In Search of Your Immigrant Ancestor! a Resource to Introduce Youth Ages 12 to 14 Years to Genealogy at Home, in School, Or in Youth Groups Created by John H

In Search of Your Immigrant Ancestor! A Resource to Introduce Youth Ages 12 to 14 Years to Genealogy at Home, in School, or in Youth Groups Created by John H. Althouse AGS Genealogy for Youth Project Project Youth for Genealogy AGS Copyright © 2019 Alberta Genealogical Society All rights reserved This publication is the sole property of the Alberta Genealogical Society. It is meant for the use of school classes, youth groups, or individual families who wish to introduce genealogy and / or family history to children and youth. The publication may be downloaded and used exclusively for this purpose. The publication is free. No one shall sell or otherwise collect or receive financial benefit for this resource. Alberta Genealogical Society, #162, 14315 -118 Avenue NW, Edmonton, Alberta T5L 4S6 Canada. Resource Created by John H. Althouse, BA, B Ed, Ed Diploma

BOOKS IN THIS SERIES: AGS Genealogy for Youth Project Series My Family Now and in the Past! A Resource to Introduce Children Ages 6 to 8 years to Genealogy at Home, in School, or in Youth Groups Our Family Home - Here in Alberta and Far Away! A Resource to Introduce Children Ages 9 to 11 Years to Genealogy at Home, in School, or in Youth Groups In Search of Your Immigrant Ancestor! A Resource to Introduce Youth Ages 12 to 14 Years to Genealogy at Home, in School, or in Youth Groups

(additional books in future)

CANADIAN CATALOGUING IN PUBLICATIONS DATA John H. Althouse, 1946 – ISBN 978 - 1 - 55194 - 071 - 7

This publication as a pdf document will be available on the Alberta Genealogy website at http://www.abgenealogy.ca/

The images in this publication are reproduced with the permission of the holders as indicated on “Credits” p.57. AGS Genealogy for Youth Project Immigration Terms A Person Between Two Worlds Ancestor Profile Terms Your Immigrant Ancestor Stepping Stones Stormy Seas: RefugeTales I’m an Asylum Seeker Not All from Europe A Case StudyImmigration in VisitingYour Past Your AncestorsK Who Is an Immigrant Ancestor? Introduction

- i -

- W

24 28 26 25 23 21 13 19 17 10 iii 4 1 6

AGS Genealogy for Youth Project Every PictureTells a Story Is ItFamily orHistory Lore? My Grandmother Ironed... Family Lore; Family History Immigrant: Questa Story The Door to Canada: Pier 21 Credits and Acknowledgements Resources My Ancestral Reflection OrganizingFacts the In Place andIn Time In the Words of My Ancestor Your Immigrant Ancestor’s Journey

- ii -

44 33 29 58 57 53 46 42 40 38 36 35 37

AGS Genealogy for Youth Project (that is ages 12 to 14 years). It begins by introducing theyouth prepared specifically for children within Division 3 in schools life. with this study ortake itupagain at alater, less busy timeof This, we hope, maycause these young people toeither continue on young person an interest in his orfamily her and their past. “a sowing of seeds.” That is, it is an attempt to arouse within the these disciplines. They instead, are, what might be regarded as whole course of genealogy; nor do they cover every aspect of disciplines enjoyed by millions. Our resources do not constitute a wondersthe of “genealogy” and “family history” GenealogicalAlberta Society to introduce children and youth to genealogical based problems. reliability of family records and works to solve his orpersonal her family history. The youth assesses the knows and moves to actively research and discover elements of generates. In this unit, thestudent begins with what heor she student with an opportunity to examine the documents which it discussion of movementthe of this ancestor and provide the to this pivotal ancestor. The unitexamines the terms needed in a

“In Search of Your Immigrant Ancestor!” has been This is one of a seriesof resources developed by the - iii -

two AGS Genealogy for Youth Project to familythe member first recorded on a treaty, andfor those of proceed with this resource, you might find it useful to work back “immigrant ancestors” and present.the While you certainly can problemthe is thegreat gapof time between thearrival of their resource. some in these guidance situations on pages 13 to 16 of this have provided some material thatmay be helpful andprovide discuss relocating here andrecalling events from their past. I have experienced situations thatmake itdifficult for them to unaware of themor chooses to ignore them. can provide difficulties for theinstructor, especially onewho is ancestors” may prove difficult for theyouth, and this in turn when involving themin this unit. these with youththe involved todetermine the best way to proceed in oflieu this unit. In situation,either I suggest that you discuss grounds. When complete, it might serve to supplement or be used genealogical records for those of First Nations and Métis back- will provide additional activities and background in developing recorded in North America. We are preparing a resource that Métis background, you might start with their earliest ancestor For students having First Nations and Métis background, One instance involves recently arrived families who may There are two situations wheredelving into “immigrant

- iv -

AGS Genealogy for Youth Project

teenager when he arrived in teenager when Alberta. he arrived Julia in was the 1904. the eldest of children. John He was a wouldJohn two have bornsisters inMary Alberta, 1898 in and Ksenia, his brothers and Josef Onifry, and sister Magda(lena). alone, giving you one to come here to come North America.may have person That your is family the firstperson who leftfrom aplace away far exactly who is an For Students This unit This on focuses your

“ immigrant ancestor. immigrant - “

immigrant immigrant ancestor 1

came came with Philip his parents and in the Empire in Austrian 1897. He from Canada the village Dzhurynof John was Ukrainian John and came to Audrey is John. He isone my of friend generations of your family. “ “ you may theeven be of one within family, your immediate or recently, be and may someone even arrived has member much more you,her. of others For that family knows little about or him nothing perhapslong so that the familyago family came member here long ago, ancestors. ly, you giving several immigrant ancestor immigrants “immigrant ancestor,” The man man inThe above the picture ’ s

“ ” immigrant immigrant ancestors. ” ” An For For some of you that ” of your of family, an or as a a or partas fami- of “ immigrant ancestor immigrant ” for for future “ immigrant immigrant

” but ” AGS Genealogy for Youth Project NE 25 56 20W4. Here, he again converted NEthe untamed land he again 56 converted Here, 20W4. 25 enough; secured John his own a few homestead miles away at very little leisure time. of aspen stands forest. Work was his constant lot. He had the virgin withfrom landscapecovered Parkland large often andat neighbours times his father to cut a productive farm teens that of today.different from First, he worked helping latetoo to putcrop John a that in for year. Edna. securedahomestead in his father late Here, 1897, settling near a settlement north Lamont Starof known as productive farms. eventually,see land be that intocould did made they the bleakthrough landscape theShield.of Canadian However, gone Johnthrough have there toEdmonton by train. only can imagine what One must on Labrador February 21, His family travel 1897. from would inat arrived Canada the portthe ship Halifax aboard S.S.of what known.from he had oldwhenwas 17 years the family He From Edmonton,From the familyto traveled the northeast, Once his father

2 ’ s farm was operating,was old John and ’ -

s mind heands mind as his family travelled

a a new that he land known to and traveled that he hadhome when the only he left much olderthan you customs very customs different had discover ways and and that he would knewlittle about, very ’ s life was very John was notJohn AGS Genealogy for Youth Project our our this vital family and exploremember how canwe come to know who their not John fortunate as as and ancestors the world in live. now wewhich Many people are bridge between worlds,two our of the traditional home that of book later in this unit.) we willcloser look take a at some it(As descendants! unique,is rather What marvelous gift his for ancestor all the word that their given a copy book containing theof reunion, was member each family hold a reunion there. At the homestead, his descendants would anniversaryhundredth John of the family entries back stretched decades into theher grandfather. Some of Audrey wouldthe words of type out father tongue. later, Years his son Stephenwould translate his way. experiences wrotea journal John in his down native in his day of but allof also ways, was typicalJohn not theonly of participate during activities area his lifetime. many in In many an took ofinterest his affairs incommunity the and would neighbor and wouldwitha family their of own. have her He a Into younga farm. He also married lady Anna,named a “ immigrant immigrant ancestor However, John many However, was different John from inleast one at An ’ s words into English and a generation later my friend ” “ John had left had for John them. ’ “ immigrant immigrant ancestor s past. On the one immigrant immigrant ancestor -

3 “ ” - immigrant immigrant

’ and and experience his/her better. s descendants as they not do know “ immigrant immigrant ancestors. ” ” ’ is important as he or she he orshe is a is important as s

is. This unit, we is. examine unit, will This

“ immigrant immigrant ancestors ”

” AGS Genealogy for Youth Project untilnow. actual story far back your as family from inpast as you can the them trace places, pieces important and other of your especiallyancestors here in may knowdates, North You America. names, “ancestors” learned as this learned this studyas progressed. [ Complete column,will list students about facts their family those intheir families the past. right The labelled they seek out some of those answers in this unit. The center column is they really that they questions know, have that and need that answers, gather students under this of activity.advance how much not orlittle It does matter information your querystudents have grandparents aboutthis their parents in or that they about their familynow the past. in know might decide You to left your completestudents Have a K KnowledgeK Activity a [Using To Discover Instructor: the Extendand Your

- hand hand column is labelled The members of of your members The the family past from are called your “ K W

”. Here, students willstudents what list they Here, would to like know about . Perhaps, you deal about already a your good know “

K ”. ”.

What is important is how that What is they littleimportant realize - “

K 4 ”. ”. -

- In this column,In the studentsask tolist all W W - - hand column is labelled L Chart on the nextpage. The “family history” -

W “ L ” -

near the end this near of unit.]the end L Chart] L

’ s history s history that they

“

L ”. ”.

L that that is the In this

AGS Genealogy for Youth Project Student Activity: K unit. columns now. K Fill the in

= now. what you know

K K - W L

- L Chart = what you = what

- below on W W

’ - ve ve learned. Do this column complete you when this

L Chart: InstructionsL Chart: = would what you like Do these two to know. -

5 - W

“ancestors”

and and “family” “family”

L as indicated.

AGS Genealogy for Youth Project group with to class a guest invited by teacher.] the played inthe community. could an This as individual be projectdone a or as community and to the role question them on that they their ancestors have family member, couldtheir students these an interview elder from [Alternate allactivity:as may students not immediate accesshave toa their ownmay draft the list orselectthem from questions created.] an elder of the familymember about your family interviewing. Make that questions you a listwould atleast of ten like to ask strong of that questions you would the personask like who to you are an For interviewbe truly to successful,it is necessary to a begin listwith elder from members ourfamily of discussion and through interviews. inancestors the past. However, possible it times these is to find out about “ Unfortunately,we not can go backand experience lifetime in of our the To PostReading Activity Instructor: the -

6 -

person or group young people.of After ask Margaret Laurence aloud to your young coat. back yard and on puts outto ingoes a shed her grandmother at home.has All this changes when she asunable she always Christmas to spend grandmother askingpowerfulquestions_mt.html www.learnalberta.ca/content/ssmt/html/ Questions an as extension to might this do [You activity line within or later they as are stated. place they where may be easily viewed on as questions these the board or other grandparents abouttheir lives? Record them, what they questions might their ask ” Sal has to spend Christmas at Sal at tospend her has Christmas Read Read ” from Albertafrom Learning at ’ The Olden The Days Coat s home. Sal is that sad she is ’ s life inpast. the [Students

“ Asking Powerful “ the olden days

” by by

http:// ’ s AGS Genealogy for Youth Project 5. 4. 3. 2. 1. Procedure our family history. They are our that resources we often too forget to take into accountdoing when youth. peopleThese ourfamily senior of and members are other children, as memoriesof theirchildhood often have they and do While you can

You should alsoshould You prepare a brief biography theof person you for interview.you them.] provided to list [Page is a Create list that questions you use of to couldguide an was most interestingwas most and what surprising.was most Share with what inthe class you discovered your that interview interviewed. Record the answers that you get from the family member you advance. your that prepared questions you family have using in these Interview of a senior your of member family about the history person to use sharing whenyour interview your withclass. are interviewing includes how you are related that to that

’

t go back in time and actually meet our grandparents

7 -

some ways some life inpast when the our Olden Days Coat have You just heard the story Activity Interview Student ways it same. was much the different from ours and in other grandparents were young was very

“living resources”

. that inIt shows

The The

AGS Genealogy for Youth Project 8. 7. 6. 5. 4. 3. 2. 1. or her life and life your in familyin the past the in interview. Below list the questions that you would ask anancestor about his

______Interview Questions -

8 -

AGS Genealogy for Youth Project

surprising.]most interview interestingthat waswhat most was and it include should what in you discovered your are with your that living family treasure. ideas [Two learned about your family Students:

9 -

Below what of a write summary you

’ s past in your interview AGS Genealogy for Youth Project 4. 3. 2. 1.

on the following page. After discussing a group,as these complete students worksheet have the wellports through which the andarrived? as they departed Where can you learn more about ocean travel on this and other ships as tofind research out what is about significantthis ship? Agnes particular travelled on the a ship might you forsearch missing these details? important story of theirimmigration details appearbe Where missing? to Where given above? you do think woulddetails these appear? What As agroup of AgnesWhat details discuss: Students: Assessing Information Needs ActivityAssessing Students:

- the Empress. Prices varied according the Empress.varied to theclass Prices travelledPassengers inclasses on one three of the aboard brothers Empress Ireland.of with to Canada her parents, and two sisters, is AgnesThis Anderson. Desideria She travelled then across traveled her newCanada? homeland, she traveledoceanmind as a vast across and Western What wentCanada. Agnes through westward by and eventuallytrain in settled on there, May they 1910.13, travelled From on the ship. in family The City arrived Quebec the voyage. Agnes on played the large staircase years old. Agnes half and for under travelled in age you of whichA travelled. 12 child years

10 -

“ Empress Ireland. of ’ ’ s family s mother was sick s mother during much of

’ s immigration story are - fare. Agnes was five was five fare. Agnes

” Do some Do some

’ s

AGS Genealogy for Youth Project 3. 2. 1. 5. 4. 2. 1. 5. 4. 3. 2. 1.

and lived her life. locate this extra information on Agnesshe as grew, matured, Listfive records documentsor whichcould provide or help you about Agnes Below, list five pieces information of that you would needto know

’ s life after shecame Canada.to know in order to locate know this information? locate in to order life she arrived after What in Canada? would you need to Where might you look about to her information find more Agnes remained and lived the rest of her live in Canada. Locating Additional Information on the Life

11 -

of a Family Member

AGS Genealogy for Youth Project ships Immigration Records: ships Census Records: for the places America family where lived. North in your keptstates records, these Church Records. Vital Records: Marriage, Birth, and Death Records, and in earlier before times use. history. Here are some theof common ones researchingthose family history need You documents that provide evidence theof eventsneeded a for family We The Documents Research in Our Use North of family outside America. “ It the name youris not of until you have family placefrom. This is called the family Seethe precise if the place you find can where name of that ancestor came North America. family family is This member your Go back at the very of until first your member you family inarrive to arrive family lineback, one a time. generation doing at Follow time;one line at that is,a either follow your mother andfather.your mother Work one generation at a time in direct find out your line.about you After, Work back documents tofollowUse in time. that ancestor. Start yourself. with DoIt How Genealogists Land Land Records, Military Sources, Newspapers,Records, Home and Others. filled out. or vice Canada versa Records, Crossing Border although these were not always Passports. Naturalization Records. your the If USA family from crossed to place origin of

’ lists showing a departure port from Europein continent]. another [or

” that be you willto anyintoabledo that meaningfulyour research

’ lists showing arrival at a port inNorth America, -

12 ’ s place origin.of -

’ s

“ ’ s immigrant immigrant ancestor “ immigrant ancestor.

’ s oryour father ” and their and their ”

’ ’ s s AGS Genealogy for Youth Project second mosque was second mosque Al Mosque built Kareem Lacin La Biche. Mosque in was Canada Edmonton People inthe Middle roots Al with East also settled Alberta. inRashid this appeared. ad and the Japanese communities atthe began coast shortly to arrive after advertised for had workers in Japan Japan 1908 in and workers from beet mines fields and incoal sugar beet The Southern companyAlberta. Japanese some people They first came found work to Alberta. in sugar While preferred people heritage Japanese to of settle thecoast, along Campsie. at Amber Valley, (now Wildwood), Junkins Keystone and (now Breton) Oklahoma of instate communities the USA. them Many formed of here in the Afro American1911,arrived Alberta from settlers about 1 000 there wereAmerican 37 settlers and Alberta. Afro in Between 1908 arrive in Albertaunclear, is wasit 1870.before On the 1901 Census, theAlthough of first date personthe exact with African ancestry to in settlementsother including and MedicineLethbridge Hat. approximately Edmonton,and inothers 140 settled 400 Twentieth over Chinese settled Century, in addition, Calgary. In Chinese ancestry in arrived Edmonton. theof the firstdecade In Canada ourfirstTrans of railway in person In 1883. of the first 1892, first Chinese The immigrants came to Alberta as workers on the building its history.throughout non of was never totally People other than this. destinations Europe from and War II, the Canadian experience experienced inimmigration as Alberta Europe. common the most this was case priorWhile World of to the end in the which this point,To beenlargely the experiencenoted immigration has of one To Instructor the

- European backgrounds European came to ourbackgrounds province continually almost

“ immigrant ancestors immigrant

13 -

’ s first s first mosque built Canada 1938;in ” travelled here from various various travelled placeshere from in

found a livelihood found a livelihood

’ s AGS Genealogy for Youth Project one of these later waves newof one these later of people,waves newpossibilities. Many may be whoin your of of immigrants arrived descendants students East. newercome to have These many for arrivals reasons.Canada and East Asia, Latin America, the Caribbean, Africa, and Middlethe world. welcomed In have we peopleCanada, South of allcorners from immigration. These have waves originated in every corneralmost theof SinceCanada. beennumber of waves then, there have major of a displaced bywar prevalentgroup werethe people theof coming to shortly WorldWarII. after First, Europepeople from were who greatest increaseofThe outside Europe from in the immigration began once muchand lessaccepting understanding culturalof differences. minorities. It was even so more groups those that for might be as described encountered during prejudice overt and early discrimination these years. Europe places came from Europe of who and those outside frequently was limited. allImmigrants places from from both those groups, in our province from areas Immigration other than Europe been has a throughout reality Sibbald. wouldSimilar settlementsnear later Trochu, develop Rumsey, and income. these first wereLake and of The Fort Macleod. near Pine wherea few rural farmingJewish communities was theirsource of major cemeteries were soon inestablished centers.these there were However, thepeople these of province.and in settled the settlements Synagogues were recorded to be in the factor aJewrecord of Albertainprospector was to a a reference gold noted the Middle a long have East.too earliest history inThey Alberta. The population Jewish The trace Albertacan of their ancestry back also to

” ’ As asociety a and worldas wereour weearlier in history, s history. early years, However, suchduring immigration ’ s journal inabout Russia 150 from Jews In 1869. 1882, “ working building the railway. working building the -

14 -

” The majorityThe of

“ visible

AGS Genealogy for Youth Project employ circumstances. these this time under are, There however, a number ways might of students these whichin the family unit. They should only be asked to share their story of immigration and culture. cases, In they be such not should obligated to take part this in necessary into when a new attempting to first and integrate society personal trauma. They may simply not to stand out wish than more losssense of memories, when home, and recallingformer their even heretheir families for wellas who behind, those remained as unpleasant open The for this them distress. wounds and reasons cause may be fear More recent may not willing arrivals discussionbe so. do This to may so. history of his family, but only if he or she wants to and is able to do be should encouraged tobecome inworkinvolved on the the immigration are some There cautions that mentionI must student here. Yes, the beyond Europe and a muchperspectiveincorporate wider inclusivity. and of indeed a special distinctionwhich study claim.canSo,very few the in an students withThose together who arrived their entirewill family become

“ “

immigrants ancestors immigrants immigrant immigrant ancestor

4. 3. 2. 1.

’ s past if they wish todo so. They may They may use the time extra for English language education They may study the history and theirculture new of They may study and learncommunity which about the in they They can begin to a family keep theirhistory of new life and now live. and and practice. homeland. experiences Canada. in

”

- intheir descendants for is This the future. ”

15 and and -

“ family family history,

” it is necessary it to look

AGS Genealogy for Youth Project Cugnet, Books, 2008. Toronto: Tundra Day The I Became a a CitizenshipCanadian Scrapbook Hughes, Toronto: Owlkid Books, 2016. Making HomeShaped Country Canada How This Immigrants in Canada: resources These may recently who be with have arrived useful students ancestor perhaps a better and appreciation theunderstanding of fully more movementsmassive these of peopleunderstand well as but as recent more and immigration the basicof waves needed to information that will allowyou to provide your withstudents into greater insight the severalWe have and resources a number accompanyingof activities comfortable with this. resource or a focus discussion, in checksee that he orshe to is uponfamily even of a his immediate the studentmember to or act as placed where situations in this accentuated.might be wish tocall you If many ways unlike his or her fellowandmay tobenot wish students when student canThe is keenly it bebeingaware of not verified. in In cases, these you will acceptingeven need more to be oral of history documentation. These students may have accessnot to documentation. which be you need history will aware.is to often built Family on sound who those wish For tocontinue of matters this unit, in there are also etc. withdiscussions someone who lifecannavigate herebetter, help them transition their new into homeland, e.g. education,lifeextra language in might provide anyYou activitymay better or focus that assist them

” and and the world heorshe experienced.

16 -

by BannatyneJo “ immigrant immigrant

by Susan - AGS Genealogy for Youth Project 4. 3. 2. 1. Procedure Discussion It seriousis a story discussion.that demands who is forced to leave one place a and lifemake innewplace. a strange story,many the story of her story provide clues to either.these book provides, The through her Neither the art the textto used tell or place, nor whatshe is a of member. groups from, why that come here from has she the book, nor dowe discover where she is Strangely, not do inwe find out her name seeker, butnot my that is name. introducing herself, story is This told by a girlwho notes in Introduction for Instructor the Swan Out

Also, have students develop meanings ofthe terms introduction above,readthis book with toor the group. After reading the book by yourself and studying the immigrant experience a in work of art, poetry, or prose. Extension: Have your students attempt to capture the having them share theirconclusions. When they are done, go over the responses withstudents theto questions theon worksheet the on next page. Either as groups individuallyor have your students respond termstwo relate eachto other. “ by Angela May George and Owen

immigrant ” and “ I ’ m called an asylum “ - asylum seeker

“ 17 asylum asylum seekers.

” ” ”

” anddetermine how these

It is the story of any It is personthe story of

AGS Genealogy for Youth Project 7. 6. 5. 4. 3. 2. 1. Questions in classmates a guided discussion. be asked to share them with your time to develop meaningful will you answers, instructor outlined. When had has you have and answer in that your the manner you overread should carefully, about, think teacher. that questions Belowof series is a May George and Swan your Owen with have You just read thebook

experiencedthem] would have felt about them? How do you think thestoryteller [or you if you had How do you, herenow, and feel about their experiences? an Based theon book, what are the common experiences of different from other immigrants? like other immigrants? What is an selectedas the title? What does it mean here? bookA experiences? What does this book tell you generally about allimmigrant comethey to Canada in particular? Why do these people leave their Canadato as asylumseekers? Canada. Can you provide examples groupof a that came Many “ asylumseeker “ ’ asylum seekers s title has meaning. Whydo think you

“

asylum seeker -

” 18 as indicated in the story and art? Out - ”

have over many decades come to

by Angela by Angela

”? How is an

“ homeland

“ asylum seeker ”? Why have “ Out

” was

”

AGS Genealogy for Youth Project include statements by a young person who made this journey. major waves of more recent immigration. These accounts Note that this book provides accounts and backgroundon five that time line that fitthe reasons they suggested. with your students.Have the students drawexamples from develop a list of these reasons. Examine the first time line home for generations. Brainstorm with your students to People reasonshave forleaving a place that they have called Procedure continuation the 1999.the yearsof initial time 1939 line covering to was a part one these journeys.of of book concludesThe providing a by chapters These are presented largely the words of a inyoung person who occurred and between the present still[with1939 some happening]. recentexamples more of around theworldhave from migrations that the majority of The book presents several earlier these migrations. students may have ancestors who were part of your of 1670 some and Perhaps, 1914. elsewhere a for variety between reasons of chose to abandon their homeland and settle time line groupsof number who showing a bookimmigrants. The providing begins a by groups peoplemajor of who came here as book providesThis an to introductionsome Background assignments on the experts on their chapter.Have them complete the student one of the chapters from thebook.Each group will become Organize your students into five groups andassign eachgroup

“ Worksheet -

19 -

” appearing theon next page.

AGS Genealogy for Youth Project 3. 2. 1. Areasfor Possible Group Discussion to your class. below.]You will the report details of it topics you might discuss is provided section of the book. [A guide for some people who migrated in your assigned you find outabout the migration andthe carefully. Discuss within your group what your assigned section. Read your section reporters of the journey presented in group chapters from groupYour has been assigned one of the Assignment

readin your assignedchapter? the journey in general? How did youfeel about what you person featuredin thechapter andthe people who made quotedin the article.What does it tell you about this been assigned about what happened to the young person There a is section atthe end of the section that you have and what impressedyou most? himself? In his or account, her what surprised you most journey and the young person providing the details her/ tell youabout the migration,the people who made this chapter [a person about your age]. What do their words Examine the words the of young person quotedin the migration presentedin your chapter? What is the basic backgroundabout the example of ’ s task is to become expert

“ Stormy Seas -

20 -

”. Your

AGS Genealogy for Youth Project This book This Background artist who artist created the book images? students. Then, them, ask contained in it. Why? who wrote the beautifulthis book and the personmade artworks who Ask students, character they have read about in this unit. another or of within their immigrant ancestor immigrant the history of mentioned in exist the story? student where indicate stages Have these here might suggest that there isanother stage suchof ajourneynot mentioned they order occur. [Answer: Home, Decision, Journey, and You Arrival. to begest whatinto story seems and sectionsdivided list the them in the the students, Have in story groups, closely. them sug- the examine Have it story as is written the book in that is not common in books? most the text of where story this took place? What do they notice about the a paragraph you so check indicationstheir understanding. infor Are there Next, them summarize the storyHave read to them. thestory or within whereof this story place?took they on the story are reflecting they inAre tell. there indications the art theytheir thoughts as pieces consider of the individual art and again when story they tell inconsidered together when them to share order. Ask each story tells. all considered individually,been After have what ask the artworks without speculate students revealing and the texthave what that you not tell whatstudents it is initiallyabout and youthat beginwith use this To book, I would suggest this significant? Why or whynot? languages this book is provided in two interesting artworks. text The for inhomeland simple and language Syrian their migration from the recentexamine Badr Margriet art by Ruurs and Nizar Ali “ Adaptingnew to a home. - SteppingStones

English and and Arabic.English Is “ What What would the you experience the expect of personis

” If time If allows,the books introduction read to your -

by 21 “ What What was surprising and writer the about the ”] -

Why thinkstudents do a place is not

”

AGS Genealogy for Youth Project experience. think best illustrates each of these sections of the notis mentioned in thestory? Find a photo quoteor that you explain what suggestedyour choices. Why do you think a place divided into and list them the in order they occur. Be able to type of story is this? List what sections the story seems to be willYou be placed groups in to examine the storyclosely. What Post Reading Activity written inthe book that notis common in most books? story occurs? What do theynotice about the story as it is of it. Again, do the words tell the precise place where the concludes, you will beto asked provide a brief summary of part Your instructor will now read the story with you. When he/she Reading Activity Do the artworks tell the precise place where the story occurs? together in order.You will be calledupon to share your ideas. few minutes to consider story these artworks tell when linked the pieces of book art, take a After you have consideredall you to share what you find. shown. Your instructor will ask see taking place as each is at atime. Reflect on what you the picture book in order one you the images that appear in teacherYour is going to show Pre - Reading Activity ” Be able explain to whyyou chose to it others.

“ immigrant

AGS Genealogy for Youth Project your family. sources Name other which you provide important feel about details might important reliable to that your have genealogyto sources prove is correct. that tell ourfamily are calledmembers us of details How did you this likelearnname of person? Items the this written or oral this important family member. known infurthest back your family not does need your to be immigrant ancestor, simply the family member the name discover of your earliest known ancestor in [Note Canada. this possible,If the name your discover of Research Activity page 25 enteringmuch as of the information indicated asthey can find. next them individually page. Have work on them with termsrelated ancestors to the listimmigrants that appearof on the withdiscuss them the concepts in Introduce the concept of

“ immigrant immigrant ancestor -

“immigrant ancestor”“immigrant knownin our North are as America person people)incases (or some who arrived long very ago; first others recently. The point else at some the past.in came Some “ For Instructor the of his his / of her arrival. longtoo orperhapsago no wererecords kept will that ancestor not arrived possiblebe as ancestor.that immigrant In cases, other that last two hundred years, it is possible name to recentFor especially arrivals over those the All Canadians came somewhere came All here from Canadians -

“ ’ s history s history in CreateCanada.] a profile of Research ActivityResearch “immigrant ancestor” “ My Immigrant Ancestor Profile Ancestor My Immigrant ” to to your students. As agroup ” ”

“sources” below. Then, below. provide .

. not, If . It It is

”

on AGS Genealogy for Youth Project family. father If possible, find these pieces of information for either your listed. person each on information piecesof other of a number with ship along particular a people on Passenger list arrived here. Date ofarrival ocean. the across trip their ending landed family the Port arrival of departure, of port the left on were they which on plane) (or Date ofdeparture here. trip their for a plane) recently more ship (or Port of departure America). North here to came they timebefore periodof a long for (often lived of origin Place studying the immigration of your family. These are important terms that you may see or hear when ’ s [

“paternal”

= is a list that shows the names of the the of names the shows that a list = is = is the place where your ancestors had ancestors where your placethe = is = is the place in North America where America North in placethe = is = is the exact date on which they whichthey date on exact the = is = is the place where they boarded a boarded they where place the = is = the exact date on which the ship ship the which date on exact = the ] family or mother -

24 24

’ s [ “maternal” “maternal”

]

AGS Genealogy for Youth Project of death. death. of marriage,placeof date marriage, the place the death, of and of the date that Other genealogists information commonly place intrees are the family trouble have at times.) Why finding you do think case? this is the wife if known.latter (This task may be a tough one that even genealogists with the married] before she the maiden name of [ that is, her surname My Name of The AncestorImmigrant ______Did my Ancestor Immigrant or AlonewithCome Other Family Members? My Ancestor Immigrant My Immigrant Ancestor My Ancestor Immigrant My Ancestor Immigrant My Ancestor Immigrant My Ancestor Immigrant My Ancestor Immigrant My Ancestor Immigrant My Immigrant Ancestor My Ancestor Immigrant My Ancestor Immigrant ______My Ancestor Immigrant My Ancestor Immigrant MyName of AncestorImmigrant ______you found on documents.) Immigrant My Ancestor

’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ ’ s Date Birthof ______s Place of Birth ______s Occupation Here ______s Occupation ______There s Native Language ______s Nationality ______s Place Originof ______s Date Departureof ______s Place of Departure ______s Date Arrivalof ______s Place Arrival of ______s Place Residenceof or theUSA Canada in s Relationship to Me ______-

25 -

’ (place astar beside information which s Spouse ______

AGS Genealogy for Youth Project back this cover of resource. the this of book and photographs the two the of man statue shown on the Extension: what they similarities see incharacter Ask students of the main findings withclass. whole the ancestor believe this book tells about the experience of the author Place groups your into and students state, partsRead of introduction the book to and your then students. read Procedure connected event. to the immigration is to as immigration important, important, more perhaps than even the data wellas immigration theand placesas dates connected backgroundThe to it. immigrant ancestor. It is the background important to of understand book illustrates how these forces would affect any immigrant, even our origin balance immigrant must his orof heritage the familiarity and her “ verystory shows This was experienced wellby the struggle that most byshared all quite immigrants accurately. immigrants ” and and the opportunity surprises home. This in available and his new ” and anyand of ” including your including

‘ immigrant.

“ story, it of the tells Allen Say. book is the story This theof emigration the book Read new home. he orshe settled with the hope creatingof a and the place wenow which in a live, place where came she from, our family bridge linking worlds two important personhe orshe is the family because “ Background - immigrant immigrant ancestor Your Your

26 ”

’ ’ s grandfather. While it not s grandfather. is certainly your - “immigrant ancestor” You willYou be your to group share asked

”

Grandfather

“ As a group, discuss what you As agroup, discuss

”. “ In this struggle, the immigrant immigrant experience - ’

s ’ the world that the worldheor that s Journey “place of origin” “place is is a very ’ s “ immigrant

by Allen “ place of

” ’ s

AGS Genealogy for Youth Project

grandfather enjoyand valueJapan?in What does the the What does

Allen How do you think these two places influenced following chart individually. Journey After reading anddiscussing, -

27 ’ s grandfather? -

by Allen Say, complete the

grandfather enjoy and valuehisin new What does the the What does

homeland?

Grandfather

’ s AGS Genealogy for Youth Project USA) is calledUSA) country his new (asthe in case ofCanadaorthe The process by whicha person becomes a citizenof “immigration” from placeplace another iscalled after traveling The processof a a to personorafamily coming “emigration” place and traveling to another iscalled The processof aplace a personorafamily leaving Terms in Common Use .

“naturalization”

28 -

students and have them studythem. Present themto often confusing to those who These three terms are very For Instructor the etc. pneumonic, a song,a diagram, others e.g.rap, a a poem, a them more memorable to develop a method of making

AGS Genealogy for Youth Project [Check to see if these resources are a good [Check fit to your see if these are a for resources good students.] a GOOGLE an which as might search alternateserve well.]here as book. are alsoThere on Pieryou many Tube canYou videos 21 which locate via afamily of to Canada at an and may be earlier time here used in place this of [Alternate the NFBActivity: film is There an excellent by website 21 developed Pier at topic. people to resources challenge or to use study as thethem or of extend their context.Canadian may chose some You of these either to use withyoung your and extend person a young resource. activities suggested of been have included this on of the following pages to immigrationCanadian either in small or largegroup group number A settings. materialaloud book or as to stimulate student discussion and related activities

There are a numberThere websitesof and films available which may enhance

’ s understanding in immigration of its and appreciation -

“ Strangers atthe Door Strangers -

brides children the special such as the examples not examines only process but the of many especiallyCanada 1924 from onward. It introductionprocess in to the immigration Linda Granfield study of Canadian immigration history. young people may a encounter in many theof concepts and topics that Pier 21:Pier Gateway of Hope ”. You canYou a use this read book as For Instructor the ”, ”, “ It provides It text provides that explains war time evacuees time war

provides an excellent https://pier21.ca/home ” examines the journeyexamines

”,

and and

“ home home “

war by

AGS Genealogy for Youth Project

What one thing about immigration as presented in the that skits you viewedjust made the greatest impression onyou? Why? what you have discoveredabout immigration. Once allthe groups have presented, discuss as a whole class Presentyour to class anyor other selectedgroup. around it (allow sufficient for time students to prepare). aAs group take this happening and develop a short skit or play impressed shockedor the members of your group the most. with others. Decide on the one happening the in book that After you have readit, discuss the experience of immigration Read Pier Pier 21: Gateway of Hope

as their person or family enters acountry knownis in the port of Halifax. The place where a sea from1924 onward enteredat Pier 21 Many immigrants who came to Canadaby Student Introduction Student -

30 Pier 21: Pier Gateway Hope of -

“port of “port entry”. .

AGS Genealogy for Youth Project

process in order in this box. Using information provided in this book,list the steps of the

Pier 21:Pier Processthe Entry of complete to enter Canada through Pier 21. the process that immigrants had to Pier 21:Gateway of Hope -

31 -

clearly describes

N.B.: teachermay The decide to this do activity or on basis in an smallindividual groups. AGS Genealogy for Youth Project Here are a number of topics that you may choose from. (If you

to you seeif might do itas your choice.) like to cover which isNOT listed here, bring itto your teacher have atopic related to immigration to Canada youthat would • • • • • • • • •

Immigration before Pier 21 Passports Quarantine Canadian of entry ports Ports of entry crossing the border [USA to Canada] A timeline of immigrant people What the records tell us Travelling inland from the port Routes to Canada Pier 21:Pier Areasof Study

through a poster shortor presentation. prepared to share your findings with others expert on one of the topics below and be including immigration to Canada. Become an information aon rangewide of topics the internet. The internet allows us to find which we have. Theycertainly did not have did not have many of the conveniences As you can see, our immigrant ancestors -

AGS Genealogy for Youth Project 5. 4. 3. 2. 1.

hoped to find at the end of their journey? What is it that immigrants including your immigrant ancestor In aquest, the main participant is hoping to find something. page to do this. anyor family.other Use the Venn Diagram theon back this of how its is different from) the immigration story of your family and Consider a quest story that you have read seenor as a movie theor USA? What are the factors that may have brought them Canadato know it? What are the details of your family story? seen movies about? What are the characteristics ofquest a What quest stories do you know, have you read, or have you “compare”

Compare and ContrastCompare Activity and

( that is,that tell how it like) is and

A Search for Very Something Special that that is missing yet waysother in different. like all of the stories who seek somethingheroes most often a called your family home. Therefore, history is that was missing placein the oncethat they wereancestors on a caused your toimmigrate. ancestors Your and werepositive both factors negative that time because something was lacking There there. a place been that had journey of it.search in often ancestors leftYour something and sets out on a long and difficult “ - In quest story, the hero In finds that quest he needs hero story, the

33 -

“quest story” ’ s immigration story as you “quest” “home setting”

a story in some ways seeking something seeking something “contrast”

for a for long

” (

tell

AGS Genealogy for Youth Project Quest Story ______vs. Family______Story Quest Story Immigration insimilar stories certain different? ways or totally family and ContrastCompare aquest story that you yourwithstory know of the Quest Story Only ’ s immigration by Are Venncompleting below. thetwo Diagram the Compare and ContrastCompare Activity and

34 Both -

Immigration Story Only

“The story of the events which a particular family lived as shown through documents, records and other sources is known as “family history”. However, all families have many stories, oral and written, about their history. These stories are often very engaging and stir up interest in the family, but they can not be proved or disproved as no documents, records, or other

resources have been found that will either support or refute them. These stories are what we call “family lore”. Strangely, they are considered both a blessing and a curse by genealogists.” A Writing Activity

Play the “telephone game”. Start with a single sentence containing details of a family story. In large group, organized into a circle whisper it to the person next to you (You only get one chance to do this). Each person whispers it to the next until everyone has heard the message. The last person repeats what he has heard and it is compared to the original statement. Report on what happened and why it happened. Go back along the line and find specific places where the message was changed. Find the reason why this happened in each case. Explain how this relates to “family lore”. Create a booklet, photo essay, or PowerPoint presentation titled “Immigration Is…” using examples from your family history and stories you have studied. It

should have a cover and ten to twelve pages. Each page will need a caption AGS Genealogy for Youth Project Youth for Genealogy AGS “Immigration Is (blank)” and an appropriate photo or drawing.

- 35 - AGS Genealogy for Youth Project Discussion Questions for Students the Questions Discussion 6. 5. 4. 3. 2. 1. page. Then,the young have answer people thefollowing groups in questions: descriptions of Shirts the students viewHave NFBthe short film

episodes. ordinaryfamilies that can inspire us.Create a list of these There are episodes inthe history of what one might call good reason for studying family history? Why or whynot? ancestors who have connections to some royal family. thisIs a Some people want to study family history to find if they have Where might you look forthis information? What might make this story more likelyto be Why? describedas Do you think the story the narrator tells might best be ” (about 10 (about minutes). When viewingfinished you have it, review the

“family history” “family “ family history -

36 and and -

“family lore”“family ” or “ family lore “ My Grandmother Ironed the King Ironed My Grandmother A Video Study A Video For Instructors as describedas on the previous

”?

“ family history

”?

’ s

AGS Genealogy for Youth Project 6. 5. 4. 3. 2. 1. this story, do the following post writing activities. you remember hearing or reading it. Once you have completed writing Write out one story of animportant familyevent from the past as We have many stories in either our

Suggest what documents or resourcesother might provide that like answer. relatedto your family that this story raisesfor which you would raisealso at least two new questions. Write the questions find what you needto answer a particular family question you In genealogyand family history, therebelief a is that when you know before hearing it. Indicate what it told you about your familythat youdidnot what it tells you about them now. Listwhat it tells you about your family the in past as wellas Tell why the storyis an interesting one. theGive reasons for your choice. State whether youfind to it be family history familyor lore. answer and wherewould you look for them. Introducing the ActivityIntroducing the Post WritingActivities

37 -

“ family lore

family history

” . AGS Genealogy for Youth Project the members of of thisthe members family if you could? which that you you do live? wouldWhat questions have they like to one ask of twothese What do tellphotos placethis family and you time the inabout and 1920. member would not Here miss. are two such photos taken inlate 1919 or early taking suchof aphoto was anfamily event; important a family one that “ werephotos settled These Canada. were in tothe relatives often sent overseas would families family takenImmigrant often photos have after and the arrived Photo Activity Study back home

” to to show them how the familynew was doing their in home. The

38 -

AGS Genealogy for Youth Project 2. 1. following questions: ( If possible, get a copy of it.) View it carefully. Then, answer the Select an old family photograph that isavailable to you. 8. 7. 6. 5. 4. 3.

interesting? thereIs anything else about this photograph that youconsider Why do you think that it was taken? photo? thereIs anything that you consider unusual surprizingor in this about your family now? questions? Who maybe able to best answer those questions the members of this familyif you could? What arouses these What questions do you thathave you would like to ask one of for when was it taken? name the of place where it was taken anda date or date range lived when the photo was originally taken? Can you provide the What does tellit about you the placetime and in which they clues that show youthis? What does this photo tell you about your family? What are the photograph? Who are the people,especially the family members,in this assignment? What is it that drew you to this particular picture for this

Photo Study Activity -

Introduction As earlier noted, your “immigrant ancestor” is a very important person “a bridge between two worlds”. He / She took a long and very often difficult journey, often leaving all he or she once knew and loved behind. He / She had

little idea in many cases of what awaited them on route and at his or her intended destination. This is the person who connects our past in a place across an ocean to our present, now, in Canada. The “immigrant ancestor” is important to genealogists and family historians as this person is our best link through which we can find again that place from which our family came; our family’s “place of origin”. He or She can be your link to your family’s origin, too. Collecting and Building Background Activity

Very often we know little of the actual journey our immigrant ancestor took aside from the details on ships’ passenger lists. Unless, your ancestor kept records or a journal of his or her journey, it is unlikely that you will find much. However, you may be able to develop a sense of his / her journey using what historians call “first hand historical sources” accounts by who shared the same or similar experiences about the same time as your ancestor. These are accounts and records left by others that provide details of similar voyages, and perhaps, if you are really lucky details of the specific voyage that included your immigrant ancestor. On the next page, you will do a few activities that

will help you develop background that will better help you understand your AGS Genealogy for Youth Project Youth for Genealogy AGS ancestor’s journey.

- 40 - AGS Genealogy for Youth Project require you to paythe information that retrieve they indicate.to willa webendinghave inaddress member, many promising looking will websites appear. A number good these of Note: telldetails your you about Make a list the that of details you searches. these find in these What do departure lists for only today.] ports exist a few made, have museums. and maritime the sites of [Unfortunately, ships ships time, your the same from ancestor emigration of departure at the time of his / her voyage, your ancestor Also, on locate the shipancestor your travelled,ancestor online sites your e.g. and and surname details (his of thevoyage port departure of or his ships ancestry.com immigrant ancestor using orfamilysearch.org] your for his given Do aGoogle [ifsearch it is available on to search you, a site genealogy such as for your suchfamily forms name occuryou. to that a person might create to if he how pronounced listened alone.it is List a “variants” write down that spelling as well. There are also other forms of the name called it name as is spelled today. the If name was spelledinpast, the differently on names documents, are often names spelled to While spellyou are reminded correctlywords school, in it when to comes know voyage. about his / her Begin your with your search

’ “ Josefa Obodiak Josefa When doing related to searches the genealogy afamily of or background sites sites relating to journeys sea similar to the oneancestor wouldthat your which similar to are names our of thename forms name or other ” + “ Background of the Journey the Background of Bulgaria “ immigrant immigrant ancestor “immigrant ancestor”

41 ” “. (or (or com -

“ ”. ”. voyage Ignore these theyoften Ignore as these willmost ’ “ s place origin of that period,in

” ’ incorrectly s voyage or or

“ and and list you already what Hamburg ”.

”. ”.

’ Write your family s port of arrival at ” or or “

Galicia ’ passenger ”). ’ ’ name) name) s port

AGS Genealogy for Youth Project

loud noise….” animals. any preying for around looking time least at the shuddered I Fedor before I could the logs all up to cut the back,I all tion, began got In fright. tomy talesonly added incredible the boots otherand despera- by wolves,devoured attacked and were partsonly leaving feet in of their had experienced people some bush.How in the another time orone at things. suchother scary people what about tales so many heard I had as bears, such mind, to came animals the bush as shivered wolves, and I frightened. “Allbecame and bushthick inthe very alone I atonce felt Below is a short excerpt from John (From “ ReminiscingwithDido

- family! family! What a Canada. wonderful legacy leave his to in100 hearrived homestead years after reunion” received a copy his ownof at words a into English. his familyof members All the inrecorded Ukrainian, later were but translated His memories of his early experiences were a he wrote his experiencesof in in words his own time. John wasEmpire just at He 15the 1895. in years old came to Alberta a from part theof Austrian the introductionbook. Remember, this he of Here again is who John we to introduced inyou Introduction

42 “memoir.” -

whichheld on his original was ’ s familywas very fortunate because

’

s memoirs:

” byJohnNimchuk)

“family “family

AGS Genealogy for Youth Project answers. summary of your Providewritten a family at this time? most affectedyour What things wouldhave its people at that time. learn about Alberta and list the things that you you read,in point form the time that your family first arrived in the province). While someone who lived in Alberta at some past time (especially from his / her account? Provide, a written summary of your answers. learn about thisancestor andyour family. What surprises you in listen to it. While youlisten, recordin print thethings that you or forms.other letters, tape recordings,newspaper interviews, than a memoir. They may be diaries,journals, words?own Such records can take forms other left arecord of your family If you do NOT have such a record,find oneleft by If afamily member did leave such a record,read it or Has one moreor of your familymembers

To Students the -

’ s past in his or her -

AGS Genealogy for Youth Project your family one including called a ways the different to that forms you organize information discover about chart, a future family history research. indications may of what need inyou your chart like this.can These provide you with find unanswered you when develop any to idea write that questions you down the in yourthe history of family. It is a good gaps information (i.e. what exist is missing) you may often be able to see what not otherwise see. happen. connections willallow that you This you to see might often that exist put canintoalso easily, but to insee events it allow you they the order show family forms events. allowThese you not only material you to see the The nextThe willfew pagesprovide you opportunitiesone with todevelop By you seeing have, what information A great way is by to this tables,do creating charts, to and timelines “ family time line. family time

” - will You study and also learnorganization a few

lived” lived” establish were. We also must than important simply they to know who more possible). there” lived they - “

family family unit sheet. To understand our To ancestors, it is (as exactly(as as possible) and

There IsMore! (again preciselyas as ”

“where they

“when Student Activity Student

AGS Genealogy for Youth Project of your familyalong with the major historic events of that period. Createtimeline a foran important ten year period in thelife

Year

Family Events -

45 -

Historic Events

AGS Genealogy for Youth Project category. this sort piece information byplacingof it into the the gives June exact Frank birthas 12, of date Anne wouldof You 1929. placecategorydetermined or categories. the A them into certificatebirth “Sort” having a specific e.g. characteristic “Classify” on which is each person born. information, set of e. fromg. the exact information day,and year month, common characteristic whichyou will to selectuse and group that specific “Category” birth certificates. “Set” understand the following putto work and you. terms for them In to order understand the term “ specific not A groups. onlyfacts, genealogist but gathers he orshe also “Organization” Terms page and lead it.them through that they materials will need to do this and the next the provide your page. After with students this, encounterhistory but any family in appearsalmost on type study of that project.the research they which to terms these will Introduce students that they find as they bethestart must of find it. This done right from It is to important organizeresearchers for the family history information To Instructor the births from eldest eldest births to from youngest. criteria some e.g. theplacing the children theirof family of the order in “Order” organizes is is a specified group e.g. objects,or information of all the family data is to take the various piecesis to take of and the various information classify them that is

is is to placein a consistentinformation arrangement according to

” is is to provide a name a for category groupor other information of these factsthese making to and examine them easier understand. is is a group a taken collection from information withof one is the practiceputting of objects or information into

“ organization -

“ An Exercise An “ Date Birthof Date ” better, better, you need willto ” at the bottom of of thenextbottom at the ”. “ Date Birth Date of

”

AGS Genealogy for Youth Project 4. 3. 2. 1. ready, give directions.them these or any objects. of are groupstudents ingroups similar and the their Once a collection such hardware avariety as nuts,of of bolts,and nails, screws, Lego blocks various of colours typesand shapes, various and colours pasta,of large a collection number objectshave varied several of e.g.of traits that Organize the students into to small work groups on this activity. Give them a Organizing An in Activity Certificate seph, you noted an that you author. found this If information on her parents Herbert wereMorris Mortimer commonly(more was born Jane Goodall) known England.as London,in Her you are list on the chart (usually on backthe it) whereof youthe found information, ment whichfrom the information was taken is equally important.you When Source” a “Citing listleaders or a family sheet. unit the informationparticularmakes a hockey easy to find e.g.that way scoring “Chart” Terms

and as a whole class, we will discuss the work that you did. After about 15 minutes, I will ask you to stop all activity, Make notes anyon problems that arise during the process. objects into these categories. Once your group has decided theon categories,sort allthe which you can sort all of the objects that you were given. In your group, decide aon minimum of fivecategories into “

is is a which sheet in specific pieces organizes a of information (continued) citing the source ” issued by issued you are the United Kingdom, While the information that you list is the docu- important,

” e.g. April 3, 1934, e.g. April Morris Jane Valerie 3, -

47 -

Goodall, and an Vanne Jo- engineer, “ citing a source. citing a - ” Goodall

“ Birth

AGS Genealogy for Youth Project 7. 6. 5. 4. 3. 2. 1. Respond or To toDiscuss Questions the following: present them. in Then,the method they whichhave organized them discuss completedWhen them have the student have organizing groups the items, Instructions 8.

history that you wouldwrite? Can yousuggest other ways you could organize the family them chronologicallybased on group concensus.] single events familiar to students and have them arrange order. Createlist a of the major events in yourlife in useto in writing a family history? events happened. Why would this methodbe an effective one history step organize it using If youwere writing the history of your family, you might history? What can occur if youdo not organize theevents offamily a a family? Why itis important to organize the events of the history of anyon particular occasion? What can help youdecide which type of organization to use be describedas Is there a single method of organizing things which can truly What are the waysin which wecan organize sets of items? ”

[Alternative: providenumber a of strips containing

by - “ step in thestep in order bydate which in the “ best chronological order -

”? 48

”

that is telling that

“ chronological

AGS Genealogy for Youth Project together as a class or together within small groups. on how to fill out thefamily unit sheet. You will fill this one Ingalls (The Little House theon Prairie) along with some directions you some information aon famous family, the family of Charles teacherYour will givenow you another sheet. Thissheet will give Family Unit Exercise Sheet 6. 5. 4. 3. 2. 1. QUESTIONS you answer these questions. class some questions about it. You may look atthe sheet to help sheet teacherYour will givenow you a copy a of blank est to a genealogist is organizedfor asingle specific family. “Family Unit Sheet” correct place and the in correct order. information sheet and place it theon family unit sheet the in willYou readthe instructions, take allthe data from the

accurate? Which these of sources do you seebeing as most likelyto be information? In what records or other sources would you likelyfind this What items do youneed to What information do you needto of sheet? What Why might a genealogist use a ”. Look it over carefully, and then your instructor will ask the “ categories

” is ais chart on which the information of inter- does a genealogist toplan fill in thison type -

“ order “ family unit sheet “ ”? sort

”?

“ family unit

”?

AGS Genealogy for Youth Project SD. His wifeon died April Smet, Kingsbury 1924 20, County. De in Charles Phillip on died June 6 Ingalls Charles Phillip on died 6 in June Smet,Kingsbury 1902 County, De SD. Ingalls Pennington Dakota. County, South ningtonSouth Dakota. County, 1865.and on died never married October She 17 1865. neverShe married and died on October 17 Mary Amelia was bornIngalls Pepin, in Pepin County, on Wisconsin 10 January Mary Amelia was bornIngalls Pepin, in Pepin County, on Wisconsin 10 January County, Minnesota. County, Minnesota. County,Redwood on Minnesota. He died August 27 County,Redwood on Minnesota. He died August 27,Troy, in Pipestone1878 Charles Frederick Ingalls was bornNovember 1 on Charles Frederick Ingalls wasNovember 1875 bornWalnutin1 on Grove, Dakota. at Rapid Dakota. City,County,Pennington South unknown) and on died June 2 August 3 August 3 Caroline Celestia Ingalls was born Rutland, in Montgomery on County, Kansas Caroline Celestia Ingalls was born Rutland, in Montgomery on County, Kansas Mansfield, Wright County, Missouri. Mansfield, Wright County, Missouri. at De Dakota Smet, on dies 10 Kingsbury February County. Laura 1957 in at De Dakota Smet, on dies February Kingsbury County. Laura 10 Wisconsin,Almanzo WilderJames on 1885 She25 South married in August Wisconsin,Almanzo WilderJames on SheAugust married 25 ElizabethLaura Ingalls was7 on born February ElizabethLaura Ingalls was7 on born February Manchester, Kingsbury County, South Dakota. Manchester, Kingsbury County, South Dakota. William October on Dow 16 1901 November 10 on and died William 16 Dow October on Grace Pearl born Ingallson 23 May Grace Pearl born Ingallson 23 May childrenTheir were: childrenTheir were: County, Wisconsin. County, Wisconsin. Charles and Caroline were married on February1 1860 I Concord, Jefferson Charles and Caroline wereon married February 1 County, New York. County, New York. Colby.wason born January 10 He Colby.wason born January 10 He Charles Phillip was the Langford Whitingson of Ingals andLaura Louise Ingalls Charles Phillip was the Langford Whitingson of Ingals andLaura Louise Ingalls Wisconsin. Wisconsin. er. DecemberShe wason born 12 She was bornDecember on 12 Caroline Lake Quinier Henrywas the of daughter Charlotte Tuck- Quinier and Caroline Lake Quinier Henrywas the of daughter Charlotte Tucker.Quinier and Family Ingalls Informationthe on

rd rd ,1870. She married David N.David married ,1870. SwanzeyShe and date place exact (the are

1870. She married David N.David married SwanzeyShe 1870. on June on 2 and died

th nd , 1901 and on died November 10 , - th

1946 at Rapid 1946 City,County,at South Pennington 50 , 1839 in Brookfield, Waukesha ,County, 1839 Brookfield, Waukesha in

th th th - rd rd , 1839 in Brookfield, Waukesha County, , in 1839 Brookfield, Waukesha , 1836. Cuba, He wasin born Allegany , 1836. Cuba, He wasin born Allegany

th , 1877 in Oak, 1877 Iowa. , Burr She married in Oak, 1877 Iowa. , Burr She married

, 1902 in Smet, Kingsbury County, De

th th

, 1867 Pepin, Pepin in County, , 1867 Pepin, Pepin in County, st th th st , 1860 in Concord, Jefferson ,Concord, Jefferson 1860 in th ,Keystone, 1928 in , 1928Keystone, in Pen- , 1875 Walnutin Grove, , 1878 Troy, in Pipestone th th , 1941 in , 1885 in South th

, 1941 in th , 1957 in nd 1946 1946

AGS Genealogy for Youth Project

Ingalls Family Unit Sheet Unit Ingalls Family -

51 -

AGS Genealogy for Youth Project

Your Family -

52 -

’ s Family Unit Sheet Familys Unit

AGS Genealogy for Youth Project family. Place your answer in theboxes on this page and the next. explain whythe explain the important ideas that youlearned during this unit. Also, family historywhich focuses on your

So, you are now ending your study the of chapter on “ immigrant ancestor -

53 -

” “ is important to the history of a immigrant ancestor ”. Briefly

AGS Genealogy for Youth Project

54 -

AGS Genealogy for Youth Project 5. 4. 3. 2. 1. tothe presentfamilies day. them to TheseCanada. precious been gifts have on passed some in importantthe most among gifts that family culture people. this of of group of Components the culture theof

What What works account?in What doesthis not work it? in Discuss how the graphic enhanceillustrations it. Discuss with it it what them what containsmakes interesting. and examinestudents Have this book. studied for this for lesson.]studied beenletter just page as has book on used done inpicture the the word a for letter or phrase a thatshort the fits withbeginning your ancestor alphabet culture. may use in words book on [Students that from small groups sharing some common background, have them develop an culturalor placebackground inclass. with origin the of Then, within studentsOR Have format. determine who they a commonshare will lead to each of them collecting or allpart abook of in this to tellformat the story one their of of immigrant ancestors. This discussstudents Have how they might use a individually similar ’ s “ place origin of ’ s spoken language They orEnglish. may use single

” addition, this book provides addition, insightthis book provides into the authors letters. Onits pages, it tells the history of the English each offor andGerman languages the and Historic Events. Russian Mennonite Stories,of Recipes Alphabet itbook. describes However, its cover as interesting is basicallybook. It an alphabet Kouffman,Judith Rempel Judith is Smucker an On theZwieback Trail - are also included are also in the story.were These

’ Russian Russian Mennonite ancestors. In “ immigrant ancestors immigrant

” It It inwords uses the both

by Weaver,Lisa

” brought with brought

“ A

AGS Genealogy for Youth Project group which all members ofthe group share. small group theon cultural or historic background ofcultural a history and background of your immigrant ancestor, or in a similar alphabet book in whole inor part,individually the on Now, as the instructor indicates, develop a instructor. through a discussion of the book withthe Rempel Smucker. Then, you have been taken byLisa Weaver, Judith Kouffman, Judith opportunityto study Your instructor has given you an Activity Student “ Zwieback Trail book. Make it one that is interesting. For example, Once,you have completed your work determine a title forthe assignment.] instructor has indicatedthat you should develop for thebook Create the 26 pages [or whatever number of pages the and enhance what is written there. Decide what visuals [pictures or art] can be usedto illustrate used eachon page. Decide what textwill you like to include to develop the term this task. Consider what you might already have that might help you in Determine what word or phrase you will use for each letter. Here what is you will needto do: Mennonite Alphabet Book. Assemble your book and share it.

” is certainly much more interesting than

On theZwieback Trail -

56 -

“ On the

AGS Genealogy for Youth Project themes involved in an themesinvolved in immigrants endingjourney, Jonas with leaving all known.hashe Giver The Canadaan atto earlier time. “ at SeaAdrift activity. extension mightessay]. provide aThis exemplarfor an essay photo asassignment apossible Will IWhere Live? 2017. Inc., RefugeesMigrantsand SUPPLEMENTARY RESOURCES “ 21websiteat Pier https://pier21.ca/home content/ssmt/html/askingpowerfulquestions_mt.html “ OTHERS CMU Press,Winnipeg, 2011. the ZwiebackOn Trail 21:GatewayPier Hope of Grandfather Toronto: Books, Tundra 2008. DayBecame I The aCanadian MakingCanada Home Stones Stepping 2017. StormySeas Out DaysOlden CoatThe BOOKS Strangers atStrangersDoor the My Grandmother the Ironed King AskingPowerfulQuestions

by Angelaby May OwenSwan, and GeorgeToronto: Scholastics Canada, 2016.Ltd.,

by Loisby Lowry, Houghton Boston: Mifflin, This 1993.novel on touches many

’

byMary BethLeatherdale and Eleanor Shakespeare, Toronto:Annick Press, by Marshaby Skrypuch Forchuk with TuenHo, Toronto:Pajama 2018. Press, s Journeys

by Margrietby Ruursand art Nizarby BadrAli , Orca Book Publishers,2016.

by Rosemaryby SecondPress, McCarney,Toronto: Story [a2017 photo by MargaretToronto:TundraLaurence, Books, 1979.

by LisaWeaver,Judith Kouffman, Judith Rempel Smucker,

” by Susan Hughes, OwlkidsSusan byToronto: Books Inc., 2016. bySay,HoughtonAllen Boston: Mifflin, 1993.

by Ceri Roberts HananeCeri byand Barron Kai. (about 28minutes)(about NFB examines the video journeyafamily of

byLinda Granfield,Toronto: Tundra Books, 2000. ”

from Alberta LearningfromAlberta http://www.learnalberta.ca/at

by Joby Bannatyne -

57 ’ s Shirts s -

”

(about10minutes) NFB video.

- Cugnet, illustrated Cugnet, Sungby Zhang, Nan

’ s Service,Educational

AGS Genealogy for Youth Project compiling thecompiling supplemental list. resource this also toWe thankwish the people did who final the editingand proof reading of anyproject.to kind this logos appearonTheir the coverof this front resource. tothankwish We the agencies thathave provided financial resourceand assistance of should revised.be examined who this unitexcellent offered and suggestionsonwhat workedwhatand Acknowledgements photos Rear cover from Printerest. fromPrinterest P.49 Photo: 39 Courtesy P. vonPeter of Pazatka Lipinsky,Branch Edmonton AGS member. Immigrationand ment fonds/c063254 NB.John,Saint May, Library1905Source: and Archives Canada/Departmentof Employ- Photo: Young34 P.33, Galician immigrant holdingLine".envelopelabelledStar "Red 10,P.11,and 12 Photo: ofCourtesy Neil and Mavis Nelson, AGS Photos:8 Courtesyof P. LynneEdmonton Duigou, President. Branch, Vice AGS and4 5Courtesy StonyP. Photo: Plainof Multicultural Centre. Edmonton and 1, 423, Photos:P. Courtesy of Audrey fonds/a041785 rior N.B,John,ca.Saint 1920,Library Source: and Archives Canada/Departmentof the Inte- CoverPhoto: British immigrant children from Barnardo's Dr. Homes at stage,landing H. (2018)Althouse.John photographsAll notspecifically belowlisted personalare from the photo collection of PhotographicCredits from from its inception. organizationswhohave supported project this either financially withor logistically Alberta The Genealogical Society towishesextend thanks toall individuals and We alsoWe wish to thank theofSt. teachers Nicholas EdmontonSchool, Catholic Schools,

resource, as resource, wellas those who spentmany hours ordering the resources and

[neeWaseylenko Nimchuk]

WetaskiwinBranch. andFamily,

AGS Genealogy for Youth Project -

Robert F. Harney and Harold Troper, Experience, 1890 Immigrants A Portrait of Urbanthe -

1930