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PURPOSE
To examine the social and economic factors, technological advances, and individuals
and groups that promoted change in Canada between 1885 and the beginning of the
First World War in 1914. Students will investigate the social and political challenges
of increased migration and settlement, and rapid industrialization. Students will
develop skills of historical analysis by making comparisons and connections between
conditions near the beginning of the twentieth century and aspects of life in present-
day Canada with the use of primary sources.
LEARNING EXPECTATIONS
*The overall and specific expectations of this lesson meet the requirements for Grade
8 History outlined in the Ontario Curriculum.
Overall Expectations:
1. describe key characteristics of Canada between 1885 and 1914, including social
and economic conditions, the roles and contributions of various people and
groups, internal and external pressures for change, and the political responses
to these pressures. (Ontario Curriculum: page 63, paragraph 1)
Specific Expectations:
2. use a variety of primary and secondary sources to locate relevant information (e.g.,
primary sources: immigration posters, photographs of working conditions,
journals and diaries; secondary sources: print materials, videos, CD-ROMs,
Internet sites) (Ontario Curriculum: page 64, paragraph 3)
TEACHER MATERIALS
3 Markers/Pencil Crayons or other art supplies (the more the better, allows for
creativity)
4 Primary source/secondary source kits (1 for each country; China, Italy, Russia)
*Prepared before hand
5 Document camera/powerpoint
LEARNER MATERIALS
1 Pencil/ Pen
2 Paper
PROCEDURE
INTRODUCTION/MOTIVATION/WARM UP (5 minutes)
Using a mind map, probe students for what they believe constitutes a primary source.
Ask them for examples. Write all answers on the board (the point of the exercise is to
get students thinking). Begin with a discussion on primary sources and introduce the
importance of using primary sources in the study of history.
INSTRUCTIONAL PROCEDURES/STRATEGIES
4. Set the stage and introduce the primary source activity. Explain that each group is
going to receive a kit with primary and secondary sources that deal with either
China, Italy, or Russia, and that they are to use the information provided to create
an immigration poster of their own. Explain that the purpose is to create a poster
that targets citizens from that particular country, and encourages them to
immigrate to Canada.
5. Let students open packages and begin their inquiry study of the sources, and
create their posters using the art supplies provided by the teacher. (15 minutes)
6. Regroup and have each group present their findings and their poster to the class.
Students should begin to mention how they used the sources to gather specific
information about their country. Guide discussion if necessary by asking
questions. (10 minutes)
7. After the presentations, debrief and reflect on activity and what students learned.
Ask questions such as: How did you use your primary sources to gather
information about your country? What is the importance of primary sources?
INSTRUCTIONAL STRATEGIES
ASESSMENT/EVALUATION
***Note: This lesson plan can be differentiated at the product/assessment task level
to meet the needs of various types of learners such as kinestetic, oral, and visual
learners. In the differentiated lesson, students will have a choice to choose what they
would like to produce or work on for their assessment activity.
2 A creative play: Students will produce a dramatic skit or play that deals with an
idea immigration. Students will produce a skit to promote Canada and the
benefits of immigration. Skits must be 5 to 10 minutes in length, and the
script must be handed in as well as presented.
4 Web page: Students will create a plan for the production of a web page that
encourages immigration to Canada. The web page should be designed as an
advertisement.
Projects are to be handed in or presented on the last day of the unit. All group
members must participate equally and evidence of shared work must be present.
***The following appendixes are a list of just some of the resources you can use for creating the source
kits for each country. Each kit will include the handout: Questions to think about while
exploring your kit…
Questions to think about while exploring your kit…..
Library of Congress (ca 1880-1920). Italian Immigrant Family at Ellis Island. Retrieved
January 27th, 2008 from the Library of Congress: Prints and Photographs Reading
Room. Website: http://lcweb2.loc.gov/cgi-
bin/query/i?pp/ils:@field(NUMBER+@band(cph+3b15378)):displayType=1:m856s
d=cph:m856sf=3b15378
The New York Times. (1888). Why Italians Come Over. Retreived January 27th, 2008.
from Latin American Studies. Website:
www.latinamericanstudies.org/immigration/Italians-1888.pdf
Garibaldi, Giuseppe. (1860). Giuseppe Garbaldi Encourages his Soldiers. Retrieved January
24th, 2008 from The History Place: Great Speeches Collection. Website:
http://www.historyplace.com/speeches/garibaldi.htm
Charles Dickens Account of Italy while traveling:
Dickens, Charles. (1846). Pictures from Italy: The Reader’s Passport. Retrieved January 24th,
2008 from Project Gutenberg eBooks. Website:
http://www.gutenberg.org/dirs/etext96/picit10h.htm
Lawrence, D.H. (1916). Twilight in Italy. Retrieved January 24th, 2008 from The
University of Adelaide Library (Australia), eBook @ Adelaide. Website:
http://etext.library.adelaide.edu.au/l/lawrence/dh/l41tw/
Garibaldi, Giuseppe. (1860). Report on the Conquest of Naples, 1860. Retrieved January
24th, 2008 from the Internet Modern History Sourcebook: 19th Century Italy.
Website: http://www.fordham.edu/halsall/mod/1860garibaldi.html
1. http://archives.cbc.ca/IDC-1-69-1433-
9242/life_society/chinese_immigration/clip1
2. http://ist.uwaterloo.ca/~marj/genealogy/chinese.html
3. http://www.ccnc.ca/redress/history.html
4.
http://www.virtualmuseum.ca/Exhibitions/orphans/english/themes/immigration/p
age2.
5. http://archives.cbc.ca/IDD-1-69-1433/life_society/chinese_immigration/
Primary Source Kit for Russia:
Woodsworth, John, comp. Russian Roots & Canadian Wings: Russian Archival
Documents on the Doukhobor Emigration to Canada. Manotick, Ontario:
Penumbra Press, 1999, p. ii, xx.
The sources for the Doukhobor immigrants from Russia were a nice
complement to the electronic sources used for Italy and China because students
learned that primary sources are often contained within secondary sources, such as
monographs. Monographs are far more available than are some primary sources.
Students should also learn to be comfortable in using monographs and not feel they
have to read the entire book for it to contain items of value for their research. Many
primary sources are often only available in archives, and so grade eight students
should learn the distinction between the secondary source components in
monographs and the primary sources, such as illustrations, photographs or
appendixes, that are reproduced within such monographs.