WE BELONG!NEW BRUNSWICK - ELEMENTARY

We Belong!

Lesson Overview:

Immigrants who came to New Brunswick in the past ten years brought many distinctive characteristics.

Grade Level:

This lesson is appropriate for students in Grades 6, but can be adapted by the teacher for other grades and provinces.

Time Required:

Two class periods for this lesson

Curriculum Connection:

This lesson meets the outcomes as identified in the Atlantic Provinces Education Foundation Social Studies Curriculum grades K-6 New Brunswick Social Studies General Curriculum Outcomes with Delineations, June 2003

Culture and diversity: Students will be expected to demonstrate an understanding of culture, diversity and worldview recognizing the similarities and differences in various cultural, racial and ethnic perspectives.

People, places and environment: Students will be expected to demonstrate an understanding of the interactions among people, place and environment

Interdependence: Students will be expected to demonstrate an understanding of the interdependent relationships among individuals, societies, and the environment – locally, nationally and globally – and the implications for a sustainable future.

Time, continuity and change: Students will be expected to demonstrate an understanding of the past and how it affects the present and the future

Link to the Canadian National Geography Standards:

Essential Element #1: The World in Spatial Terms

  • Major countries of the world
  • Map projection (distance, direction)

Essential Element #2: Places and Regions

  • How cultures affects places and regions (cultural landscape)
  • World political regions
  • World cultural regions

Essential Element #3: Physical Systems

  • Extreme natural events (e.g. Floods, hurricanes, earthquakes, tornadoes)
  • Implications of the hydrologic system (droughts, floods)

Essential Element #4: Human Systems

  • Population density, density and growth rates
  • Human migration patters (forced and voluntary)

Essential Element #5: Environment and Society

  • Impacts of natural and technological hazards disasters on the human and physical environment
  • Perception of and reaction to extreme natural events

Geographic Skill #1: Asking Geographic Questions

  • Where is it located? (K-5)
  • Identify geographic issues (6-8)

Geographic Skill #2: Acquiring Geographic Information

  • Locate, gather and process information from a variety of primary and secondary sources including maps (K-5)
  • Use maps to collect and/or compile geographic information (6-8)

Geographic Skill #4: Analyzing Geographic Information:

  • Use maps to observe and interpret geographic relationships
  • Use graphs to observe and interpret geographic relationships /use photographs to observe geographic relationships (k-5)
  • Interpret information obtained from maps and geographic information systems (6-8)

Geographic Skill #5: Answering Geographic Questions:

  • Present geographic information in the form of both oral and written reports accompanied by maps and graphs (K-5)
  • Develop & Present combinations of geographic information to answer geographic questions (6-8)

Link to Statistics Canada data source:

Students will go the Statistics Canada and locate the number of immigrant families from each country in their city or town

Main Objective:

The primary goal of this lesson is to help students to understand the importance of immigration to a specific area.

Learning Outcomes:

By the end of the lesson, students will be able to:

  • Locate place names on a map
  • Identify New Brunswick’s ethnic communities to discover its distinctivecharacteristics.
  • Locate the number of immigrant families from each country in their city
  • Understand the importance of immigrant t o their city
  • Investigate the various ethnic groups in their city
  • Appreciate some of the differences and similarities between immigrants in their city

Communication:

  • Create charts and concept webs
  • Listen for information

Inquiry:

  • Analyze maps of the world/ Atlantic Canada /New Brunswick for information
  • Listen and read to develop conclusions and predict economic outcomes

Participation:

  • Contributes to individual and group learning activates
  • Participate in a walk around brainstorming session

Resources, Materials and Equipment Required:

  • Computer lab with printer
  • VCR
  • Copies of the map ‘Canada and the World’ by Canadian Geographic
  • Suggested useful websites page provided by teacher- Immigration Statistics: data from Statistics Canada:StatisticsCanada: Longitudinal Survey of Immigrants to Canada: Process, progress and prospects: A comprehensive study designed to research how new immigrants have adjusted to living in Canada. /
  • Cultural Profiles Project: Introductions to cultures in Canada - from Afghans to Zambians. A very useful site, with additional links.
  • Cultures Canada: An alphabetical list of links to cultural communities.
  • Heirlooms: Introductions to ethnic communities in Canada. Brief histories, profiles of community members
  • Sense of place map that highlights student migration stories
  • Markers
  • Venn Diagram
  • Your choice of recording information for the class at the front (overhead, poster paper, board)
  • Poster paper
  • Activity sheets (attached)

The Lesson:

Teacher Activity / Student Activity
Introduction / 1. In groups of 2-3, students are to select and find out where they or their ancestors originally came from. Finally, each group is to plot the voyage on a map of the world displayed at the front of the class.
2. Locate the country of origin. Create a class picture of flags from that county / 1. Students are to locate the places on map .Use cut outs of modes of transportation.
2. Students will create a class picture of flags from that country.
Lesson Development / 3. Instruct the students that they are to work in groups of five and answer the question from worksheet “Digging into a Culture”. Here they will explore New Brunswick’s ethnic communities to discover its distinctive characteristics.
4. Assist students in organizing their findings in a Power Point Presentation
5. Students will go the Statistics Canada:
and locate the number of families from each country in their city.
1). Log on to:
2.) Go to “Community Profile” e.g. Saint John NB.
3.) Go to “Visible Minority Status” / 3.Complete activity” Digging into a Culture”. They will look at the following countries:
  • Korea
  • India
  • Mexico
  • Cuba
4. Students should organize their findings and prepare a Power Point Presentation on their findings. You may include photographs, or even with a recipe or two. Their report should reflect your knowledge about the group, as well as an appreciation for its distinctiveness.
5. Students will plot the numbers on a chart /graph
Conclusion / Presentation should be approximately 20 minutes / Presentation should be approximately 20 minutes.
Students will first present their Power Point and finally their chart. This can be also displayed for Parent -teacher meeting.

Lesson Extension: Grade 4 - 6

Essential Element #6: Uses of Geography

Migrationthemes in literature, art, & music:

  • Discuss how the people from another country have influenced students representedby their music, art form or literature.
  • Students will create a picture/mural that captures the importance of the immigrant to their school.
  • Complete activities from:

1) Where Do We Come From?

Students learn about the places of birth of immigrants to Canada, and how this information is gathered through a census. Students gain an understanding of the multicultural nature of Canadian society by examining the cultural diversity present within their classroom.

2)Immigration

Students develop an awareness and appreciation of the multicultural nature of Canadian society. Students complete a series of graphs showing Canada's immigration patterns over time. They carry out a small survey by making up a class profile, and review the language questions from the 2001 Census questionnaire.

Assessment of Student Learning:

Include suggestions for assessing the intended learning outcomes.

  1. Formative: Demonstrate a skill

-Peer & self-evaluation and teacher observation can be used to evaluate skills/ process.

  1. Communication:

-Read for detail

  1. Inquiry:

-Identify cause & effect

4. Participation:

-Explain the visual representations

5. Products Created /Written Assignment /Portfolio:

-Power Point

-Flow charts

-Cause & Effect chart

DIGGING INTO A CULTURE
In this activity, you will research one of Canada's ethnic communities to discover its distinctive characteristics.

Look for answers to these questions:

• / Does the group have special holidays? How are they observed?
• / What are dominant religious traditions? What is unique about them? How important are they in the ethnic community?
• / What are the traditional languages? How widely are they still spoken in Canada? Are there special schools to preserve the languages?
• / What are the traditional clothes? Are they still worn by many people? Are they worn only on special occasions?
• / What are traditional foods? Are they still eaten in Canada? Have they become popular outside of the community?
• / What other distinguishing customs do they have? Are weddings, funerals, and other important rituals celebrated in special ways, for instance?
• / What are the ethnic group's traditional arts? Do they have special dance, theatre, music, or opera? Are there traditional crafts that they preserve?
• / Do members of the community follow particular occupations? Were these held in the old country or have the specialties come about in Canada?
• / Are there particular events that are important in the group's shared history? Did they happen in the old country? Were they part of the experience of coming to Canada? Were they part of the group's settlement in Canada? Or were they from the community's experience in Canada after they settled?
• / Are there individual Canadians from the ethnic group who have become well known inside or outside the community? Have they contributed to the community's sense of pride?
• / How has the ethnic group added to or changed the concept of provincial identity? Canadian identity?

ASSESSMENT RUBRIC:Understanding MIGRATION IN YOUR COMMUNITY Power Point Presentation

Levels / Level 1 / Level 2 / Level 3 / Level 4
Visual Quality of Image / Poor quality, image does not communicate information / Acceptable quality, image reflects concept / Good quality, image communicates message effectively / Excellent quality, image is insightful and clearly illustrates the concept
Readability / Cannot be read from across the room / Can be read, hard to see / Can be read, good resolution / Can be read clearly from anywhere in the room
Effective Communication / Too small, lacks clarity too difficult to get message / Message is generally understood, but lacks clarity / Good attempt, message is clearly communicated / Excellent work, message is effectively communicated
Language Use / Definition unclear, spelling mistakes / Acceptable definition and language use / Good definition and good language use / Excellent definition, effective use of language

Names: ______

Think about the things you would like to include in your presentation and list them below.

Title of our Presentation: ______

Overall Goal: ______

Topics and reference materials:

______

Project Requirements:

Minimum number of slides_____

Minimum number of graphics______

Other requirements______

I am planning on including:

Photographs ______

Presentation Planning

Complete a rough sketch of how you would like to lay out your presentation.

Group Performance Evaluation Form:

Name: ______Date: ______

Use this form to assess the performance of your group.

Circle the appropriate number after each statement.

Members of your group: 1. ______2. ______

3. ______4. ______5. ______

Rating Scale
0= Majority Difficulty 1= Needs Improvement 2= Fair 3 =Good 4 =Excellent

1. All members participated in the group activities. 01234

2. Members listened to others in the group.01234

3. Members helped and encouraged others in the group. 0123 4

4. Group members stayed on the task assigned.0123 4

5. Group members worked well together.0123 4

6. No one dominated the group discussion.0123 4

Add circled numbers for a total score. Score out of 24 =

Fill in A and B below:

A. What I really liked about our group:
B. Ideas for improvement:

Canadian Council for Geographic Education (1

Statistics Canada (