core staff made possible the preparation of the manuscript. Finally, we would like to thank ExternalAffairs Canada through the Canadian ConsulateGeneral in Boston, for making the publication of the Handbookpossible. Their generous support is gratefullyacknowledged. PREFACE This Handbook has beenproduced by the Canadian/Franco- American Studies Project (CAN/FRAM) of theUniversity of Maine at Orono for the use of teachers in elementaryand secondary schools and in adult education. Our purpose is to achieve more widespread awareness and understanding of Canada bybring- ing it into the regularcourse of study as an appropriate of social studies and part the humanities ratherthan as a separate elective course for a few students with specialinterest and extra time to pursue electives. Canada is too important America's present and in future to be omitted fromthe education of tomorrow's citizens. CAN/FRAM is a joint project of the College of Artsand Sciences, the College ofEducation, and the Center of the University of Canadian-American Maine. Fifteen school systems from five New Englandstates have enrolled teacher this three-year training teams in and curriculum developmentactivity. Most of the teaching plansin Chapter III have ted from among those been contribu- teachers. The other chapterswere writ- ten by the project directorwith staff assistance. During the preparationof this Handbook of three similar works we became aware about Canada. The Canadian-American Center at SUNY Plattsburghhas published a two-volume lum guide, one for curricu- secondary and one forelementary schools, entitled Canadian Studies - Syllabus and Resource Guide. The Canadian-American Center atWestern Washington published five separate University has units collectively calledStudy Canada containing lesson plans for secondary schools. The Duke Uni- versity Center for CanadianStudies has published texts and teacher guides two mini- called The Year ofThe Maple Leaf for elementary schools and Portrait of Canada for secondary. We recommend theseresources as complementary to our own work. to each other and There are several uniquefeatures in the present We have taken document. a deliberate stand in favorof the instrumental value of studying Canada comparatively as ameans of develop- ing citizenship competencies among Americanstudents. recognized that curriculum We have change is, in part,an exercise in politics and believe thatteachers, as advocates for the curriculum, Canada in can demonstrate to their studentseffective citizenship through applicationof political skills involvement of the community including in curriculum design. In Chap- ter I and II we presentour case. We have much respect forthe learning values of out-of- classroom experiences guided byteachers but requiring active trips, participation by learners. In Chapter IV we urge field tours, and exchanges as asupplement to classroom instruction and as
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