Changes+for+Immigrants+-+1920s

Usha's comments in Blue.

Your name: Jason Larouche ===**Initial Reading and Assessment of Textbook Treatment of the Topic** ===

Name of Gr. 10 Textbook examined: Experiencing History: Canada Since World War I by Dennis DesRivieres & Colin Balin et al.

Name of more "scholarly" source examined: Empire to Umpire by Norman Hillmer and J.L. Granastein

__Your Initial Thoughts:__ Please provide a **brief** (5-10 sentences) initial assessment of the textbook's treatment of the subject. We have not developed any particular criteria by which to assess the textbook so this is really simply you initial reactions, feelings, questions about what you have read. Thanks!

The textbook I've selected for my topic - Changes to Immigrants in the 1920s - is //Experience History: Canada Since World War I.// At best it is an introductory-level resource for grade ten students on the topic of immigration. While there are no chapters solely devoted to the subject, the issue is covered several times and covering multiple factors: policy changes, the number of minorities, government intolerance of non-white immigrants, and segregated communities. Actual living examples, such as **the** case of two Norse loggers, are strengthened by actual accounts by the people themselves. The book also makes note of the three neighboring Asian communities in British Columbia during that era. Statistically, the text is specific in showing the difference in numbers of immigrants coming to Canada in the 20s by way of charts. However, the book fails in lack of description of key policies such as the The Immigration Act of 1918, as well as the political figures involved in their inceptions. Another shortcoming is failing to provide more examples of poor labor conditions for minorities, as well as examples of education outside of touching on black segregated schools.

Thanks for your comments, Jason. It sounds like you've identified some areas that you might want to pursue with students. As you say, the inclusion of historical voices through primary source accounts is certainly a strength. I look forward to hearing how you will move forward with this planning. Critical Challenge: Design To Specs

With a partner, referring to sections on immigration and personal accounts found in //Experiencing History!: Canada Since WWI//, imagine you are recent Asian immigrants in British Columbia in the 1920s. Based upon what you have read on immigration during that time, construct a letter (one page, handwritten rather than typed) to your loved ones back home describing either a) your progress securing work, b) whether you've found lodgings, c) a description of your community, and d) an account of any hardships or major adjustments you have experienced. You can talk about one or more of the aforementioned elements as long as it conforms with legitimate facts from that time period. In short, DON'T MAKE IT UP! This assignment is designed to measure your awareness and understanding of the material previously covered. You will be given 20 minutes, at which time all letters will be read outloud to the class before submission. The core of your challenge "Write a letter from the perspective of a recent Asian immigrant" is excellent. Clearly a design to specs. The rest of your instructions might need some tweaking. We will be talking about how to frame an in-class activity so that it supports student success. Don't worry about trying to frame this just yet - we'll be talking about it more in class.
 * Identify Key Learning/"Big Idea"/Learning Target**

Students will walk away with a better sense of the hardships faced by a newly-arrived immigrant to Canada in the 1920s.


 * Critical Challenge**

Students partner up and, using the text as a primary source, draft a one-page letter from a recent Asian immigrant to British Columbia in the 1920s to relatives back home. The time alotted for this task is 20 minutes and must reflect on factual evidence presented in the text; anything exaggerated will not be accepted.

This lesson is designed to test students' knowledge of the course material previously covered and gain an understanding as to how to write an effective letter in the vein of it being a period piece. The dimension or portal of Historical thinking for this task is Historical Perspective-taking. Not only will students, as compiling the letter, give their own assessment of the experiences of these new arrivals to Canada in that period, but will simultaneously make themselves aware of living conditions, types of labor, and segregated communities as well. Yes.
 * How Will this Lesson Help Students Build Skills They will Need for The Summative Assessment Task for The Unit?**
 * What Dimension of Historical Thinking Will Students Actively Engage in During This Lesson?**

The lesson will focus on the Curriculum specific expectations of //Demographic Patterns and Their Effects on Society (pg.48),// in particular the influx of Asian ethnicities within the British Columbia region, and //Interpretation and Analysis (pg.61)//, given that the students have to look over a case study covered in the book for reference in drafting their letters.
 * Background Knowledge**

The students will be required to complete this activity relying on the criteria of an Asian (Chinese or Japanese) immigrant. You have understood a groups' perspective when : - they correctly identify and describe an example of an employment that would have been held down by Asian Immigrants - they provide a believable account of gaining entry into Canada during the 1920s, a time of transition for immigration policies following the first World War - they evoke the emotions, fears, and/or concerns experienced by those who chose to leave their home and families behind only to meet hardship and restrictions once in the country
 * Criteria For Judgment**

In order to develop this activity, however, students will have to follow a criteria of a period piece: - does the tone match that of the era? - is there sufficient detail to place the reader in the time and location of the writer? - does the use of language identify the age and gender of the writer? Your criteria for an effective letter are excellent. I might add that the detail and the language also provide clues into or reflect the __perspective__ of the writer since that is your focus.

Attentive to detail - It is imperative that for the purpose of this lesson they use the primary text for finding realistic, informative examples of their choice of conditions they want to cast their Asian immigrant in when writing the letter.
 * Habit of Mind**

The thinking strategy that will be employed by students will be supplied on a handout sheet for them to fill out as they hear the letters read to the class. The criteria they will evaluate the pairs on will be on a scale from 1 through 5 under the categories //Emotion//, //Employment Opportunities//, and //Experience of Arriving in Canada//.
 * Thinking Strategies**

Interpretation - If you were in the shoes of a Japanese or Chinese immigrant in post-WWI Canada, what would your life be like?
 * Critical Thinking Vocabulary**

- ask the students to write a paragraph on a period of great change in their lives - invite the students to voluntarily read their paragraphs to the class - pose the question: "Imagine those same fears, those same concerns attached to those changes in your lives, and imagine not having your families to fall back on. What if your families were in another country, and you were left on your own in a foreign land with changing immigration laws making it near-impossible to advance in both employment and society? How would you fare during those periods of change?"
 * Anticipatory Set:**

- understanding the plight of Asian Immigrants to Canada after the first World War - getting across the tightening of restrictions to minorities in regards to financial stability, steady employment, and general acceptance Consider the other things we talked about are useful to share with students at the beginning of class.
 * Sharing Objectives and Purposes:**

- briefly reflect on immigration prior to the first World War utilizing a primary document (i.e. political cartoon, copy of an immigration policy) - follow it with a discussion on the tougher laws implemented such as the Immigration Act of 1918, the Japanese Head Tax - open the floor to get students' reactions and opinions, and gradually thead them towards the central focal point: British Columbia in the 1920s - provide the class with background information on the living conditions, statistics, and employment opportunities for members of the Asian community Consider what the students will be doing during all the activities above.
 * Input/Information:**

- distribute a handout containing a transcribed account from a Chinese immigrant from that time and have one student read it aloud; lead the class in a brainstorming session on what vital pieces of information can be extracted from the account that can paint a picture of what life was like in that era

Activity #1: Think-Pair-Share - NOTE: Prior to class beginning, print the following: i) 2 8 x 10 sheets of paper labelled "Employed" and "Self-Employed" (stick them on either side of the blackboard) ii) Strips with "Employed" and "Self-Employed" (put them into a small plastic container) iii) Copies of a worksheet with the categories EMPLOYED/SELF EMPLOYED, TYPE OF JOB, DUTIES, and SALARY with space for either paragraph or point-form work (provide examples of possible choices for the students) - Demonstrate by blindly reaching into the container and pulling out a slip (note you'll be going to them one by one with the container) - Instruct them to select a job characteristic of either an "employed" or "self-employed" Chinese Immigrant, as a list will be provided for them on the worksheet, and fill in the blanks the required information (students will be allowed, at this point, to make minor mistakes, but the job choices MUST be historically accurate) - When they finish, the students will be expected to go stand under the corresponding sign on either side of the board, then partner up and discuss their jobs for 2-3 minutes (ask them to remain in partners for the next activity) I'm not sure what it being modelled during this activity. What skill are you demonstrating? Also, I'm not sure about the purpose of this activity - are they just matching based on the lecture you gave? Maybe I need a bit more information or perhaps you need to rethink the purpose of this activity.
 * Modeling:**

Activity #2: Evaluate The Image - on an overhead projector, project either the image of a photograph from that period, or any kind of immigration propoganda featuring Asian-Canadians - instruct the students, in partners, to take at least 5 minutes to note as many telling facts behind it, such as time period, situation, occupation, financial status, etc. - tell them to be prepared, for two or three sets of partners will be asked to present their assumptions

Critical Challenge: Design To Specs - On the blackboard, write out the following criteria: Who, What, When, Where, Why These are not criteria, as such. See my note above re: criteria. - Ask the question, in light of Activity #2, "What if the person in the shot was you, and you had to describe to your families in your native country what life is like in British Columbia? - Instruct them, in partners, to take 20 minutes and write a one-page letter under the premise that they are Asian siblings (can be Asian or Japanese) writing to their families after staying a month in BC Consider whether this is reasonable - have you modelled letter writing? What do you mean by not "hero stories" (below). - The students can refer to the first-person account and material covered thus far for clarification and ideas - Ask the students to use language typical of the 1920s (no 2010 slang), and NOTHING exaggerated (these are not hero stories) - Tell them to be prepared for, like Activity #2, two or three sets of partners will be asked to come up to the class and read their letters to their peers.

- Students will be allowed 5 minutes to outline their job descriptions for the first activity; suggest before conversing begins possible questions to ask the other person during the "share" portion of the activity I'm not sure how this is going to actually play out. Consider organizing the lesson plan in chronological order so that it is clear how the lesson will unfold. - During "Evaluate The Image," offer subtle suggestions on the image - During the critical challenge, monitoring the room is essential so that they are working rather than conversing on personal matters; questions will be posted to them during the writing process to facilitate creative flow, and clarifications, if needed, will be made on historical accuracy
 * Practice (Guided and Independent):**

- During information/input session, occasionally test students' critical thinking - For "Evaluate The Image," take a few student's opinions on the image, then reveal the actual facts behind it and how it ties in to the issue at hand; doing so will show students either how close they were or how far off they were in their deductions
 * Checking For Understanding:**

- After the critical challenge, ask those standing to sit back and begin a brief discussion what can be drawn from the three activities
 * Closure:**