K&E Unit 5: 3-Course Meal Assignment

You will need to do a total of three assignments for your project, one appetizer, one entree,
and one dessert. You will have at least 20 minutes each day this unit to work on your projects.
It is important to use your time efficiently each day to ensure that it is completed by the end of
the unit. Please complete the Entree and Dessert on this g oogle doc. Please complete the
appetizer on the worksheet given to you in class.

Appetizer #Geography (30 marks)

A. Mapping the global crisis
1. Follow the instructions on the worksheet
B. Or mapping one refugees story
1. Follow the instructions on the worksheet

Entree #History (30 marks)

A. Watch the video When Canada Said No: The Abandoned Jews of the MS St. Louis
https://www.youtube.com/watch?v=zv3s81dsByo and answer the following questions.
1. The youtube video is called When Canada Said No. Describe what happened
during this time.
2. Michael Brown says, All thats needed for evil to triumph is for good men to do
nothing. From your perspective, what does this mean? Can you think of a time
when this quote was accurate to something in your life? Describe the story. If no,
explain a possible situation where it would hold true.

B. Or watch the following video https://www.youtube.com/watch?v=bq1bYDKTMlU and

read the attached article called Chinese Head Tax in Canada to answer the following
questions
1. What was the Chinese head tax? Why is it viewed negatively?
2. Why is it important for todays government to apologize for things that have
happened in the past?

Dessert #Research (40 marks)

A. Research and answer the following question Should Canada continue to take in
refugees?
a. Your answer should have at least 1 paragraph with complete sentences.
b. Include A LOT of evidence!
c. Do not just use your opinion - use your notes, the 9 Questions videos, your
textbook, evidence from your appetizer and dessert, etc.
B. Or research and answer the following question How does Canada benefit from
immigration?
a. Your answer should have at least 1 paragraph with complete sentences.
b. Include A LOT of evidence!
c. Do not just use your opinion - use your notes, the 9 Questions videos, your
textbook, evidence from your appetizer and dessert, etc.
 Marking Guide

Gold Silver Bronze Ribbon

Appetizer /30 Develop skills of Develop skills of Develop skills of Develop skills of
geographic thinking: geographic thinking: geographic thinking: geographic thinking:
constructs an constructs a constructs a did not constructs a
accurate somewhat accurate representation of representation of
representation of representation of the refugee crisis by the refugee crisis by
the refugee crisis by the refugee crisis by analyzing analyzing
analyzing analyzing geographic geographic
geographic geographic information that is information
information. information. missing information correctly.
Develop skills of Develop skills of or is incorrect. Develop skills of
media literacy: uses media literacy: uses Develop skills of media literacy: uses
techniques that techniques that media literacy: uses techniques that
enhance the enhance the techniques that enhance the
message (care is message (colouring enhance the message (colouring
taken, colouring is is mostly neat and message (colouring is not neat or easy
neat and easy to easy to understand) is not neat but is to understand)
understand) easy to understand)

Entree /30 Develop skills of Develop skills of Develop skills of Develop skills of
historical thinking: historical thinking: historical thinking: historical thinking:
Project accurately Project somewhat Project sometimes Project does not use
and insightfully uses accurately uses the uses the sources the sources
the sources sources provided to provided to answer provided to answer
provided to answer answer questions questions regarding questions regarding
questions regarding regarding issues in issues in issues in
issues in immigration. immigration immigration
immigration. accurately. accurately.

Dessert /40 Apply the research Apply the research 9.S.7 Apply the 9.S.7 Apply the
process: Paragraph process: research process: research process:
provide an informed Paragraphs provide Paragraphs provide Paragraphs do not
point of view on a a reasonable point an opinionated point provide a point of
research question of view on a of view on a view on a research
supported by research question research question question and is not
information that is mostly that is not supported supported by
gathered during supported by by information information
research. information gathered during gathered during
gathered during research. research.
research but
includes opinions.
 Chinese Head Tax in Canada (For Entree B only)
http://www.thecanadianencyclopedia.ca/en/article/chinese-head-tax-in-canada/

The Chinese head tax was levied on Chinese immigration to Canada between 1885 and
1923, under the Chinese Immigration Act (1885). With few exceptions, Chinese people
had to pay $50 (later raised to $100, then $500) to come to Canada. This anti-Chinese
legislation was the first in Canadian history to exclude immigration on the basis of ethnic
origin. When the tax was removed from the Chinese Immigration Act in 1923, Chinese
immigration was banned until 1947.

In 1885, the commissioners concluded that there was little evidence to support the
negative claims against the Chinese and that Chinese immigration was in fact beneficial
to the development of British Columbia. Still, their recommendations were aligned with
the majority of witnesses. Instead of outright exclusion, Chapleau and Gray called for
moderate legislation to restrict Chinese immigration specifically, a $10 entry fee for
Chinese immigrants. Money raised by such taxation was to be spent on a health
inspector to examine all Chinese passengers for diseases, and the creation of a joint
tribunal that would closely monitor and control the lives of Chinese people in Canada.
The Canadian government quickly enacted the Chinese Immigration Act on 20 July
1885, which included a $50 head tax. This amount was deliberately set to be a financial
hardship. Based on the findings of the Royal Commission, the average Chinese
labourer earned $300 a year and saved a modest $43 after living expenses.
By 1902, it was clear that the head tax had not diminished Chinese immigration even
after it doubled from $50 to $100. A second inquiry, the Royal Commission on Chinese
and Japanese Immigration, recommended that the head tax be increased to $500. This
last fee, instituted by Parliament in 1903, was the equivalent of two years salary or the
purchase of two homes.

Chinese Immigration Act

The Chinese Immigration Act required that Chinese migrants pay a head tax of $50 to
come to Canada. The Act contained other restrictions. Ships were permitted only one
Chinese passenger for every 50 tons of the ships total weight compared with one
person per 2 tons for ships carrying European immigrants.