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Maintaining Cultural Identity and Contributing to an Adopted Home Among a Newly Arrived Immigrant Community in Vancouver

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Maintaining Cultural Identity and Contributing to an Adopted Home Among a Newly Arrived Immigrant Community in Vancouver A Study Guide for English Language Arts 7 - 9 Social Studies 7 - 9 Kate Knapp, B.A., B.Ed. Acknowledgements Many thanks to East End Stories Executive Producer Michael Schwartz and Producer Gordon McLennan who thoughtfully contributed to the development of the East End Stories Study Guide. Special thanks to the teachers and educators who reviewed this study guide and provided valuable feedback: Betsy Brown, Nick Urquhart and the English Teachers Group at Killarney Secondary School. We acknowledge that East End Stories was produced on the unceded and traditional territory of the Coast Salish peoples, where we are grateful to live and work. © JMABC, 2018. Photo: Gold House Hotel, Water Street, Vancouver 1890. VPL 19859 2 Table of Contents Acknowledgements 2 Introduction 5 Curriculum Connections 7 Curriculum Rationale 11 Lesson Plans First Arrivals – Creating Community 13 Heart of the Community 16 Shaping Vancouver 17 The Grossman Family 20 Giving Back 23 Summative Activities 26 East End Stories Chronology 28 Film Transcripts First Arrivals – Creating Community 34 Heart Of The Community – Synagogue / Talmud Torah 35 David Oppenheimer – Second Mayor Of Vancouver 36 Jack Diamond – Entrepreneur / Philanthropist 37 The Grossman Family – Three Generations Of Service 38 Giving Back – Tzedekah 39 Glossary 40 Additional Resources 41 East End Stories Credits 42 3 Men gather outside 100 West Cordova, circa 1890. JMABC L.00848 4 Introduction The East End Stories Study Guide provides teachers and educations with a rich resource that can be used in elementary and secondary classroom contexts. These lessons on Immigrant History, Local History, Canadian History, Jewish History, and Multiculturalism will further the Social Studies/History education of youth in British Columbia. East End Stories is the fourth in a series of multicultural studies produced by Orbit Films, each of which is accompanied by a similar study guide. We encourage teachers to use these resources in tandem. They are: 1. Black Strathcona (blackstrathcona.com): 10 videos about Vancouver’s Black community, once anchored in the neighbourhood of Hogan’s Alley in Strathcona; 2. Nikkei Stories (nikkeistories.com): 20 videos about the history of Japanese Canadians in Vancouver and Steveston; 3. South Asian Stories (southasianstories.com): 10 videos about the history of the South Asian community of Vancouver centred around Kitsilano and the Punjabi Market. The East End Stories Unit Plan Overview: The Unit Plan consists of five lesson plans that may be adapted to suit the needs of diverse learners, while making curriculum connections for Social Studies 7 – 9 and English 7 – 9. Each lesson incorporates a journal response to help students engage critically and reflect on their learning and thinking while viewing the films. Lesson 1: First Arrivals - Creating Community Students will learn about the arrival of early members of the Jewish community and their efforts to build community. What push and pull factors motivated these people to relocate to BC? Students may explore how the areas of settlement overlap with areas of indigenous importance. Lesson 2: Heart of the Community – Synagogue / Talmud Torah Students will learn about how Jewish community life is structured and about the cultural institutions that facilitate community. Students will look at the importance of the establishment of a Hebrew School to the Jewish community. Lesson 3: Shaping Vancouver Students will learn about two prominent figures in the Jewish community and the broader secular community of the city of Vancouver. David Oppenheimer and Jack Diamond made profound and lasting impacts on the development of the city. 5 Lesson 4: The Grossman Family Students look at the contributions of the Grossman family over generations to the establishment of the Jewish community in Vancouver. Students explore what issues and causes mattered to the Jewish community through analyzing what they recorded about themselves in the community newspaper. Lesson 5: Giving Back - Tzedakah Students will learn about the Jewish practice of Tzedakah; the obligation to help and provide for those less fortunate than oneself. The lesson will look at what lasting organizations were formed by the women of the time and the legacy of these initiatives today. 6 Curriculum Connections Core Competencies (Big Ideas) - Social Studies 7/8/9 Grade 7 • Religious and cultural practices that emerged during this period have endured and continue to influence people today Grade 8 • Contacts and conflicts between peoples stimulated significant cultural, social, political change • Human and environmental factors shape changes in population and living standards • Changing ideas about the world can cause tension between people wanting to adopt a new idea and those wanting to preserve established traditions Grade 9 • Emerging ideas and ideologies profoundly influence societies and events • Disparities in power alter the balance of relationships between individuals and between societies • Collective identity is constructed and can change over time Curricular Competencies - Social Studies 7/8/9 Grade 7 • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • Assess the significance of people, places, events, or developments at particular times and places (significance) • Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective) • Make ethical judgments about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgment) Grade 8 • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • Assess the significance of people, places, events, or developments at particular times and places (significance) • Determine which causes most influenced particular decisions, actions, or events, and assess their short- and long-term consequences (cause and consequence) • Make ethical judgments about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgment) 7 Grade 9 • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group (significance) • Compare and contrast continuities and changes for different groups at the same time period (continuity and change) • Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, or developments (cause and consequence) Content - Social Studies 7/8/9 Grade 7 • Origins, core beliefs, narratives, practices, and influences of religions, including at least one indigenous to the Americas Grade 8 • Social, political, and economic systems and structures, including those of at least one indigenous civilization • Philosophical and cultural shifts Grade 9 • Global demographic shifts, including patterns of migration and population growth • Discriminatory policies, attitudes, and historical wrongs Core Competencies (Big Ideas) - English Language Arts 7/8/9 Grade 7 • Exploring and sharing multiple perspectives extends our thinking • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens Grade 8/9 • Language and story can be a source of creativity and joy • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world • People understand text differently depending on their worldviews and perspectives • Texts are socially, culturally, and historically constructed • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens 8 Curricular Competencies - English Language Arts 7/8/9 Grade 7 Comprehend and connect (reading, listening, viewing) • Access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy, and reliability • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking • Recognize and appreciate how different features, forms, and genres of texts reflect different purposes, audiences, and messages • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts • Construct meaningful personal connections between self, text, and world • Respond to text in personal, creative, and critical ways Create and communicate (writing, speaking, representing) • Exchange ideas and viewpoints to build shared understanding and extend thinking Grade 8/9 Comprehend and connect (reading, listening, viewing) • Access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy, and reliability • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking • Think critically, creatively, and reflectively to explore
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