Task

The Hebrides are a group of islands off the west coast of Scotland and are sub-divided into two groups, the Inner Hebrides and the Outer Hebrides.

Imagine you are a child from the Scottish Hebrides coming to Canada with your family. Create a comic strip of nine or more photographs chronicling your journey to Canada. Include photos from before, during, upon arrival and while settling in Canada. Add text captions explaining each photo, along with speech/thought bubbles conveying what your conversations and thoughts would have been.

Process

1. View the following sites to learn about Scottish immigration to Canada. You can also perform your own search using a search engine.mul
Scotland.org [2]
Crossing borders: Scottish emigration to Canada [3]
The Scots to Canada Web Site [4]
Scotland's Family [5]
The Canadian Encyclopedia [6]
Scots in New Scotland (Nova Scotia) [7]
A Land as Green as the Sea [8]
The Encyclopedia of Canada's Peoples [9]
Chung Collection - Scottish Canadian materials [10]
     

Consider the following questions as you research:
What was life like in Scotland?
What prompted the Scots to emigrate?
What did Canada offer to entice Scots here?
What did Scotland offer to entice emigration?
What was travel like to Canada?
Where did most Scots arrive?
What evidence of Scottish influence is seen in Canada today?

You may wish to use a mind mapping program [11] to help organize your thoughts and record your information. Remember to keep a record of reference information.

2.Explore the UBC Chung collection of Scottish settlement photos and textual artifacts found on Multicultural Canada.
Multicultural Canada Collection

Consider the following as you choose your photos:

Do you have photos depicting the following:

Life in Scotland
The voyage to Canada
Arrival in Canada
Settlement in Canada
Daily life in Canada
Scottish presence in community life
Hebridean Family

3. Using a comic strip creator [12] build a comic using your selected photos. Add text and speech bubbles, to chronicle the journey and settlement of a Scot.

What were you thinking or feeling as you were leaving Scotland?
What conversations would you have had with your parents, friends and others prior to leaving?
What were your thoughts and conversations on your journey over?
What were your first thoughts when you arrived in Canada?
What conversations did you and your family have when you arrived in Canada? How were you feeling?
Where did you settle? Relate your feelings, thoughts and conversations as you met new friends, began school and settled into your new life in Canada.

Evaluation

Conclusion

Congratulations on your successful immigration to Canada! The Scottish
people are a large and important piece of the Multicultural fabric that
makes Canada the great country that it is today.

Teacher

Multicultural Canada Collection

This webquest was created to encourage the use of the Multicultural Canada digital archives.

The vision of Multicultural Canada is to promote greater learning, understanding and communication amongst and within the cultural groups that have built and continue to build a vibrant Canada.

Working collaboratively, the goal of Multicultural Canada is to contribute to the appreciation of Canada’s diverse heritage by using the internet to provide increased access to shared histories and experiences.

This includes:
Capturing and preserving first-hand accounts of first generation immigrants who share their early Canadian experience, along with digitizing and providing enhanced access to culturally significant materials in all mediums 

Webquests

The webquest can be completed individually or in small groups. It is designed to be self-directed and encourage student inquiry. The assignments are all designed to be completed electronically and saved on a computer with all research, tasks and final projects completed digitally. Assignments can be assessed using the rubric on the Evaluation page by the student, the teacher or collaboratively. The teacher may wish to adapt the rubric to fit particular learning outcomes.

When completing the webquest task it would be helpful for the students to keep a record of all the sites they visit for referring back to and for correctly referencing any material used. An easy way for students to keep such a record is by bookmarking the sites using delicious.

Webquests require the use of a variety of computer applications. All of the applications needed for this webquest is either a free download or one that is commonly purchased and available on educational computers. Additionally, there are many substitute applications that can used to complete the webquest should the recommended one not be available. A list of suitable applications is found below.

Applications

Mind42 [13]           
Mindmeister [14]           
Inspiration [15]            
delicious [16]            
Comic Life [17]           
Pixton       [18]      

Sample Project

Learning Outcomes

Gather a body of information from a variety of primary and secondary sources
- Retell a story from an interview
- Apply established criteria to compare information sources
- Apply a variety of strategies to record information gathered from sources
- Create a bibliography of all sources used

Apply critical thinking skills - including comparing, imagining, inferring, identifying patterns, and summarizing - to selected problems and issues
- Compare information and viewpoints about a selected problem or issue
- Identify patterns in information, and use those patterns to draw inferences
- Demonstrate an ability to imagine situations and results in relation to a selected problem or issue
- Summarize information and opinions about a selected problem or issue

Assess why immigrants came to Canada, the individual challenges they faced, and their contributions to Canada
- Through role play, simulations, or letters, present personal perspectives of the challenges faced by immigrants
- Give historical reasons for the immigration of specific cultural groups to Canada
- Create a representation of how immigration has led to the development of Canada as a cultural mosaic

View to comprehend a variety of visual texts such as
- web sites
- video
- photographs
- art
- visual components of print media

Create thoughtful representations that communicate ideas and information to
- explore and respond
- record and describe
- explain and persuade
- engage

Create a presentation on a selected historical event or topic
- Organize information to plan their presentation
- Use an outline organize information in a coherent format
- Prepare a presentation using selected communication forms to support the purpose of the presentation
- Apply established criteria for their presentation

Create images
- That support or challenge personal and societal beliefs, values, traditions or practices
- Based on an understanding of historical images and issues
- (Or a series of images) that represent a subject or theme
- That engage more than one of the senses

Create a work of art
- That reflects an understanding of the impact of social/cultural/historical contexts
- That communicates specific beliefs/traditions in response to historical/contemporary issues

Culture and Values
- Evaluate the components of value systems within and among cultures, including; religion and mythology, morals and ethics, heroes and role models
- Analyze the diverse values and beliefs of civilizations