Social Studies 20-1 - The Critical Thinking Consortium

Social 20

SB2C

Name: ___________________

Date: ____________________

ANALYZING A CANADIAN IDENTITY

1

Enduring understanding

Understand how mythology informs national identity(ies) and impacts Canadian unity.

EXPLORING IDENTITY PROMOTION

Review what you know about Canada

To get ready for the activities ahead, access your present knowledge about Canada's history, institutions, programs and symbols by exploring the following websites.



The Dominion Institute Canada Quiz



101 things Canadians should know about Canada

Extend your exploration. What do you think about the ideas presented in the following short article?



The symbols that define national identity

Understand symbols, institutions and programs

Complete the following fill-in-the-blank notes in your booklet as you discuss them as a class.

Symbol : A symbol is an item, image or idea that is used to _____________ something else. In

Canada, we have many symbols that represent us as a __________ to ________________ and to the rest of the __________. Some examples of Canadian symbols include the maple leaf, the

___________, the loonie and the colours _ _________ and _________.

Institution : An institution is an _____________________ or ________________ that has been created and supported for a specific _______________; e.g., the ___________, the National Ballet and the ______________ Council are all Canadian institutions. National institutions may use

_____________ to promote Canadian identity and/or unity.

Program : A program is a _______________________________ for a specific purpose, such as promoting Canadian unity and/or identity, or maintaining peace and security; e.g., ____________ to the Royal Canadian Mint, the ____________ and national galleries and museums supports

Canadian unity and identity; programs such as the Canadian ____________________ and

_________ (Canadian Security Intelligence Service) help maintain Canadian peace and security.

Check your understanding

List examples of symbols, institutions, and programs that help promote a Canadian unity.

Symbols Institutions Programs

(Optional) Judge the best musical symbol

2

Course-Pacs Lesson 20-2C Analyzing a Canadian Identity ©The Critical Thinking Consortium 2010

People and governments often use symbols to portray what they think is important about their country’s history, nationhood and role in the world. When a symbol triggers an association, e.g., everyone knows the maple leaf is associated with Canada, then it is successful.

You are about to listen to 3 songs about Canada. Each song was written as a symbol to promote

Canada. Your task is to determine which song is the best symbol of Canada. You must first determine what criteria to use to make your judgement.

Generate a set of 3 criteria to help you determine what a good symbolic song for Canada should include.







Listen to the 3 songs and rate them according to your criteria. You might think about giving each song a score out of 3 for each criterion. When you add up the totals, you will have your winner!

Score /3 /3 /3 /3

“This land is your land”

Total

“I am Canadian” anthem

“You can in Canada”

Briefly explain the qualities of the song that received the highest scores. What set it above the others as a good symbolic song for Canada? Refer to the criteria in your discussion.

UNDERSTANDING MYTHS

Explore common Canadian myths and stereotypes

What is a myth?

What is a stereotype?

Explain the difference between a myth and a stereotype.

3


According to the two websites provided, what are some of the most common myths about

Canadians?

Identify myths and stereotypes

Make a list of the myths and stereotypes that are revealed in the following video clips. Every time you notice a reoccurring myth and stereotype, put a star beside it.

Tim Horton’s commercial

“I am Canadian – Joe’s rant”

“Canadian idiot”

“Canadian police chase”

“Canadians are polite”

“John’s switch to Canada”

“The office fight”

To what extent are the above myths and stereotypes rooted in fact or truth? Why would people create these myths and stereotypes? (Support your thoughts using the evidence above or your own understanding and experience).

4

Assessing the Response


3.

4.

Excellent

Position Position is insightful and persuasive; shows thoughtful and mature reflection on the posed question(s).

Proficient

Position is logical and relevant; shows sound reflection on the proposed question(s).

Satisfactory

Position is reasonable but basic; shows a simplistic, general reflection on the proposed question(s).

Support Appropriate, thoughtful support is described in a precise, accurate manner.

Relevant support is described in an occasionally precise manner; minor inaccuracies may occur.

Support is simplistic and is most often listed rather than described; inaccuracies may occur.

Comments:

ANALYZING CANADIAN MULTICULTURALISM: HISTORICAL VIEWS

Judge Canadian practices

Underdeveloped

Position on nationalism is weak, haphazard or inaccurate; shows a confused, ineffective and/or vague reflection on the proposed question(s).

Support is lacking and/or is inaccurate.

On the next two agenda pages, you will explore the two Canadian practices of multiculturalism and peacekeeping. Around the world, we are known for our open and welcoming multicultural policies and our consistent and selfless actions as peacekeepers. Are these actually just myths we perpetuate about ourselves, or are they truths that we can justify and support with clear and measurable evidence?

Explore and judge each practice of multiculturalism and peacekeeping to determine the extent that each is or is not just a Canadian “myth.”

Explore

Sifton’s views on multiculturalism

Clifford Sifton is a name tightly tied with the history of multiculturalism in Canada. Determine the ways in which Sifton is connected to this topic by identifying the most important ideas presented in the sources. Summarizing by identifying important ideas in text is a very important skill to develop.

You may wish to use one or more of the following strategies to help you complete this task effectively.



Refer to the first sentence of a paragraph (topic sentence).



Refer to the last sentence of the paragraph (sometimes provides conclusions).



Look for key words.



Look for ideas that are repeated or have examples.

Summarize Sifton’s biography

Summarize the biography of Clifford Sifton by identifying the six most important ideas. Write them below in your own words.

1.

2.

5


5.

6.

Summarize Sifton’s parliamentary address

Determine what Sifton is saying about Canadian immigration policy by identifying the main points in each of the following excerpts of his Parliamentary address.

1) Second paragraph beginning “... People who do not know anything ….”

2) The quality standard: First paragraph beginning “When I speak of quality ….”

3) Men for the clay belt: First paragraph beginning

“... I have a very emphatic opinion ….”

Determine the main ideas from images

Posters such as these were promoted by Sifton as advertisements for immigrants from other countries. Determine what Sifton is saying through these carefully crafted advertisements.


6

Summarize information from a website

Explore the website below. In particular, read all five pages of the Canadian Immigration

Overview. Be sure to click on the some of the pictures and documents and read the stories.

As you read, create a set of notes that consists of 5 main points about how the government of

Canada treated many of its non-European immigrants. Play close attention to government policies and immigration challenges that suggest that Canada may not actually be the “open arms” kind of country it claimed to be. Use the following criteria to guide your note-taking skills.

Criteria for effective notes:





includes main ideas

accurate



concise



in your own words.

Open Hearts, Closed Doors http://www.virtualmuseum.ca/Exhibitions/orphans/english/themes/immigration/page1.html

Summarizes main ideas

Provides detail

Excellent

Summarizes main ideas thoroughly and insightfully.

Appropriate, thoughtful detail is described in a precise, accurate manner.

Assessing the notes

Proficient

Summarizes main ideas adequately.

Relevant detail is described in an occasionally precise manner; minor inaccuracies may occur.

Satisfactory

Summarizes main ideas partially and/or with some errors.

Detail is simplistic and is most often listed rather than described; inaccuracies may occur.

Comments:

Underdeveloped

Summary is confusing, unclear and/or off topic.

Detail is lacking and/or is inaccurate.

7


Explore a case study – Chinese immigration

Watch the video clips about Chinese immigration in Canadian history. As you watch, create a mind map that shows how the Chinese were treated when they came to Canada. You may complete your mind map vertically or horizontally below.

8


Identifies key points

Organizes information

Synthesizes information

Excellent

Key points are insightful, memorable and clearly organized.

Organization of information is astute and categories are distinct and useful.

Synthesizes information, determines patterns and links ideas to effectively present the theme.

Assessing the mind map

Proficient

Key points are logical, credible and well organized.

Satisfactory

Key points are generally organized.

Organization of information is logical and categories are clear & useful.

Synthesizes information, determines patterns and links ideas to present the theme.

Organization of information is partial and categories are general.

Partially synthesizes information, determines patterns and links ideas to present the theme.

Comments:

ANALYZING CANADIAN MULTICULTURALISM: CONTEMPORARY DATA

Explore Canada’s official multiculturalism policy

Underdeveloped

Key points are vague.

Organization of information is ineffective and haphazard.

Partially synthesizes information to present an incomplete theme.

Historically, Canada has had various policies regarding immigration and multiculturalism. What is multiculturalism? What is our current multicultural policy? In pairs or small groups, explore and summarize one of the following sources. Present your summary to the class, then, as a large group, create a short description of Canada's current policy on multiculturalism.

Canada’s current policy on multiculturalism – class summary

(optional) Explore Canada's immigration points system

You have just been introduced to Canada's official multiculturalism policy. Given this information, consider Canada's immigration points system as outlined below. You may even try the points calculator to see what various skills and traits are worth. Could you get enough points to be eligible?

To what extent does a system like this promote multiculturalism?

9


Explore Canada’s population

In order to effectively analyze Canadian multiculturalism, we must first learn a little about the details of Canada's population. Access the most recent data on this Statistics Canada web page to help you answer the following questions in your booklet.

1. What is Canada's population, according to the most recent data?_______________________

2. What is the most populous province/territory? ________________________

3. What is the least populous province/territory? ________________________

4. List three other observations you think are notable from the table shown on the website.

Analyze Canadian statistics

Becoming informed about Canada's current cultural diversity will also help you better analyze

Canadian multiculturalism. Carefully analyze the Statistics Canada table to consider Canada's true multiculturalism.

Questions to guide your analysis

1. What is the total population quoted at the time of this census?

2. How many people said they are Canadian by ethnic origin?

3. How many people said they are North American Indian?

5. How many people said they are French or English?

6. How many people stated they were of an ethnic origin different than those listed above (add up remaining numbers)?

Additional questions



Which column do you think would be the best to use to get an accurate assessment of our multiculturalism?



Why were some numbers (above) difficult to determine?



How might "confusion" like this impact judgements about whether Canada's multiculturalism is a myth or not?

Given all the above information, what generalizations can you make about Canada as a multicultural nation?

10


On a separate page, create a pie graph that demonstrates your analysis of the data in the charts.

Is it simply a graph of one of the columns or a combination of more than one column?

Be sure to explain what your pie graph reflects and why you think this is the most accurate interpretation of the information.

Before creating the graph, consider what qualities effective graphs should have. Create a set of criteria for effective graphs from the list of qualities you come up with.

Criteria for an effective graph:









Evaluate multiculturalism in Canada

Now that you have explored both historical and contemporary multiculturalism in Canada, consider the following question. To what extent is Canada’s claim that it is a truly multicultural nation a myth?

Is Canada's multiculturalism a myth? To formulate your response, consider how well Canadian multiculturalism meets the following criteria for an effective myth. Rate Canada's multiculturalism on the scales provided below.

Very widely accepted Only accepted by some

Plausible Implausible

Logical use of evidence Twisted use of evidence

In a short paragraph, explain and support your response to the question:

To what extent is Canada's claim that it is a truly multicultural nation a myth?


11

Excellent

Position Position is insightful and persuasive; shows thoughtful and mature reflection on the posed question(s).


Proficient


Satisfactory


Underdeveloped



Support Appropriate, thoughtful support is described in a precise accurate manner.



Comments:

ANALYZING CANADIAN PEACEKEEPING

Reflect on Canada as a peacekeeping nation

Take a minute to think about each of the following questions then write your responses in the spaces provided.

What makes you think that Canada is a peacekeeping country? Where does this idea come from?

Do you think our peacekeeping solution is right? Do you think it is effective?

What do you think other countries think about Canada's role as a peacekeeper?

Share your responses with the class.


12

Explore the peacekeeping concept

Through the questions you just answered, you have accessed your present understanding about peacekeeping. To ensure you are ready to evaluate it, however, it is important to ensure you really understand the concept. Explore some of the listed sources to help fill in any pieces of information about peacekeeping you may not already understand.

Summarize the concept of peacekeeping (and Canada's peacekeeping roles) in the space below.

Watch a video and take notes on "truths"

The video, "Myths for Profit," discusses what they view to be three myths about Canada's role in war and peace. Make notes about what the minidocumentary suggests to be the truth about each of the following myths.

Remember, this is just one group's perspective about Canada. How can you determine whether this information is credible or not? If this was the only piece of information about peacekeeping you had, to what extent would you have an accurate view of Canadian peacekeeping? Discuss your thoughts as a class.

Myth #1 - __________________________________________________

Myth #2 - __________________________________________________


Myth #3 - __________________________________________________

Go back to your earlier responses about Canada’s role as peacekeepers. Is there information

13 from the video that has altered your thoughts? You may wish to revise your answers in light of the information in Myths for Profit or as a result of other things you've learned on this topic.

Evaluate peacekeeping in Canada

Now that you have explored various views about peacekeeping in Canada, consider the following question. Is Canadian peacekeeping a myth? To formulate your response, consider how well

Canadian peacekeeping meets the following criteria for an effective myth. Rate Canadian peacekeeping on the scales provided.

Very widely accepted Only accepted by some

Plausible

Logical use of evidence

Implausible

Twisted use of evidence

In a short paragraph, explain and support your response to the question:

To what extent is Canada's reputation as a leader in peacekeeping nation a myth?

Should Canadians be proud of "Canada, the peacekeeper?"


14


Excellent

Position Position is insightful and persuasive; shows thoughtful and/or mature reflection on the posed question(s).

Proficient


Satisfactory


Underdeveloped



Support Appropriate, thoughtful support is described in a precise accurate manner.



Comments:

Practise written response assignment: 20-1

Examine all three sources then complete the assignment using the relevant set of instructions provided below. Write your response on a separate page.

Examine each source.

Write a response in paragraph form in which you must:

 interpret and analyze each source then identify and explain the connections to nationalism presented in each source

AND

 identify and explain one or more of the relationships that exist among the three sources.

Reminders for writing



Organize your response.



Proofread your response.

Self-checklist 20-1

Before calling your written response assignment completed, be sure you can check off each of the following statements!

 I have explained the main message in each source.

 I have identified the characters/people/symbols in each source.

 I have explained the information presented in the captions/clues/text in each source.

 I have explained how each source is connected to the concept of nationalism.



I have presented and supported a discussion on the relationships that exist between two or more of the sources.


15

Social 20-1 Written Response Assignment I

– Scoring Categories and Criteria

INTERPRETATION OF IDENTIFICATION OF QUALITY OF

SOURCES (12) RELATIONSHIPS (6) COMMUNICATION (2)

Excellent

E

Proficient

Pf

Satisfactory

S

Limited

L

Poor

P

ZERO

Source interpretation and explanation is sophisticated, insightful, and precise. Links to nationalism are accurate, perceptive, and comprehensively developed.

Source interpretation and explanation is sound, specific, and adept. Links to nationalism are consistent, logical and capably developed.

Relationship(s) are accurately and perceptively identified. Explanation is thorough and comprehensive.

Relationship(s) are clearly and capably identified. Explanation is appropriate and purposeful.

Vocabulary is precise and deliberately chosen.

Sentence structure is controlled and sophisticated.

Writing demonstrates skillful control of mechanics and grammar and is judiciously organized.

Vocabulary is appropriate and specific. Sentence structure is controlled and effective. Writing demonstrates capable control of mechanics and grammar and is purposefully organized.

Source interpretation and explanation is adequate, straightforward and conventional. Links to nationalism are relevant, and developed in a generalized fashion.

Relationship(s) are generally and adequately identified. Explanation is straightforward and conventional.

Vocabulary is conventional and generalized.

Sentence structure is controlled and straightforward. Writing demonstrates basic control of mechanics and grammar and is adequately organized.

Source interpretation and explanation is confused, vague and simplistic. Links to nationalism may be incomplete, superficial, and imprecise.

Identification of relationship(s) is superficial, illogical and of questionable accuracy. Explanation is confusing, overgeneralized, and

Vocabulary is imprecise, simplistic, and inappropriate. Sentence structure is awkward.

Writing demonstrates faltering control of mechanics and grammar and is ineffectively organized.

Source interpretation and explanation is minimal, inaccurate and simply copied from the source. Links to nationalism are disjointed, irrelevant, and demonstrate little redundant.

Identification of relationship(s) is minimal. Explanation is tangential and scant.

Vocabulary is overgeneralized and inaccurate.

Sentence structure is uncontrolled. Writing demonstrates profound lack of control of mechanics and grammar and is haphazardly or no understanding of the assigned task. organized.

Zero is assigned to a response that fails to meet the minimum requirements of “poor.”

Comments:

Practise written response assignment: 20-2

Write a response in paragraph form in which you must interpret each of the three sources and answer both questions below. Write your response on a separate page.

What do each of the three sources communicate about nationalism and identity?

AND

Considering the three sources, what do you think nationalism and identity should look like in Canada?

Write a response in which you must :

 interpret each source to identify what ideas are presented in the source about nationalism and identity

 explain and defend your position on what nationalism and identity should look like in Canada

 support your interpretations and position by referring to the sources.

Reminders for writing



Remember that you must answer both questions.



Organize your response

16




Proofread your response

Self-checklist 20-2

Before calling your written response assignment completed, be sure you can check off each of the following statements!

 I have explained the main message in each source.

 I have identified the characters/people/symbols in each source

 I have explained the information presented in the captions/clues/text in each source.

 I have explained how each source is connected to the concept of nationalism.



I have presented and supported my view about what nationalism and identity should look like in Canada.

Social 20-2 Written Response Assignment II – Scoring Categories and Criteria

INTERPRETATION OF

SOURCES (8)

DEFENSE OF

POSITION (8)

COMMUNICATION (4)

Excellent

E

Proficient

Pf

Interpretations are insightful, comprehensive, and address all sources. Evidence is specific and accurate; errors, if present, do not detract. Student demonstrates thorough and perceptive understanding of applicable social studies knowledge and assigned task.

Interpretations are specific and accurate but may not address all sources. Evidence is relevant and appropriate, but may contain some minor factual errors. Student demonstrates clear understanding of applicable social studies knowledge and assigned task.

Defence of position is based on one or more convincing, logical arguments. Evidence is specific and accurate; errors, if present, do not detract.

Student demonstrates thorough and perceptive understanding of applicable social studies knowledge and assigned task.

Defence of position is based on one or more sound arguments. Evidence is appropriate, but may contain some minor factual errors. Student demonstrates clear understanding of applicable social studies knowledge and assigned task.

Writing is fluent and purposefully organized. Effective stylistic choices may contribute to creation of engaging voice. Vocabulary is precise. Writing demonstrates confident control of sentence construction, grammar, and mechanics. Errors, if present, are inconsequential.

Writing is logical and clearly organized. Appropriate stylistic choices may contribute to creation of distinct voice. Vocabulary is specific. Writing frequently demonstrates effective control of sentence construction, grammar, and mechanics. Errors do not detract.

Writing is generally clear and functionally organized.

Basic stylistic choices may contribute to creation of an adequate voice. Vocabulary is adequate. Writing demonstrates basic control of sentence construction, grammar, and mechanics. Errors do not seriously interfere.

Satisfactory

S

Interpretations are valid but general and may contain minor misconceptions. Interpretations may not address all sources. Evidence is relevant, but general, may be incompletely developed, and/or contains minor errors.

Student demonstrates acceptable understanding of applicable social studies knowledge and the assigned task.

Defence of position is based on one or more adequate arguments. Evidence is relevant, but general and/or incompletely developed. The evidence may contain errors. Student demonstrates acceptable understanding of applicable social studies knowledge and the assigned task.

Limited

L

Poor

P

Interpretations are over-generalized and may contain substantial misconceptions. Evidence is superficial, may not always be relevant, and may contain significant errors. Student demonstrates a confused, yet discernible, understanding of applicable social studies knowledge and the assigned task.

Interpretations are mistaken or irrelevant. Evidence, if present, is incomplete and/or marginally relevant and frequently contains significant errors. Student demonstrates minimal understanding of applicable social studies knowledge and the assigned task.

Defence of position is based on oversimplified assertions and/or questionable logic. Evidence is superficial and may not always be relevant. The evidence may contain significant errors. Student demonstrates a confused, yet discernible, understanding of applicable social studies knowledge and the assigned task.

Defence of position taken is difficult to determine or little or no attempt is made to defend it. Evidence, if present, is incomplete and/or marginally relevant.

Significant errors in content are frequent. Student demonstrates minimal understanding of applicable social studies knowledge and the assigned task.

ZERO

Comments:

Zero is assigned to a response that fails to meet the minimum requirements of “poor.”

Writing is uneven and incomplete but is discernibly organized. Awkward stylistic choices may contribute to creation of unconvincing and/or inappropriate voice. Vocabulary is imprecise and/or inappropriate.

Writing demonstrates faltering control of sentence construction, grammar, and mechanics. Errors hinder communication.

Writing is unclear and disorganized. Ineffective and/or inappropriate stylistic choices may contribute to creation of ineffective and/or unsuitable voice.

Vocabulary is ineffective and frequently incorrect.

Lack of control of sentence construction, grammar, and mechanics is demonstrated. Errors impede communication.


Social Studies 20-1 - The Critical Thinking Consortium

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