IRISH MIGRATION AND THE GROSSE ISLE TRAGEDY
ALBERTA – MIDDLE SCHOOL
Irish Migration and the Grosse Isle Tragedy
Lesson Overview:
Student inquiry into the Grosse Isle tragedy should follow the jigsaw model.
Teachers will prepare materials for five learning centres entitled, "The Potato
Famine”, "The Coffin Ships", "Quarantine", "The Island" and "Irish Canadians”.
During the first phase of this inquiry, jigsaw groups will examine a particular
aspect of the assigned centre topic and answer the questions included by the
teacher in Student Worksheets. Next, students within jigsaw groups will share
their research with others in the group so that all members gain a broader
understanding of the centre topic. Each jigsaw group should prepare to present
its research for the next class.
Prior to the presentations, the teacher will make a copy of each of the five
Worksheets available to every student for note taking. Each group will present its
collective findings to the rest of the class. Presentations should be no more than
10 minutes each (five over 50 minutes). Evaluation of presentations is to be done
using a rubric. All student worksheets are to be collected for marks at the end of
the second class.
Grade Level: 8
Time Required: Two classes
Curriculum Connection for Alberta Social Studies 8:
Topic B -- Canada: History to the Twentieth Century
Links to Canadian National Geography Standards and to Statistics Canada:
Essential Element #1: The World in Spatial Terms
 Students locate, map, and label Grosse Isle, Quebec City, and the Atlantic
routes taken by the "coffin ships" from Ireland, calculating distances and
speed of travel.
Essential Element #2: Places and Regions
 Students investigate the plight of the Irish in Ireland, the reason for their
departure from the Old World, and why even today the Irish are the
second largest ethnic group in Quebec after the French Canadians, and
the St. Patrick's Day Parade in Montreal is the oldest in North America,
attracting 600,000 people.
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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IRISH MIGRATION AND THE GROSSE ISLE TRAGEDY
ALBERTA – MIDDLE SCHOOL
Essential Element #3: Physical Systems
 Students explore the unforgiving Atlantic ocean systems that killed so
many Irish immigrants to Canada during the Great Famine. Students also
learn about the St. Lawrence River system in which Grosse Isle is located.
Essential Element #4: Human Systems
 Students examine the settlement patterns of the Irish in Ireland, the United
States and Canada. Particular attention is given to the horrible
mistreatment and discrimination faced by the Irish both in their homeland
and abroad.
Essential Element #5: Environment and Society
 Particular emphasis will be placed on the use of the island to contain
epidemics, and as a terrible testing ground for early public health policy.
Essential Element #6: The Uses of Geography
 Examine how understanding the Grosse Isle migration disaster led to
improvements in the treatment and prevention of epidemics.
Geographic Skill #1: Asking Geographic Questions
 Students consider what made Grosse Isle a strategic location for
quarantining ships arriving from the Old World; they will confront also
international problems of discrimination and genocide through the study of
Canadian geography and Irish population migration.
Geographic Skill #2: Acquiring Geographic Information
 Students acquire information from a variety of sources, including music,
art, literature, maps, and Internet resources – specifically Statistics
Canada website:
a)
Teaching materials – under Lessons for geography at
http://www.statcan.ca/english/kits/courses/geography.htm.
b)
E-STAT database that contains detailed immigration data in the
following locations:
 Under Census there are data by community, county, province/territory and
census tract, which can be mapped, graphed and tabulated.
 In the CANSIM database on E-STAT in 12 Tables under Migration
Geographic Skill #3: Organizing Geographic Information
 Students prepare maps of migration routes, as well as a map of the island,
international, and national borders.
Geographic Skill #4: Analyzing Geographic Information
 Students interpret maps, photos, music, and tables in order to develop
understanding of problems faced by Irish Canadian immigrants.
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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IRISH MIGRATION AND THE GROSSE ISLE TRAGEDY
ALBERTA – MIDDLE SCHOOL
Geography Skill #5: Answering Geographic Questions
 By effective independent and group work, students will collaborate as a
class to develop a detailed and nuanced understanding of the problems of
discrimination and the proper treatment of refugees and immigrants
coming to Canada.
Additional Resources, Materials, and Equipment Required:
History Place. The Irish Potato Famine. Accessed Dec. 1, 2005.
http://www.historyplace.com/worldhistory/famine/index.html
"Irish Canadian." Wikipedia. Accessed Dec. 1, 2005.
http://en.wikipedia.org/wiki/Irish-Canadian
Magnan, James. The Voyage of the Naparima. Carraig Books, 1982.
Mullin, James. "The Great Irish Famine." New Jersey Commission on Holocaust
Education, 1996. Accessed Dec. 1, 2005.
http://www.nde.state.ne.us/SS/irish/irish_pf.html
Mullins, Mary. " Grosse-Île in Quebec - The Last resting Place For Over 6000
Irish Souls." Moytura Graphic Design. Accessed Dec. 1, 2005.
http://www.moytura.com/sligo1.htm
Mulrooney, Margaret M. Fleeing the Famine : North America and Irish Refugees,
1845-1851. Praeger Publishers, 2003.
Murphy, Mary. Lost Loves of Ireland. CD.
O'Connor, Sinead. "Famine." Universal Mother. Ensign Records, 1994.
O'Gallagher, Marianna. Eyewitness: Grosse Isle, 1847. Carraig Books, 1995.
Parks Canada. "Grosse Île and the Irish Memorial." Accessed Dec. 1, 2005.
http://www.pc.gc.ca/apprendre-learn/prof/proj/schoolnetrescol/pcimages/Quebec/Grosse_Ile/Grose_Ile_e.HTM
---. "Grosse Île and the Irish Memorial National Historic Site of Canada." 2004.
Accessed Dec. 1, 2005. http://www.pc.gc.ca/lhnnhs/qc/grosseile/natcul/natcul1a_E.asp
Ryan, Sean. "The Great Famine of 1845 - 1849." Wild Geese Heritage Museum
and Library, 2004. Accessed Dec. 1, 2005.
http://indigo.ie/~wildgees/famine.htm
Statistics Canada Website. http://www.statcan.ca/
St. John, Pete. "The Fields of Athenry."
Swiggum, S. and M. Kohli. "Emigration To North America In 1847." TheShipsList,
2005. Accessed Dec. 1, 2005. http://www.theshipslist.com/1847/
"The Force of Hope: The Legacy of Father McGauran." A Scattering of Seeds -The Creation of Canada. White Pine Pictures.
http://www.whitepinepictures.com/seeds/i/2/
Gannon, Joseph E. " The Irish in Canada: A Strong, 'Loyal' Presence." GAR
Media, 2002. Accessed Dec. 1, 2005.
http://www.thewildgeese.com/pages/canada.html
Walsh, John. "Grosse Isle." Irish Cultural Society of the Garden City Area, 1995.
Accessed Dec. 1, 2005. http://www.irishsociety.org/Hedgemaster%20Archives/grosse-ile.htm
Woohham-Smith, Cecil. The Great Hunger : Ireland: 1845-1849. Penguin, 1992.
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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IRISH MIGRATION AND THE GROSSE ISLE TRAGEDY
ALBERTA – MIDDLE SCHOOL
Main Objective: Students will gain an understanding of the social and political
forces that prompted Irish migration to Canada during the famine years. They will
gain an appreciation of the importance (both historical and contemporary) of
developing sound immigration and refugee policy, as is commensurate with Topic
B of the Alberta Social Studies 8 Curriculum.
Learning Outcomes: By the end of the lesson, students will be able to:



Generalize about the many different factors that affected early migration
to Canada. (Knowledge Outcomes).
Develop "Process Skills". They will locate important geographical features
of the migration route on a map, identifying relationships between human
and physical geography. Students will make notes that outline the main
and related ideas from each learning centre
(locating/interpreting/organizing). They will compare information from
different sources and draw conclusions about the significance of the
Grosse Isle tragedy (analyzing/synthesizing/evaluating). Students will also
hone their "Communication Skills". They will construct maps, as well as
write about and present their research findings to the class. Finally,
students will develop their "Participation Skills". They will converse with
others in their station group, observe the courtesies of group discussion,
and make contributions to class presentations (Skill Objectives).
Through independent and cooperative work, students will be encouraged
to appreciate the cultural, historical, and political importance of the Grosse
Isle tragedy. It is hoped that all students will develop a critical attitude
towards immigration issues (Attitude Objectives).
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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IRISH MIGRATION AND THE GROSSE ISLE TRAGEDY
ALBERTA – MIDDLE SCHOOL
The Lesson:
Play recorded music about the Grosse Isle tragedy or the
potato famine, and provide overhead transparency of
lyrics.
Students listen to music and
participate in teacher-led classroom
discussion.
Teacher develops student worksheets and organizes five
learning centres prior to activity. During activity, teacher
circulates among groups asking questions and offering
guidance.
Students examine materials in their
assigned learning centre and work
cooperatively to answer worksheets
and develop a group presentation on
their collective findings.
Teacher listens to group presentations for purpose of
evaluation.
Students present their group work.
Conclusion
Introduction
Student Activity
Lesson Development
Teacher Activity
Lesson Extension:
Students can write a song or story about the Grosse Isle disaster or paint/draw a
picture. Students may also ask questions about immigration and refugee policy,
as well as the containment of plagues and pandemics in contemporary Canada.
Assessment of Student Learning:
Student Worksheets are handed in for marks at the end of the second class.
Teacher marks student presentations on a rubric.
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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IRISH MIGRATION AND THE GROSSE ISLE TRAGEDY
ALBERTA – MIDDLE SCHOOL
Student Worksheets
Centre One: "The Potato Famine"
1. Discrimination against the Irish did not begin with the potato famine of 18451851. Research how the Irish have been mistreated throughout history. Discuss
briefly how the Statutes of Kilkenny and the "plantation" system affected the Irish.
Who was Oliver Cromwell, and how did he treat the Irish? How were the "Penal
Laws" used to persecute the Irish? Prior to the potato famine, how did the
English structure Irish society?
2. Why were the Irish so dependent upon potatoes for their survival? What
disease caused the potato famine in Ireland? Where were all of Ireland's corn
and "money crops" being sent, and why could this food not be kept in Ireland to
feed the millions of starving Irish people? What were the "Corn Laws" and how
did they create famine in Ireland? Why did the English initially refuse to repeal
these laws? What economic understanding prevented the English from involving
government in the provision of food to the starving Irish population? How did the
British government deal with the problem of poverty among the Irish?
3. Landlords, desperate for cash themselves, wanted to raise livestock on their
land, but were prevented from doing so by the starving peasant farmers who
lived on their land. What two methods did landlords use to evict Irish tenants who
could not pay their rent because of the famine? What sorts of promises were
made to the Irish who decided to immigrate to North America?
Centre Two: "The Coffin Ships"
1. What was the main form of trade that the "coffin ships" were used for in their
passage back and forth from Canada to Ireland? What old source of income was
no longer available to ships traveling to the New World, and why would the
prospect of cramming so many Irish immigrants on board such leaky cargo ships
seem intelligent to the owners of these ships?
2. What particular physical systems at sea made the Irish migration particularly
treacherous? What were the conditions like on board the "coffin ships"? What
terrible diseases killed so many of the Irish on board, and how were they spread?
How many Irish are said to have died on passage across the Atlantic? Why were
these diseases so alarming to the inhabitants of Canada (British North America
at the time)?
3. Map the migratory route taken by the "coffin ships" from Ireland to Grosse Isle
in 1847. If the average length of the journey for these boats was 60 days,
calculate the average speed at which the boats had to travel.
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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IRISH MIGRATION AND THE GROSSE ISLE TRAGEDY
ALBERTA – MIDDLE SCHOOL
Centre Three: "Quarantine"
1. The human quarantine station at Grosse Isle opened in 1832 and closed in
1937. It was responsible for public health at the Laurentian gateway to Canada. It
was originally established to prevent the spread into Canada of major epidemics - cholera, in particular -- that were raging in Europe. What problems on this side
of the Atlantic made the Grosse Isle tragedy particularly severe? Did the
Canadian government have any say in who emigrated to Canada at this time?
Was the treatment of infectious diseases an advanced science at the time? How
equipped was the island to accommodate and safely treat large numbers of
immigrants, especially when they were sick?
2. How many ships arrived at Grosse Isle in 1847? How long did migrant
passengers aboard the "coffin ships" have to wait to disembark onto the island?
How long was the line-up? Why? What happened to many of them while they
were waiting?
3. Canada learned some important lessons from the Irish migration tragedy at
Grosse Isle. Describe how Dr. Frederick Montizambert improved the island's
quarantine station, in the hope that there would never again be such a terrible
loss of life.
Centre Four: "The Island"
1. Locate and label Grosse Isle on a map. This little island is about 3 miles long
and a mile wide. It lies 30 miles to the east and downriver of Quebec City. On
your map, include labels for Quebec City and the St. Lawrence River.
2. Looking at the island on a map, why would Grosse Isle be a strategic location
for a quarantine station? About how many Irish migrants are buried in the mass
graves on Grosse Isle?
3. What does the island monument tell us about the tragedy of 1847? What
lessons can we draw from the migration disaster for today?
Centre Five: "Irish Canadians"
1. Research how many Irish migrants came to Canada during the potato famine.
Examine how many Irish people are thought to have died trying to reach Canada
during these early years.
2. Research the contributions of Irish Canadians to Canada, and to Quebec in
particular. What percentage of the Quebec population claims Irish descent? What
contributions do Irish Canadians make within Quebec and the rest of Canada?
What made the connection between Irish immigrants and the people of Quebec
particularly close historically?
Canadian Council for Geographic Education (www.ccge.org)
Statistics Canada (www.statcan.ca)
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