Grade 1: What are the qualities and actions of kindness and compassion (lesson 1 /1)

This lesson can be integrated into the primary curriculum on many levels. While useful for Social Studies units on Self, Family and School, this lesson is also designed to address the Language Arts curriculum and can be used for teaching about making connections. This unit also addresses Social Responsibility and asks students to consider the qualities and actions of kindness and compassion. Archival Pictures are included for activities that ask students to develop criteria for compassionate behaviours.

This lesson may take a series of class sessions to complete.

Objectives

It is expect ed that students will:

• Participate cooperatively and proactively in groups
• Draw simple interpretations from personal experiences, oral sources, and visual representations
• Present information using oral, visual, or written representation

Materials

• A copy of the story Crow Boy by Taro Yashima
• Copies of pictures from archives
• Poster paper to generate a class list of qualities of a kind and compassionate person
• Copies of the archival pictures:
  • Chinese children in a stroller built for three children [1]
  • Chinese Children Playing in Street [2]
  • Crowd Waving Goodbye to Men on a Train [3]
  • First nations Woman with Child in Carrier [4]
• Information on archival pictures [5]
• Copies of BLM 1 for each student

Activities

• Read Crow Boy by Taro Yashima. As a class, discuss if Mr. Isobe’s actions were kind and compassionate. Discuss whether or not Chibi is treated kindly or compassionately by his classmates. Ask students: What does it mean to be compassionate? As a class, generate a list of qualities of a kind and compassionate person. Discuss if characters from the story have any of these qualities.
• Break students into small groups. Provide each group with copies of the archival pictures. Ask students discuss what they see in the pictures, how it makes them feel, and what it makes them think of. Instruct students to comment specifically on the people that they see in the pictures: are they acting compassionately, what do their facial expressions indicate? Can we be sure that their actions are in fact compassionate just by looking at the picture? Their task is to determine if the people in the pictures are kind and compassionate.
• Provide a copy of BLM 1 to each student. Individually, students will use the archival pictures to complete each section of the BLM. They are free to refer to or copy from the list of qualities of a kind or compassionate person generated by the class after reading Crow Boy. Encourage students to refer to the actions that they saw depicted in the archival pictures.
• Gather as a group. Discuss which actions and feelings are compassionate and why. Ask student to provide evidence to support their answers.

Assessment

• Anecdotal. As students participate in the activities and discussion, take note of students’ understanding of how some images depict kindness and compassion through actions, and how some images could be interpreted differently. Take note of students’ understanding of compassionate as an action and a feeling.

Extension

• Challenge students to find other images in story books, magazines, that do and do not depict kindness and compassion.

Grade 4: How did the First Nations display compassion for the European Settlers? (part 1)

This lesson can be integrated into a unit on understanding and showing compassion. Students will explore the ways in which the Aboriginal peoples showed compassion towards the early European explorers.

Objectives

It is expected that student will:

• Students will identify effects of early contact between Aboriginal societies and European explorers and settlers
• Students will analyze factors that influenced early European exploration of North America
• Describe Aboriginal peoples’ relationship with the land and natural resources

Materials

• Grade 4 Socials Studies textbook- Our Beginnings Outlooks 4

Activities

Step 1: Have the students work in small groups to brainstorm the idea of compassion. What is it? How are they compassionate to others? How are other compassionate to them? How would life be different if people did not display this very important characteristic?

Step 2: As a class, read “A Second Voyage” pg. 141 in Our Beginnings, the Grade 4 Social Studies textbook aloud. Have a class discussion about scurvy and the role the First Nations and how their knowledge of their land and resources helped the survival of many European explorers and settlers.

Assessment

Look for evidence of:

• Student willingness to openly participate in group and class discussions
• Student’s ability to understand and identify positive impacts the First Nations had on European explorers and settlers.
• Student’s ability to display knowledge of Aboriginal people’s relationship with the land and resources.

Extension

• Create a Venn diagram that displays compassion and caring shown by the First Nations and European Settlers. The middle of the diagram will illustrate common acts of compassion between both parties.

Grade 4: The Indian Act: An Introductory Worksheet (part 2)

This lesson can be integrated into a unit on the rights of the First Nations and the impacts of Canadian governance on those rights. Students will be asked to think critically about the rights of Aboriginal Peoples and the ways their lives have been altered as a result of such governance.

Objectives

It is expected that student will:

• Students will identify the impact of Canadian governance on Aboriginal people's rights

Materials

• Computers for research
• See Blackline Master #1 for worksheet
• Social Studies textbook- Our Beginnings Outlooks 4

Activities

Step 1: In the computer lab, have students work in pairs to conduct online research on the Indian Act. They will need to take notes for the purpose of writing a report and preparing a class presentation.

Step 2: After students have made their own notes, have a class discussion on Indian Act to clarify any misconceptions or questions the students may have.

Step 3: Have them work individually or in pairs on the “Indian Act” worksheet.

Worksheet: The Indian Act

1. What is the Indian Act?
   The Indian Act is a legal document and a set of laws that was first passed by the Canadian Government in 1876 and is still enforced today. This set of laws gave the government complete control over the lives of Aboriginal peoples.
2. Why was the Indian Act created?
   Historically, control over Aboriginals had been a British responsibility, which was then passed to Canada. Once the fur trade ended, Aboriginal peoples had no role to play, and they became a barrier to government plans for the settlement of western Canada. The Government called it the Indian problem.
   The government responded to this “problem” by creating the Indian Act which had to objectives: 1. Control over Aboriginal peoples. Aboriginal peoples couldn’t leave reserves, own land, or do business without permission. 2. Assimilation. Eventually Aboriginal peoples were to enfranchise and receive all the benefits of any other Canadian).
3. What did the Indian Act do?
   • placed complete control over Aboriginal politics, culture, education, and personal lives in the hands of the federal government
   • established rules that dictated who was Indian and who was not (status/non-status)
   • located all financial control of Aboriginal peoples with the federal government
   • did not allow Aboriginal people to own land
   • forced a new form of education on Aboriginal peoples
   • did not allow aboriginal people to vote in a federal election until 1960
4. What are positive aspects of the Indian Act?
   The Indian Act is the only government document to recognize Aboriginal peoples. Without it, aboriginal peoples would not have any special status. It allows for certain rights including health services, education, subsidized housing and exemption from certain taxes but all in exchange for land and other rights.
   Some amendments have been made to the Indian Act including lifting of the ban on ceremonies and fundraising, permission to vote, Bill C-31 to re-establish some Aboriginal peoples' status.

Assessment

Look for evidence of:

• Student willingness to openly participate in group and class discussions
• Students’ ability to explain the possible changes in their understanding of the rights of Aboriginal peoples in Canada
• Students’ factual understanding of the Indian Act

Extension

• Archival Link: Look through newspapers for articles on other cultures that have faced discrimination in Canada.

Grade 7: Which empire was kinder and gentler to their colonized subjects? (part 1)

This lesson can be integrated into a unit on Ancient Rome in Social Studies. In particular this lesson fits well when discussing the expansion of the Roman Empire. It can also be integrated into Language Arts and Social Responsibility. This lesson examines perspective. Students will be asked to compare and contrast colonization practices in Ancient Rome to the British Empire in North America. Students will be asked to create counter – arguments with one side supporting the statement the British Empire was kinder and gentler to their subjects than the Roman Empire, and the other side supporting the statement the Roman Empire was kinder and gentler to their subjects than their British counterparts in North America. This lesson will take several class sessions to complete.

Objectives

It is expected that…

• Students will demonstrate the effects and consequences of contact and conflict between ancient cultures
• Students will demonstrate their ability to defend and support an issue by considering a competing perspective

Materials

• Computer

Activities

Teacher discusses the term colonization with students.
Teacher discusses the expansion of the Roman Empire (The teacher may have to dedicate 1 to 2 lessons to this)
Teacher asks students to examine the Roman Empire through textbook and internet links looking in particular at how the Roman Empire colonization practices affected the colonized groups individual/group rights, religion, and values. Furthermore, how was the Roman Empire influenced by the nations they colonized? Students repeat the above activity examining the British Empire’s colonization practices with the Aboriginal Peoples.
Teacher divides the students into two groups. One group will argue the following statement: The British Empire was kinder and gentler to their subjects than the Roman Empire. The second group will argue the following statement: The Roman Empire was kinder and gentler to their subjects than the British Empire were to the Aboriginal Peoples.
Students research and write an essay, which they will use to help formulate their argument for the classroom debate.
Student debate while teacher facilitates.

Assessment

• Student essay
• Student debate

Extension

• Students respond to the following challenge question:
  Roman Empire: Nation of warriors or a nation of refined people?
  British Empire: Nation of greed or a nation of refined people?

Grade 7: Is Canada a kinder and gentler country to new immigrants? (part 2)

This lesson links well when discussing the expansion of the Roman Empire. It can also be integrated into Language Arts and Social Responsibility. Once students have discussed the colonization practices of the Roman and British Empires by examining the level of compassion of each, students will be asked to look at the immigrant experience in Canada. Specifically students will be asked if immigrating to Canada has become a kinder and gentler process in present day than in the past. This lesson will take a series of class sessions.

Objectives

It is expected that…

• Students will demonstrate the ability to use primary and secondary sources in order to formulate an opinion on an issue.
• Students will demonstrate their ability to defend and support a position on an issue.

Materials

• Multicultural Canada archival collection
• Computers with access to internet

Activities

Teacher recaps the student debate on which empire was kinder and gentler to their subjects.
Teacher poses question: Has Canada become a kinder, gentler, and more accepting country to new immigrants in present time than in the past? What has changed and what continues to remain static in the in immigrant experience. What similar challenges do present immigrants face? What are some of the differences?
To challenge student thinking, it is important that the teacher shows examples of immigrant cultural stereotyping that occurred in newspapers in the past (using the archival material) as well as in the present. For example, how were Indo-Canadians framed in the past and how are they framed in present time in the news media? It’s important that the teacher presents images of present day Canada struggling with the same issues it did in the past, namely racism, sexism, and class. This will allow students to begin to think deeply and critically of the above question.
Students will be asked to use the Multicultural Canada archival collection to understand past immigrant experiences. What obstacles and barriers did they face?
Students will be asked to interview someone that has immigrated to Canada in the last ten years and ask him/her about their experiences and challenges. If a student is unable to find anyone to interview they can look at newspapers that are geared towards recent immigrants such as New Immigrant.
Students compile their research and formulate their argument to the question has Canada become a kinder, gentler, and more accepting country to new immigrants compared to the past?

Assessment

• Student essay
• Student interview with recent immigrant

Extension

• Examine your own parents, grandparents, and great grandparents immigration to Canada. What challenges did they face?

Grade 10: Grade 10 Social Studies: A Canadian Hero of Compassion (part 1)

Objectives

It is expected that the student will:

• Relate the status of ethnic minorities in Canada to the societal attitudes of the time
• Evaluate the influence of immigration on Canadian society from 1815 to 1914
• Develop critical thinking skills by evaluating materials
• Develop research skills by searching for archival and present-day online materials

Materials

• Multicultural Canada archival collection
• Computers
• Access to Internet

Activities

Introduction:
“Love and compassion are necessities, not luxuries. Without them humanity cannot survive.” – The 14th Dalai Lama
Read the following quotation giving time for students to silently reflect:
Have students compose a short journal entry about the quotation and offer these prompts:

• How do you feel about this quote?
• What would a world without compassion look like? Could this world survive?
• Where do you see compassion in your world?
• Where have you practiced or received compassion?

Conduct a class discussion on what students think of when hearing “hero of compassion.” Ask students if they can name a hero of compassion; for example, the Dalai Lama or Bishop Desmond Tutu. Remind students that these are significant examples; a hero of compassion does not have to be as accomplished as these two men.

Study:
Ask students to look through The New Canadian Newspaper to identify a particular struggle for the second generation Japanese Canadian community and/or read or listen to the transcription of an oral history from a south Asian immigrant to Canada. A struggle can be experiencing internment for the Japanese, discrimination at the workplace etc. Students will be asked to find one article or transcription which exemplifies a struggle of Japanese-Canadian and Indo-Canadians. After identifying a struggle, students will be asked to research a compassionate hero of Canada who helped ease the struggle. The hero can be of the past or present.

Once students have found a compassionate hero, they will be asked to share the information they collected with the class in an innovative manner (e.g., PowerPoint, skit, interview, monologue, debate, etc.) focusing on how they feel the hero they found is a hero of compassion.

Conclusion:
Ask students to share what they know about Bishop Desmond Tutu. Add to what they say so that it is clear to students who he is. Display this quote:
“If you are neutral in situations of injustice, you have chosen the side of the oppressor. If an elephant has its foot on the tail of a mouse and you say that you are neutral, the mouse will not appreciate your neutrality.”

1. Ask students to reflect on this quote and how it relates to the hero they researched.
2. Ask students to think of a time they wish they could have been a hero of compassion but remained neutral. Ask them to describe how they felt, why they acted how they did, and what they wish they had done instead. Ask students to then visualize how the situation could have been different if they had been a hero of compassion.

Assessment

Students will be assessed on: how they critically they think about past struggles of oppressed groups in Canada. They will be asked to find a Canadian hero of compassion, and be able to justify why he or she qualifies as such. See rubric on critical thinking.

Extension

Students find a local person who they think exemplifies a hero of compassion, this may be a volunteer worker, etc. Students interview their hero of compassion and present their findings to the class. While presenting students address, among other things, why they chose that specific person as well how he or she acts in a way that is compassionate in the community.

Students find examples of people/non-profit organizations which aid new immigrants in their city, province or country.

Grade 10: Grade 10 Social Studies: A Changing Canada? (part 2)

Objectives

It is expected that the student will:

• Analyze Canadian society from 1815 to 1914 in terms of gender roles, ethnicity, daily life, and the arts
• Evaluate the impact of interactions between Aboriginal peoples and European explorers and settlers in Canada from 1815 to 1914
• Evaluate the influence of immigration on Canadian society from 1815 to 1914
• Develop critical thinking skills by questioning, comparing and evaluating materials
• Demonstrate effective research skills, including: accessing, collecting, evaluating, organizing and presenting information

Materials

• Multicultural Canada archival collection
• Computers
• Access to Internet
• Construction paper, scissors, glue (if student chooses to use)

Activities

Introduction:
“It is that long-term change that I think we must see if we are not to lose hope.”
-- Howard Zinn

Display the quotation giving time for students to silently reflect. Have students compose a short journal entry about the quotation and offer these prompts:

• How do you feel about this quote?
• What do you think long-term change means?
• What is compassion? How does this quote relate to the concept of compassion?
• Can you think of a real life example this quote may apply to?

Conduct a class discussion on what students think of the quote by Howard Zinn. Ask students what real-life examples they thought of upon reflecting on the quote. Ask students what compassion means to them, and how it relates to the quote.

Study:
Students are to create a positive-negative timeline as a culminating activity to a unit. The theme of the timeline is a history of tolerance and intolerance in Canada. Based on certain policies, events and figures students have learned about, such as immigration policies and interactions between Aboriginals and Europeans, students choose events and figures they think are historically significant, both tolerant and intolerant. On the timeline, students include a short description of the event (which they will find through researching or from their textbook). As well, students will, by searching the Multicultural Canada website and other sources, use historical photographs, headlines from newspapers, excerpts or quotes from newspapers and transcribed interviews, to add to the events they have included in their timelines; this will make the timeline more interesting to read.
Students rank their timeline events according to their perceived historical significance. The most significant positive ranking being a +5, and the most significant negative ranking being -5. For example, a student may include the barring of Sikh immigrants in Canada aboard the Kamagata Maru, ranking it as a -5. Students will write short paragraphs justifying the rankings they assigned and attach them to the respective events. The teacher may decide how many events should be included in the timeline.
Timelines can be constructed in a way the student chooses, perhaps using graph paper, construction paper, or computer.
Conclusion: Students present their timelines to the class, explaining why they choose certain events and why they gave certain rankings. When the timelines are complete, they may be displayed on walls throughout the class or high school.
The teacher once again displays the quote by Howard Zinn on the board. The teacher debriefs with student what they have learned from creating a timeline. The teacher asks students to comment on the quote, in relation to the timelines they have constructed. Ask students if they have any new insights.

Assessment

Students will be assessed on how they critically they think about historical events in Canada. They must assess the significance of events by ranking them and justifying their decisions. The timeline will be assessed using the rubric on critical thinking.

Extension

Students create a timeline of tolerant and intolerant events and people specifically focusing on British Columbia’s past and present.

Students write a persuasive essay based on what they have learned in the class, as well as what they have learned from doing this project. Students must decide whether Canada has become more or less compassionate over the past century.

Lesson adapted from Lea Hansen-George’s Lesson: A Timeline for Change, from www.tolerance.org [9]