In Social studies, we are learning to assess contributions to Canadian identities made by various groups and communities, including First Nations, Métis, and Inuit communities, and by various features of Canadian communities and how different communities have made significant contributions to Canada’s development.
We are learning terms as: Immigration, refugie, famine, multiculturalisme, liberte, ...Students are expected explain with their own words what these words mean.
We are talking about European immigrants who came to Canada, (e.g. immigrants who landed in Pier 21). We will be discussing the Irish immigrants that came to Canada between 1845-1851 due to famine (potato blight). We are brainstorming what did they bring, how did they feel, where did they go once they arrived, what community did they look for, etc. These questions will be a base for our project that we will be starting doing in November (a dialogue/ interview and a letter from a perspective of an immigrant of student's choice). Also, we will cover Black Loyalists, Ukrainian community, Jewish community, First Nations (Haudenosaunee loyalists), and many more
We are learning terms as: Immigration, refugie, famine, multiculturalisme, liberte, ...Students are expected explain with their own words what these words mean.
We are talking about European immigrants who came to Canada, (e.g. immigrants who landed in Pier 21). We will be discussing the Irish immigrants that came to Canada between 1845-1851 due to famine (potato blight). We are brainstorming what did they bring, how did they feel, where did they go once they arrived, what community did they look for, etc. These questions will be a base for our project that we will be starting doing in November (a dialogue/ interview and a letter from a perspective of an immigrant of student's choice). Also, we will cover Black Loyalists, Ukrainian community, Jewish community, First Nations (Haudenosaunee loyalists), and many more