HERITAGE CHRISTIAN ONLINE SCHOOL

Immigration & Settlement

Grade 5 Social Studies
Aimee Imbeau B. Ed. 8/21/2008

This kit is a thorough unit on immigration and settlement. It includes lesson ideas, Internet links and fun activities. 8/1/2013 Revised

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Immigration & Settlement

Grade 5 Social Studies

Immigration & Settlement

Included in kit: 1. Parent guide 2. The Kids Book of Canadian Immigration 3. A Pioneer Story

Resources Required: Internet access download student pages at: http://www.onlineschool.ca/rooms/library/resource_kits/ index.php

Library access Notebook, duotang or small binder with paper and dividers Old magazines Access to family history

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Dear Parents, This kit focuses on 2 areas of the grade 5 Social Studies Provincial Learning Outcomes: 1. Immigration 2. Settlement/Pioneers Children will be looking into their past and nding out where their ancestors came from. This can be challenging and rewarding. As you go through the guide, you are able to pick and choose which activities youd like to do and which ones youd rather not. For opening activities, choose one activity or choose a few of them to use throughout the unit to open lessons. Do the same for closing ideas. With this arrangement, you will be able to make this curriculum work for you and your schedule instead of you working for the curriculum or arranging your schedule around the curriculum. The ideas are in sequential order and a suggested time schedule is offered for each activity. However, feel free to adapt the time to suit your family. Read through the guide and roughly plan your schedule with the activities you would like to do.

Internet access is required for some lessons. You have 8 weeks with this kit. There is a list of outcomes that are covered in this unit on page 15. Have Fun! If you have any questions, please email me: aimbeau@onlineschool.ca Aimee Imbeau, B. Ed.
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HCOS teacher

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Immigration & Settlement

Opening Ideas: 1. Read Where Were Your Ancestors article in this guide. Have an open discussion on the main ideas of the article. This will take about 15-20 minutes and is a great opening activity to the unit. There is an activity idea under lesson ideas that takes this article a little further by having students make a family tree. 2. Discuss your heritage with your family take about 10 minutes for this. 3. Gather some old magazines and cut out pictures of people and/or symbols from other cultures and glue them onto the A Canadian Mosaic template (located in the student packet or create your own mosaic). 4. Read books such as Sonia Levitins A Piece from Home; The Long Road by Luis Garay or another book about immigration available at your library. 5. A Canadian passport template is in the student packet. Have your child ll out the information and add or draw a picture of themselves. He/she may also draw stamps/ags of other countries they have visited or would like to visit. Here are the responsibilities of a Canadian citizen: Understand and obey Canadian laws Participate in Canadas democratic political system Vote in elections Allow other Canadians to enjoy their rights and freedoms
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Appreciate and help to preserve Canadas heritage.

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Lesson Ideas:

Les Filles du Roi

Read about Les Filles du Roi in The Kids Book of Canadian Immigration (page 10); Read the composite titled Les Filles du Roi located in this guide. This lesson should take two 40 minute periods. Wikipedia also has a detailed write up of the Kings Daughters. en.wikipedia.org/wiki/Kings_Daughters Activities: Pretend you are one of these girls and keep a diary for a week. Include information about your life back home, your voyage to the new land, your rst thoughts upon seeing New France, the people you rst meet, meeting your soon to be husband, how you met, and other relevant information. OR Pretend you are an unmarried man of New France and record your experience as you anticipate the arrival of Les Filles du Roi. What are you looking for in a wife? How do you choose which girl to propose to? Where do you live? What is your occupation? What do you have to offer? What are your rst thoughts as you see the ship come in?

Soddie1 ***You will need access to the library and/or Internet to research countries of origin to complete this lesson. Plan to spend at least three 40 minutes periods on this idea.

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Log on to the Historica website http://www.histori.ca/minutes/ minute.do?id=10184 and watch the Soddie Historica minute. Reading the synopsis before viewing will help set up the minute. Also read pages 16-21 in The Kids Book of Canadian Immigration. Overview This lesson is based on viewing the Historica Minute, "Soddie," that focuses on the realities that immigrants in the 1880's faced when they arrived on the Canadian Prairie. Aims Students will explore the myths and realities of immigration in the 1880's. Students will create posters and speeches "selling" the idea of immigration, and they will role-play the experiences that immigrants would have had once they arrived on the Canadian Prairie. Activity 1. The Last Best West Many European immigrants were drawn to the Prairies because of the effective ad campaign by the Canadian government. Create a poster to advertise immigration to the Prairies. Things to take into consideration: What will you offer? What will you highlight about the Prairies? How will you depict them visually? What qualities about the new lifestyle will you emphasize? Will you appeal to a sense of adventure? The romance of the West? The offer of free land?

Imagine that you are a representative from Canada and must "sell" the idea of immigration to groups of Europeans. Write and present a speech that will interest and excite these people and convince them to immigrate to the Prairies. There is a little information on this selling in the synopsis on the website. http://www.civilization.ca is a great website with
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samples of advertising and pictures of immigrant artifacts. Discuss the pictures on the ads the people are portrayed as happy farmers, the land looks wonderful. What kinds of feelings do the ads evoke? There is also an ad on page 33 of The Kids Book of Canadian Immigration as well as a sample ad in this guide. http://www.canadiana.org/citm/themes/pioneers/ pioneers11_e.html also has some good information. Look at the pictures and compare them with the pictures in the ads from the previous website. If you click on the pictures, you will enlarge them for better viewing. Do you think the immigrants were disappointed when they saw the prairies? Notice that they still had to pay a land registration fee. How do you think the immigrants felt about that? 2. Coming to Canada Canadian history is lled with stories of immigration. Research the experience of immigration. Choose a country of origin (either the country your ancestors immigrated from or choose a country that immigrants came from) and research that country from the time period. You may be able to nd books that contain accounts written by immigrants. Have child take on the role of a member of an immigrant family (mother, father, child, or grandparent) of the group they have studied. Have them discuss the experience of arrival and settlement from the point of view of that person. Suggested topics: How rough was the trip? Were they afraid? What did they bring? What did they eat? How did they make clothes? What work did each do? How did they help other members of the family?
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Have child write a description or diary as their character. It would be wonderful to have your child send their description or diary entry to me (aimbeau@onlineschool.ca ) so that I could put it together with others to create a "Family Album" of immigration and settlement. Please include pictures, title page, and family names I would then put it online so everyone may see their contribution! *We are hoping to get a library website setup and this activity could be added to it. Watch for details.

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Orphans2 We will use the Historica website again http://www.histori.ca/ minutes/minute.do?id=10165 read the synopsis before viewing the minute. If you are interviewing someone, plan to spend 2-3 hours on this activity, otherwise plan to spend one hour on this. Overview - This lesson is based on viewing the Historica Minute, "Orphans," that tells the story of the Qubec families who adopted Irish orphans in the 1850's. Aims - Children will learn more about the experiences and histories of immigrants in Canada by interviewing people in the community and classmates. Activity Living in a new land. Canadian communities include children who were not born in Canada. Many of their experiences have been shared by generations of new Canadians. - Interview adults who came to Canada years ago about their rst experiences in Canada. Why did they come to Canada? Who helped them nd work and shelter? What were their rst jobs? What did they do in the country they left? What struggles did they have with language and customs? How did they feel about their new country? What particular problems did they face in Canada, and how did they solve them? Present your ndings in a creative way (newspaper article, radio broadcast, etc.) The adopting families were French speaking people in Quebec and the orphans spoke Irish. How do you think they communicated with each other?

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What would some challenges be for both the family and the orphans? http://www.historica-dominion.ca/content/heritage-minutes/ orphans has a short podcast about Irish orphans. They're Here to Farm 3 Introduction This activity focuses on the contribution of immigrants to Canadian agriculture, highlighting which countries they come from and why, and what types of farms they prefer. Teaching and learning strategies 1. Students read the article "They're here to farm" in this guide. 2. Students answer the following questions: a. What percentage of farmers are immigrants and how does this compare with the general population? b. What are the main countries of origin for Canadas immigrant farmers? How does this compare with recent immigrants in the general population? c. Which events increased the number of immigrant farmers? Where did they come from?

Where Were Your Ancestors?4 Read Where Were Your Ancestors? in the appendix. Research your family genealogy as well as the history of your community. Visit the National Archives of Canada website (http:// www.collectionscanada.gc.ca/ ) to help nd information on your
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ancestors. Also research the history of your community your local library is a good place to start. The museum curator will be able to guide you to resources about your community. Create a family tree based upon your research of your ancestors. There is a template in the student packet you may use, or you may make your own version. If you have office 2007 (PowerPoint), you can download a PowerPoint family tree from the Microsoft website http://office.microsoft.com/en-us/templates/ TC101079701033.aspx? CategoryID=CT101443491033&ofcresset=1 Time spent on this will depend upon how easy it is for you to access family history. You will be able to continue on with this activity after you return the kit if it takes longer. I strongly encourage you to do this activity with your children; it will be a wonderful keepsake. Consider making a copy for a gift for grandparents. There is a family group record in the student packet for you to use. Make several copies for you to use and keep your information organized.

Another activity is to colour and cut out the transportation patterns circles in the student packet and mount them on a large world map and map of Canada showing where ancestors and family came from. Use string to show the path of travel. Give information such as names, dates, location of settlement and any other relevant information. Again, the time you spend on this will depend upon what information you have access to about your family history. This activity can be continued after you have returned the kit to the school.

Immigrant Stories
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Read stories from several immigrants on Canadas Immigration Museum website. http://www.pier21.ca/ and click on Do you have an immigration story to share? And then click Pier 21s online story collection and choose the immigration category. Spend one lesson reading the stories. Consider putting your favourites into a presentation.

Albertas Heritage http://www.ataoc.ca/archives/main.html? Has a really neat interactive trunk. You can hear old songs that played on the radio, hear radio broadcasts, see ads that tried to get women to come to Canada, and many other interesting items. Spend one lesson on this site, but bookmark it because youll want to go back!

BC History http://www.knowbc.com is an excellent resource for learning the history of BC. Included is information on aboriginals, immigration, the fur trade, the gold rush, natural resources, politics, and many other signicant facts and events. This can be used as a resource for research or just free investigating!

The Overlanders On page 25, the story of the Overlanders is told. Catherine Schuberts house is located at the OKeefe Ranch in Vernon, BC. OKeefe ranch is a great place to visit if you are ever in the Okanagan. It has a general store, mansion, saddle shop, church,
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and many other old buildings to see. http:// www.okeeferanch.ca/ Do more research on Catherine Schubert and the Overlanders. Catherine is a signicant historical gure for Canada and British Columbia. Present your information in a creative way. For example, have an interview with Catherine and write it out in a magazine article fashion, make a poster about Catherine and the Overlanders, make a comic strip, etc. Spend about one week on this project.

A Pioneer Story Read A Pioneer Story that is included in this kit. There are many activities in the book to do. If it is close to Thanksgiving and Christmas, consider borrowing A Pioneer Thanksgiving and A Pioneer Christmas from your library. Compare your life with that of Sarah and her family. What responsibilities do you have? Do you think youd like to live back then? Why or why not? What are some similarities between lifestyle, family, school, etc? Differences? What do you think would be the biggest challenge a pioneer family would face? What would be a benet(s) of living in those days? Drawbacks? Spend one week with this book. The War Years Read pages 40-47 in The Kids Book of Canadian Immigration. On page 40, there is a list of Ideal Settlers. What do you think about this list? Do you nd it interesting that although the war was with the Germans, German settlers were placed above Ukrainians, Jews, Italians, Greeks, Blacks, etc. Why do you think this is? Read the story about the ship of Jews being rejected by
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Canada, among other countries they turned to for help. Why do you think Canada turned them away? How do you think God felt about this? Do you think it was a good choice Canada made? Use the Cause and Effect worksheet in the student packet to take a closer look at Canadas choice to reject the Jews. Read about the Guest Children on page 42. Imagine being sent so far away from your family for several years. http:// www.images.technomuses.ca/?en/guest_children/child/intro/ has an animated cartoon about two ctional characters going to Vancouver as guest children. Spend one lesson on this activity. War Brides Page 43 discusses war brides as immigrants. What challenges did war brides face coming to live in Canada?

Challenges to Immigration5 Imagine that you have moved to a new country and left behind everything that is familiar to you, including: your family, friends, language, culture, food, religion and traditions. Write a letter to your best friend or a family member back home. Spend 3-4 lessons on this activity. Be sure to include answers to at least ve of the following questions: What do you miss the most about your home country? How do you feel about leaving your friends and family? How do you feel about starting at a new school? What are the greatest challenges? On your rst day of school, your clothes are different from the other students and some of them laugh at you. Also, the lunch you brought is different from theirs. The other students insist that its "gross." How does that make you feel? How does not speaking the primary language of the country affect you?
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The citizens of the new country do not celebrate the same holidays as you do. In fact, theyve never heard of them. How do you feel about having your own holidays go unnoticed? You are unfamiliar with the currency of your new country. Describe how you feel when people behind you in the checkout line are becoming impatient because it takes you some time to nd the right amount for your purchase. You do not recognize any of the food in the grocery store. Everything you are accustomed to eating is unavailable. How does that affect you? What are some of the other challenges you will have to face in the new country? Compare and contrast challenges the rst immigrants had with the challenges present day immigrants have. Use a Venn diagram in student packet to demonstrate your understanding. Spend 1-2 lessons on this.

Closing Ideas:
Complete a family coat of arms (included in student packet or make your own it may be more fun to make your own on poster board!). As a guideline, use the upper right corner for information about your father (Country of origin, occupation, unique experiences, achievements, etc.). Use the upper left corner for your mother and use the same information as you did for your father. In the lower right side put information or drawings of community, groups your family is involved in, etc. In the last corner you may put family, things that are important to you and your family, etc. If you think of other ideas for your coat of arms, add them in. Be as creative as you can. And then display your coat of arms somewhere prominent!

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Look through The Kids Book of Canadian Immigration and choose an immigration issue to research further. Present your information in a creative form such as a newspaper make up different names for journalists and write several small stories, include pictures and ads, letters to the editor, classieds, etc. Print your paper on grey paper. Or make a brochure for immigrating to Canada and settling.

Make a diorama of a pioneer farm or settlement. Brainstorm what to include in your farm. There is a detailed picture of a farm in A Pioneer Story. Beside each item you are including write down what you will use to represent the item. For example: Logs (re wood stack) Grass dyed green pieces of small branches real grass cut up or coconut

There is a kids page of puzzles, a recipe and other information on a pioneer kitchen in the student packet. A copy of Every Canadian Citizen has the right to sheet is in this guide. Rewrite the rights in your own words and make a poster.

Provincial Learning Outcomes

Identity, Society, and Culture assess why immigrants came to Canada, the individual challenges they faced, and their contributions to Canada
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describe the contributions of signicant individuals to the development of Canada's identity Human and Physical Environment analyze environmental effects of settlement in early BC and Canada Skills & processes of social studies apply critical thinking skills including hypothesizing, comparing, imagining, inferring, identifying patterns, and summarizing to a range of problems and issues create a presentation on a selected topic defend a position on a selected topic gather a body of information from a variety of primary and secondary sources use maps and timelines to locate, interpret, and represent major physical, political, and economic features of BC and Canada

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I hope you have enjoyed this unit on immigration and settlement! The library has several other kits to use there are two other grade 5 social studies kits: The Fur Trade, The Gold Rush, The Underground Railroad And The Canadian Railway Canadas government Consider borrowing them to complete most of the grade 5 socials outcomes.

Aimee

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Adapted from lesson plan from Historica website. http://www.histori.ca Ibid.

Adapted from lesson plan from the Statistics Canada website. C:\Documents and Settings \User\My Documents\homeschool\Social Studies\immigration\Lesson They're here to farm Canadian Agriculture at a Glance.mht
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Ibid.

Adapted from lesson plan from Passages To Canada page 11. Published by Citizenship and Immigration Canada.

8/1/2013 Revised