ETFO-The Power - The Elementary Teachers` Federation of Ontario

Transcription

T H E
P O W E R
O F
S T O R Y
The writers wish to extend their thanks to all the contributors of this
resource. Special thanks to the women who shared their stories, and
their relatives and friends who provided photographs. In addition we
would like to acknowledge the support and assistance we received from:
• The Canadian National Institute for the Blind,
• St. Catharine’s Museum at Lock 3, Arden Phair, Curator,
• Louise Ouimet and Jill Aoki-Barrett for their work in preparing
assessment components,
• Maedith Radlein and Robyn Turgeon for their help in developing
activities.
published by the
Elementary Teachers’ Federation of Ontario
Suite 1000, 480 University Avenue
Toronto, Ontario
M5G 1V2
Copyright © 2002 by the Elementary Teachers’ Federation of Ontario
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted, in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior permission of the copyright owner.
design by ARTiFACT graphic design
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he stories in this project provide ways to assist
educators and students to reflect on our day to
day lives, question the meaning of our
experiences, and value the insights we gain.
Educators and students may contemplate our
own stories as we consider ways to achieve
acceptance, appreciation and inclusivity for our
diverse Canadian communities.
Prepared for the
Elementary Teachers’ Federation of Ontario
by:
Joan Beecroft
Carol Brown
Margaret Neigh
Catherine Pawis
Pat Wright
Sherry Ramrattan Smith
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This volume of The Power Of Story is dedicated
to Bev Saskoley, whose work inspires us.
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Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Assessment Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
K Marie Gaudet & Rose Logan Pitawanakwat . . . . . . . . . . . . . . . . . . . 22
Story: Moo ii-sikaag! (The cow is going to bump into me!) (Version 1) . 23
Kindergarten lesson: Moo ii-sikaag! (Version 1) . . . . . . . . . . . . . . . . 27
K-1 Helen Mable Smith . . . . . . . . . . . . . . . . . . .
Story: Many Hats (Version 1) . . . . . . . . . . . .
Kindergarten lesson: Many Hats (Version 1) . .
Grade 1 lesson: Many Hats (Version 1) . . . . .
. . . . . . . . . . . . . . . . . 28
. . . . . . . . . . . . . . . . 29
. . . . . . . . . . . . . . . . 33
. . . . . . . . . . . . . . . . 35
1 Kelly (Khiet) Huynh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Story: Kelly’s Memories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Grade 1 lesson: Kelly’s Memories . . . . . . . . . . . . . . . . . . . . . . . . 41
2 Valerie Mah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Story: Be Proud of Who You Are! . . . . . . . . . . . . . . . . . . . . . . . . 43
Grade 2 lesson: Be Proud of Who You Are! . . . . . . . . . . . . . . . . . . 47
2-3 Marcia Aoki . . . . . . . . . . . . . . . . . . . . . . . .
Story: All Over Again . . . . . . . . . . . . . . . .
Grade 2 lesson: All Over Again . . . . . . . . . .
Grade 3 lesson: All Over Again . . . . . . . . . .
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3 Helen Mable Smith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Story: Many Hats (Version 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Grade 3 lesson: Many Hats (Version 2) . . . . . . . . . . . . . . . . . . . . . 61
3 Jessica Tuomela. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Story: Don’t Sit Back... Go For It! . . . . . . . . . . . . . . . . . . . . . . . 63
Grade 3 lesson: Don’t Sit Back... Go For It!. . . . . . . . . . . . . . . . . . 67
3 Millie Umehara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Story: Never Give Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Grade 3 lesson: Never Give Up . . . . . . . . . . . . . . . . . . . . . . . . . . 73
4 Christine Ichim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Story: Outside the Box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Grade 4 lesson: Outside the Box . . . . . . . . . . . . . . . . . . . . . . . . . 81
4 Myrtle Namsoo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Story: It Soothes Your Soul and Brings People Together . . . . . . . . . 85
Grade 4 lesson: It Soothes Your Soul and Brings People Together . . . 89
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5 Tamara Koba . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Story: A Mother’s Love . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Grade 5 lesson: A Mother’s Love . . . . . . . . . . . . . . . . . . . . . . . . 95
5 Brenda Kaufman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Story: Hidden Talent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Grade 5 lesson: Hidden Talent . . . . . . . . . . . . . . . . . . . . . . . . . 101
6 Sharon Mitic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Story: Making a Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Grade 6 lesson: Making a Difference . . . . . . . . . . . . . . . . . . . . . 109
6 Marie Jakober . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Story: A Writer’s Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Grade 6 lesson: A Writer’s Story . . . . . . . . . . . . . . . . . . . . . . . . 117
6 Frances Sanderson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Story: Students Learn About Aboriginal Peoples First-Hand,
Not from Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Grade 6 lesson: Students Learn About Aboriginal Peoples
First-Hand, Not from Textbooks . . . . . . . . . . . . . 123
6 Marie Gaudet & Rose Logan Pitawanakwat . . . . . . . . . . . . . . . . . . 124
Story: Moo ii-sikaag! (The cow is going to bump into me!) (Version 2) 125
Grade 6 lesson: Moo ii-sikaag! (Version 2) . . . . . . . . . . . . . . . . . . 129
6-7 Kate Rice . . . . . . . . . . . . . . . .
Story: Buried Treasure . . . . . .
Grade 6 lesson: Buried Treasure
Grade 7 lesson: Buried Treasure
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137
139
7-8 Marguerite d’Youville . . . . . . . . . . . . . . . . . .
Story: A Woman Ahead of Her Time . . . . . . .
Grade 7 lesson: A Woman Ahead of Her Time
Grade 8 lesson: A Woman Ahead of Her Time
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7-8 Beverly Saskoley . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Story: Challeging Injustices:
Thoughts about Activism Within a Union . . . . . .
Grade 7 lesson: Challenging Injustices:
Thoughts about Activism Within a Union
Grade 8 lesson: Challenging Injustices:
Thoughts about Activism Within a Union
. . . . . . . 148
. . . . . . . 149
. . . . . . . 153
. . . . . . . 156
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
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Introduction
“Each time you tell your story, remember that you make a difference
for someone”.1
Life stories provide a valid means of transmitting history. They allow us
to draw connections between past and present, yesterday and today. In
our society there exist oppressive structures that constrain some voices.
Story telling, or narrative, creates rich conditions that enable those who
are silenced to transform their contributions and concerns from hidden or
intimate spoken stories to shared text. Yvonna S. Lincoln says, “It takes
an extended amount of time for the silenced to seek and find their voices
and to frame their stories.” The women featured in this collection have
finally reached such a stage. They lead rich, full lives and are able to view
the world as optimists. Each story unfolds to demonstrate how these
women rose to the occasion, whether it meant facing an illness, helping a
friend, speaking out on behalf of another, or achieving career and
personal goals.
“In a world where the meaning of events and incidents must be quite
puzzling, the story offers a haven of clarity.”2
References
1 Modell, Judith. How Do you
Introduce Yourself as a
Childless Mother? Birthparent
Interpretations of Parenthood, in
Rosenwald, George C. &
Ochberg, Richard L., Eds.
Storied Lives: The Cultural
Politics Of Self-Understanding.
New Haven: Yale University
Press, 1992. p. 76.
2. Egan, Kieran. Literacy, Society,
and Schooling: A Reader.
Cambridge: The Press Syndicate
of the University of Cambridge.
1986. p.23.
Stories provide a means for provoking thought and examining our
attitudes and assumptions. Even though we may not be experiencing a
situation directly, by allowing our minds to be open to diverse
perspectives, we are able to learn through the life experiences of others
around us. When we share anecdotes, the concentration and energy
levels of our audience change. This is because ideas and facts take on a
human face and become real.
“Stories are gifts.”3
The writers hope that the stories crafted in this book will help students
realize the worth and contributions that ordinary people bring to one
another on a daily basis. As long as one person benefits from an action
that we as individuals have taken, the world becomes a better place.
3. Harding, Susan. The Afterlife of
Stories: Genesis of a Man of
God, in Rosenwald, George C. &
Ochberg, Richard L. Eds. Storied
Lives: The Cultural Politics Of
Self-Understanding. New
Haven: Yale University Press.
1992. p. 60.
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Why create this
resource?
This collection of stories provides a way to teach students that:
• Storytelling validates our life experiences,
• Storytelling is an art,
• Storytelling is a valid means of transmitting history.
Notes to Teachers
• We encourage you to read all the stories. Please do not feel
limited by the grade levels suggested.
• Some stories have lesson plans for more than one grade level.
• You may wish to use particular stories at school wide events or
to highlight special themes such as White Cane Week, United
Nations International Day for the Elimination of Racial
Discrimination, Canadian Authors, Cancer Awareness Month,
International Women’s Day, Arthritis Month, Black History
Month, Gay and Lesbian Pride Week, National Aboriginal Day,
and various cultural celebrations.
• Many of the stories complement the ten monthly themes from
the ETFO publication We’re Erasing Prejudice For Good (revised
2002).
• We have attempted to tell the stories of women whose voices
have not been heard. Some stories offer a simple message, while
others deal with more complex issues. Both kinds are equally
important since they reflect the way we live and learn.
• As you read these stories, remember that children have their
own experiences that need to be validated. These models can be
used to encourage students to share their own life stories.
• The expectations are linked to the Ontario Curriculum
documents.
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Assessment Rubric
The following rubric may be used to assess an oral presentation or recount delivered by students based on one
of the stories in this document. Instead, students may choose to retell the life story of someone they know.
Knowledge/Skills
Level 1
Level 2
Level 3
Level 4
Reasoning
presents a few simple
facts from the story with
much assistance
presents some facts from
the story that are related,
with occasional
assistance
presents a variety of facts
from the story with
minimal assistance,
showing some complexity
and understanding
presents all relevant facts
from the story concisely
and with complexity and
understanding
Communication
expresses with assisexpresses some ideas,
tance, a limited range of facts or vocabulary
ideas, facts or vocabulary
some clarity
unclearly
Organization
a few simple facts
presented
Performance and
Creative Work
performs only in a limited performance is almost
complete
way
expresses a variety of
expresses a variety of
ideas, facts or vocabulary ideas, facts or vocabulary
clearly and precisely
clearly, precisely and
confidently
a variety of facts
some simple facts
presented in a mechanical presented in a logical
manner
and sequential manner
detailed and precise facts
presented in a complex
and logical way
performance is complete
performance is well
developed
voice, tone, and gestures
clarify meaning
voice, tone and gestures
clarify and enhance
meaning
voice and tone monotonous, few if any gestures
voice, tone and gestures
simple
missing one or more
elements of beginning,
middle and end
complete beginning,
nearly complete
beginning, middle and end middle and end
clear beginning, middle
and end
Grade expectations that can be assessed using this rubric*:
Kindergarten
- communicate effectively by listening and speaking;
- describe personal experiences and retell familiar stories, using appropriate vocabulary and basic story structure ( beginning, middle, end );
- use gestures, tone of voice and other non-verbal means to communicate more effectively
Grade 1
1e43
1e51
(1e45)
1e56
(1e53)
Grade 2
2e49
2e50
2e57
Grade 3
3e53
3e61
3e62
Grade 4
4e54
4e64
(4e55)
(4e62)
Grade 5
5e47
5e59
5e60
(5e50)
(5e56)
Grade 6
6e49
6e57
(6e52)
Grade 7
7e49
7e57
7e60
7e62
7e63
Grade 8
8e48
8e51
8e59
8e60
8e61
*expectations in parentheses may or may not be fully addressed with this task as outlined, but with minor adjustments to the task, they
could easily be incorporated into an assessment task.
The Power Of Story, ETFO © 2002
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Assessment Tracking
Sheets
A variety of tracking sheets are included. These will assist in your
assessment of strategies and expectations addressed within this
document. The tracking sheets can be modified for use in other areas of
the curriculum.
Each sheet includes space to input information regarding the unit being
studied, subject area, strand, activity and expectation. This method of
tracking will help focus the assessment when tasks are assigned.
We have included one sample of each tracking sheet that relates directly
to various lesson ideas within the document. In some cases, additional
expectations have been included to demonstrate how to increase the
scope of your assessment plan. Sample sheets are provided for the
following lessons/grades.
Many Hats - Grade 1
All Over Again - Grade 2
Hidden Talent - Grade 5
Making a Difference - Grade 6
Students Learn About Aboriginal Peoples First-Hand,
Not in Textbooks - Grade 6
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UNIT:
Subject Area: Social Studies
Strand: Relationships, Rules and Responsibilities
Story: Many Hats - Grade 1
Expectation(s): 1z3
1z9
NAME
describe the roles and responsibilities of various family members, as well as of
other people in their school and neighbourhood
demonstrate an understanding of the need for rules and responsibilities (e.g.,
need for protection, for respect)
1z1
identifies the
roles of various
family members
1z3
identifies the
responsibilities of
various family
members
1z3
identifies the
roles of other
people in their
school/
neighbourhood
1z3
identifies the
responsibilities of
other people in
their school/
neighbourhood
1z9
Demonstrates
understanding of
the need for rules
1z9
Demonstrates
understanding of
the need for
responsibilities
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UNIT:
Subject Area: Language
Strand: Oral and Visual Communication
Story: All Over Again - Grade 2
Expectation(s): 2e48
NAME
12
listen to discussions on familiar topics and ask relevant questions
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
(i) Student is actively listening
(ii) Student asks relevant questions
Circle ✓ if evident;
room available for comments
(i)
(ii)
T H E
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S T O R Y
UNIT:
Subject Area: The Arts
Strand: Visual Arts
Story: Hidden Talent - Grade 5
Expectation(s): 5a38
organize their art works to create a specific effect, using the elements of design
(e.g., create a still life depicting their favourite foods, and explain how they used
colour, texture, and shape to appeal to the viewer’s senses)
Anecdotal Assessment
Name
Notes
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UNIT:
Subject Area: The Arts
Strand: Drama & Dance
Story: Making A Difference - Grade 6
Expectation(s): 6e49
NAME
14
solve problems presented through drama and dance in different ways, and
evaluate the effectiveness of each solution
6a63
creates, rehearses, and presents
tableaux
Activity Sheet 1 - Completed
Comments:
T H E
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S T O R Y
UNIT:
Subject Area: Language
Strand: Writing
Story: Students Learn About Aboriginal Peoples First-Hand, Not in Textbooks - Grade 6
Expectation(s): 6e1
NAME
communicate ideas and information for a variety of purposes (to inform, to
persuade, to explain) and to specific audiences (e.g., write the instructions for
building an electrical circuit for an audience unfamiliar with the technical
terminology)
6e1
from research,
completed a report on
some of the contributions of Native Peoples
6e12
uses adjective and
adverb phrases
correctly and effectively
6e14
uses verb tenses
consistently throughout
a piece of writing
6e19
frequently introduces
vocabulary from other
subject areas into their
writing
15
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UNIT:
Subject Area:
Strand:
Activity:
Expectation(s):
NAME
16
T H E
P O W E R
O F
S T O R Y
UNIT:
Subject Area:
Strand:
Activity:
Expectation(s):
NAME
17
T H E
P O W E R
O F
S T O R Y
UNIT:
Subject Area:
Strand:
Activity:
Expectation(s):
NAME
18
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
T H E
P O W E R
O F
S T O R Y
UNIT:
Subject Area:
Strand:
Activity:
Expectation(s):
NAME
19
T H E
P O W E R
O F
S T O R Y
UNIT:
Subject Area:
Strand:
Activity:
Expectation(s):
20
T H E
P O W E R
O F
S T O R Y
When children enter into story,
they are transported to other worlds,
joining in the adventure and the
excitement, freed of their own time
and place and somehow changed by
the experience. They learn about
the lives of others and in doing so
develop a better understanding of
their own lives.
BOB BARTON
AND
DAVID BOOTH
Stories in the Classroom
21
K I N D E R G A R T E N
K
Marie Gaudet and
Rose Logan Pitawanakwat
“
Stories are not just entertainment. Stories
are power. They reflect the deepest, the most
intimate perceptions, relationships and
attitudes of a people. Stories show how a
people, a culture, thinks.”
L ENORE K EESH IG -T OBI AS
Marie Gaudet, (above) Ojibwe, Turtle Clan,
Rose Logan Pitawanakwat (right)
Marie is a writer, visual artist,
publisher, cultural teacher and mother who
has worked in the educational system in
Toronto at the elementary and day care
levels. She has recently developed her own
company, Gaa-dibaatjimat Ngaashi: Stories
From My Mother Inc.
Rose is originally from Wikwemikong,
Manitoulin Island, and is a member of the
Muncee Delaware First Nation. She is the
mother of three daughters, and has twelve
grandchildren and four great-grandchildren.
She is an Ojibwe language instructor,
having completed the Ojibwe Language
Teachers’ Program at Lakehead University
in Thunder Bay, Ontario. She currently
teaches at the First Nations’ School of
Toronto.
Marie Gaudet &
22
VERSION 1
K
Moo ii-sikaag!
(The Cow is Going to Bump Into Me!)
H
ow Rosie wished that her sister would stop teasing her this way! Ever
since she had been a little girl, whenever her older sister Genevive saw
her, she would utter these words to remind Rosie of her first experience
in the barn, watching her father teach her how to milk the cows. As a four
year old, the cows had looked like giants to Rosie. When her father
motioned her to come closer in order to see how to milk the cows, she was
too frightened and shouted out, “Kaayii! Moo ii-sikaag!” (“No! The cow is
going to bump into me!”) Even though she had mispronounced the words,
everyone knew what she meant, and laughed at what she had said. Since
then, every time that Genevive repeated the expression, Rosie felt
embarrassed, as though she were still a little kid.
Rose Logan (Pitawanakwat), now sixty years old, tells this story to her
daughter, Marie. This story is based upon her life, and the special
memories that she has of learning to speak Ojibwe as she was growing up
at Wikwemikong. Today, life is very different. Few people speak their
native language. Instead, most people speak English. This is because
many people, including Rose, were separated from their families during
their childhood and sent to live at residential schools. Many of the
Aboriginal students who attended these schools were forced to speak
English and were punished severely for speaking their own language.
Rose feels strongly that children should not be treated as she and her
classmates were treated. She believes that it is very important to keep her
language and her culture alive.
At fifty years of age, Rose went back to school to complete the Ojibwe
Language Teachers’ Program at Lakehead University in Thunder Bay. She
now teaches Ojibwe to students from kindergarten to grade eight at the
First Nations’ School of Toronto.
Her daughter, Marie Gaudet, is also very interested in preserving the
language and culture of her people. The stories her mother told her of her
childhood seemed the perfect way to share this traditional knowledge.
Marie was born and raised in Toronto and knows how difficult it can be to
learn about your culture when you are living in a place that is made up
mostly of people whose backgrounds are different than yours. Marie has
23
K
six children. She works hard to make sure that all of her children learn
about their Native ancestry. Like her mother Rose, she has also worked at
the First Nations’ School of Toronto, and her children will all attend this
school before they go to high school. While working there, and as a parent
of children attending this school, Marie quickly recognized the need to
develop books to be used to teach First Nations’ languages to Aboriginal
children. So, Marie started her own company. Her dream of creating
Native language story books for children has come true. Her first book,
Moo ii-sikaag! The Cow is Going To Bump Into Me! was published in March,
2001. This picture book is based upon the above story of her
mother’s experience. Marie wrote the English text of the story and
designed all of the illustrations. Rose provided the written translation of
the book in Ojibwe and retold the story in Ojibwe on a cassette that comes
with the book. Readers of all ages can listen to the story and follow along
in English or Ojibwe.
Marie has named her company Gaa-dibaatjimat Ngaashi: Stories From My
Mother Inc., because it is her mother who inspired her. Through this
company, Marie hopes to create additional storybooks in the future. In
fact, her second book, Ode’min keng: Picking Strawberries has just been
finished and two more books are being planned.
Marie is also a traditional dancer and singer who regularly attends pow
wows. She sometimes visits schools to teach children about the dances,
traditional songs, and the clothing that are part of the pow wow
celebration. Most importantly, though, she wants school children to see
that First Nations peoples today are much the same as anyone else.
Soon she will also be offering a Stay-In-School program as part of her
classroom visits. She wants to run a storywriting project combined with
art lessons in order to help children create their own books based on their
personal family histories. The students will develop their hidden talents,
and she hopes that they will become more interested in reading and
writing. Do you have any doubt that this project will be successful? Just
look at her own family! Her daughter Dakwaakin is now working with
Marie and Rose on the third book in Marie’s language series. Mother,
daughter and grand-daughter are all involved in this project. Rose still has
many stories to share with them about her own life, and they in turn will
also have stories to pass on to future generations, including the story
about Rose and her first experience in the barn.
24
M O O
I I - S I K A A G !
K
Here is how that story continues. As Rose grew up, her sister continued
to say, “Moo ii-sikaag! Moo ii-sikaag!” at every opportunity. Even when
Rose was getting ready to start her first job, her sister said to her, “Moo iisikaag!” When Rose moved to the big city, her sister repeated, “Moo iisikaag!” When she got married, again she heard, “Moo ii-sikaag!”
Then one day, Rose got a phone call. Her sister, Genevive, was ill and had
been taken to the hospital. Rose went to visit her there and brought her a
card to cheer her up. Upon Genevive’s request, Rose read it to her. When
she finished, Genevive smiled at her, winked and said, “Moo ii-sikaag!” At
that moment, Rose felt the love that Genevive had for her, and realized
happily that her sister still had her sense of humour. At last she
understood why her sister had so often said, “Moo ii-sikaag!” to her
throughout her life.
Years later, Rose has come to appreciate the once-dreaded phrase, “Moo iisikaag!” From time to time, she remembers her sister saying it to her, and
it makes her feel happy.
Cover photo of book
“Picking Strawberries”
25
K
Background Information
Resources
Aboriginal peoples - In the context of this story, refers to First
Nations, Métis and Inuit. “Indian” should only be used to refer to
First Nations people when discussed in the context of
government.
Moo ii-sikaag! (nii-psikaag) The
Cow is Going to Bump into
Me, Marie Gaudet and Rose
Logan
“Aboriginal peoples” is a collective name for the original peoples
of Canada and their descendents, and it refers to all the
Aboriginal peoples in Canada collectively, without regard to their
separate origins and identities.
Cultural assimilation - Aboriginal peoples are striving to preserve
their cultural identities against several factors that threaten their
survival, including government policies that tried to control
Aboriginal peoples and to assimilate or absorb them into
Canadian society.
Ojibwe (Ojibway) - The Ojibwe and the Odawa speak Anishinabek,
the name of a root language spoken by Odawa First Nations
from Saskatchewan to eastern Quebec in Canada, and from
Michigan to Minnesota in the United States. “Anishinabek” also
refers to the parent nation of all of the First Nations within this
territory, including the Odawa, the Ojibwe, Cree, Algonquin,
Chippewa and the Potawatomi.
Residential schools - Funded by the government, but operated by
mainstream churches, these schools separated Aboriginal
children from their communities breaking ties to their language
and culture.
Ode’min keng: Picking
Strawberries, Rose Logan
Pitawanakwat and Marie
Gaudet
The Learning Circle: Classroom
Activities on First Nations in
Canada (ages 4 to 7)
Department of Indian Affairs
and Northern Development
Vocabulary from the Ojibwe/
Odawa (or Anishinabek)
language(s)
Gaa-dibaatjimat Ngaashi
(pronounced “gawh-dibaht-jim-at
ngah-shi”) which means “stories
from my mother”
Kaayii
(pronounced “kaa-yee”),
meaning “No”
Moo ii-sikaag
(pronounced “moo ee-sik-ahg”),
which translates as “The cow is
going to bump into me.”
Ode’min keng
(pronounced “o-de-min keng”),
which means “Picking
strawberries”
26
VERSION 1
M O O I I -S I K A AG ! - KINDERGARTEN
K
Expectations
Suggested Activities
Language
; Create a collaborative story as a class.Use chart paper to record the
significant events of Rose’s experience with the cow and the
ongoing interactions with her sister throughout her life because of it.
L2
demonstrate understanding of
a variety of written materials
that are read to them (e.g.,
stories, poems, informational
materials)
R5
make connections between
their own experiences and
those of storybook characters
W3
contribute words or sentences
to a class narrative (e.g., an
account of a class nature trip)
that is written down on a chart
by the teacher
Personal and
Social
Development
SASR3
express their own thoughts
and share experiences (e.g.,
contribute to the development
of class routines; talk about
experiences at home; describe
a science discovery)
SR4
identify feelings and emotions
(e.g., anger, excitement) and
express them in acceptable
ways
SR5
use a variety of simple
strategies to solve social
problems (e.g., seek
assistance from the teacher;
talk about possible solutions)
; Ask each child to illustrate one of the sentences from this class
story. Record the sentences under their drawings. Have students
assist you in collating the pages in the correct sequence in order to
create a class book.
; Have students identify some of the emotions that Rose might have
felt at various points in the story (e.g. embarrassed, sad, angry,
confused, frightened, happy, loved). Have them use facial
expressions or body language to show these feelings. Allow students
to talk about times when they might have felt similar emotions.
; Provide magazines for students to browse. Have them search for
pictures that depict various feelings. Instruct students to cut out
these pictures and then sort and classify them into groups. Students
should arrange and glue these into a collage, with a caption added
by the teacher.
; Talk about ways in which Rose could have expressed her feelings
appropriately. Discuss teasing and how it makes you feel. Students
can problem solve to determine suitable responses to situations like
this in their own lives. Use role-play to demonstrate solutions.
; Have students make a get-well card that Rose might have given to
her sister Genevive. Have them make a card to share with someone
whom they’d like to cheer up for any reason.
Extensions
; Plan a trip to a farm. Students could see how cows are milked, or
how crops (e.g. strawberries, tomatoes, raspberries) are cultivated.
Then write a class story recording the experience.
; Teach some Aboriginal language words (e.g. greetings). Browse
through the following web sites for examples: www.ainc-inac.gc.ca
http://www.ainc-inac.gc.ca. Go to link Kids’ Stop and then
Languages. Compile a list of ways to say “hello” in many other
languages as well. Students may be able to consult family members
and then report.
; Invite an Aboriginal Elder to visit your class and tell stories or share
some other aspects of Aboriginal culture.
27
-
G R A D E
1
K
Helen Mable Smith
1
“
Kind words can be short and easy to speak,
but their echoes are truly endless.”
MOTH ER T ERESA
Helen Mable
Smith receiving The
Canada Medal from
Ken Atkinson for her
contribution to her
community and country
Helen was born and lived all her life in
St. Catharines, Ontario. She and her
husband raised fourteen children. Helen
was an energetic activist and role model for
family, friends and her community. Helen
passed away in 1994, but her influence in
her community lives on.
Helen Mable Smith
28
VERSION 1
K
Many Hats
H
1
elen Mable Smith was born in St. Catharines, Ontario in 1916, and she
lived there all her life. This is a story about her life and how she made the
world a better place.
Helen’s grandfather, a black man, was a slave. A long time ago, many kind
people who believed that slavery was wrong helped her grandfather and
others escape from their owners. Helen grew up knowing that all people
should be free. She decided to do something about that whenever she
could.
Helen had 12 brothers and sisters. She learned early in her life to speak up
for herself if she wanted to be heard. Her mother taught the children right
from wrong, how to share and how to be helpful. Later, when Helen had
children of her own, she remembered what her mother had taught her.
Helen didn’t go to high school, but she was a smart girl. She liked to write
poems. Sometimes, when things made her unhappy or angry, she would
write a poem to help get her feelings out. As she grew older, some of her
poems were written about serious topics such as how people do not
always treat each other nicely, and how lucky we are to live in such a
wonderful country. Sometimes Helen would wake up in the middle of the
night with an idea for a poem. She would jump out of bed and write it
down so that she wouldn’t forget it.
After Helen got married, she and her husband had 14 children. She taught
all of her children the same lessons that her mother had taught her. Be
kind, be generous with whatever you have, and always try to do the right
thing. Helen loved children and it showed. Even though she had many
children of her own, Helen enjoyed having her children’s friends at her
home as well. Everyone was welcome to sit down to dinner with them, but,
like one of the family, they had to help with the dishes afterward.
Helen was busy with her own large family, but she always found time for
others. One day she found out that in another part of town, some white
families didn’t want a black family to live near them. This made her very
unhappy. She wrote about it as she always did when something made her
feel this way. She called her poem Free Men. Here are some of her words:
29
-
G R A D E
1
K
1
You don’t judge a man
By his colour you see
It is by what he has in him
And what good he can be
Excerpts from ‘Free Men’ by Helen Smith, 1959
Then she took the poem downtown to the mayor’s office and read it to the
city council. Listening to her poem, they knew that Helen was right. All
people should be free to live wherever they wanted to. The mayor and city
council made sure the family moved into the new house.
Helen grew up in a religious family. As part of the congregation of the
B.M.E. (British Methodist Episcopalian) Church, Helen knew that this
church and the people who went there had helped many slaves escape
years ago. This was an important part of black history in Canada and
Helen talked about this history to school children whenever she could.
As time passed, both Helen and the church grew older. The church was
beginning to fall apart. The congregation did not have enough money for
the repairs, so Helen got busy. She marched downtown and talked to the
mayor. She asked for $10 000. This was a lot of money. Again, she read
them a poem that she had written called, The Open Door.
Many years ago, ‘twas in the days of yore
That my grandparents, yes, no doubt some of yours
Decided there must be something better on this here earth God made
So they started out to find it...
They started out for Canada, the place they called the Open Door...
Excerpt from ‘The Open Door’ by Helen Smith, 1981
The mayor and city council were still not able to give her the money and
Helen went away feeling sad, but she did not give up.
Whenever Helen was upset and needed to cheer herself up, she would go
downtown and buy a hat. She loved hats, and had many of them. This
time, buying a hat didn’t help. It looked as if she was not going to be able
to save her beloved church.
Around this time, Helen got sick and she had to go the hospital. She
worried the whole time she was there, not about herself, but about her
church roof!
30
M A N Y
H AT S
K
Sadly, the doctors couldn’t make Helen better, and she died. Many
relatives, friends, and people that she had helped along the way crowded
into the church to say good-bye to this wonderful woman. Important
people from the city spoke kind words at the funeral service. They talked
about all the good deeds that Helen had done and the medal she had been
awarded because of these deeds. In the front row of the church sat all six
of Helen’s daughters, each one wearing one of their mother’s beautiful
hats. What a sight! The family was very sad, but so proud of their mother.
Helen did not stop working her miracles, even from heaven. Six months
after she died, local business people gave the church the money it needed
to fix the church roof. “Praise God!” she would have said.
Helen truly made a difference during her lifetime. She was a tiny black
woman who wore a big hat and had a huge heart. She thought of others
before herself and always tried to do what was right. We are very lucky
to have had such a wonderful citizen.
31
1
-
G R A D E
1
K
1
Resources
Congregation - The name given to the people who attend a
particular church.
Hats Around the World, Liza
Charlesworth
Slave - A person owned by another person. Someone who is not
free to live or work wherever he/she wants. A person who is not
allowed to own anything.
Hats, Debbie Bailey
Mayor - The person at the head of the government of a city, town or
village.
What can you do with a paper
bag?, Metropolitan Museum
of Art
Mrs. Honey’s Hats, Adams, Pam.
New York, Child’s Play
Hello Cat, You need a Hat,
Gelman, Rita Golden, New
York, NY, Scholastic
Mr. Taddle’s Hats, Brian, Janeen.
Vanwell Publishing Ltd., St.
Catharines
32
VERSION 1
M A N Y
H AT S
-
K I N D E R G A RT E N
K
Expectations
Language
; Read and discuss the story, clarifying any questions the students
might have.
OC5
ask questions, express
feelings, and share ideas
R1
listen to stories, poems and
non-fiction materials for
enjoyment and information
R5
make connections between
their own experiences and
those of storybook characters
Mathematics
NSN1
sort and classify objects into
sets according to specific
characteristics, and describe
those characteristics (e.g.,
colour, size and shape)
DMP1
place some specific types of
objects (e.g., shoes, favourite
foods) on concrete graphs and
pictographs
P2
create and extend simple
patterns using a variety of
materials or actions (e.g.,
popsicle sticks, pebbles,
stickers, counters)
; Discuss: • How did the story get its title?
• What kind of a person was Helen?
• How did she learn to be like she was?
• What did Helen do when she saw something ‘wrong’?
• How did she ‘make a difference’ during her lifetime?
; Have students relate a time when something made them angry or
sad. Discuss what they did, or could have done, about the situation.
; Make a collection of hats (real or pictures). With the whole group,
sort according to a variety of characteristics.
; Using the blackline master, colour, cut out and glue onto a strip of
construction paper to make a pattern. The strip can then be stapled
and worn as a hat.
Extensions
; Students bring a hat from home. Model and tell about the hat.
Whose is it? What is it used for? The hats could then be used for
role play.
; If possible, collect hats the children recognize and discuss
community workers who wear these hats (e.g., police officer,
firefighter, chef)
; On a simple hat frame, have students decorate a hat. They will
need a plentiful supply of good ‘junk’ (feathers, beads, wool, fabric).
Have a hat parade, or wear the hat during ‘Hat Day’ if your school
has one.
; Brainstorm ideas the students have on what makes a good citizen.
Have them paint a picture of their idea. Print a caption for the
pictures and display them in the hall.
; Investigate hats children wear in other parts of the world.
; Pose a problem for the children to solve during ‘building time’. How
would they repair the roof if it got damaged?
33
K
Many Hats
34
Activity Sheet
VERSION 1
M A N Y
H AT S
-
G R A D E
1
Expectations
Language
; Read the story to the students. Students may ask questions for
clarification.
1e1
communicate ideas (thoughts,
feelings, experiences) for
specific purposes (e.g., write a
letter to a friend describing a
new pet)
1e3
write simple sentences using
proper punctuation (i.e.,
periods)
1e55
allow others to speak, and
wait their turn in conversations
or class discussions
Social Studies
1z3
describe the roles and
responsibilities of various
family members, as well as of
other people in their school
and neighbourhood.
1z9
demonstrate an understanding
of the need for rules and
responsibilities (e.g., need for
protection, for respect)
1z13
of rights and responsibilities in
a way that shows respect for
the rights and property of
other people (e.g., sharing,
being courteous, cooperating,
not littering)
; Brainstorm the concept of ‘rights’ and ‘responsibilities’. List
students’ ideas on the chalkboard.
1
; Discuss how Helen learned to be a responsible member of a family
and society. How did she influence others?
; Chart students’ ideas from their own experiences under the
headings Rights; a) as a child in a family, b) as a child in a
community. Responsibilities; a) as a child in a family, b) as a child
in a community.
; Pair students. Have them choose (they will need guidance) one
corresponding right and responsibility, e.g. I have a right to be safe,
vs. I must not hit my brother. Students record and illustrate their
ideas. Place all corresponding pages opposite each other. Bind or
coil to make a big book. Repetition of ideas may be necessary.
Share with others.
Extensions
; Using a simple base, have students ‘construct’ a hat with recycled
materials collected ahead of time. Model hats, or wear on Hat Day.
; Construct a hat with moveable parts e.g., ear flaps connected by a
brad (butterfly clip). Demonstrate to the class how their hat
‘moves’.
; While studying daily and seasonal weather changes, design different
hats that will keep you warm, dry, shady, etc.
; Students bring hats from home. Sort, classify and graph according
to various characteristics.
; Identify people in the community who wear hats as part of their
uniform. How do these people help make the community a better
place?
; Identify hats worn by children or adults in other cultures.
; Teach ‘hat’ songs and a dance to accompany them e.g., “My Hat, It
Has Three Corners” or the “Mexican Hat Dance”. Create a song or
dance for a hat designed with recycled materials.
35
G R A D E
1
Kelly (Khiet) Huynh
1
“
“In spite of everything I really believe that
people are good at heart.”
A N N E F RA N K
Kelly’s drawing of a
Vietnamese cart
Kelly Huynh was born in Viet Nam.
She and her family escaped and came to
Canada as refugees in the late 1970’s. Kelly
learned English quickly and wrote about
some of her memories of Viet Nam and her
early years in Canada. Kelly wrote this story
while she was a student in Grade 3, in
Edmonton.
Kelly (Khiet) Huynh
36
Kelly’s Memories
K
1
hiet (Kelly) Huynh’s family had been part of the air-lift from Viet Nam in
the late 1970’s , and this remarkable girl learned English quickly. In 1982,
when Kelly was in Grade 3, her teachers encouraged her to keep a journal
of her memories of her life in Viet Nam and her early days in Canada. The
teachers were impressed by the quality of the writing and wanted to help
Kelly preserve the stories for her family and for others, so they had
several copies of it bound. Here are some extracts from My Memories, by
Kelly Huynh.
“In Viet Nam there are no taxis or cars, not even trucks. There are only carts.
Carts are just like taxis except they have two wheels. You have to tell the man
where you want to go, and when you’re there you have to pay him.”
Kelly made a drawing of a cart which is much like the rickshaws that
tourists use for fun in Toronto.
“In Viet Nam the shops are not houses. The people who sell things are poor
people so they sell the things on the ground. In Viet Nam, people are poor
and sometimes the guerillas come and kill some of the people. We were
afraid, so we hid. My uncle peeked outside to see if they were gone yet, but
they saw my uncle and they took my uncle with them. One day my Uncle
escaped and he met some friends. They all built a raft and tried to get away
to go to Canada. Finally they came to the Philippines. My Uncle and his
friends built a hut and they had to catch fish and lobster for food. It was hard
but it was a living.”
Soon Kelly, her father and mother (who was pregnant), her grandmother,
her aunt, and several cousins managed to get seats on a boat that was
taking refugees to the Philippine Islands. Here, they could wait and apply
to come to Canada. The boats were small and overloaded, making the
journey dangerous.
“When we were going on the boat, we were not allowed to bring any money
or any jewels. Not even too much clothing. They didn’t want the boat to be
too heavy. I wore two shorts and a pair of slacks and my grandmother wore
her sweater because she didn’t want them to throw it in the sea. Before we
were on the boat my grandmother bought rings for the whole family. She was
37
G R A D E
1
1
afraid that we would not have anything when we got to Canada. It was too
squishy (in the boat). A woman and her daughter took all our space. We had
to curl up and if we stretched she pinched us. The men had to stay in the
bottom of the boat. My father said it was hot down there. He hurt his leg
because it was so squishy down there. We were on the boat for four days and
three nights. A boy died on the boat.”
Kelly’s grandmother knew their journey would be difficult. She sold
everything the family owned and used the money to buy the rings, and
then sewed them into the linings and hems of the clothing they wore. No
wonder she didn’t want to take off her sweater!
When the boy died, his body was put into the sea. Kelly did not write
about the pirates who attacked one night when they were out of sight of
Viet Nam. Luckily her family appeared not to have anything valuable, and
the boat continued its journey.
“Suddenly we landed in the Philippines. When we got there we slept on the
sand and we got some blankets to keep the chill out. In the morning when
we woke up lots of sand was in our faces. In the afternoon we started
building a house. Every Saturday and Sunday the Philippine people brought
us food like sardines and chicken or choy (vegetables). And every day early
in the morning my father and grandmother waited at the well until some
people came to give us water to use. We had to bring pails. One day
Canadians came and they said that we could go to Canada because my uncle
had paid for us, but they said that my Auntie couldn’t go, so we left our
Auntie some things. Then the Canadian looked at the paper again. It was a
mistake. She could go.”
When Kelly’s family arrived in Edmonton, her uncle was overjoyed to see
them after so many months. They lived in a motel for a few months. Then
they boarded with a woman for two years until the adults saved enough
money to rent their own house. By then Kelly and some of the cousins
were old enough to start school. Kelly’s teacher asked her how all the
children got their English names.
“On my first day of school I was so scared so my auntie took my hand and
we crossed at the traffic lights. When we were there, we went to the office
and talked things out with the principal. My Auntie told the principal that
my Canadian name was Kelly. A lady took me and my aunt to a classroom.
Gyeong and Phi showed me around the school and they played with me at
38
K E L LY ’ S
MEMORIES
recess. The next day my aunt took me to school half way and after that I went
by myself.
Months later my dad said to my brother, “It’s time for you to start school,” and
he changed my brother’s name to Peter. My dad helped my brother do the
same things as my aunt did for me. Then Lisa came to Edmonton with her
uncle and he said to my granny, “Would you babysit my niece and I will pay
you?” So that’s why Lisa stays at our place. Her uncle stays at my uncle’s
place. Now my uncle is a Canadian and one day I will be a Canadian too.”
Kelly’s family worked hard to bring as many family members as they
could to Canada. Kelly was one of the lucky ones who escaped with her
whole family. Although her teachers have lost touch with her, they have
no doubt that this bright, articulate girl has grown up to become a
productive, happy citizen of Canada.
39
1
G R A D E
1
1
Resources
Airlift - In the 1970s many people who were forced to leave Viet
Nam were sponsored to come to various countries. They were
flown out of the Philippines to various places in Canada.
From Far Away, Robert Munsch
Guerilla - A member of a small, independent group of soldiers, often
acting without authority.
Refugees - People who leave their own country because of war,
discrimination, natural disaster, or other troubles. They seek
refuge in a safer country.
Rickshaw - A light-weight two-wheeled hooded cart pulled by one
or two people. They can be used to carry people much as we
would use a taxi.
40
One More Border, Wm. Kaplan
Who’s In a Family? Robert Skutch
K E L LY ’ S
MEMORIES
-
GRADE
1
Expectations
Language
; Talk to some grown-ups you know about their early memories. Write
down one of their stories.
1e3
write simple sentences using
proper punctuation (i.e.,
periods)
1e4
produce short pieces of writing
using simple forms (e.g.,
stories, descriptions, lists of
information)
1e58
arrange still pictures and/or
photographs in a sequence to
create their own stories
Social Studies
1z17
sort and classify information
(e.g., concerning
responsibilities of family
members)
1z23
order a sequence of events
(e.g., school day, school year,
class trip) orally and with
pictorial symbols
1z48
identify and describe routes
within the school (e.g., fire
route, exit route), using
familiar symbols and
landmarks (e.g., washroom,
drinking fountain, offices)
; Discuss the reasons Kelly’s grandmother had for selling the family’s
possessions.
; Draw a picture of part of Kelly’s story and write a caption for it in
one or two sentences.
; What did Kelly’s uncle, grandmother, and father do to help the
family on its journey? What do the adults in your family do to help
each other?
; Provide students with cards listing the main events from the story.
Ask them to put the cards in order to create a simple time-line
(Kelly lived in Viet Nam, Uncle got caught by the soldiers, Uncle
made a raft, Kelly went on the boat, Kelly’s family landed in the
Philippines, Kelly came to Canada in an airplane, Kelly went to
school, etc.). A small group could illustrate each of these, and other
students could match the pictures and the sentence-cards.
; Discuss the way in which Kelly learned how to get to school.
Compare this to the way you come to school (bus, car, walk etc.).
; Using a map of your school, show the route to the washroom, gym,
principal’s office, library and fire exit.
Extensions
; On a large wall-map of the world, place labels to indicate the
location of Viet Nam, the Philippines, Edmonton, Alberta, Ontario,
and the town where you live.
; With a group, paint a mural of some of the events you heard about
in Kelly’s story.
; Using a small box and some film-can lids (or other material) make a
cart like the one in Kelly’s story.
; With a partner, set up a make-believe ‘store’ such as the one Kelly
described. Make your own money for other students to use to buy
things from you.
41
1
G R A D E
2
Valerie Mah
“
Success is liking yourself, liking what you
do, and liking how you do it.”
M AYA A NGELOU
2
Valerie posing with rats
for Chinese New Year
Valerie Mah is the principal of
Bruce Public School in downtown Toronto.
She is a Canadian of Chinese descent who
loves meeting and working with people. She
has worked on federal, provincial and
municipal committees and is a strong
supporter of her local school community
and her ethnic community.
Valerie Mah
42
Be Proud of Who
You Are!
W
hen I became a vice-principal, my niece and nephews said, “Auntie can’t
be a vice-principal, she’s not mean enough.” I learned it was more fun to
be nice than mean.
I was born in Brockville, Ontario, a town on the St. Lawrence River where
my family had owned a restaurant for fifty-five years. My father was born
in China. My mother’s family came from China but she was born in North
Bay, Ontario. Both families had laundries and then restaurants. There was
only one other Chinese family in Brockville. In those days only men and
strong boys came to Canada. All the cooks and waiters in the Chinese
restaurants were called ‘bachelors’ because they could not have their
families in Canada.
I have three older sisters, one brother and a younger sister which makes
me a “middle child.” Sometimes when you are the middle child, you think
you are not wanted, especially if you are the fourth girl in the family.
Thoughts like this sometimes crossed my mind.
We lived in an apartment above the restaurant. From the time we were
four and five years old, my brother and I would help in the laundry every
Sunday morning. Our laundry was in the basement of the restaurant. In
those days we didn’t have dryers. The white napkins had to be hung on
clotheslines. My brother and I would go down to the basement and help
hang up the laundry. We would stand on big wooden pop cases and shake
out the white linens so that a grown-up could hang them on the line to dry.
As soon as we could add, subtract and make change, we were allowed to
stand on a chair behind the cash register at the front desk of the
restaurant. We also learned how to fold napkins and set tables. It was a
pretty fancy restaurant because we had white tablecloths and served
things like live lobsters, bear steak and raw oysters. People from all over
the country and across the border would come to our place to eat. When I
got bigger, I was expected to wait on tables after school and sometimes at
noon hour. My brother and I did our homework at a back table. Working
in the restaurant taught us to be humble and how to work with all kinds
of people. I think that is how I started to enjoy working with people of
different cultures. Outside the restaurant, I was not allowed to wear
43
2
G R A D E
2
shorts or have bare shoulders because our father was a respected person
in the community. Everybody knew your family and you couldn’t be bad.
One day it was my birthday and we invited a few friends to go skating
with my brother and me. Along came some big mean kids who started
calling all of us, “Chinky, Chinky, Chinamen!” Have you ever had people
call you names? What did you do? All of us, including our Canadian
friends, went running home to my mother. She told us to ignore them
because they were ignorant. It hurts when people are mean like that.
2
In addition to helping in the restaurant, I developed a love for music. I
was allowed to have piano lessons which led to singing in choirs at school
and in the church. This led to organ lessons in exchange for me directing
a children’s choir at church. I also joined Brownies, C.G.I.T., Girl Guides
and I taught Sunday School. One of my most thrilling awards was being
the first Chinese girl to receive her gold cord in Guiding. I attended a
national camp and was the only Chinese girl there. I also received an
award and cup for radio announcing.
We spoke English at home but we would speak some Chinese with the
people who worked for my parents. There were no Chinese schools and
my parents didn’t have the time to teach us. If you have a chance to learn
your mother tongue, do take advantage, because it is a very useful skill.
We also ate food and did things that were different from our Canadian
friends. Around Chinese New Year we would get lucky red packets of
money. Every May, we had to go with our family to the cemetery to
remember our ancestors by cleaning up the graves and having a
ceremonial picnic in the cemetery. We didn’t want our friends to know we
had picnics in the cemetery.
I wanted to go to university to become an occupational therapist or
physiotherapist but was not accepted. Instead I went to Toronto’s Teachers’
College and shared a place to live with my sister. There were many
Chinese people in Toronto. It was a new experience for me to be with other
Chinese young people. Some were born in Canada and spoke English like
me, others were born in Hong Kong and spoke Mandarin or Cantonese.
As a teacher, my first class was Grade 5 and there was one Japanese boy
in my class. His mother told me he had never been so happy before in
school. She thought it was because I had black hair like him. He even
started to sing at home because he was so happy.
Later on I met and married a wonderful man called Daniel whose father
was the first Chinese Presbyterian Church minister in Toronto. In 1964,
we had a son. We named him Ian.
In order to advance in a teaching career, you had to take courses. I took
fifteen subjects to earn my B.A. This meant going to school in the evening
44
B E
P R O U D
O F
W H O
YO U
A R E !
and in the summer time. My husband looked after our son or took Ian with
him when he travelled. I also did work in my community and helped to
build the first Chinese Home for the Aged. My family and I would also go
back home to help my mother in the restaurant on weekends and in the
summer. Teachers are always taking courses to help them become better
teachers. Eventually I took a leadership course but I did not have time to
think about becoming a vice-principal. I was very happy teaching a
special class for emotionally disturbed children and volunteering after
school at the Home for the Aged. Finally I decided I should apply to be a
vice-principal. I was very surprised when I was chosen on the first try. I
became the vice-principal of Withrow Public School, a French Immersion
School from JK - Grade 6 in Riverdale. Quite a few children at this school
were Chinese. I started trying to speak to their parents in Chinese.
Working in the Chinese community led to invitations to do committee
work. I sat on the Board of the Canadian Hearing Society, Chinese Cultural
Centre and Volunteer Centre.
Serving on different committees means that you meet all kinds of
wonderful people. One committee of women teachers from all over
Ontario, worked on anti-racist educational material for school children.
Another committee was responsible for housing. Still another committee
was called the National Action Committee for Race Relations for the
Federation of Canadian Municipalities. This committee took me to
meetings with mayors and councillors from across Canada. I would fly to
Canadian cities such as Calgary, Yellowknife, Moncton and Ottawa.
Sometimes I would wonder what a Chinese girl from a small town was
doing with so many prominent people. Many of these people became my
friends. We shared our experiences and cultures to help others
understand how to get along better. In exchange, I feel I have made rich
contacts and new friends. We can all learn so much from others and
accomplish so much more when we work together.
I am now a principal in a wonderful school. To this school, I have brought my
experience from the restaurant because we provide a breakfast/snack and hot
lunch program. We make sure the students have food because it is difficult to
learn when you are hungry. thirty-five percent of the parents in the
community are Chinese and fifteen percent are Vietnamese. It makes some
immigrants feel better when they can see other people from the same culture
in positions of responsibility. I share with them that I have three degrees, all
done part time. I tell them never to give up hope to achieve their goals.
In Canada, we are able to celebrate our differences. I think it’s important
to respect our differences. I love my work and I strive to give each and
every girl and boy the chance to be happy and to be able to work at a job
they enjoy. So, whatever your cultural background, be proud of who you
are and you, too, can achieve your goals.
45
2
G R A D E
2
2
Resources
Bachelor - A man who is not married and lives alone.
Name Calling, Itah Sadu
B.A. - Bachelor of Arts, a university degree.
Sam and the Lucky Money, Karen
Chinn
CGIT - Canadian Girls In Training
Ignorant - Knowing little or uninformed.
Chinese New Year’s Dragon,
Rachel Sing
Laundry - A room or building where clothes, linens etc. are washed
and ironed.
Welcome to School Poster, ETFO
46
BE PROUD OF WHO YOU ARE! - GRADE 2
Expectations
Language
; After reading the story, have students complete a timeline showing
Valerie’s responsibilities/accomplishments over time.
2e1
feelings, experiences for
paragraph describing a trip to
the farm for classmates)
2e48
listen to discussions on
familiar topics and ask
relevant questions
2e50
talk about characters and
situations in stories, and
information in non-fiction
materials, and relate them to
personal experience
Social Studies
2z3
describe contributions made
by individuals and groups to
the local community
2z6
identify ways in which heritage
and traditions are passed on
(e.g., through community
celebrations, special days such
as Remembrance Day and
Canada Day, the Canadian
flag, music, crafts, dance,
recreation, food, clothing)
2z10
describe the contributions
each family makes to the
community (e.g., voting,
providing services through
occupations)
; Go to the part of the story when Valerie asks, “Have you ever had
people call you names? What did you do?” Discuss. Have students
complete a proactive list of ways to handle namecalling. Share at
an assembly.
; Talk about other forms of racism (e.g., bullying, systemic, etc.)
students have had experiences with. What did they do? Valerie’s
mother said people were ignorant and that is why they said racist
things. Do the students agree/disagree? Why/not? Why do they think
people develop/have racist beliefs?
; Ask students to describe contributions that Valerie has made to her
family and her community. What contributions have the students
and their family members made to their families/communities?
; Identify ways Valerie maintains ties to her heritage. What traditions
does she recognize?
; Students research their own heritage and traditions and share them
with their classmates.
Extensions
; Students identify possible future goals. Research educational
requirements. What would they have to do to achieve positions of
added responsibility?
; Start committees/clubs to learn/share cultures/traditions.
; On a map of Ontario, locate Brockville, North Bay, Toronto and the
city they live in.
; Plan a Chinese meal. Use Canada’s Food Guide to ensure it is a
balanced meal.
; Invite students and community members to teach the class some
words or phrases in a second language.
; Post “Welcome” signs in many languages around your school.
47
2
G R A D E
2 - 3
Marcia Aoki
“
When one door of happiness closes,
another opens, but often we look so long
that we do not see the one which has been
opened for us.”
H ELEN K ELLER
2
3
Marcia with her
grandson Malivai
Marcia Aoki, third generation
Japanese Canadian, was born in British
Columbia. After the Second World War,
Marcia and her family traveled across
Canada to Ontario. She and her husband
Richard, now both retired, reside in
Scarborough, Ontario. Helping to care for
her treasured grandchildren is now her
great passion.
Marcia Aoki
48
All Over Again
G
lancing over her shoulder, five year old Marcia caught her breath. Her
beloved dolls were being thrown into the wooden stove! Confused and
scared, she couldn’t understand why this was happening. Why were her
parents doing this? Where was the family going in such a hurry? No one
ever explained anything to a small child. Thinking back on this period of
her life, Marcia has many sad memories.
During this time in Canadian history, on the west coast of British Columbia,
some 22 000 men, women and children of Japanese ancestry had everything
taken away from them with very little warning. Homes, jobs, businesses, even
children’s toys; all were taken and sold without their consent or
compensation. Fathers and young men were separated from their families
and sent deep into the B.C. forests to work camps. The women and young
children were evacuated to abandoned mining towns called Ghost Towns
where mothers were left to look after families as best they could. Several
families often lived together in crowded conditions and food was difficult to
get. The Suzuki family, having done nothing wrong, was forced to live in
these conditions from 1942 until 1945, the end of the Second World War.
Marcia Suzuki is sansei, which means third generation Japanese
Canadian. Her grandparents came to Canada from Japan many years ago
and settled in British Columbia. Marcia’s parents were born in Canada and
lived in Vancouver. They gave birth to four children, Marcia, her twin
brother David, and two younger sisters. David was a healthy, vigorous
baby, but Marcia was very ill at birth, and not expected to live. Doctors
advised her parents to leave her in the hospital. That was unthinkable!
Marcia’s father traveled back and forth to the hospital every day after
work for a long time to help care for his daughter. Finally, Marcia was well
enough to be brought home. Marcia’s parents continued to spend many
hours nursing their little girl. Because of this love and devotion, and a
strong will to survive, Marcia got better.
In 1941, the Second World War was raging in Europe. Japan entered the
fight. Japanese Canadian citizens living along the coast of British
Columbia were suddenly being watched! Even though Marcia’s family,
along with many others, had lived in Canada all their lives, they were no
49
2
3
G R A D E
2
3
2 - 3
longer trusted. Police patrolled their streets at night, often searching their
homes without warning. Marcia has memories of the family lying terrified
on the floor of their parents’ bedroom while police shone flashlights into
their darkened home. Her family was not allowed on the street after dark.
Marcia remembers feeling afraid and ashamed, not understanding what
the family had done wrong. No one talked about it to the children.
The next thing Marcia remembers is arriving in Slocan, B.C., along with
several other families. They settled into conditions nothing like those
they had left behind. Marcia began school there, and although her father
did not visit often, Marcia remembers feeling safe, surrounded by her
family and many other Japanese Canadian children. Marcia did not
understand that her family was not free to leave this place.
Time passed quickly for Marcia, and the war ended. The families thought
that things would return to normal, but this was not to be. As there was
nothing left to return to, they were forced to travel across Canada looking
for work. Some families, disgusted with the treatment they had received,
went to live in Japan. Mr. Suzuki and his family traveled all the way to
Olinda, Ontario, where he was able to get a job as a farm worker. The
family settled into a rented house, and the children attended a one-room
school. This security did not last long. The family moved to Leamington
where there were more opportunities for steady work. Here, because
Marcia, David and Aiko were now old enough, they had to work to earn
money for school supplies and clothes. Money was always scarce.
The Suzuki children had chores, as most children did. Being the eldest
and a girl, it was Marcia’s responsibility to cook and clean for her family.
Marcia did not have much time to play, but she did make one good friend
during her stay and they have remained in touch throughout their lives.
Marcia recalls that the children in her school wore beautiful clothes and
had wonderful snacks for recess. If she was lucky, someone would share
a box of raisins with her. She would suck on just one raisin at a time to
make it last. It was like a King’s ransom to her. Everyone in her family
was working hard, but because they’d had to start all over again, it would
be a long time before they could afford such luxuries.
From Leamington, the family next moved to London. Here Marcia’s Dad
worked for his brothers and Marcia was able to finish high school. She
also went to work for her uncles, but at 21, Marcia’s Dad decided that she
should find her future elsewhere. He encouraged her to move to Toronto.
50
A L L
O V E R
A G A I N
Timid and shy, Marcia was very nervous, but with her sister Aiko at her
side, off she went.
Arriving in the big city of Toronto, the sisters quickly located a YWCA.
From here, they began to explore. They found work easily, but finding an
apartment was another matter. Away from the protection of her family for
the first time in her adult life, Marcia experienced racism. The young
women had located an apartment and after a phone call to the manager,
they hurried over. When the superintendent of the building saw that they
were young Japanese women, he said the apartment was already taken.
That was a lie! The sisters left in shock. They continued to look, and soon
found a place in another part of town where they were accepted for who
they were.
The sisters discovered a large Japanese community in Toronto where
Marcia met Richard Aoki. They were married within the year and soon
had two beautiful daughters, Janice and Jill. Marcia has many happy
memories of this time, but more sadness lay ahead. Janice, at the age of
27, became ill and passed away. They miss her still.
Marcia and Richard are grandparents now. Marcia, a bachan
(grandmother), sometimes thinks back to the time of the internment, to
the things that she lost and the way that she and her family were treated.
Instead of remaining sad, she has just, “gotten on with things.” Her life
would surely have been different had the family not had to start all over
again, but when she is happily playing with her grandchildren Malivai
and Makoto, she thinks perhaps everything has worked out just as it was
meant to be.
Marcia Suzuki Aoki
(second row, second
from left) with her class
in Slocan British
Columbia, 1942
51
2
3
G R A D E
2
3
2 - 3
Resources
Bachan - This is a Japanese word meaning grandmother.
Angel Child, Dragon Child,
Michele Maria Surat
Ghost Towns - These abandoned towns in British Columbia were
originally lived in by miners and their families. They were used
by the government to house Japanese Canadian mothers and
children until the end of the Second World War.
Internment - This is a term used to mean the forced evacuation of
many thousands of Japanese Canadians living on the west coast
to ‘camps’ or ghost towns for the duration of the war.
Sansei - This is the Japanese word used to identify Canadians of
Japanese descent, who where born in Canada and whose
parents and grandparents were Canadian citizens.
YMCA - Young Men’s Christian Association was first established in
Niagara Falls in 1889 and has since spread to many cities.
YWCA - Young Women’s Christian Association were also
established. The ‘Y’ serves many purposes within a community;
exercise and recreation, reading and writing rooms, and
sometimes accommodation.
52
Whoever you Are, Mem Fox
The Bracelet, Yoshiko Uchida
Bird Talk, Lenore Keeshig-Tobias
The bracelet, Yoshiko Uchida
Grandfather’s Journey, Allen Say
A L L
O V E R
A G A I N
-
G R A D E
2
Expectations
Language
; Through discussion, highlight or retell main points of the story,
clarifying questions students might have.
2e1
feelings, experiences) for
paragraph describing a trip to
the farm for classmates)
2e30
express clear responses to
written materials, relating the
ideas in them (thoughts,
feelings, experiences) to their
own knowledge and
experience
2e48
listen to discussions on
familiar topics and ask
relevant questions
Social Studies
2z7
identify the cultural origins of
various families’ members
2z23
use maps and globes to locate
countries as part of a
comparative study of families
from countries from different
continents
2z42
locate their local community,
as well as Toronto, Ontario,
Canada, and the various
countries studied on a globe or
map
; Prompt students to recall a time when they lost something of great
value. Discuss the feelings involved, listing examples on the board.
; Students complete the Journal Response (activity sheet) expanding
upon their personal experience with loss.
; On a map or globe, locate countries, provinces and cities mentioned
in Marcia’s story. Compare these places to places from which your
family came.
; Interview an adult member of your family. Prepare some questions
ahead of time, such as “Where were you born? Have you lived
elsewhere?” etc.
; As students share their interviews, plot countries of heritage on a
world map. Discuss the cultural origins of the families.
Extensions
; Create a family tree, plotting ancestors as far back as possible. Be
sensitive to various family structures, e.g. single parent, same sex or
adoptive families. Display results on a bulletin board for future
reference.
; Imagine you were packing for a trip and knew you were not coming
back. What would you take with you? Why?
; Compare your life to Marcia’s when she was your age.
; Brainstorm a list of things that the students think they have a right
to expect in their life. As you record their answers put them in two
un-named columns. Organize their suggestions as “Needs” in one
column and “Wants” in the other. At this point, students will not be
aware of this classification. Then, see if the students can guess why
you separated the list. Discuss why you chose to record in two
columns.
53
2
K I NG
DR
E A
RD
GE
A R2T E N
All Over Again
Activity Sheet
Journal Resource
Think about these questions before you write your response.
What did you lose?
How or where did you lose it?
How did it make you feel?
What did you do about it?
How do you think things changed because you lost
?
2
54
A L L
O V E R
A G A I N
-
G R A D E
3
Expectations
Language
; After reading the story together, discuss Marcia’s feelings as
circumstances unfold in her life. Record relevant information for
later use.
3e3
organize information into short
paragraphs that contain a
main idea and related details
3e53
information and ideas in nonfiction materials
3e63
contribute ideas appropriate to
the topic in group discussion
and listen to the ideas of
others
Health
3p3
list safety procedures and
practices in the home, school,
and community
3p11
use a problem-solving process
to identify ways of obtaining
support for personal safety in
the home, school, and
community
; Recall a time in your life when you were confused, angry or scared
by something you didn’t understand at the time. Write about the
situation. Share with the class if you wish.
; Discuss how the above feelings are connected to feeling unsafe. In
small groups students discuss and list procedures that have been
put into place in their a ) home, b) school, and c) community to
help keep them safe. Each group could then choose how to report
to the others - a cooperative booklet, a short drama, a written or
oral report, etc.
; Investigate the safety procedures at your school. List safety devices
and people who would assist under difficult circumstances (e.g., a
fire, an accident on the playground, an angry dog, a bully).
Extensions
; Discuss racism as a form of violence. Compare two of your favourite
T.V. shows. Keep a tally of the number of violent incidents. Discuss
the forms that violence takes.
; Read stories about other Japanese Canadian people.
; Invite a speaker of Japanese background to talk about heritage.
3p12
identify examples of real and
fictional violence (e.g.,
schoolyard fights, cartoons,
movies)
55
3
G R A D E
3
Helen Mable Smith
“
Kind words can be short and easy to speak,
but their echoes are truly endless.”
MOTH ER T ERESA
Helen Mable Smith
receiving The Canada
Medal from Ken
Atkinson for her
contribution to her
community and country
3
Helen was born and lived all her life in
St. Catharines, Ontario. She and her
husband raised fourteen children. Helen
was an energetic activist and role model
throughout her entire life. Helen passed
away in 1994, but her influence in her
community lives on.
Helen Mable Smith
56
VERSION 2
Many Hats
H
elen was born in St. Catharines, Ontario on July 11, 1916, the
granddaughter of a runaway slave. As one of twelve children, she learned
early in life to speak up if she wanted to be heard. Helen was greatly
influenced by her mother during her early years. Kindness, generosity
and love flowed from her household.
Helen grew up quickly and married at sixteen. That was the custom back
then. She was a naturally clever girl, resourceful and strong willed. She
began writing poetry early in her life, expressing strong feelings. “It is a
God-given gift,” she often said. Helen wrote about justice and injustice,
trying to understand, and trying to make change. She would often leap out
of bed at three in the morning to put an idea down on paper.
During the next several years, Helen and her husband Cassell’s family
grew to fourteen children, eleven of her own and three foster children.
Although they never had much money, this large family always had
enough to share. Helen’s home was always full of children, her own and
others’. It was as if the house had a revolving door. Helen made sure that
everyone was provided for. That might have been with a hug, a small loan,
a scolding or just a piece of advice. In her home, everyone was treated like
family. If you ate there, you helped with the dishes – no arguing!
One day Helen heard about a petition to prevent a young black family
from moving into a neighbourhood. White families living there didn’t want
them. Helen wrote about the injustice of this behavior in a poem she
called, “Free Men.” Off she marched to City Hall to read her poem to the
city council and the mayor.
FREE MEN
You don’t judge a man
By his colour you see
It is by what he has in him
And what good he can be
To uphold your standards
In this land of the free.
Excerpt from Free Men by Helen Mable Smith, 1959
57
3
G R A D E
3
The mayor and council were so moved by her words that they made
things right. Helen’s lifelong crusade had begun. When Helen saw that
something needed doing, she did it. It would not be the last time she
would approach a mayor for a favour over the next several years!
With her many wonderful sayings like, “One monkey don’t run no show,”
or “Straighten up and fly right,” Helen charmed people into doing what
needed to be done. “I don’t know why,” many have said over the years,
“But I just can’t say no to your Momma.” Helen had a way of recruiting
volunteers. At home, no matter what their plans, her children knew that
if they heard the words, “There’s something I want you to do,” it was
easier in the long run to just get the job done. Helen was able to warm
hearts and ruffle feathers all at the same time.
3
Always a spiritual woman, Helen rededicated her life to God. She grew up
in the warmth of the British Methodist Episcopalian Church in St.
Catharines. The B.M.E. Church was filled with history because it was one
of the last stops in the Underground Railroad. Hundreds of black slaves
escaped during the Civil War in the United States by fleeing north. Some,
including Helen’s grandfather, swam across the Niagara River, hiding out
wherever they could and eventually settling in the area. The congregation
of this small St. Catharines church helped by giving sanctuary, and
freedom soon followed. Helen told stories wherever and whenever she
could to teach people in her community about black history. She was often
invited into schools to talk to young children so that they would not
forget. “Black history is not just for black folk,” Helen said frequently.
THE OPEN DOOR
Many many years ago, t’was in the days of yore
that my great grandparents, yes, and no doubt some of yours
Decided there must be something better on this here earth God
made...
So they started out to find it, and they were on the run
to find a place to settle somewhere under God’s great sun...
They knew if they kept running they would find the open door
The door to life and justice where they could live once more.
So they started out for Canada, the place they called the Open Door...
Yes, they finally found it, and many died along the way,
But for anything worth having, you know a price is paid.
So I stand before you, I thank the God above
For bringing them to Canada, a place to live and a land to love.
Excerpt from The Open Door by Helen Mable Smith, 1981
As time went on, the B.M.E. church began to need repairs. The
congregation was small and not able to afford them. Although getting
older herself, Helen was not about to let the history in this church just
58
M A N Y
H AT S
disappear. The roof alone needed $10 000 worth of work. This was a small
fortune for the little congregation and Helen knew it would take a miracle.
Again she approached city council. By this time, they knew she’d be after
something! She used every ounce of charm she could muster during her
presentation. Helen realized half way through that she did not feel well at
all. Once outside council chambers, she slumped down on a bench. An
ambulance was called and she was rushed to the hospital. On the way, the
ambulance driver asked her whether she had any stress, meaning pain.
“Yes,” she replied weakly, “I am worried sick about my roof!”
Helen never recovered from her illness, and passed away shortly after. Six
months later, local businesspeople decided to donate the money needed to
repair the roof of the church. She was even working her magic from
heaven.
During her lifetime, one of Helen’s favourite pieces of advice was, “If
you’re feeling poorly, dress yourself up, go downtown and buy a hat!”
Helen had many hats. Her funeral was attended by hundreds of people
who had known and loved her. The mayor gave a wonderful eulogy. All six
of Helen’s daughters decided to honour their mother at the service by
wearing one of their Mother’s hats. What a sight! Helen herself was laid
to rest in her very favorite hat of all.
Helen will be greatly missed. Her children, grandchildren and many in the
community have been deeply touched by this courageous woman. Some of
them have picked up her torch in one way or another. Erika Smith, one of
Helen’s beloved granddaughters, wrote a Grade 8 school paper about
Three Makers of the Millennium. She chose Harriet Tubman, Martin Luther
King Jr. and her grandmother, Helen Mable Smith. Erika wrote:
“Harriet Tubman used discretion and secrecy with the Underground Railroad
to attain freedom. Martin Luther King Jr. used peaceful marches, sit-ins and
speeches to attain equality. Helen Mable Smith used public speaking at
community events and schools to educate people about Black history. All
three have made an important mark in history by helping people see it’s
what’s inside of you that is important, not the colour of your skin. We are all
human beings, we are all important!”
Kindness doesn’t cost a thing, but is worth millions. During her lifetime
Helen received praise and many awards for her work. The key to the city,
the Peace Medal, and honourable mention in the House of Commons in
Ottawa, were among her thanks. A wife, mother, neighbour, friend, poet
and educator, Helen considered herself above all, just one of God’s
children. She is probably busy organizing volunteers in heaven this very
moment!
59
3
G R A D E
3
Resources
Eulogy - High praise of a person given in the form of a speech usually given at a funeral.
Sweet Clara and The Freedom
Quilt, Deborah Hopkins
Sanctuary - A shelter safe from harm – usually a church.
Aunt Harriet’s Underground
Railroad in the Sky, Faith
Ringold
Underground Railroad - This was not a railroad at all, but a
network of people who secretly assisted black slaves to escape
during the American Civil War. There were many routes to this
‘railroad’, one of which brought people to St. Catharines, Ontario.
3
60
Aunt Flossie’s Hats (and crab
cakes later), book and
cassettee, Elizabeth Fitzgerald
Howard
VERSION 2
M A N Y
H AT S
-
G R A D E
3
Expectations
Language
; Brainstorm students’ understanding of ‘injustice’. Record ideas on
chart paper for future reference.
3e5
produce pieces of writing using
a variety of forms ( e.g.,
simple research reports,
letters, stories, poems)
3e7
revise and edit their work,
using feedback from the
teacher and their peers
3e61
use appropriate volume, tone
of voice, gestures, and stance
when speaking, making a
presentation, or reading aloud
; Discuss how Helen’s poetry helped her understand and cope with
injustice. Discuss how her poetry made a difference.
; Prompt students to recall a time when they felt something was
‘unjust’. Have them write a poem to express their feelings. Edit,
with teacher or peer assistance.
; Have students imagine that, to correct their injustice, they must
speak to people in authority. Have them prepare and deliver their
poem to the class using their voice and actions as effectively as
possible.
; Create a rhythm and/or a tune for their poem, and teach it to their
friends. Perform the ‘song’ for the class.
Extensions
The Arts
3a2
create and perform music,
using a variety of sound
sources
3a54
defend a point of view through
speaking and writing and
speaking in role, (e.g., as
townfolk, plead with the
mayor to save their town)
3a55
create works of drama and
dance, using appropriate
elements (e.g., rhythm, form)
; Design and create a hat to wear for a specific purpose. Have the
class pantomime how the hat is used, or how it makes them feel.
; Draft a floor plan of a house designed to accommodate 14 children.
; Plan a nutritious meal for 14 children and investigate the cost of
this meal at a local grocery store.
; Design and build a house, church, etc. with a secret room which
might be used to hide runaway slaves.
; List, with the children’s help, a number of idioms. Create a work of
art which literally translates the phrase. (e.g., Raining cats and
dogs!)
61
3
G R A D E
3
Jessica Tuomela
“
Success is focusing the full power of all you
are on what you have a burning desire for.”
S OURCE U N K NOWN
3
Jessica is an 18-year-old girl of
Portuguese-Finnish descent. She lives in
Sault Ste. Marie. Jessica plans to attend Sir
Wilfrid Laurier University in Waterloo,
where she will continue her education in
the field of social work.
Jessica Tuomela
62
Don’t Sit Back...
Go For It!
J
essica was a year and a half when her parents noticed that her eyes were
cloudy. The doctors thought this was caused by cataracts. Six months later
she was diagnosed with cancer of the eye. Her left eye was removed to
stop the spread of cancer and replaced with a prosthetic eye. After
chemotherapy and radiation treatment, Jessica lost her right eye to cancer.
She was three years old. Both eyes were now prosthetic.
Jessica’s parents wanted to enroll her in junior kindergarten. As they did
not have the facilities to accommodate her needs at the local school,
Jessica went with her parents to Brantford to see the residential school for
the blind. She was only four years old. Her parents did not think it was
appropriate for her to live so far from home.
Her parents came back home to the Sault and fought for their daughter to
be included in her neighbourhood school. “Don’t sit back, go for it!” was
the attitude they took.
Jessica was accepted by the teachers at the school and felt that they did
the best they could. She had a teacher who worked with her on a one to
one basis every day for a few hours. She often felt socially isolated from
her peers because she spent a lot of time with the teacher.
She had difficulty in the junior grades. The students did not socialize with
her or play with her in the yard. She felt terrible. Students would stand in
front of her or bump into her. Other things were different for Jessica. Some
teachers did not assign her homework like they did with other students.
Worst of all, she didn’t get to participate in physical education activities.
Jessica felt lonely. She was frustrated by the fact that some teachers did
not know how to include her in activities. She felt that some teachers
thought that she was incapable of doing the same homework that her
peers were doing.
However, Jessica shared the approach her parents had taken, “Don’t sit
back, go for it!” Outside of school Jessica participated in Brownies and
ballet. She also started violin lessons.
Still, Jessica was not happy at school. Along with her parents, she made
the decision to go to W. Ross MacDonald School For The Blind in Brantford.
63
3
G R A D E
3
She began to learn many new things. For the first time in her life she
learned how to cross-country ski, run track and field, participate on
student council and work on a yearbook. She also conquered her fear of
water. She learned how to swim. She competed at the provincial level for
the visually impaired for three years and then rose to the national level.
After completing grade nine, Jessica decided that it was time to go home.
She was finding the environment of The W. Ross MacDonald School
overprotective and felt that she needed to socialize with sighted people.
She also wanted to challenge herself more.
3
Jessica returned to Sault Ste. Marie and continued her education. With the
support of her principal, Jessica’s inclusion in her community high school
has been a positive experience. She is again breaking new ground as the
first visually impaired student to attend this high school.
Upon her return, she decided to continue her swimming career. It was
something she loved and did well. However, the local aquatic club felt that
they could not adequately accommodate her needs. Someone told her that
she should be swimming with people who were physically and mentally
challenged and not able-bodied swimmers.
One coach at the club did offer to take her on. Jessica arrived ready for
her tryout. She started off swimming in her own lane and before she
knew it her lane was filled with twenty other swimmers. Jessica had some
difficulty with all those other swimmers in her lane. That large number of
swimmers in one lane was unusual.
But Jessica persisted. From that day Jessica set herself the goal of
attending the 2000 Paralympics in Sydney, Australia.
Under the guidance of her coach and with her mother at her side, Jessica
became a world-class swimmer. She holds a number of provincial and
national records and is recognized as a National Elite Athlete. She is
fourth in her class for the 50 and 100 metre free style and the 200 metre
breast stroke. She holds the National and Provincial Short Course records
for the 50, 100, 200, and 400-metre free style.
Jessica met the qualifying standard for the 50 and 100 metre free styles,
the 100-metre backstroke and the 200 metre Individual Medley for the
Paralympics Games. However, this in itself was not enough and she had
to face yet another challenge before being named to the team.
64
D O N ’ T
S I T
B A C K ,
G O
F O R
I T !
Jessica had to duplicate her qualifying times again in Montreal at the
Paralympics trials for the Summer Games in Sydney. During the heats she
swam the qualifying times and thought she had made the team. A little
tired, she then swam in the finals for the 50 metre freestyle and was 0.03
of a second off the standard time and in the 100 metre event was 0.04 of
a second off the standard time.
The selection criteria for disabled swimmers was different from that of
other swimmers. Jessica was informed that she had to make the standard
time in the finals. Once again, Jessica’s approach was, “Don’t sit back… go
for it!”. Jessica’s camp argued that the selection for swimmers with
disabilities should be the same as for other swimmers. A three-member
panel considered the issue. They concluded that it was not clear when the
standard time rule would apply. Athletes with disabilities should be
provided with the same opportunities as other athletes.
Jessica competed in the 2000 Sydney Paralympics and won a silver medal
in the 50 metre freestyle. She is now setting her sights on the 2004
Paralympics in Athens.
65
3
G R A D E
3
Resources
Prosthetic - An artificial part supplied for a missing one.
Local CNIB
Retinablastoma - Cancer of the eye.
White Cane Week information
package
Blind: Totally Blind - no vision at all.
Blind: Legally Blind - 20/200 - A person sees at 20 feet the clarity
and detail a normally sighted person would see at 200 feet.
Blind: Legally Blind - Tunnel Vision - Restricted peripheral vision.
3
Visually Impared - Vision with a percentage of loss that can’t be
corrected with glasses or surgery.
66
I’m Deaf and It’s Okay, Lorraine
Aseltine
DON’ T SIT BACK , GO FOR IT! - GRADE 3
Expectations
Language
; Discuss how having a prosthesis would change how you would
participate in various activities? Would it change how your friends
treated you? What does visually impaired mean?
3e29
read a variety of fiction and
non-fiction materials (e.g.,
chapter books, children’s
reference books) for different
purposes
3e46
use a variety of strategies to
determine the meaning of
unfamiliar words (e.g., use the
context, break the word into
syllables or other recognizable
units, use a dictionary, use
phonics)
3e53
situations in stores, and
Physical
Education
3p1
describe the relationship
among healthy eating
practices, healthy active living,
and healthy bodies
3p36
adopt an action plan based on
an individual or group goal
related to physical activity
(e.g., power walking for one
kilometer three times a week)
3p37
demonstrate respect for the
abilities and feelings of others
(e.g., accepting everyone into
the group)
; After reading the story, write a journal response addressing the
following questions: Have you ever experienced a time when you
were prevented from doing something you wanted? How did it feel?
What did you do about it?
; Write your autobiography. Include goals you have set for yourself
and how you will meet them.
; In physical education, set a class challenge e.g. walk, jog or power
walk across Ontario. Do a set number of kilometres on a regular
basis. Write out your class goal and calculate how long it will take
to accomplish it. Keep a chart to track your progress. Make sure
that everyone can participate.
Extensions
; Jessica could not participate in physical education activities
because the games that the students played were not adapted for a
person who was blind. Think of a game that you play in physical
education class, e.g. soccer, soccer baseball, T-ball. What changes
would you make for a student with a disability?
; Help students to try to gain an understanding of the challenges of
physical education if they had a disability. This could include
drama, a speaker, video or discussion.
; Jessica had difficulties socializing with other students in the class.
How would you make her feel welcome in your school and include
her in free time activities?
; Jessica does not see her blindness as a disability but as a
challenge. She sets goals for herself and meets them. To meet her
goal as a world class swimmer Jessica gets up six mornings a week
at 5:00 a.m. and is in the pool at 6:00 a.m. until 7:30 a.m. She
leaves for school at 8:00 a.m. and is in bed by 8:30 p.m. She also
lifts weights twice a week. Think of something that you have
wanted to accomplish. Write down your goal and how you are going
to accomplish it. Who will help you reach your goal?
67
3
G R A D E
3
Millie Umehara
“
Although the world is full of suffering, it is
also full of overcoming it.”
H ELEN K ELLER (1889-1968)
3
Gale P. Comin
Millie Umehara was born in
1917, in rural Ontario. Millie is now retired
and living in Toronto.
Millie Umehara
68
Never Give Up
“I
t was more than frustrating,” the eighty-four year old woman said slowly,
hesitantly, as if searching for the right words to describe her struggle.
With wry humour Millie recounted her schooldays in a one-room
schoolhouse in Temperanceville, a small Ontario town about fifty
kilometres north of Toronto. “I was very good at baseball. I could hit and I
could run. I was a very fast runner and was always one of the first picked.
But it was baseball that made me realize something was changing. I began
to lose my ability to hit the ball because I just couldn’t see it clearly
anymore.”
Born in 1917 to Japanese Canadian parents who were market gardeners
in rural Ontario, Millie began life much like everyone else. Like her two
sisters and one brother, she loved school and worked diligently. Together
the family would sit around the dining room table and the children would
do their homework. However, achieving good grades for Millie became
harder as her eyesight began to deteriorate around the age of eight.
“My friends helped me by reading to me,” recalled Millie. “But by the last
two years of high school I couldn’t see the small print or read from the
board.” In 1935 she graduated from high school at the age of eighteen.
It was a heartbreaking experience for the highly intelligent Millie to see
her brother and sister go off to the University of Toronto while she was left
at home to help her parents tend the farm.
From that time on, her life centred on the farm and church. Millie played
the piano and taught Sunday school. Her mother would read her Bible
lessons. Around the farm she would pick berries, help with the canning,
bunch asparagus for market and look after the cows and horses. Millie
wondered at these gentle creatures that never bumped into her or stepped
on her although people sometimes did. “I really felt that they [the
animals] somehow knew that I couldn’t see.”
Millie experienced a period of great frustration and confusion. She could
no longer read any type of print and began to feel her world was being
closed in darkness. “It was a time,” Millie explained, “in which I felt I had
no direction. I didn’t know what help was available. With no one to advise
69
3
G R A D E
3
me or counsel me I didn’t know what I could do. One copes,” she said,
“until the time comes when help is necessary.”
Blindness would be her prison until the age of thirty-one. Then everything
changed.
While listening to the radio, she heard about the Canadian National
Institute for the Blind (CNIB). She typed a letter that day to the CNIB
describing her failing sight and how she found it difficult to perform
everyday tasks. She waited anxiously for a reply.
3
A month later, the CNIB sent out a field secretary to interview her and
explain the services they offered. Millie’s memory of Mr. Henry, the field
secretary, was vivid. She remembered the tea and homemade cookies
they ate and the details of their lengthy conversation.
She recalled the cool feel of the Braille watch that he handed to her. With
a few instructions, Millie was able to read the time. This was the first time
in years that she could read anything. From that moment, Millie’s world
began to open up.
First, she received five “talking book” records. These were the first stories
that she had “read” in more than ten years. She devoured these in less
than a week and eagerly exchanged them for more.
Then, her mother began taking her to Toronto every week, where she
received instruction in eye care, Braille, typing and mobility. She learned
to use a white cane and with it she was able to use buses and streetcars
to get around the city. Eventually, she was able to travel to other cities.
Millie studied and learned everything the CNIB had to offer and still
wanted more. She became a teacher and has devoted her life to helping
others adjust to their loss of sight. Millie rose to the position of Ontario
Supervisor of Rehabilitation with the CNIB. As supervisor, Millie traveled
to a number of cities and towns in Ontario, including Hamilton, Windsor,
London, Sudbury, Ottawa, Cornwall, Peterborough, Thunder Bay, Timmins
and North Bay. She retired in 1982 at the age of sixty-five.
Today, Millie continues to do volunteer work, teaching knitting and other
crafts. She also makes labels to identify the many thousands of musical
compositions in the CNIB library.
Millie had been without hope for many years until she first heard of the
CNIB at age thirty-one. Within a very few years she was reading and
70
N E V E R
G I V E
U P
writing Braille, reading books on records, living and traveling
independently and making a significant contribution to the well-being of
other people. Advances in technology continue to open new doors to the
visually impaired and one day may even give sight to the blind.
3
71
G R A D E
3
Resources
Retinitis Pigmentosa - A disease of the retina in which a dark
pigment accumulates in the cells and eventually damages the cells
so that they can’t sense light. This particular disease develops over
a long period of time.
The story of Helen Keller, Carolyn
Sloan
Visually Impaired - A loss of vision from the normal 20/20. Surgery
or glasses cannot correct this loss of vision. The loss of vision has a
definite impact on the person’s lifestlye.
3
72
Louis Braille: The Boy Who
Invented Books For The Blind,
Margaret Davidson, Local
branch of CNIB
The Kingfisher First Human Body
Encyclopedia, Richard Walker
N E V E R
G I V E
U P
-
G R A D E
Expectations
Language
; Before reading this story, discuss the following questions:
3e2
write materials that show a
growing ability to express their
points of view and to reflect on
their own experiences (e.g.,
journal notes)
3e51
listen to discussions and ask
questions to clarify meaning
3e53
Math
3m40
select the most appropriate
unit of measure to measure
length (centimetre, metre,
kilometre)
3m41
estimate, measure, and record
linear dimensions of objects
(using centimetre, metre,
kilometre)
3m44
estimate and measure the
passage of time in five-minute
intervals, and in days, weeks,
months, and years
3
• Can you think of a time when you wanted to give up?
Tell about it.
• What do you think visually impaired means?
; After reading the story have the students complete the Response
(Activity sheet # 1).
; Create a timeline (Activity sheet # 2) of one of the following:
i. Millie’s life
ii. The development of transportation from 1917 to today
iii. The development of communication technology from 1917 to
today
; Using a map of Ontario, calculate the distance between the cities
and towns mentioned in the story.
Record this information. Calculate the amount of time it would take
to travel these distances in various modes of transportation.
Extensions
; List the safety procedures and practices at home, school and in
your community. How would they have to be changed to
accommodate a person who is visually impaired?
; Compare features of urban and rural communities using a Venn
diagram. Use the story as a starting point.
; Arrange for a presentation relating to learning as a visually impaired
person.
73
3
K I NG
DR
E A
RD
GE
A R3T E N
Never Give Up
Activity Sheet 1
Response Activity
Have you ever felt that you were trapped?
What caused you to have this feeling?
How did you feel when you were in this situation?
How did you get out? Who helped you?
How did you feel when you got out?
3
74
M O OG R
I IA
- S
D IEK 3
A A G !
Activity Sheet 2
Never Give Up
Timeline Activity
Choose one of the following and develop a timeline of:
i.
Millie’s Life,
ii. Development of Transportation from 1917 to Today,
iii. Development of Communication Technology from 1917 to Today.
Complete the chart below.
Using the information you have gathered, create a linear timeline.
Time
Description
Illustration
3
75
G R A D E
4
Christine Ichim
“
A small group of thoughtful people could
change the world. Indeed, it’s the only thing
that ever has.”
M A RGA RET M EA D
Christine and her
mother, Florica
4
Christine Ichim is a graduate
student at the University of Toronto. She
studies the pathology of leukemia. Christine
gives presentations in the community to
highlight the importance of meaningful
cancer research and the triumph of the
human spirit.
Christine Ichim
76
Outside the Box
“M
om has leukemia.”
Those words echoed in ten-year old Christine’s head. How could that be?
What was leukemia, anyway? Christine knew enough to know that it was
serious. She was worried. She was the second oldest of six children and
Matthew, the youngest, was just a baby. They needed their mom.
What could she do? Christine thought that all families were just like hers.
Her parents were both poets and very supportive of their children’s
inquiring minds. They wanted their children to see the beauty of life and
to want to understand things. They wanted their children to believe that
the mind is more important than everyday things. She didn’t know yet
that the curiosity and thirst for knowledge that she and her siblings had,
were unusual. She thought everyone faced with a problem would just
figure out what has to be done and do it, no matter what. Christine had
already shown signs of the person she would grow to be – a person of
action, but not predictable ordinary action, as you’ll see.
She remembers when she and her brother, Thomas, a year older than she is,
were pre-schoolers. One of their favourite things to do was to go into the
kitchen and mix things together – just to see what would happen! Yes,
sometimes things would sort of blow up or bubble over, but they learned a lot.
Now, faced with their mother’s serious illness, Christine and Thomas took
action. They decided to learn as much as they possibly could about cancer
in general and leukemia in particular. They went to the library and took
out books that were difficult to understand. They kept reading them over
and over, until they began to make sense. They asked the doctors
questions, talked to other medical experts and read everything they could
get their hands on.
In high school, Christine and Thomas wanted to go to conferences to learn
more. They heard of a symposium for pharmaceutical companies, to be
held in Washington. They went! The organizers allowed them to come for
no charge, but it was still not easy, especially when they got on the wrong
bus by mistake. It was very exciting to be at a conference with
knowledgeable people who treated them more like equals than kids.
77
4
G R A D E
4
Christine and Thomas continued on their mission to find a cure for
leukemia. They got some pigs’ blood to work with, built a centrifuge to
separate the blood (which involved attaching apparatus to the wheel of a
“very sweet bike”) and built an inverted light microscope with a heat
lamp from the hardware store. They put together everything they’d
learned, surveyed their research and designed a protocol for treating
people with leukemia. They took it to a doctor at Princess Margaret
Hospital/Ontario Cancer Institute in Toronto and realized that they
needed to raise money to have the study happen.
As you can tell, Christine is not in the habit of giving up when faced with
an obstacle. Nor does she tend to think small. Rather, she goes “outside
the box” to solve a problem. So, undaunted, she decided to roller-blade
across Canada to raise funds. By this time, she was in Grade 13 and had
a lot of schoolwork to do. She carried a cell phone around with her and
was not bothered when it would ring in class!
4
She describes the cross-Canada skate as grueling and beyond
comprehension. The daily physical pain added to the stress and so did the
awareness that her mother was in an accelerated phase of her disease.
She would wake up in the morning and think, “I don’t want to do this.”
Then she’d remind herself of her mother’s parting words to her, “If you
make it, I’ll make it.” What message would it give to her mom if she quit?
So Christine would drag herself out of bed and lace up the skates. She
didn’t want people to say, “Oh yes, Christine Ichim? She’s the one who
quit.”
Christine pushed herself on at times when it felt like a knife was stuck in
her back. She would take the bloody socks off her blistered feet every
night and fall into bed in complete exhaustion. Thomas was behind her in
a van they’d borrowed. He searched out sponsors and encouraged them
to support the venture. They lived on power soft drinks and rice cakes for
a while, provided by companies that sponsored the trip. Thinking about
her mother is what kept Christine going.
She had left Victoria, British Columbia, on May 3, 1996. When she arrived
in St. John’s , Newfoundland, on October 15, 1996 (her birthday!) she was
sick with mononucleosis and was completely drained, but she had made
it! She had done it! She had proved to all those people who had told her
she was crazy, it would never work, it was an impossible challenge, that
she could roller blade from one coast of Canada to another.
78
O U T S I D E
T H E
B O X
She had raised money that would enable a study at the University of
Western Ontario to continue. She raised more money when she got home
by talking to service clubs and other groups, giving motivational talks.
Once again, Christine’s “outside the box” thinking had worked.
Christine’s advice is simple. Don’t listen to people who tell you your idea
is crazy! If you have a good reason for trying to do something, go ahead
and give it your best effort. A teacher in high school once told Christine
that she would never be Prime Minister of Canada. What do you think?
4
79
G R A D E
4
Resources
Centrifuge - Machine that revolves at speed.
Guideposts for Teens
Inverted - Turned upside down.
bluejean magazine
Protocol - Set of guidelines for performing a particular task.
Maclean’s Magazine
4
80
O U T S I D E
T H E
B O X
-
G R A D E
4
Expectations
Language
; Brainstorm what students know about cancer and leukemia (and
are comfortable sharing).
4e1
communicate ideas and
information for a variety of
purposes and to specific
audiences (e.g., a brief
research report on a class
investigation for classmates)
4e2
begin to write for more
complex purposes (e.g., to
present and discuss their
opinions and viewpoints, to
pose questions, to record
information)
4e55
express and respond to ideas
and opinions concisely and
clearly
Social Studies
4z45
locate and label provinces,
territories, and capital cities
within each region on a map
of Canada
4z49
locate and label the physical
regions of Canada on a map
; Write a letter to the organizers of a conference and convince them
to allow you to attend.
; Invite a speaker from the local Canadian Cancer Society to talk
about local fund-raising and publicity initiatives.
; Write a newspaper article about the visit in two to four paragraphs.
; On the blackline map of Canada, label Ottawa, the provinces and
territories, as well as the capital cities.
; On the same map, show the physical regions of Canada. Create
symbols and a legend to clearly illustrate this.
; Using the list of stops Christine made and the black line map of
Canada, plot her route across the country.
Extensions
; In small groups, convince a potential sponsor that you have a great
idea for fundraising and the organization should back you.
; Find out about other Canadians who, like Christine, have tackled a
very demanding challenge e.g. Terry Fox, Silken Laumann, Rick
Hansen, Marilyn Bell.
; In a role-play, present one section of Christine’s journey. Focus on
one of the physical regions and the difficulties she might have
encountered.
; Christine went through 10 pairs of roller blades going across
Canada. Design power roller blades which might last the whole trip.
(Build a model, design a labeled poster, or create radio or T.V. ads.)
4z57
compare two or more regions
(e.g., the Arctic and the
Prairies), investigating their
physical environments and
exchange of goods and
services
81
4
K I NG
DR
E A
RD
GE
A R4T E N
Outside the Box
Activity Sheet
4
Places Christine Passed Through As She Roller-Bladed Across Canada
British Columbia: Victoria, Vancouver, Maple Ridge, Chiliiwack, Kamloops, Golden.
Albert Lake Louise: Banff, Calgary, Medicine Hat.
Saskatchewan: Swift Current, Moose Jaw, Regina.
Manitoba: Brandon, Winnipeg.
Ontario: Kenora, Dryden, Thunder Bay, Nipigon, Wawa, Sault Ste. Marie, Sudbury, Parry Sound,
Orangeville, Guelph, Kitchener, Stratford, London, Hamilton, Toronto, Kingston, Ottawa.
Quebec: Montreal, Trois-Riviéres, Quebec City, Riviére-du-Loup.
New Brunswick: Edmonton, Woodstock, Fredericton, Moncton.
Newfoundland: Argentia, St. John’s.
82
T H EM P
OO
O WI E
I -RS IOKFA A
SG
T O
! R Y
Personal stories are not merely a
way of telling someone (or oneself)
about one’s life; they are the means by
which identities may be fashioned.
ROSENWALD & OCHBERG
Storied Lives: The Cultural Politics of
Self-Understanding
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G R A D E
4
Myrtle Namsoo
“
The one universal form of art is music.”
Communication Face Toward the Spring
(1956)
FA ITH BA LDWI N
4
Myrtle Namsoo was born on the
island of Trinidad in the West Indies. She
grew up on the island and taught there for
twenty-three years before she emigrated to
Canada. Myrtle continued her teaching
career in Ontario for another twenty-three
years before retiring. She has four children
Judy, JoAnne, Jacqueline and Jonathan.
Myrtle Namsoo
84
It Soothes Your Soul And
Brings People Together
Journal 1
Last night I dreamt of my mom. She was the one who spurred me on to
work at developing my love for and talents in music. It was her dream to
be an accomplished musician, but she wasn’t given that opportunity due
to financial circumstances and gender biases at that time. My mom and
dad worked hard and saved, so they could eventually purchase a piano.
My mother wanted her children to have an opportunity with music that
had not existed for her.
What a lovely idea, right? Well now, as I reflect back, it was wonderful,
actually. But what reality did it bring to my childhood back then? It meant
waking at early hours and dealing with the repetition and drudgery of
practicing scales and arpeggios. These were not appealing to a seven yearold, especially at six o’clock in the morning.
However, as I practised I improved. The encouragement and praise from
my music teacher, family and friends made a huge difference in
motivating me to continue with music.
My first triumph was when I played at a church service. I remember it
very well. It was a great feeling. I was only nine years old and received a
lot of recognition for my playing. What an experience that was for me!
Listening to the strong and joyful singing filled me with a sense of pride
and a desire to continue in music. We all thrive on encouragement and
that day the praise I received from my mom, my music teacher and
members of our church congregation certainly inspired me.
Journal 2
When I was about twelve years old I started playing the piano to
accompany my school for musical presentations. Each experience
reinforced my love for music. I was inspired, and began to excel in the
music examinations. I recall one of my examiners from the Trinity School
of Music in England, giving me 98% on my grade six exam. This was the
highest mark on the island! His comments were even stronger, “You
should think of continuing your music,” he said, “Don’t ever stop, you have
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4
G R A D E
4
a lot to offer!” It was then that I set my sights on becoming a concert
pianist.
Well, as John Lennon said, “Life is what happens to you while you’re busy
making other plans.” My dream was about to change. After my first year
at high school I became ill with rheumatism and missed a fair amount of
school time. I had to rethink my goals.
Time passed. I graduated from Teachers’ College. Once I began teaching,
I knew it was my calling and my musical ability was now an asset.
Throughout the forty-six years of my teaching career I have been
fortunate to experience how music brings people together. It is indeed a
universal language. You sit at a piano, tinkle those ivories with a familiar
tune and people from all walks of life gravitate to you. As you create
joyful memories with others, boundaries and obstacles seem to fade. In
my classroom I used music to change energy levels, to heal hurt hearts
and to celebrate successes.
4
I want to share the story of my love for music because I now know, firsthand, the power of music. As many of you begin your pursuit of music,
you will be faced with the demands of practice and preparation for exams.
You might face some of the same struggles I had. I want to encourage you
to persist. I want to say to you, “Stay with your music. It is a gift to
yourself and to others.”
86
T H E
P O W E R
O F
S T O R Y
One learns about education from
thinking about life and one learns
about life from thinking about
education.
CLANDININ & CONNELLY
The reflective turn:
Case studies in and on educational practice
87
G R A D E
4
Resources
Arpeggio - The sounding of the notes in rapid succession instead of
together.
Brown Girl in the Ring, Alan
Lomax, J. D. Elder and Bess
Lomax Hawes
Emigrate - To leave one’s own country to settle in another.
Gender bias - An opinion, preference or inclination based on gender
formed without any reasonable justification. Bias is reflected in
people’s attitudes. For example, “Big boys don’t cry,” “Girls don’t
play hockey.”
Immigrant - A person who comes into a country or region to live.
Ostinato - A musical phrase repeated over and over.
Trinidad - Part of the Republic of Trinidad and Tobago, West Indies.
The capital is Port of Spain.
4
88
Orchestranimals, by Vlasta Van
Kampen and Irene C. Eugen
Tchaikovsky Discovers America,
Esther Kalman
I T S O O T H E S YO U R S O U L A N D B R I N G S
P EO P L E TO G E T H E R - G R A D E 4
Expectations
Language
; Create a survey of all the students in the school to show how many
participate in music lessons. Note the kind of instrument or type of
music being studied. Post the data. In small groups, compare and
note trends. What conclusions or interpretations can you make?
Share your findings with the class. Note similarities or differences
when the groups make their presentations.
4e52
communicate various types of
messages, explain some ideas
and procedures, and follow the
teacher’s instructions
4e56
contribute and work
constructively in groups
4e67
use appropriate strategies to
organize and carry out group
projects (e.g., brainstorming,
summarizing, reporting, giving
and following instructions)
The Arts
4a4
begin to read standard musical
notations
4a6
communicate their response to
music in ways appropriate for
this grade (e.g., through visual
arts, drama, creative
movement, language)
4a24
create an accompaniment for
a song, using a melodic
ostinato (short melodic pattern
repeated throughout the song)
; Examine a simple musical composition. Identify elements of
notation. Create a glossary of musical terms for reference. Apply
what you have learned to another piece of music.
; In small groups, at various locations throughout the school, listen to
musical excerpts from various cultures and historical periods. Take
notes and communicate your responses to these selections. Identify
assumptions you may be making about certain pieces. Discuss.
; Choose a familiar class song about Canada and create rhythmic and
melodic ostinatos (short repeated patterns) that can be used as
accompaniment for the song. Rehearse and perform it for another
class.
4
Extensions
; Host a Celebration of Canada recital. Invite students and
community members to play or sing. Inform your local newspaper of
the event.
; Create a display of musical instruments from around the world.
Attach a label naming each instrument. Prepare brief descriptors of
the instruments such as the country of origin and materials used in
the construction. Challenge another class to match the descriptors
to the instruments on display.
; Research rheumatism. What challenges would this condition
present? What treatment is available? Comment on the author’s
determination and courage. Write a journal entry to summarize
what you have learned.
; Write a journal about an experience you have had with music.
; Plan a dance where the music is made with instruments designed
and constructed by the students, e.g. hold a Maypole dance,
harvest celebration etc.
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G R A D E
5
Tamara Koba
“
Making the decision to have a child – it’s
momentous. It is to decide forever to have
your heart go walking around outside your
body.”
E LIZA BETH S TON E
Tamara with her
beloved grandchildren
5
Tamara emigrated to Canada with her
husband and two young sons just after the
Second World War. Three daughters were
born in Canada. Tamara presently lives with
her husband Tym in London, Ontario.
Always an active participant at YWCA,
Tamara was recently awarded an honourary
life membership.
Tamara as young girl, 1944
Tamara Koba
90
A Mother’s Love
D
uring the Second World War, thousands of young people from European
countries were forced onto trains and sent to Germany. Many left their
homes with only the clothes on their backs. Straw bedding on the boxcar
floor was their only “luxury” during this frightful trip. Tamara Sabadash
was one of these people. Just out of college, bright and energetic, she
should have been starting an exciting part of her life. Instead, her life was
changed completely.
Born in the Soviet Ukraine in 1924, Tamara had led a happy life until war
broke out in Europe in 1939. The Koba family heard in 1941 that Hitler’s
army was invading the Ukraine. Nazi soldiers were suddenly everywhere,
and Tamara left college immediately to join her sister Halyna in Kyiv
(Kiev). Her mother also came from their hometown as quickly as she
could. The three women lived in a little room, surviving by doing what
they could to earn enough money for bread.
Tamara learned that young Ukrainian people were being transported to
Germany and forced to work. First her sister was sent, then Tamara. She
barely had time to pack her suitcase. She considered scissors, thread,
needles and soap to be necessities. Despite the dangers that might lie
ahead, Tamara decided she would try to maintain her dignity.
As the train carried her further and further away, Tamara worried
constantly about her mother and her sister. Gradually she began making
friends with other young women on the train and they clung together for
comfort. In spite of the uncomfortable conditions, Tamara remained
strong. Although shy, and terrified about the future, she was also curious.
She peered intently between the slats of the boxcar. Never before had she
been so far from home.
For seven days the train rumbled westward, groaning and creaking with
the weight of its burden, until it reached Poland. Here, everyone was
forced to get off the train and scrubbed with disinfectant. This was very
humiliating. Morale was sinking low. Soldiers herded them everywhere
they went. Tamara’s suitcase was a heavy load, but fierce determination
would not permit her to leave it behind. It was her only link to home, her
mother, and the life that had been taken from her.
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5
G R A D E
5
Reaching Germany, Tamara and the others dragged themselves off the
train. As they huddled miserably in little groups, a voice boomed, “Who
here speaks German?” After a frightened pause, a small voice replied, “I
do!” Out stepped young Tamara. What courage that took! After a quick
conversation, Tamara and her friends were driven to a small town where
they were put to work in a factory. They were lucky. Although separated
from their families, they were not treated badly at this first job. They
were, however, never to be seen without their OST badges clearly
displayed on their blouses. Others, during this time, were not so
fortunate.
Over the next few years, as she was sent from job to job, Tamara grew up
and learned to work hard. She struggled to keep in contact with her sister
and mother. Letters were allowed, but were slow in coming. Tamara
continued to worry about her mother, and missed her terribly.
5
Meanwhile, in a camp some distance away, Mrs. Sabadash begged her
captors to allow her to go to the camp where her elder daughter Halyna
was being held. The authorities, tired of her pestering, agreed. The news
reached Halyna’s camp that her mother was coming and when Mrs.
Sabadash arrived, eight hundred people greeted her. “ MAMA! MAMA!”
they all cried. So many people, homesick and scared, needed to cling to
the only mother available.
Mrs. Sabadash immediately began another campaign to bring Tamara to
this camp. Again, Mrs. Sabadash’s persistence wore the authorities down.
When Tamara arrived, she entered the worst conditions she had faced so
far during the war. But here, at least, she had the strength and love of her
family.
The war finally ended in 1945. Many Ukranian families were displaced
and no longer welcome in the Ukraine. International organizers were
busy placing great tides of displaced people into countries willing to
accept them. Tamara felt completely abandoned by her homeland, but
there was no turning back. In the midst of all the confusion that same
year, Tamara met Tym Koba, a survivor of the Nazi German concentration
camps. They married and bore two sons in the camp before news came
that they could go to Canada. Sadly, her mother and sister had already
emigrated to Australia.
Pier 21 in Halifax was a wonderful sight! After a long difficult voyage by
ship, this huge warehouse was the first view of Canada for the Kobas and
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A
M O T H E R ’ S
L O V E
thousands like them. After passing through customs, Canada’s newest
citizens were transported on to cities, towns and villages across Canada
where they would settle, find jobs and begin to learn about their new
country.
Although a university graduate with a degree in electrical engineering,
Tym had to take whatever work he could find. Tamara expected their lives
to be immediately better in their new country, but again they struggled.
Throughout all the tough times overseas, people had always loved Tamara
and her children. But here in Canada, initially, it seemed as if no one even
liked her children! They had to gather their few possessions together and
move from attic to attic. “Too loud! Too active!” they were told. “How could
this be?” thought Tamara. For the first time she became angry! How dare
these people not love her children?
She missed her mother terribly during this time. Expecting her third
child, and struggling to survive with little money, Tamara treasured the
letters that arrived from Australia. She decided that if the little family
were to survive, they would have to learn to talk and act like the people
they met. However, so that her children would not forget their homeland
Tamara began to teach her children to speak, read and write in Ukrainian.
This was not an easy task. Letters from her mother became the lessons for
the children. Mrs. Sabadash would write folk tales in Ukrainian, and
Tamara would sit in her rocking chair, the children at her feet, and read
the stories aloud. “Again, Mama!” they would say, for they had no money
for toys or books, radio or television. This, their only entertainment, was
a rich source of history and language for the children.
The letters and the encouragement they brought helped Tamara through
many difficult times. The family learned to understand this new home,
and the children thrived. Tamara and Tym have never been wealthy, but
because of hard work, a positive outlook, strength to survive and great
curiosity to learn, their life in Canada has been a full and successful one.
Five children and five grandchildren later, Tamara still retains her sense
of humour and her love of both Canada and her homeland. She is most
excited that one of her grandsons can speak to her in her mother tongue
– Ukrainian!
93
5
G R A D E
5
Resources
Concentration Camp - A camp where political enemies, prisoners of
war, and interned enemies are held.
The Little Immigrant, “Spin
Among the Stars”, Nelson
Anthology
Displaced People - For political reasons, thousands of people were
not able to return to their homelands throughout Europe after the
Second World War. These people were forced to emigrate to other
countries such as Canada and Australia.
Nazi - A member or supporter of the National Socialist German
Workers’ Party which controlled Germany from 1933 to 1945 under
the leadership of Adolf Hitler.
OST - This German word (east) was on a badge worn at all times by
workers from other countries while in Nazi Germany during World
War Two. This badge identified the person as an ‘outsider from the
east’.
5
94
Charter of Rights and Freedoms
Women: Changing Canada, Jan
Coomber & Rosemary Evans
Government: Participating in
Canada from the Canadian
Challenges Series
A
M O T H E R ’ S
L O V E
-
G R A D E
Expectations
Language
; Research the process by which immigrants become
Canadian citizens.
5e1
communicate ideas and information for
a variety of purposes (e.g., to present
and support a viewpoint) and to
specific audiences (e.g., write a letter
to a newspaper stating and justifying
their position on an issue in the news)
5e2
use writing for various purposes and in
a range of contexts, including school
work (e.g., to summarize information
from materials they have read, to
reflect on their thoughts, feelings,
media works, oral presentations,
written notes and imaginings)
5e5
produce pieces of writing using a
variety of forms (e.g., stories, poems,
reports), narrative techniques (e.g.,
first–and third-person points of view,
dialogue), and materials from other
media (e.g., illustrations)
Social Studies
5z28
describe how immigrants become
Canadian citizens
5z35
demonstrate an understanding of the
rights of Canadians, including those
specified in the Charter of Rights
5
; Create and illustrate a book containing some, or all of the
rights a citizen should expect in Canada. This can be done
individually, in small groups or as a whole class.
; After examining the structure of the Canadian government,
use a chart or Venn diagram to compare our system of
government to that of another country e.g. Ukraine.
; Prompt students to reflect upon a time when they entered
an activity, place or event where they felt very different from
those around them (new school, new city, joining a club).
Write a journal response.
; Prepare a brochure to illustrate some of the reasons people
from other countries should immigrate to Canada. If
possible, use a computer program to publish the finished
product. This could be an independent or small group
project.
Extensions
; Contact the closest Canadian Citizenship Court in your area.
Invite the court to hold the next session at your school.
Prepare students by reading the Pledge of Allegiance,
making small flags, singing the national anthem in both
official languages, etc.
; Write a journal entry reflecting on the freedoms we have in
this country, and why they should be protected. What
responsibilities are linked to these freedoms?
; Interview someone who has journeyed to Canada or
relocated in Canada and write a story about their
experiences.
5z46
communicate information (e.g.,
comparing Canada’s form of
government to forms of government
found in other countries), using media
works, oral presentations, written notes
and descriptions, drawings, and tables
95
5
G R A D E
5
Brenda Kaufman
“
A bird doesn’t sing because it has an
answer, it sings because it has a song.”
M AYA A NGELOU
Brenda Kaufman lives in
Listowel, Ontario, with her husband Bob
and daughter Nicole. When Brenda
discovered that she had a gift, her life took
off in a new direction.
5
Brenda Kaufman
96
Hidden Talent
H
ave you ever wondered if you have a talent for something that you haven’t
discovered yet? That’s what happened to Brenda Kaufman. When she was
in school, she loved sports – mostly baseball, badminton and volleyball.
She loved to sing, too. When she was in Grade 12, her school choir
traveled all the way to Cork, Ireland to sing in a music festival. She loved
doing all those things and was pretty good at them too, but she still hadn’t
discovered her big talent.
After she left school, she went to the University of Toronto and became a
dental hygienist. She married Bob Kaufman and had no trouble finding a
job in her field. They settled down to married life in the town of Listowel,
Ontario, where she had lived most of her life. Her mother had a talent with
needle and thread and had made many clothes for Brenda and her sisters
as they were growing up. Brenda did some sewing as a young woman too,
and sang with a local singing group, but she still hadn’t discovered her big
talent.
Then she was dealt a blow. She developed rheumatoid arthritis. This is a
degenerative disease which causes damage to different joints in the body.
It also causes a lot of pain and debilitating fatigue. Her hands were so
painful that sewing became very difficult for her, and even more
devastatingly, so did working as a dental hygienist.
Brenda worked part-time over several years during which she gave birth
to a daughter, Nicole.
In 1995, she faced another blow. Her much loved sister, Jodeyne died
suddenly. Brenda felt this loss deeply and was looking for a new direction
in her life. Her daughter was in Grade 4 by this time and was taking art
classes to learn how to paint with watercolour. Brenda thought that she’d
like to try that too. Have you guessed? She was about to discover her big
talent!
Of course, she didn’t realize this at first. Brenda was painting for her own
enjoyment. She enjoyed learning the techniques involved in painting with
watercolour. The gentle touch required suited her hands well.
She took a painting in to a frame shop where a friend saw it. This woman
97
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G R A D E
5
became her first customer and commissioned a painting from her. As
more people saw her work, orders for paintings increased. One day her
husband said to her, “I didn’t know you could paint.” Brenda replied,
“Well, I didn’t know either!”
Brenda always saved photocopies of her paintings. Someone suggested to
her that her paintings would make very good cards. Now she and her
husband are involved in running a small business, producing paintings
and cards which are sold in stores in a number of towns in southwestern
Ontario.
Watercolour is the best medium for her, because the sable brushes that
she uses are very soft and offer little resistance to her hands. She has
tried working with acrylics, but finds that too much pressure is required
and can cause pain in her hands. She takes courses whenever she can, to
learn new things about the various techniques and to stimulate her
creativity.
Brenda describes herself as assertive, creative and blessed. The following
inscription composed by her sister appears on the back of each card she
sells:
5
The Creator distributes talents in unique ways
And for different reasons.
The expressions of life and the beauty of nature
Which are shown in
Brenda Kaufman’s Watercolours are such gifts.
Even though rheumatoid arthritis has challenged
Brenda’s physical being, she
Has found a way to share how
She sees, loves and cherishes life.
There is no need to ask how this creativity happens.
Enjoy!
Brenda, herself, says that she derives great pleasure from “being able to
put colours down and have a painting come out beautiful.” Having given
up a lot because of her physical health, she finds it very satisfying to be
able to do something and to make a contribution to the world.
Her advice to anyone is to, “Be what you want to be at that time. Allow
yourself to change and be open to new directions.” Her advice to people
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H I D D E N
TA L E N T
with disabilities is, “If you have a love of something, there are different
ways of achieving it. Don’t put stress on yourself to keep up with others.
We often put on our own limits and don’t allow ourselves to think bigger.”
After having surgery, she has discovered that you can be in a wheelchair
and still sing in a choir. People can become famous, pursuing their talent,
in spite of a physical challenge.
Remember, also, that Brenda discovered her talent as a result of her
daughter taking art classes. Maybe you will have an effect on someone’s
life too. Maybe you will inspire someone in your life to move in a new
direction and discover a hidden talent!
5
99
G R A D E
5
Resources
Debilitating - Makes a person weak and feeble.
Beethoven Lives Upstairs,
Barbara Nichol
Degenerative - Tends to become worse.
Focus On Ability Poster, ETFO
Ennis’ Gift: A Film about learning
differences, Ennis William
Cosby Foundation
5
100
H I D D E N
TA L E N T
-
G R A D E
5
Expectations
Language
; Write about someone you know who discovered a hidden
talent later in life.
5e2
use writing for various purposes and
in a range of contexts, including
school work (e.g., to summarize
information from materials they have
read, to reflect on their thoughts,
feelings, and imaginings)
5e3
organize information to convey a
central idea, using well-developed
paragraphs that focus on a main idea
and give some relevant supporting
details
5e7
revise and edit their work, seeking
feedback from others and focusing on
content, organization and appropriateness of vocabulary for audience
The Arts
5a36
describe the strengths and limitations
of various art tools, materials, and
techniques (e.g., identify drawing
tools, such as charcoal, pencil
crayons, and pastels, and describe
their effectiveness on specific surfaces)
; Describe how you might have “inspired” someone in your life
to do something new, as Brenda’s daughter did, e.g. your
learning buddy, sister or brother, grandma or grandpa.
; Experiment with watercolour techniques to discover how to
acquire a soft touch and how different effects are achieved –
(Activity Sheet provided).
; Produce a painting with watercolour, then choose a different
medium to capture the same subject. Compare the two. Give
examples of appropriate uses for each.
; Use a Venn diagram to compare one medium you used in
the above activity with the other.
Extensions
; Find examples of people with a disability who have
contributed to society, both famous and not well known, e.g.
Jean Little, Beethoven, Stevie Wonder, Jeff Healey, Renoir.
Make an oral presentation.
; List new interests that you would like to explore. Select one
and plan the steps to do so.
5
5a37
select the most appropriate tools,
materials, and techniques for a particular purpose, and use them correctly
5a38
organize their art works to create a
specific effect, using the elements of
design (e.g., create a still life depicting
their favourite foods, and explain how
they used colour, texture, and shape to
appeal to the viewer’s senses)
101
K I NG
DR
E A
RD
GE
A R5T E N
Activity Sheet
Hidden Talent
Watercolour Technique Activity
Paper
5”x7’ is a good size
# 140 weight or some watercolour paper with a ‘tooth’ or texture to it
Paints
Dollar store paint boxes are fine
Caring for the brush
Do not put the metal part (ferrule) under water, as it could cause rust or mould.
Dry the bristles afterwards by brushing onto a paper towel.
Form a point your fingers, and put into the container handle-first or leave flat.
Frame the subject
Use thumb and forefingers to make a frame to choose and view the subject.
Horizon Line
Use the rule of ‘thirds’. The page can be divided both horizontally and vertically into thirds.
Where these lines intersect, there are four points. Use one or more of them as the focus. Look
at pictures in magazines to see how images are often placed at one of the those focal points.
5
The horizon line is at the 1/3 or 2/3 point approximately and never in the middle.
Method
Sketch the scene very simply and lightly with the pencil, just the important shapes, e.g. the
curvy lines at the top of a tree.
Using a wet brush and a little colour, create a wash on the paper by creating long horizontal
strokes across the upper part of the page to the horizon line. The page should be quite wet,
but don’t scrub with the brush!
More intense colours should be at the top and bottom, e.g. darker blue that fades to pale near
the horizon, darker green grass near the bottom edge that fades at the horizon.
Let this wash dry, then use a dryer brush to add the details. Remember that things far away
appear paler. Remember that there are several shades of green, brown, blue, etc. Always put
the lighter colours on first: you can make something darker, but not lighter!
It really does work. Good luck with painting with watercolour!
102
T H E
P O W E R
O F
S T O R Y
A story, once told, no longer
belongs solely to the storyteller.
M. NOVAK
Religion as Story
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G R A D E
6
Sharon Mitic
“
… Women, their rights and nothing less.”
S USA N B. A NTHON Y
Sharon Mitic at the
Labour Association in
Kitchener, speaking to
women union
members about women
and poverty
Sharon Mitic lives in Kitchener
with her husband, Bob. They have three
children, Dana, Julie and Rob and four
grandchildren. Sharon works for Viking
Stamping and Assembly, which makes auto
parts.
6
Sharon Mitic
104
Making a Difference
S
haron Mitic was a mother of three looking for a job she could get her
teeth into in 1987. She opted for a job which was traditionally male. She
believed she was capable of doing it and it would provide her with better
pay. She did not realize how much this would enrich her life and lead her
through a variety of experiences.
Interviewer: What were your favourite things to do when you were a girl?
Sharon: I lived a couple of kilometres outside Milverton, a small town in
Southwestern Ontario. I had a pretty ordinary life: I went to a one-room
school and liked climbing trees. I loved it when Dad took us into town to
go to the library, because I read a lot. There were six of us and I was the
oldest girl. So I looked after the younger ones. We moved into Kitchener
when I was in Grade 11. That was quite a switch.
Interviewer: What kind of jobs did you have when you left school?
Sharon: I worked in an office. In high school I took Special Commercial,
though one of my teachers tried to get me to think about university. I
guess he was right after all, because I really didn’t like working in an
office. Then I worked at a shirt factory. It was OK, but still didn’t really
appeal to me.
Interviewer: So how did you end up at Apex Metals?
Sharon: My husband worked for another auto parts metal company in
Kitchener, so I knew a little bit about the kind of work that was involved.
I thought that I could do it and I’d earn more money doing a “man’s ” job.
I wanted to be paid what I was worth. At that time, the Canadian Auto
Workers’ union (CAW) was working on employment equity, to encourage
companies to hire more women. Actually, the CAW was responsible for
women being paid the same as men for the same job. They changed things
from “men’s jobs” and “women’s jobs” to regular and light duty jobs.
Women and men can choose to do either kind of job. Companies like the
Ford Motor Company had no women working on the shop floor, until 1980.
I was one of five women working at Apex when I was hired.
Interviewer: What did you know about unions?
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Sharon: Not much! Just what I heard from my husband. My entire family
was anti-union. They had had very little experience with unions. I have
found that people who work at unionized companies are more aware of
their rights and feel more free to speak up. Perhaps because of this, some
say that unions support “troublemakers.”
Interviewer: Did the job turn out to be what you expected?
Sharon: My job is spot welding. In some ways, it is very hard work! I’d
come home really tired, especially at first. What I didn’t expect was all the
things I’ve become involved in and how my life has become enriched,
because of the job.
The CAW has a Family Education Centre in Port Elgin, where I went for a
four-week education course. It was very interesting. We looked at Labour
History Politics, Human Rights Issues, Health and Safety and the
Environment. I was on the bargaining committee at Apex at the time.
Interviewer: What other things did you get involved in?
Sharon: Well, I was on the executive of our local union and I was on the
Labour Council executive board. Unions are actively involved in
community and social issues. After I was elected to the Labour Council, I
was elected to the Women’s Committee.
Interviewer: With so few women in the Union, that would be an interesting
committee. What sort of issues did you tackle?
6
Sharon: Child care issues for one, like universal non-profit child care, to
be universally funded and non-profit, run by the government. I went to
the local city councils around here and asked them to support this.
Another issue that affects women is that only about 40% of workers
qualify for Employment Insurance. If a worker has only seasonal
employment, or works part-time, as many women do, they will likely not
meet the requirements for Employment Insurance if they ever get laid off.
We lobby the federal government to try to make change happen on issues
like this. Also the Child Tax Benefit is given to people who qualify. For
people on welfare though, it often is clawed back. We also talk to the
provincial government about things like the privatization of education
and health care. We support and give donations to food banks and
women’s shelters. The CAW council and executive board provide
assistance to forty-eight women’s shelters across Canada every year.
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M A K I N G
A
D I F F E R E N C E
Interviewer: What have you been involved with locally?
Sharon: As a member of the Labour Council Women’s Committee, I was
part of a group called the December 6 Coalition. We organized a service to
remember the young women who were killed in the Montreal massacre in
1989. We also organized three buses to take people to the World March of
Women for Poverty in Ottawa last year.
Interviewer: Even when women outnumber men in an organization, men
are more likely to speak up and ask questions at meetings. Is this something
that you’ve dealt with?
Sharon: Oh yes! At CAW Council meetings, we held a women’s caucus at
lunch time. We knew there was a vote coming up about gun control and
we wanted to make sure that women stood up and made their voices
heard. At the caucus meeting we talked about how important it is to stand
up and speak. There will be men and women sitting there not quite sure
how to vote and perhaps our voices could help them decide.
Interviewer: How has all this affected you?
Sharon: I have gained a lot of confidence. Before my union work, I’d never
done any public speaking. I also took some courses at university, quite an
important step for me. I have attended conferences in Vancouver, Halifax,
Montreal and Toronto for the union. Last year, the Labour Council sent me
to a women’s conference in Cuba. That was the experience of a lifetime. I
met a lot of Cuban people, went to a May Day rally with about 200 000
people and heard Fidel Castro speak.
Interviewer: What advice would you give to young people?
Sharon: I’d tell them to get involved in helping people. Even small things
can make a difference. If a group of people work together, much can be
accomplished. It really irritates me to hear people say, “You can’t do
anything about it,” because I know you can!
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Lobby - To influence the voting of members of parliament,
sometimes by being in the lobby of the parliament building.
Resources
Pay Cheques and Picket Lines,
Claire Mackay
Privatization - Taking publicly held property, goods or services and
selling to private owners.
“Challenging Injustice” – The
Power of Story Volume 1,
ETFO 2002
Union - An association of persons formed for some common
purpose or action.
Justice: So-So-So-Solidarity
6
108
MAKING A DIFFERENCE - GRADE 6
Expectations
Language
; Find out what your rights are as a student worker. What steps
would you take if you thought your rights were not being
respected? Discuss in small groups how you would solve this.
6e5
variety of forms (e.g., newspaper
articles, lyrics, summaries of
information), techniques and
resources (e.g., library resources)
appropriate to the form and
purpose, and materials from other
media (e.g., film clips)
6e33
make judgments and draw
conclusions about ideas in written
materials on the basis of evidence
6e61
use constructive strategies in
small-group discussions (e.g.,
invite other group members to
contribute; ask questions to clarify
a point; negotiate to find a basis
for agreement)
The Arts
6a49
solve problems presented through
drama and dance in different
ways, and evaluate the
effectiveness of each solution
; In small groups, role play a situation from the above activity.
Choose three key moments to present as tableaux. Use Activity
Sheet #1.
; Suppose the playground equipment, recess or something you
value, has been taken away. Write a news article explaining your
point of view and convince other students to join a group to
solve the problem.
; Role-play two or three scenes to work through the solution of
the problem from the above activity.
; Videotape or record one of the group presentations. Share with
another class.
; Have you ever experienced a situation when your rights have
been infringed upon? Reflect on this using Activity Sheet #2.
Extensions
; Invite a union representative to come to your class to talk about
how the work of their union affects children.
; Find newspaper or magazine articles that relate to working
conditions. Write a three to five sentence response to what has
been said.
6
6a50
create different interpretations of
their work in drama and dance,
using available technology
6a70
provide evidence for their
interpretations of personal
experiences and events of social
significance, which they present
through drama and dance, using a
variety of research sources
109
K I NG
DR
E A
RD
GE
A R6T E N
Activity Sheet 1
Making a Difference
1. Make a brief summary of the role play.
2. Respond to the role play, using several of these phrases, or your own.
I think…
I wonder…
I feel…
I wish
I don’t understand…
I liked / didn’t liked
I could…
In my experience…
6
110
M O OG R
I IA
- S
D IEK 6
A A G !
Making a Difference
Activity Sheet 2
Have you ever experienced a situation where your rights have been infringed upon?
What happened?
How did you feel?
What did you do?
What would you do differently next time?
6
111
G R A D E
6
Marie Jakober
“
There is only one success: to be able
to spend your life in your own way,
and not give others absurd, maddening
claims upon it.”
A NON
Marie Jakober born in a log cabin
on the family homestead in northern
Alberta. She earned a Bachelor of Arts in
English from Carlton University in Ottawa,
and now lives in Calgary. She writes
speculative and historical fiction. Marie
works at the University of Calgary’s library.
6
Marie Jakober
112
A Writer’s Story
D
o you know the difference between job, career and avocation? Marie Jakober,
a Calgary writer, knew at an early age that she was destined to write, but had
no idea how she would support herself while doing so. I talked with this
author about her life and work.
Marie’s parents were homesteaders near the town of Fairview, in northern
Alberta. Marie was the youngest of four children. The family lived in a
two-room log cabin with no running water, no electricity, and more
importantly, no schools or nearby children to play with. This had a
profound effect on Marie’s development as a story-teller. Although she
feels strongly that the gifts of story-telling and writing came unbidden,
she feels just as strongly that they were developed and encouraged by her
surroundings. The homestead itself provided inspiration for Marie’s early
writing, which in her early years consisted of poems and stories about the
natural world and its inhabitants. The homestead was in the wilderness,
and with no playmates, Marie and her siblings developed their own
entertainment. A part of this was the creation of ongoing stories of
imaginary people, with their own personalities and lives. Marie and her
siblings entertained themselves for years with stories about these people,
on occasion acting them out for their own amusement.
“But what about school?” you might be asking. Marie’s elementary
schooling was done through the Correspondence Branch of the Alberta
Department of Education. After that she went to boarding school in a town
about a hundred miles away. When she was 12 years old, an Art and
Writing competition came to her attention. Marie entered this and won a
prize, which encouraged her to try again the following year. You can
imagine her excitement and pleasure at winning a gold medal! This was
an international competition, with 20 000 entries from 56 countries!
Many people from around the world sent letters, gifts, and even money to
congratulate the young author from the wilds of northern Alberta. The
Government of Alberta showed its appreciation by awarding her a
$1000.00 scholarship, to be used for future studies. Marie says that the
accolades reinforced her determination to write, and the money assured
her that she would be able to go to university.
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I asked Marie to tell me more about her family life. She told me that her
parents were rather poor, and being practical people, were worried that
their daughter might not be able to earn a living in the Arts. However,
they were generally supportive of her efforts, particularly after she won
the scholarship. Although there were few books in the Jakober household,
the family did subscribe to farmers’ publications and the local newspaper.
Marie was always a voracious reader, and begged her correspondence
teacher to send more books for her to read. Eventually she learned about
the Extension Library at the University of Alberta, and began to borrow
books by mail on a regular basis. This is how she discovered her passion
for history and biography, one that she maintains still. In fact, history is
her major inspiration today. She says, “It’s the way large events played
out in the lives of individuals. The broad events of history are the things
which get recorded and remembered, but the way these things affected
people’s lives is what interests me most.”
Marie is the first to admit that her life as a child was quite isolated,
geographically and in terms of playmates. She believes that this helped
prepare her for a writer’s life, which can be quite isolating as well. Part
of the isolation comes from the fact that writing is solitary work. She lives
simply, without a vehicle or family. She does not view these as sacrifices,
but rather as choices she made at an early age. It allows Marie the time
she needs for research, and she spends a huge amount of time reading
history and biographies about the time period in question. She also
listens to music from or about that time. This helps her get into the minds
of the characters she creates. She says, “Never settle for a single source,”
when it comes to research!
6
“But can she make a living as a writer?” you ask. Marie says that writing,
for her, is a passion. She always knew it would be difficult to support
herself as a writer but the urge to write must be satisfied. She could have
become a wealthier person in a number of different professions, but
money was not her motivation. Now she works in the library of the
University of Calgary. While this does not carry a great salary, it does
allow her to be in a wonderful spot to do the sort of historical research
necessary for the historical and speculative fiction that she writes.
“Good writing,” says Marie, “requires solitude and ‘stick-to-it-iveness.’” Her
advice to aspiring young writers, “Find your own vision of what you believe
is your Art, and stick with it. You mustn’t cave in to the pressures of family,
society, or expectations of what might sell well. Expect it to be a long haul.”
114
T H E
P O W E R
O F
S T O R Y
To recount the past is to reclaim it,
to re-evaluate ourselves
in relation to others.
A. M ARKER
Stories lives tell: narrative dialogue in education
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G R A D E
6
Resources
Correspondence School - Elementary or secondary students who
live too far away from a school or who want to take a course not
offered by their local high school can take their lessons by
correspondence. Books and lessons are sent to the student’s home
for completion.
My Homework is in Mail!, Becky
Citra
Homestead - In the early days of Canada, people were given land
(usually 160 acres or a quarter-section) if they could build a house,
plant crops and fence in a certain amount of it within a year.
6
116
Dear Mr.Henshaw, Beverley
Cleary
A
WRITER’S
STORY
-
GRADE
6
Expectations
Language
; With a partner, make a list of questions the writer of this interview
might have asked.
6e3
organize information to convey
a central idea, using welllinked paragraphs
6e42
consult a dictionary to confirm
pronunciation and/or find the
meaning of unfamiliar words
6e48
ask and answer questions to
obtain and clarify information
The Arts
6a46
interpret and communicate the
meaning of novels, scripts,
legends, fables, and other
material from a range of
sources and cultures, using a
variety of drama and dance
techniques (e.g., “reader’s
theatre”), and evaluate the
effectiveness of the techniques
6a47
evaluate, orally and in writing,
their own and others’ work in
drama and dance (e.g.,
performances, multimedia
presentations)
6a51
demonstrate understanding of
ways of sustaining the
appropriate voice or character
(e.g., through language,
gestures, body movements)
when speaking or writing in role
for different purposes (e.g., to
entertain, inform, persuade)
; Write your own list of questions using the 5 Ws to interview a
Canadian author whose work you enjoy. Use the Internet or
publishers’ information to find the answers to these questions, and
present your findings in a written report.
; Use the dictionary to find the difference between job, career, and
avocation. How do these apply to the story of Marie Jakober? How
do they apply to the life of someone else you know?
; What does Marie mean when she says, “Good writing requires
solitude and ‘stick-to-it-iveness’”?
; Describe Marie’s personality. Give evidence from the story to
support your ideas.
; Create a story about imaginary people and act it out with some
classmates as Marie did with her siblings. Use a variety of dramatic
forms, e.g. tableaux, mime, role-playing.
; Use sections of Marie’s story in a readers’ theatre presentation.
Choose mime or dialogue. As a class, develop a checklist to
evaluate these presentations. Be sure to highlight what was done
well. Discuss how to give constructive suggestions in a respectful
and helpful way.
Extensions
; Read Dear Mr. Henshaw by Beverley Cleary. Compare and contrast
the advice given to Leigh, the main character, with that given to
young authors by Marie Jakober. Use a Venn diagram to organize
the information before writing.
; Read Becky Citra’s book called My Homework is in the Mail to
learn about another child’s experience with correspondence school.
How is Samantha’s experience different from your own school life?
Talk with an adult who has taken correspondence courses to find
out how they have changed in the past five years.
; Find out the cost of university tuition in 1958. Would Marie’s scholarship have covered this? What does a year of university cost today?
; Make a list of 10 things you could buy with your allowance, and
ask an adult what those things would have cost when he/she was
your age.
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6
Frances Sanderson
“
I need to make my own choices, I need to
live with dignity, I need to remember my
heritage. I need to be heard and understood,
I need to live in harmony with my creator, I
need to be accepted for what I am, an
Indian.”
U N K NOWN
Frances begins her
introductory remarks as
part of First Nations’
Awareness Day,
June 14, 2001
Frances Sanderson was born
in Toronto in 1949. Her mother was one of
ten children born to Victoria and Augustine
McGregor, a prominent family of the Ojibwe
Whitefish River First Nation (Birch Island)
on the northeastern part of Lake Huron. Her
father is of Spanish origin. She is a member
of the Hall of Fame in bowling at the local,
provincial and national levels.
6
Frances Sanderson
118
Students Learn About
Aboriginal Peoples First-Hand,
Not From Textbooks
As the sounds of the drum subside, Frances Sanderson steps up to the
microphone to address her audience–over 1000 students, their teachers
and many others who have gathered to participate in First Nations
Awareness Day. Frances says a few words of greeting in her Native
language and then explains the purpose of the day in English before
introducing the Elder who will conduct the opening ceremony.
This marks the start of a day-long educational event that will bring Native
Studies to life for the students of the Toronto District School Board. This
would not have been possible without months of advance preparation.
Frances Sanderson is the driving force behind this initiative, which is one
of a series of local community events preceding National Aboriginal Day,
June 21. Now in its fourth year, the event becomes more widely attended
each time it takes place. Frances Sanderson brings an administrative
background, a network of contacts and her passion for, and awareness of
her culture to the challenge of coordinating this celebration.
Frances is currently the Executive Director of Nishnawbe Homes, an agency
that provides subsidized housing for Aboriginal peoples. She began her
working career at age fifteen at a bowling centre, rising within the company
as it expanded. When she left after thirty years to pursue other opportunities,
she was Vice-President of Promotion, Publicity and Advertisement.
In addition to her full-time employment, she has spent much of her adult
life volunteering with several charitable organizations, as well as having
served on the Board of Directors for the Native Canadian Centre. She also
works with the Toronto Urban Native Ministries, participating in
discussions with the United and Anglican churches as part of the
reconciliation process that is now being implemented to address the
legacy of abuse suffered by Aboriginal peoples as a result of the
residential school system. Considering all that she does, her work to
orchestrate First Nations Awareness Day represents just one of the many
ways in which she gives of herself tirelessly to the community.
Her strong ties to the Aboriginal community have been consciously
cultivated. Born in Toronto in 1949, she did not grow up on the reserve.
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Accordingly, she is very attuned to the urban Aboriginal experience, and
has consciously sought out opportunities to explore her cultural
background. As a result, she has developed an ever-expanding circle of
Aboriginal peoples within the Toronto area on whom she can draw when
continuing her work for Natives and non-Natives alike. Frances calls upon
many people to share their cultural teachings with the greater
community. Raymond Gould, the Elder who offered the opening prayer,
the drum group of Aboriginal youth led by Steve Teekens, and Elaine
Brant, the Ojibwe language/cultural teacher whose students danced and
sang at First Nations Awareness Day, are some of these.
First Nations Awareness Day is not the only educational venture in which
Frances participates. Earlier this year, she was instrumental in bringing
Elijah Harper to Mississauga to speak to secondary school students. Frances
assisted the school staff in organizing an appropriate format for the day so
that Mr. Harper would be properly honoured and enabled the entire school
population to gain a greater appreciation of First Nations culture. In addition
to these high-profile events, Frances contributes on an ongoing basis in all
levels of education. For instance, she has often visited classrooms from
kindergarten through university, interacting with students as a speaker or a
facilitator as they explore a wide range of topics on Aboriginal issues and
culture. She also serves as a consultant at George Brown College, assisting
the faculty with program development for Aboriginal students.
Frances believes passionately in the importance of education, traditional
or innovative. She is a director of Native Earth Performing Arts. As
Frances explains, “Sometimes theatre provides a more acceptable form of
education.” The theatre group’s most recent production, Annie Mae’s
Movement, presented the controversial events surrounding the death of
Anna Mae Pictou Aquash, a prominent Aboriginal activist.
6
Her conviction that education is critical to success is re-iterated in her
role as counsellor for Aboriginal Legal Services. When working to support
young people who have run into conflict with the law, she insists that all
of them must enroll in some form of schooling or training which will help
them to re-build their lives. She also puts them in touch with other
Aboriginal agencies in order to enlist additional support. With Frances’’
help, some of these people work at the agencies in return for the
assistance that they have had.
Great as the emphasis is that Frances places upon the value of education,
she views housing as an even greater priority. Housing is at the root of
everything. Until individuals attain the basic right of a roof over their
heads, they can’t succeed. You can’t find a job, children can’t learn…you can’t
even get a welfare cheque without an address. Her passion to enable others
to carry on with dignity by helping them to resolve their housing situations
provides the vision that guides her work through Nishnawbe Homes.
120
STUDENTS LE ARN ABOUT ABORIGINAL
PEOPLES FIRST-HAND, NOT FROM TE XTBOOKS
Visioning is a strong Aboriginal concept. Frances readily discusses her
vision for an Aboriginal community which she describes as, “A place of
our own, not a reserve.” She is campaigning to make this vision a reality.
Frances is lobbying government offices, Native agencies and businesses
in order to raise funds and to obtain approval to purchase a town. Located
outside Barrie, Ontario, the ideal little community sits vacant. Originally
constructed as an air force base in 1952, it was later leased to a mental
health organization by the government. The Edgar Adult Occupational
Facility, as it was formerly known, can house four hundred to six hundred
people. It consists of eighty-four homes, a junior school, and a community
centre, along with several other amenities. Frances hopes that this
community will soon be able to provide homes, education and
employment to those members of the Aboriginal community who are
currently lacking these essential rights. Unfortunately, she has faced
some opposition to her plans. Prejudice and bureaucracy are difficult to
deal with, but Frances takes on the challenge.
When asked about her motivation to carry on her efforts within the
Aboriginal community and to educate others about Aboriginal culture,
Frances Sanderson answers without hesitation, “My grandsons.” Frances
states simply that Michael and Kevin have to understand that First Nations
are a distinct group. She wants them to remember their connection to the
land, and to all First Nations peoples.
These words, spoken by Frances bring us back once more to First Nations
Awareness Day, with a much greater appreciation now of the significance
behind this undertaking. As the day progresses in the bright sunshine,
students move through an array of activity stations that highlight various
aspects of Aboriginal culture. Some children join a storyteller who shares
many different trickster stories with her audience. Others make bracelets
or dream-catchers at some of the craft booths that are available or try their
skills at rock-painting. A delicious traditional meal that includes bannock
and moose stew as well as Three-Sister Corn Soup, is sampled by many.
In contrast to the traditional drumming that was featured earlier in the
day, a contemporary musical performance is given by Wild Strawberries, a
group of Native women singers. This wide range of music is often found
in Aboriginal culture.
Eventually, the day comes full circle and ends much as it began, with a
closing prayer from the Elder and a travelling song performed on the drum.
Frances offers the gifts of tobacco, sage, cedar and sweetgrass as thanks to
the participants. The Native students leave the day with a growing sense
of pride in their heritage. The non-Native students will have had a chance
to experience, first-hand, the vibrant culture of First Nations peoples. They
all have Frances Sanderson to thank for this opportunity.
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6
Aboriginal peoples - In the context of this story, refers to First Nations,
Métis and Inuit (In Canada, “Indian” is only used to refer to First
Nations people when discussed in the context of government.)
Anna Mae Pictou Aquash - During the 1970s, this Mi’q Maq woman
from Nova Scotia became a leader in the American Indian Movement.
Her body was found on the Pine Ridge Reservation in South Dakota,
under questionable circumstances. (The FBI attributed her death to
exposure despite a bullet fired at close range to the back of her head.)
No charges have ever been laid for her murder.
19th
20th
Banning Traditional Practices- In the late
and early
centuries, government policies toward Aboriginal people were aimed
at assimilation. The federal government wanted Aboriginal peoples
to abandon their traditional beliefs and values and adopt Christian
and “democratic” values.
Resources
Canada
Video - Positively Native, from
the Many Voices series
Share In the Celebration!
Learning and Activity Guide,
Department of Indian and
Northern Affairs Canada
Elder - Acknowledged by members of the Aboriginal community as
keepers of traditional teachings and language, Elders are greatly
respected for their life experience and wisdom. Members of the
community often seek their counsel. Elders are not necessarily
elderly, since traditions vary greatly among Aboriginal peoples.
Elijah Harper - In 1992, this Cree Manitoba MLA (Member of the Legislative Assembly) single-handedly
opposed and defeated the Meech Lake Accord which ignored concerns of Aboriginal leaders in
constitutional reforms.
National Aboriginal Day - In 1996, June 21 was declared by the Governor General as National
Aboriginal Day in order to acknowledge annually the unique achievements of Aboriginal peoples. This
date was chosen because it is the summer solstice, the longest day of the year. Aboriginal peoples have
traditionally celebrated their culture and heritage around this date.
6
Statement of Reconciliation - Issued in 1998 by the federal government to acknowledge and apologize
for its past actions with respect to the treatment of Aboriginal peoples and to express a vision of a shared
future.
Reserve - An area of land set aside by the government for the use of Status Indians.
Residential Schools - Funded by the government, but operated by the Catholic, Anglican, Presbyterian
and United churches, these schools separated Aboriginal children from their communities and broke the
ties to their language and culture. Some students suffered physical abuse in these settings for speaking
their own language; many also endured emotional and sexual abuse.
Three-Sister Soup - Beans, corn and squash are known as the “Three Sisters”.
122
STUDENTS LEARN ABOUT ABORIGINAL
PEOPLES FIRST-HAND, NOT FROM TEXTBOOKS
Expectations
; Students research and report on some of the contributions of Native
Language
6e1
communicate ideas and
information for a variety of
purposes (to inform, to persuade,
to explain) and to specific
audiences (e.g., write the
instructions for building an
electrical circuit for an audience
unfamiliar with the technical
terminology)
6e36
plan a research project and carry
out the research
6e 66
create a variety of media works
(e.g., create a video advertisement
for a book as a member of an
“advertising team”)
peoples in areas such as the arts, politics, science and business. Locate
and invite local Aboriginal community members who have contributed
their skills and talents to the community to be guest presenters.
; Design a poster to promote First Nations' Awareness Day. What
activities would you expect to include in the program?
; Assume the role of a television journalist. Prepare a video report based
on the events of First Nations' Awareness Day, or conduct a mock
television interview of Frances Sanderson.
; In an effort to reclaim their heritage, First Nations' peoples are reviving
some traditional ceremonies which were forbidden by the government.
If you were not permitted to celebrate your cultural traditions, how
would this affect you? Write a description of a ceremony or a family
tradition that you have experienced. Try to explain the significance of it,
and the importantance of maintaining it.
; Cook a traditional Aboriginal food such as bannock, fried bread or
Three-Sister Soup. Write out the method for preparing this dish.
Research, plan and prepare a historical Aboriginal meal. Discuss how
and why food and diets may have changed over time.
; What possible obstacles might Frances encounter in trying to purchase
a town for her housing project? Write a proposal to address the issues.
Hold a mock municipal council meeting or class debate to address
these concerns.
Social Studies
Extensions
6z5
describe the relationship between
Aboriginal peoples and their
environment (e.g. with respect to
food, shelter, cultural practices)
6z6
describe how the Algonquian and
Iroquoian nations contributed to
the development of Canada (e.g.
with respect to food,
transportation, exploration, the
arts, technology, government)
; Plan a trip to an Aboriginal cultural centre, Friendship Centre, or
Aboriginal community. Invite an Aboriginal speaker to your class.
; Teach some Aboriginal language words (e.g. greetings). Browse through
the following web sites for examples: www.ainc-inac.gc.ca
<http://www.ainc-inac.gc.ca> Go to link Kids’ Stop and then
Languages.
; June 21 is National Aboriginal Day. Plan a school-wide event to
recognize this date.
; Research the life of Anna Mae Pictou Aquash and the suspicious events
leading up to her death. Compare it to the recent controversial death of
Dudley George, another prominent Native Canadian activist.
; Find out more about the federal government’s 1998 Statement of
6z19
identify the contributions of
Aboriginal peoples to the political
and social life of Canada (e.g., in
music, arts, politics, literature,
science)
Reconciliation. Do you agree with it? Is it sufficient?
; Many Aboriginal people feel a strong, spiritual connection to the land.
Many of the items and rituals used within their ceremonies are rooted
to Nature (Mother Earth). Try to find out more about the significance of
one or more of the following: sweetgrass, sage, tobacco and cedar, the
drum, Mother Earth, the four directions, visions. What other ones might
you discover? Do you see any parallels to other cultures?
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Marie Gaudet &
“
Stories are not just entertainment. Stories
are power. They reflect the deepest, the most
intimate perceptions, relationships and
attitudes of a people. Stories show how a
people, a culture, thinks."
L ENORE K EESH IG -T OBI AS
Marie Gaudet, (above) Ojibwe, Turtle Clan,
Rose Logan Pitawanakwat (right)
Marie is a writer, visual artist,
publisher, cultural teacher and mother who
has worked in the educational system in
Toronto at the elementary and day care
levels. She has recently developed her own
company, Gaa-dibaatjimat Ngaashi: Stories
From My Mother Inc.
6
Rose is originally from Wikwemikong,
Manitoulin Island, and is a member of the
Muncee Delaware First Nation. She is the
mother of three daughters, and has twelve
grandchildren and four great-grandchildren.
She is an Ojibwe language instructor,
having completed the Ojibwe Language
Teachers’ Program at Lakehead University
in Thunder Bay, Ontario. She currently
teaches at the First Nations’ School of
Toronto.
Marie Gaudet &
124
VERSION 2
Moo ii-sikaag!
(The Cow Is Going to Bump Into Me!)
H
ow Rosie wished that her sister would stop taunting her with that phrase!
Ever since she had been a little girl, whenever her older sister Genevive
saw her, she would utter these words to remind Rosie of her first
experience in the barn, watching her father teach her how to milk the
cows. As a four-year old, the cows had looked like giants to Rosie. When
her father motioned her to come closer in order to see how to milk the
cows, she was too frightened and shouted out, “Kaayii! Moo ii-sikaag!”
(“No! The cow is going to bump into me!”) Even though she had
mispronounced the words, everyone knew what she meant, and chuckled
with amusement. Since then, every time that Genevive repeated the
expression, Rosie felt embarrassed, as though she were still a little kid.
Rose Logan (Pitawanakwat), now sixty years old, tells this story to her
daughter, Marie. Rose recalls a time when most people in her community
spoke Ojibwe or Odawa. This story is based upon her life, and the special
memories that she has of learning the language as she was growing up at
Wikwemikong. Today, life is very different. Few people speak their native
language. Instead, most people speak English. This is because many
people, including Rose, were separated from their families during their
childhood and sent to residential schools. Many of the Aboriginal students
who attended these schools were forced to speak English and were
punished for speaking their own language. Although Rose’s two-year stay
at the school was relatively short, compared to that of most children who
attended, it affected her profoundly. She feels strongly that no children
should be treated as she and her classmates were treated. She has a
strong belief in keeping her culture alive through language and education.
At fifty years of age, Rose went back to school to complete the Ojibwe
Language Program for teachers at Lakehead University in Thunder Bay.
She now teaches Ojibwe to students from kindergarten to grade eight at
the First Nations’ School of Toronto.
Her daughter, Marie Gaudet, is also very interested in preserving the
language and culture of her people. The stories her mother told of her
childhood seemed the perfect vehicle for sharing this traditional
knowledge. Marie certainly realizes how challenging it can be for many
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6
Aboriginal people today to preserve their heritage against the threat of
cultural assimilation. Unlike her mother, who began her life in the Native
community of Wikwemikong, Manitoulin Island, Marie was born and
raised in Toronto. She is now the mother of six children. All of her schoolaged children have attended the First Nations’ School of Toronto (FNST).
Marie fully expects to send her youngest son Roy there, so that he can
gain a greater understanding of First Nations culture. Marie has also
worked at this unique school and as a parent of children attending the
school, Marie quickly recognized the need to develop resources for
teaching First Nations languages to Aboriginal children.
During maternity leave, she began to devote her time in earnest to
establishing her own company, through which she has realized her dream
of creating Native language story books for children. Her first book, Moo
ii-sikaag! The Cow Is Going To Bump Into Me! was released in March, 2001.
This picture book is based upon the story of her mother’s experience as
a child. Marie wrote the English text of the story and designed all of the
illustrations. Rose, her mom, provided the written translation of the book
in Ojibwe and recorded the text orally in this language. A cassette
accompanies the book so that readers of all ages can listen to the story
and follow along in English or Ojibwe.
6
In recognition of the inspiration provided by the stories Rose would tell
her, Marie has named her company, Gaa-dibaatjimat Ngaashi: Stories From
My Mother Inc. Through this company, Marie hopes to create additional
storybooks in the future. In fact, her second book, Ode’min keng: Picking
Strawberries, has just been launched in Thunder Bay. This was a wellchosen location since many local Native language teachers were able to
attend the launching.
Marie’s company is not limited to the production of learning materials.
She explores every opportunity to share her cultural knowledge. Marie is
a traditional dancer and singer who has performed for several years in
pow wows. She has held cultural awareness workshops for the Aboriginal
and non-Aboriginal communities. Now she is extending her community
outreach through two “Stay In School” projects that she has initiated for
Aboriginal youths. She is organizing a series of workshops on various
forms of Aboriginal arts and music, for secondary schools. She is also
developing an elementary school program that will involve students in
storywriting and art workshops. As a component of this program,
students will create their own stories, modelled after the two books that
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Marie has published. Students will record parts of their stories in their
Native language. The workshops are designed to empower students by
helping them to develop their hidden talents. This will foster their interest
in reading and writing. This type of program will enable students to
appreciate the importance of sharing family stories. As a testimonial to
this, one needs only to look at Marie’s own family. Her daughter
Dakwaakin is now working with Marie and Rose to produce the third book
in Marie’s language series. Three generations of women within one family
are involved in this project. They are preserving both their own personal
histories as well as the language and cultural traditions for themselves
and the greater Aboriginal community. So the story continues.
“Moo ii-sikaag! Moo ii-sikaag!” As Rose grew up, her sister continued to
voice it at every opportunity. Even when Rose was getting ready to start
her first job, her sister said to her, “Moo ii-sikaag!” When Rose moved to
the big city, her sister repeated, “Moo ii-sikaag!” When she got married,
again she heard, “Moo ii-sikaag!”
Then, one day, Rose got a phone call. Her sister, Genevive was ill and had
been taken to the hospital. Rose went to visit her and brought a card to
cheer her up. Rose read it to her. When she finished, Genevive smiled,
winked and said, “Moo ii-sikaag!” At that moment, Rose felt the love that
Genevive had for her, and realized joyfully that her sister still had her
sense of humour. At last she understood why her sister had so often said,
“Moo ii-sikaag!” to her throughout her life. Rose has now come to
appreciate the once-dreaded phrase, “Moo ii-sikaag!” and when from time
to time she remembers her sister saying it to her, she feels happy and
loved.
6
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6
Resources
Aboriginal peoples - In the context of this story, refers to First
Nations, Métis and Inuit, “Indian” should only be used to refer to
First Nations people when discussed in the context of
government.
Moo ii-sikaag! (nii-psikaag) The
Cow is Going to Bump into
Me, Marie Gaudet and Rose
Logan
“Aboriginal peoples” is a collective name for the original peoples
of Canada and their descendents, and it refers to all the
Aboriginal peoples in Canada collectively, without regard to their
separate origins and identities.
Cultural assimilation - Aboriginal peoples are striving to preserve
their cultural identities against several factors that threaten their
survival, including government policies that tried to control
Aboriginal peoples and to assimilate or absorb them into
Canadian society.
Ojibwe (Ojibway), - The Ojibwe and the Odawa speak Anishinabek,
the name of a root language spoken by Odawa First Nations
from Saskatchewan to eastern Quebec in Canada, and from
Michigan to Minnesota in the United States. “Anishinabek” also
refers to the parent nation of all of the First Nations within this
territory, including the Odawa, the Ojibwe, Cree, Algonquin,
Chippewa and the Potawatomi.
6
Residential schools - Funded by the government, but operated by
the Catholic, Anglican, Presbyterian and United churches, these
schools separated Aboriginal children from their communities
and broke the ties to their language and culture. Some students
suffered severe physical abuse in these settings for speaking
their own language; some also endured emotional and sexual
abuse.
Ode’min keng: Picking
Strawberries, Rose Logan
Pitawanakwat and Marie
Gaudet
Canada (ages 4 to 7)
Department of Indian Affairs
and Northern Development
Vocabulary from the
Ojibwe/Odawa (or Anishinabek)
language(s)
Gaa-dibaatjimat Ngaashi
(pronounced “gawh-dibaht-jim-at
ngah-shi”) which means “stories
from my mother”
Kaayii
(pronounced “kaa-yee”),
meaning “No”
Moo ii-sikaag
(pronounced “moo ee-sik-ahg”),
which translates as “The cow is
going to bump into me
Ode’min keng
(pronounced “o-de-min keng”),
which means “Picking
Strawberries”
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I I - S I K A A G !
-
G R A D E
6
Expectations
Language
; Investigate Quebec’s language laws. Consider these policies with
respect to the issues surrounding Aboriginal peoples’ desire to
preserve their language. Would you have similar policies? Why or
why not?
6e34
identify a writer’s perspective or
character’s motivation
6e62
follow up on others’ ideas, and
recognize the validity of different
points of view in group
discussions or problem-solving
activities
6e5
produce pieces of writing using
a variety of forms (e.g.,
newspaper articles, lyrics,
summaries of information),
techniques and resources (e.g.,
library resources) appropriate to
the form and purpose, and
materials from other media
(e.g., film clips)
Social Studies
6z17
identify current concerns of
Aboriginal peoples (e.g., selfgovernment, land claims)
6z9
identify some of the
consequences of Aboriginal and
European interactions (e.g.,
economic impact of the fur
trade on Aboriginal peoples;
transmission of European
diseases to Aboriginal peoples)
6z13
analyze, classify and interpret
information (e.g. about the
concerns of Aboriginal people in
contemporary Canada)
; Write a journal entry or a letter from the point of view of a student
attending a residential school.
; Discuss rules or codes of conduct that might have been enforced
at a residential school.
; Write a letter from the perspective of a student at a residential
school to a family member. Describe your feelings and some of
your experiences.
; Design and illustrate a book jacket for Marie Gaudet’s story Moo iisikaag (nii-psikaag) The Cow is Going to Bump Into Me. Include a
brief summary of the story, short biography of the author and
translator. As Marie designed her illustrations on the computer, you
might wish to use a computer graphic program.
; In addition to the threat of cultural assimilation, Aboriginal peoples
today face many other challenges. Choose one other issue and try
to find out more about the Aboriginal perspective. Topics might
include: land claims, self-government, or hunting and fishing
rights. Research both the Aboriginal and the non-Aboriginal
viewpoints. Make a presentation to your classmates or write a
letter to the editor of a newspaper expressing your viewpoint after
considering the viewpoints of various stakeholders. Use the Activity
Sheet Three Stars and a Wish to provide feedback to the
presenters.
; Think of a time when you were placed in an unfamiliar situation.
Write a short story about your experience or make a tape recording
for your children or grandchildren.
Extensions
; Plan a trip to an Aboriginal cultural centre, Friendship Centre, or
Aboriginal community. Invite an Aboriginal speaker to your class.
; Teach some Aboriginal language words (e.g. greetings). Browse
through the following web sites for examples: www.ainc-inac.gc.ca
<http://www.ainc-inac.gc.ca> go to link Kids’ Stop and then
Languages.
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Moo ii-sikaag!
Activity Sheet
(The Cow Is Going to Bump Into Me!)
Three Stars and a Wish from
.
Use this form to give the presenters three compliments and one suggestion for improvement.
✮
✮
✮
6
✎
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P O W E R
O F
S T O R Y
Lives and the telling of stories of
lives are not static.
J. DEWEY
Experience and Education
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6 -7
Kate Rice
“
If you can, go to a mountain made out of
nothing but a hundred million small shiny
beautiful roundish rocks.”
Everybody Needs a Rock ,
BYRD BAYLOR , 1974
This portrait of Kathleen
(Kate) Rice was likely
taken at her graduation
from the University of
Toronto in 1906
Katherine Rice was born in
south-western Ontario in 1882. She
graduated from the University of Toronto
with a degree in Mathematics. Kate taught
in Ontario and Saskatchewan for several
years before becoming a prospector in
northern Manitoba. Her discoveries led to
the development of several gold and copper
mines in the area.
6
7
Kate Rice
132
Buried Treasure
T
his is a story about buried treasure. There are actually three treasures.
One has been found and exploited, one has been heard of but not widely,
and one is perhaps lost forever. I’ll tell you about them and you can decide
which you can relate to best.
Many people know about the metal mines in northern Manitoba. There are
towns and even a city whose existence depends on them. You could say
that the copper, gold, and nickel in those mines are the first buried
treasures. But do you know about Kate Rice, the prospector? In the early
1900s she made many of the discoveries that led to some of those mines.
Kate was born in 1882 in the little town of St. Mary’s , Ontario. It was a
quiet place, where people were expected to follow the rules. Boys were
allowed to ramble and play unsupervised, as long as their chores were
done. Girls were to be polite and quiet, to do as they were told, to go to
church with their parents, to dress in the styles of the day, and generally
be good. This was not Kate’s style, however. She had a difficult time
following her mother’s expectations. She idolized her father who took her
hiking, canoeing, and hunting. Her mother however, disapproved of these
activities. Her father whetted her appetite for adventure with stories about
the Wild West and its colourful characters. He challenged her to dream, to
learn, and above all, to think.
It was likely because of his influence that Kate went off to the University
of Toronto. She studied Mathematics there, graduated with First Class
Honours and won a gold medal. This was a most unusual feat for a young
woman in those days. The usual career paths were wife, mother, nurse, or
teacher.
You might think that Kate was a loner, but this was not the case. It’s true
that she chose her friends carefully, and had neither time nor patience for
girls who weren’t interested in adventure. Her high-school friend Emily
was one of those who believed in Kate’s vision of being something other
than a wife or mother. While she was at university, Kate made friends with
Margaret, who also believed in “the new woman of the 20th century.”1
When Kate and Margaret graduated in 1906, they taught for a year in
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different towns. However, Kate still remembered her father’s challenges.
She and Margaret both took teaching jobs in Yorkton, Saskatchewan. At
that time, Saskatchewan had only just become part of Canada. Kate went
because she wanted the challenge of living in a frontier town. Margaret
went to be with Kate and to have an adventure. They taught there for two
years, but during this time Kate began to hear stories from prospectors in
The Pas, Manitoba; stories about struggles with the elements, discoveries,
and the charting of new places. She resigned from her job as a teacher,
moved to The Pas and began to live a prospector’s life. Margaret
accompanied Kate, but after a few months she found the life too difficult,
too isolated, too rough, so she returned to the civilization of life in
Saskatchewan and then Ontario.
Meanwhile, Kate continued the life she had grown to love. She spent the
next thirty years hiking, canoeing, and hunting, but this time for her
livelihood. As a prospector, she slogged through the unmapped lakes,
rivers and muskeg of northern Manitoba, looking for the telltale signs of
metals in the rock. She lived for many years on an island that came to be
known as Rice Island. She traveled by canoe, snowshoe, and dogsled, as
well as on foot in the bush along the Grass River, Wekusko (Herb) Lake,
Woosey Lake, and even the western end of the Burntwood River. There are
several small mining towns in that area now, but it is still considered
remote and was all the more so a hundred years ago, before there were
roads, trains and bush planes crisscrossing the area.
6
7
Kate loved this life. She made one or two trips home to visit her parents,
but generally kept to herself. Her main companion after Margaret left was
Richard Woosey, who became her business partner. Together they staked
many productive gold claims which they sold later to the big mining
companies. As prospector, Kate had another passion, and that was her
study of the Aurora Borealis, the Northern Lights. Her poetic descriptions
of the Aurora were published in several scientific journals of the day.
Richard died in 1940. The loss of her business partner had a profound
effect on Kate. She lost her self-confidence and was no longer interested
in her studies of the Aurora, or in prospecting. She sold her land claims
in The Pas.
The story is told that she buried $45 000 in hundred dollar bills on her
island, then traveled south to Brandon, Manitoba, where she tried,
unsuccessfully, to check herself in to an “Insane Asylum”. She was turned
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B U R I E D
T R E A S U R E
away, and lived the rest of her life in Minnedosa, Manitoba, where she
died in 1963, at the age of 81.
So there you have it – three buried treasures: the gold found in the rocks,
the money buried on the island, and the ‘self’ hidden inside the little girl
who didn’t want to be like others.
6
7
1 Duncan, Helen. Rice, Kate: Prospector, Toronto: Simon & Pierre.1983. p. 26
135
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Resources
Bush plane - A small airplane equipped with pontoons, skis, or
wheels, to enable it to land on water, snow, or dry land as
necessary. Bush planes are commonly used to transport
prospectors and their equipment in the north.
Kate Rice: Prospector. Duncan,
Helen, Simon & Pierre
Insane Asylum - A term no longer used in Canada. It is now called
a Psychiatric Hospital.
Muskeg - A boggy area found in northern parts of Canada,
overgrown with small plants and shrubs.
Prospector - Someone who explores an area looking for minerals or
metals buried in the rock.
6
7
136
Geological Highway Map of
Manitoba Minerals Division
Website:
www.snowlake.com/krice.htm
BURIED
TRE ASURE
-
GRADE
6
Expectations
Language
; Write journal entries for the various phases of Kate Rice's life:
childhood, university, teaching, prospecting, retirement.
6e5
variety of forms (newspaper articles,
summaries of information),
techniques and resources (e.g.,
library resources) appropriate to the
form and purpose, and materials
from other media (e.g., film clips)
6e7
revise and edit their work in collaboration with others, seeking and
evaluating feedback, and focusing on
content, organization, and appropriateness of vocabulary for audience
6e32
summarize and explain the main
ideas in information materials
(e.g.,textbooks), and cite details that
support the main ideas
Social Studies
6z2
identify early explorers and describe
their impact on the development of
Canada
6z20
describe the challenges of presentday explorers (e.g., aquanauts and
astronauts) and compare them to the
challenges of early explorers (e.g.,
with respect to clothing,
transportation, food, waste disposal)
6z37
construct and read a wide variety of
graphs, charts, diagrams, maps, and
models for specific purposes (e.g., to
compare physical features of Canada
and the United States)
; Describe Kate Rice's personality, using examples from the
story. Is she the kind of person you would like to be? What
other character from a book you have read does she
resemble? Explain your answers.
; Draw a map of the part of Manitoba explored by Kate Rice.
Mark the following: Wekusko Lake, The Pas, Snow Lake,
Woosey Lake, Flin Flon, Burntwood River, Grass River, and
the Manitoba/Saskatchewan border.
; On a large-scale map of Manitoba, determine the area in
square kilometers that Kate Rice explored.
; From a map of Canada, calculate the distance Kate Rice
traveled from St. Mary's to Yorkton to the Pas to Wekusko
Lake.
; Create your own (imaginary) map of Rice Island, including
Kate's cabin and the spot where she might have buried the
money.
; Choose a present-day explorer (e.g., an astronaut such as
Chris Hadfield or Roberta Bondar). Compare the challenges
faced by Kate Rice to those faced by the modern explorer.
; Using the Activity Sheet, draw the tools, equipment and
supplies used by a prospector.
Extensions
; With a small group, create a newspaper for The Pas,
Manitoba, in the 1920s. Be sure to include world events from
the time, as well as local news of mining discoveries, letters
to the editor, and advertisements.
; Research one of the following metals: gold, copper, nickel.
Describe the process used to turn the raw ore into metal.
Where in Manitoba is it mined? How much is it worth today?
What is it used for?
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Buried Treasure
Activity Sheet
What are the supplies and equipment a prospector would need?
Use words and/or small drawings to fill this back-pack.
6
138
BURIED
TRE ASURE
-
GRADE
Expectations
Language
Extensions
7e1
communicate ideas and information for
a variety of purposes (to outline an
argument, to report on observations)
and to specific audiences, using forms
appropriate for their purposes and topic
(e.g., write a lab report for an audience
familiar with the scientific terminology)
7e2
use writing or various purposes and in
a range of contexts, including school
work (e.g., to make point-form notes
from a text. To jot down personal
impressions)
7e55
create a variety of media works
Science
7s106
identify the factors that must be
considered in making informed
decisions about land use and explain
their importance (e.g., environment
impact; properties of soil)
7s125
identify earth resources used by
humans to manufacture products (e.g.,
iron ore is used to make steel products)
and discuss what happens to the
products when they are no longer
useful
7
; Investigate how cities dispose of their waste and the effects
if any, on the environment. Include the uses of abandoned
mines. Present your information in the form of a magazine
article.
; Using at least three search engines, develop a bibliography
of web sites that would be a resource for the topic, “Mining
in Canada.”
; Investigate the production of a mining company in Canada.
Describe how the raw material is manufactured. Discuss
whether the manufacturing process, the product or waste
disposal affect the environment. Present your information as
a photo essay.
; Collect samples of local rocks & minerals. Mount them in a
display, label them and give important and interesting
information about each.
Extensions
; You are a newspaper reporter for your local paper. The city
is planning to use land which supports wildlife and nature
trails for highway development. In a detailed report, list the
dangers of eliminating ecosystems.
; Research, write and present a five-minute drama about a
day on an oil rig. Your setting may be in the past or in the
present.
7s130
identify past and present-day
applications of technologies that have
contributed to the study of geology
(e.g., surface observation, core
sampling, seismography,
magnetometry, satellite technologies)
7
139
G R A D E
7 - 8
Marguerite d’ Youville
“
The more things change, the more they stay
the same.”
S OURCE U N K NOWN
Marguerite d’ Youville was
born at Varnes, Quebec in 1701. She
devoted her life to the provision of hospice/
palliative care.
7
8
Marguerite D’Youville
140
A Woman Ahead of
Her Time
Excerpts From the journal of Marguerite d’ Youville of Montreal
Juillet
Cher journal,
My beloved husband is dead. He suffered greatly, but has now gone to join
our three babies in heaven. François, Charles and I have asked the priest
to say 360 Masses for the eternal happiness of his soul. We have been left
deeply in debt. I’ve told the children that God will rescue us from our
predicament. That is what our mother always told us when my little
brothers and sisters would cry with hunger. I haven’t been able to do any
handwork while he has been ill, so there is no food for my children. I miss
my husband already, but it is comforting to have another child who will be
born in the winter. If it is a boy, I will call him Ignace. I hope we will be
able to keep the house...
(Two years later) Juillet
Cher journal,
The inventory of the contents of my home has been completed. They will
sell everything to pay off some of the debts my husband incurred. I cannot
stay to watch the auction as all my precious memories of my dearest
husband are tied up in them. They have allowed me to keep the walnut
clock he brought to me from Paris as a wedding present. That is all I have
to remember him and our marriage. I have nothing to remember my poor
little Ignace. He didn’t live to his first birthday. I had hoped he would be
my little priest.
(Three years later) September
7
I truly believe God has blessed me for seeking His kingdom. My shop
prospers, I have repaid all my husband’s debts, and now I am able to
serve God by ministering to the poor. I remember how frightening it was
to not know where I was going to get food to feed my sons. Now I have
saved enough money to send them to good schools run by priests.
8
141
G R A D E
7 - 8
When I have finished the daily work for the shop, I have begun to go to
help those most in need. I bring food, clothing and other items given by
some of my wealthy friends. I find this more rewarding than running the
shop. I have decided to bring several people into my home as they have
no other place to go and winter will soon be here.
October
I have decided to join Louise Lasource, Catherine Cusson and Catherine
Demers who have served the poor so faithfully with me. We have taken a
vow before Our Lady of Providence and consecrated ourselves to follow
Jesus by serving the poor. We have moved from the house and shop on
Market Street to a place less public, so that passers by will not complain
about the people who come to the shop for comfort and food as they listen
to God’s Word. Babies have been abandoned on my doorstep. The dying
come for comfort. What am I to do? I cannot turn them away. There are
only four of us. I do not have time to fuss with the shop. We will do
enough needlework to support our cause. The shop will have to go.
I am so tired of these drunken louts shouting “Grises! Grises!” at us. Some
have begun to throw stones at us. Why do they do this? So far we have
been able to ignore them and carry on about our business. How long must
we endure this?
(Ten years later) November
Governor-General de Beauharnois has turned over to us the
administration of the General Hospital of Montreal. There is much more
room than in our little hospice, but the place is filthy! It will take our
Sisters weeks to make it as clean as we kept our hospice. This will not be
official until the King of France signs the royal decree to make me the
administrator, but I am assured that there will be no problems in running
the hospital unofficially.
7
8
Epilogue
Marguerite became an outstanding administrator, seldom turning away
anyone who needed medical or hospice care. She requested money from
British officials to support housing for orphans, welfare for the poor and
further medical care for the sick. The convent order she founded became
known as the Grey Nuns, who established hospitals in cities across
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W O M A N
A H E A D
O F
H E R
T I M E
Canada. Marguerite died on December 23, 1771 after suffering a series of
strokes. In May, 1959, she became the first female Canadian to be
beatified (the first stage of becoming a Saint), and was later canonized.
Saint Marguerite d’Youville was truly a woman ahead of her time.
7
8
143
G R A D E
7 - 8
Resources
Entrepreneur - A person who creates his or her own business.
Hands to the Needy, Sister Mary
Pauline Fitts
Hospice - Provides physical, psychological, social, spiritual and
practical support to people with life threatening illnesses and to
their loved ones.
Morning Light, Margaret
Merrifield M.D.
Palliative Care - Health care that focuses on the control of pain and
suffering in a patient with a life-threatening illness.
Welfare - Monetary assistance to those who are poor.
7
8
144
Tiger Flowers, Patricia Quinlan
http://living-lessons.org
A WOMAN AHE AD OF HER TIME - GRADE 7
Expectations
Language
; Language has changed to become more inclusive. In groups,
brainstorm a list of words or terms that were deemed historically
appropriate and discuss how these are politically incorrect today.
Include ways to address inappropriate language.
7e21
show a growing awareness of
the expressiveness of words in
their word choice
7e35
clarify and develop their own
points of view by examining
the ideas of others
7e44
use the special terminology in
a particular area of study, as
necessary
; Create a journal for
1. a person Marguerite helped or
2. people in her neighbourhood, remembering that Marguerite lived
in an affluent part of town.
; Using a Venn diagram, compare and contrast the role of the
government in Quebec at the beginning of Marguerite’s life in 1701
and at the end of her life in 1771. Write an essay or make an oral
presentation to the class.
; Discuss life in New France during the 1700’s.
History
7h3
describe the relationships
among the various cultural
groups in North America
Extensions
7h15
formulate questions to
facilitate gathering and
clarifying information (e.g., on
the impact of the Church on
life in New France)
; Find out the history of your local General Hospital.
; Compare and contrast hospice/palliative care in the 1700s and
today.
; Discuss the effects of harassment on Marguerite’s life and relate it
to your own life.
; Visit a hospice in your community.
7h19
construct and interpret a wide
variety of graphs, charts,
diagrams, maps and models to
organize and interpret
information (e.g., create a
diagram illustrating the
structure of the government in
New France)
7
145
A WOMAN AHE AD OF HER TIME - GRADE 8
Expectations
Language
; In groups, write in role, one of the excerpts of Marguerite’s
journal.
8e2
use writing for various purposes
and in a range of contexts,
including school work (e.g., to
write technical instructions, to
clarify personal concerns, to
explore social issues, to develop
imaginative abilities)
8e36
plan a research project and carry
out the research
8e56
use the specialized vocabulary
appropriate to the topic in oral
presentations (e.g., investigations
in mathematics, demonstrations in
science)
The Arts
8a25
produce two- and threedimensional works of art that
communicate a variety of ideas
(thoughts, feelings, experiences)
for specific purposes and to
specific audiences, using a variety
of art forms
8a54
write in role, analyzing the subtext
of a script and the attitudes and
points of view of the characters
portrayed
8
8a66
dramatize material that they have
researched from primary sources
(e.g., historical documents), and
use it effectively in presenting
documentary scenes
146
; Choose from one of the following groups in the story and
present a scene between her and them: the Native peoples, the
neighbours, the Sisters, her sons.
; Create a political cartoon of your scenario.
; Research and present the need for hospice/palliative care today.
Extensions
; Using Choices Into Action, in small groups create a plan for a
small business. Begin by surveying the need, then create a plan.
Remember to include start up costs.
; Investigate and carry out a plan for helping a hospice in your
area.
; Invite an administrator of a local hospital to come in and talk
about the jobs in a hospital.
; Write job descriptions for people working in a hospital.
T H E
P O W E R
O F
S T O R Y
When you share your story you
unlock a part of yourself to the
world. It takes courage.
AUTHOR UNKNOWN
147
G R A D E
7 - 8
Beverly Saskoley
“
Every aspect of our lives is, in a sense, a
vote for the kind of world we want to live in.”
F RA NCES MOORE L A PPÉ
Bev Saskoley with
husband Michal Dupal
Bev Saskoley is a teacher and
passionate social justice advocate. She has
worked in three teacher unions. Bev is
grounded in her beliefs. One of them is that
the actions of organizations must clearly
demonstrate their commitment to equity
and social justice work.
7
8
Beverly Saskoley
148
Challenging Injustice
Thoughts About Activism Within A Union
I
want to share my story of being a woman union activist. That’s been such
an important facet in shaping who I am and I consider it a noble way for
a woman to lead her work existence. It’s my belief that once you’re
committed to the goals of unionism you have a natural jumping off place
for all kinds of social justice work.
I grew up in a union family in Dryden, a northwestern Ontario paper mill
town. My father was very involved in the paper workers union locally so
I gained my perspective on unions partly through osmosis and partly
through modeling behaviour. Most of my union career has been with
teacher federations but as I look back on earlier times there was a union
thread in my work life prior to teaching.
During high school I worked part-time as a clerk at a department store. A retail
workers’ union from Winnipeg initiated an organizing campaign. I had been
glad to join because a year previously I had asked for a nickel raise as the
summer began (85 cents to 90 cents an hour). The rather nasty store manager
paid me it all at the end of the summer in nickels in a toy wheelbarrow. I didn’t
think employees should have to endure that kind of nonsense. So I was one of
the first to sign my union card. Suddenly that was the end of my part-time job
although I had done exemplary work for three years.
I soon found another job at Bell Telephone as a long distance operator. It
was an organized (union) workplace and during my time there I
participated in the first operators’ strike.
When I began to teach I soon joined the local bargaining committee and was
fascinated by the negotiating process. Those were good times in education
funding (1972 - 1975) but I realized school boards were reluctant to
negotiate working conditions. Teachers knew what they needed to make
learning better – smaller class sizes, preparation time, compensatory time,
but it was difficult to negotiate these issues. In 1975, Bill 100 gave us the
right to negotiate working conditions. Employers were still resistant.
At this time I also became aware of some of the discrimination against
women in the profession. For example, women had been forced to resign
from teaching when they became pregnant, women could not get the same
149
7
8
G R A D E
7 - 8
life insurance coverage as men, and women were under represented as
principals and vice principals. I found this shocking so I became a voice
for women’s equality on the bargaining team.
When I moved to Toronto in the mid 1970’s , I was a committed unionist.
I was selected for a bargaining team and chosen chief negotiator by my
peers in my second round of bargaining. We struck the school board
employer on the issue of lower class sizes. In general, teachers have had
to resort to strikes to make gains with learning conditions. These
decisions are always agonizing for everyone concerned.
I became a feminist when I was in my late twenties. The movement
crystallized for me all the gender imbalance in society. It was everywhere
– the public and private sector, the media, and home life. I vowed to do
my part in changing what I could to make life better for women. As a
single woman, it was apparent to me that it was hard for women with
children and/or partners to get involved in unions. Meetings often took
place at night or on weekends when people volunteered their time. I’ve
tried, during my union staff career, to advocate for more day meetings to
enable fuller participation for all union members.
After a few years I made the links with other forms of oppression. In my
view, one couldn’t be a unionist or a feminist without being an activist in
social justice issues such as racism, homophobia, disability and poverty.
Unions offer a terrific opportunity to do equity work. The membership of
teacher unions is increasingly diverse. There are more racial minority,
Aboriginal, disabled and gay and lesbian members who want services
geared to their specific needs. Unions have funds to do the work. Unions
have united voices to advocate for change both internally and outside.
Unions can be powerful vehicles in a social democracy.
7
8
One thing I realized quickly in doing equity work is that it is very
marginalizing. You must be prepared to work in isolation or with very few
allies. I learned to be very comfortable in my discomfort. That is
absolutely necessary to be a human rights advocate. There is no broad
support for change that is inclusive of all. There is mostly resistance,
anger and resentment. I have learned to take none of this personally, I am
so grounded in knowing this is the way the world should be - a place
where all people, regardless of circumstance, have equal opportunities
and results, and where we truly become an integrated society that is
respectful of everyone. Nothing could shake me in that belief and
150
C H A L L E N G I N G
I N J U S T I C E
throughout the years so many tried.
I think one of the shortcomings of the current union movement is the tendency
to stay focused narrowly on members’ immediate needs. By taking a broader
perspective we could be serious advocates for social change. Who knows better
than teachers of the problems children face because of sexism, racism,
ableism, homophobia and poverty? So many of the difficulties with teaching
and learning would disappear if we could effectively deal with these issues. I
believe we would gain tremendous respect from the public for such work.
I’ve learned a lot about power and the status quo in my years in the
teacher union movement both as a member and as staff. People resist
change because it threatens their own worldview. Too many in the status
quo are stuck and choose to remain there because it worked for them.
I believe this is the reason unions need structures like designated places
on executives, affirmative action for hiring and dedicated equity funds for
programmes and political action. The gains women and other oppressed
groups have made in society are so tenuous. They must constantly be
monitored and protected from dismantling by those who like the power
they have and don’t want to share it.
In the past twenty-five years I have become alarmed at concerted media and
government campaigns to make the term “union” a dirty word. Mainstream
media parrots a business perspective that sees unionism cutting into
potential profits. Unions need to continue to challenge that narrow
perspective. Unions make an important contribution to society as a counter
to the profit over people motive. We need to teach labour history in schools.
All of society should be concerned with the current demise of unions. I
note with some horror that the public sector – health care, education, all
levels of government are unionized work places that are predominantly
female and/or diverse. These are good jobs with pensions, benefits and
reasonable salaries and they are disappearing. This is no accident. We
need to be alert for a convergence of ideologies that want women back at
home, and racial minorities, Aboriginal peoples, people with disabilities
and gays and lesbians in the subservient place, where too many of those
with power think they belong.
There continues to be many challenges ahead for unions. I believe we can
face these. I wanted to use my story as a vehicle to raise issues and
provoke thought. That is my life’s work.
151
7
8
G R A D E
7 - 8
Resources
Abelism - A system of discrimination and exclusion that opposes
people who have mental, emotional or physical disabilities.
Leading The Way: Black Women
in Canada, Rosemary Sadlier
Bill 100 - Government legislation about labour negotiations for
school boards.
Fire at the Triangle Factory, Holly
Littlefield
Compensatory time - Time allocated to make up for work-related
extra time already spent.
Pay Cheques and Picket Lines,
Clair MacKay
Homophobia - Fear of or negative bias against gays and lesbians.
Osmosis - Unconscious absorption of ideas, knowledge etc.
Struck - Held a strike action.
7
8
152
C H A L L E N G I N G I NJ U ST I C E - G R A D E 7
Expectations
Math
; Role play the negotiation of a collective agreement. Use the
backline masters Activity Sheets 1 and 2 as organizers.
7e1
communicate ideas and information
for a variety of purposes (to outline an
argument, to report on observations)
and to specific audiences, using forms
appropriate for their purpose and
topic (e.g., write a lab report for an
audience familiar with the scientific
terminology)
7e37
plan a research project and carry out
the research
7e62
identify some of the ways in which
non-verbal communication techniques
(e.g., tone of voice and body
language) can affect audiences, and
use these techniques in their own
speech to arouse and maintain
interest, and convince and persuade
their listeners
History
7h40
nature of change and conflict,
methods of creating change, and
methods of resolving conflicts
; Words such as ageism, classism and ableism are often
used to identify social attitudes. Using the Power Flower,
from We’re Erasing Prejudice for Good identify
marginalized groups within your community.
; List the reasons why they are marginalized.
; Choose one marginalized group and interview a member in
that group. Create a plan to effect change. How will you
know that your plan has met with some success?
; Were you aware of any negative attitudes (isms) while you
were developing and implementing your plan? Discuss.
Extensions
; Invite a union representative from your community to come
and talk about the role of unions in the workplace.
; Invite a pro-union and/or anti-union management
representative from your community to come and share
their perspectives.
; Using cases in the media, discuss current issues e.g. a
strike or job action in a labour dispute.
; Locate your Board’s Harassment Policy and discuss the
effectiveness in addressing the needs of all marginalized
groups. Promote this policy throughout the schools through
posters and/or presentations.
7h43
nature of change and conflict, identify
types of conflict (e.g., war, rebellion,
strike, protest), and present strategies
for conflict resolution
7
7h57
compare strategies of conflict
resolution used at home and at school
to strategies used historically
153
G R A D E
7
Activity Sheet 1
Negotiation Activity
TASK CARD #1: The Union
You are a representing the workers' union in this labour negotiation exercise. Most of your
members are so-called "unskilled" labourers who have not had an increase in pay in two years.
Your benefit plan is standard as it covers the basics.
Your members would however like to see it cover vision care and orthodontics. Your employers
are in the auto industry and are hesitant to raise wages and benefits too much due to the
volatile nature of the business. There are some things your members might be willing to
negotiate but they DEMAND a pay raise and some measure of job security.
TASK CARD #2: The Management
You are representing the management of a factory which manufactures and exports automobile
parts. The industry has been volatile in the past few years due to an unstable economy
therefore you do not want to promise your workers job stability, nor do you wish to offer them a
huge pay raise. You feel that these labourers should consider themselves lucky to even have
jobs in these tough times so your job is to "low-ball" any offers you extend in this bargaining
session. You will also try to convince them that any guarantee of hours will make layoffs more
likely so it is in their best interest to withdraw this demand.
TASK CARD #3: The Observers
You are the impartial observers in this bargaining session. Your job is to silently watch how
each side bargains and the types of interactions, both verbal and non-verbal, which take place.
Some items to look for:
1. Tone of voice.
2. The degree of respectful language used.
3. Body language and other forms of non-verbal communication.
4. The strengths and weaknesses of each team's "performance"
7
Teacher Instructions for the Activity on Negotiation
1. Distribute the mock collective bargaining table to all students.
2. Divide students up into groups of 9 students (3 Union members, 3 Managers, and 3 Observers).
3. Distribute the task cards to the subgroups so they are familiar with the role they will play in
this bargaining session. Both union members and management should be discussing just how
flexible they will be with each item once bargaining begins.
154
G R A D E
7
Item
Current Status
Union Demands
Management's Offer
Term of
Agreement
2 year agreement
recently expired
3 year
1 year
Salary
Average salary
is $19000
5% increase
1.5% increase
Activity Sheet 2
Final Agreement
No increase in
3 years
Working
Conditions
Hours
No guarantee of
hours/week
Guaranteed 38
hours/week
No guarantee of
hours/week
Overtime
Time and 1/2
paid after 40
hours
Time and 1/2
paid after 38
hours
Time and 1/2
paid after 44
hours
Sick Leave
No paid sick days 5 days paid leave No sick days
Vacation Time
4% paid weekly
2 weeks paid
in lieu of vacation vacation annually
4% paid weekly
in lieu of vacation
90% paid by
employer
100% paid by
employer
80% paid by
employer
basic coverage
basic coverage
basic coverage
No vision care or
extended dental
Vision care and
extended dental
Vision care but no
extended dental
Benefits
Health and
Dental
4. Allow students approximately 20-30 minutes to negotiate the terms of this collective
agreement. Once settled, the observers should debrief the participants on what they noted
during the bargaining process.
5. Groups will report back to the whole class on the success/failure of their bargaining session.
Teacher will debrief students on the process of reaching a peaceful and fair agreement between
two opposing groups.
155
7
CHALLENGING INJUSTICE - GRADE 8
Expectations
Math
; Provide copies of the story for students to read. In groups of four,
students highlight/retell the main points of the story then, mark on
their sheet, specific sentences to bold or italicize for emphasis. Go
over these in a class discussion to clarify meaning of terms. Then,
use the activity sheet provided to list points that relate to union
activism. Follow the example given.
8m91
can systematically collect,
organize, and analyse primary
data
8m94
can evaluate data and draw
conclusions from the analysis
of data
8m97
collect primary data using
both a whole population
(census) and a sample of
classmates, organize the data
on tally charts and stem-andleaf plots, and display the data
on frequency tables
Geography
8g2
of employment patterns and
trends
8g19
compare the characteristics of
developed and developing
countries
8g27
of how economic resources
(e.g., land, labour, capital,
entrepreneurial ability)
influence the economic
success of a region
; Create a survey question to elicit information about union
membership. Survey a variety of groups. Are there limitations to
your survey?
; Compare the data collected to the latest StatsCan data. What
assumptions are being made?
; Students working in pairs choose one of the following:
i. Research and prepare a presentation on how the industrial
revolution changed Canadian society in the context of union
movement.
ii. Prepare a presentation on major developments that affected the
working conditions of teachers or health care workers in any
province.
iii. Find out about the Canadian Labour Council and describe how
workers today are affected by their actions.
; Working alone, choose one of the following to explore and present
to your classmates:
i. Investigate employment patterns and trends in a specific sector
e.g. hospitality, retail, manufacturing, technology; note
unionization patterns.
ii. Compare a developed country with a developing one with
respect to unionization in the public sector.
iii. Describe how resources, can influence the economic success of
Canada. Choose regions such as Newfoundland, Cape Breton,
Vancouver, and Toronto, to explore.
Extensions
; Survey students, parents and teachers to compile a list of
union/labour music and songs.
; Write an explanation or definition for four of the following terms:
affirmative action, subservient, union, feminism, public sector,
private sector, advocate, equality, equity, discrimination, status quo,
designated places.
8
156
CHALLENGING INJUSTICE - GRADE 8
; Sing and play labour music with appropriate articulation and
phrasing.
; Identify some of the major political events or historical context of
the music.
; Ask the students to interview the managers of a unionized company
and a non-unionized company. Focus on working conditions. Script
the responses and share as a report.
; Explore the following websites: ETFO, CTF, CLC and CUPE. Find
out about their goals and priorities. Report using a Venn diagram to
show commonalities and differences.
8
157
T H E
P O W E R
O F
S T O R Y
Teacher Resources
Acosse, Janice / Misko-Kisoikawihkwe. Iskwewak
Kah’ ki Yaw Ni Wahkomakanak Neither Indian
Princesses Nor Easy Squaws. Red Sky Women.
ISBN: 0-88961-209-9
ETFO. Focus On Ability Poster 2001.
Ahenakew, Freda. Native Voices from The Issues
Collection. McGraw-Hill Ryerson.
ISBN: 0-07-551448-6
Charlesworth, Liza. Hats Around the World.
Scholastic Book: Thematic Emergent Readers
ISBN: unknown
Anderson, Kim. A Recognition of Being: Restructuring
Native Womanhood. Second Story Press.
ISBN: 1-896764-27-4
Charter of Rights and Freedoms
Andrews, Jan / Ng, Simon. Out of the Everywhere:
New Tales For Canada. Groundwood Books.
ISBN: 0-88899-402-8
Archibald, Jo-ann Ed. Courageous Spirits: Aboriginal
Heroes of Our Children. Theytus Books Ltd.
ISBN 0-919441-50-5
Bailey, Debbie. Hats. Annick Press. 1991.
ISBN: 1-55037-159-2
Banetnnatyne-Cugnet, Jo. From Far and Wide: A
Canadian Citizenship Scrapbook. Tundra Books.
ISBN: 0-88776-443-6
Barton, Bob / Booth, David. Stories in the Classroom.
Portsmouth, Heinenmann. 1990.
ISBN: 0-92121-743-9
Becky Citra, Beverly. My Homework is in the Mail!
Scholastic Canada. 1995.
ISBN: 0-59024-446-9
Brant, Beth I’ll Sing ‘Til The Day I Die: Conversations
with Tyendinga Elders. McGilligan Books.
ISBN: 0-9698064-2-6
Caswell, Maryanne. Pioneer Girl. Tundra Books.
ISBN: 0-88776-550-5
ETFO. “Challenging Injustice” , The Power of Story
Volume I. 2002.
ETFO. Welcome to School Poster 2002.
ETFO. We’re Erasing Prejudice for Good. 1999.
Clearly, Beverly. Dear Mr. Henshaw, Dell Yearling/
Bantam. 1993.
ISBN: 0-44041-794-5
Coomber, Jan & Evans, Rosemary. Women Changing
Canada. Oxford University Press. 1997.
ISBN 019-541281-8
Davidson, Margaret. Louis Braille: The Boy Who
Invented Books For The Blind. Scholastic Inc.
Toronto. 1971
ISBN: 0-590-44350-X
Department of Indian Affairs and Northern
Development. The Learning Circle: Classroom
Activities on First Nations in Canada.
ISBN: 0-662-28449-6
Duncan, Helen. Kate Rice: Prospector. Simon &
Pierre. 1983.
ISBN: 0-88924-210-0
Ennis William Cosby Foundation. Ennis’ Gift: A Film
about Learning Differences, Hello Friend.
www.hellofriend.org
Exley, Helen. The Best of Women’s Quotations. New
York, Exley. 1993.
ISBN: unknown
Fitts, Sister Mary Pauline. Hands to the Needy.
Doubleday & Co. 1977
ISBN: unknown
159
T H E
P O W E R
O F
S T O R Y
Fox, Mem. Whoever You Are. Harcourt Brace and
Company. 1997.
ISBN: 0-15-200787-3
Fraser, Sylvia. A Women’s Place: Seventy Years in the
Lives of Canadian Women. Key Porter Books
Limited. 1997.
ISBN: 1-55263-072-2
Friedman, Ina R. How My Parents Learned to Eat.
Houghton Mifflin Company. 1984.
ISBN: 0-395-44235-4
Gaa-dibaatjimat Ngaashi: Stories From My Mother Inc.
ISBN: 0-9688223-1-2
Gaudet, Marie. Moo ii-sikaag! (nii-psikaag) The Cow
is Going to Bump into Me.
www.storiesfrommymother.com
ISBN: 0-9688223-0-4
Geological Highway Map of Manitoba Minerals
Division. 1987.
Gikow, Louise and Weiss, Ellen. For Every Child A
Better World. A Muppet Press/Golden Book. 1993.
ISBN: 0-307-15628-1
Government: Participating in Canada from the
Canadian Challenges Series. 1999.
ISBN: 0-19-541279-6
Greenfield, Eloise. Grandpa’s Face. The Putnam and
Grossot Group.
ISBN: 0-698-11381-0
Greenwood, Barbara. The Last Safe House: A Story of
the Underground Railroad. Kids Can Press. 1998.
ISBN: 1-55074-509-3
G. T. Cunningham Elementary School. We Are All
Related - A Celebration of our Cultural Heritage.
1996
ISBN 0-9680479-0-4
Hager, Barbara. Honour Song. Raincoat Books.
ISBN: 1-55192-042-5
Harper, Maddie. Mush-hole: Memories of a
Residential School. Sister Vision Press. 1993.
ISBN: 0-920813-98-4
160
Haworth-Attard, Barbara. Home Child. Roussan. 1996.
ISBN: 1-896184-18-9
Hoffman, Mary. Amazing Grace, Scholastics Book Inc.
ISBN: 0-590-46009-9
Home Truths - Lesbian Mothers Come Out to Their
Daughters. Rowan Books. 2001.
ISBN: 0-9685257-5-X
Hopkins, Deborah. Sweet Clara and The Freedom Quilt.
ISBN: 0-679-87472-0
http://www.snowlake.com/krice.htm
http://living-lessons.org
Jimerez, Karleen Pendleton. Are You a Boy or a Girl?
Green Dragon Press.
ISBN: 1-896781-14-4
Kagawa, Joy. Obasan. Anchor Books 1984.
ISBN: 0-919-63042-1
Kalman, Esther. Tchaikovsky Discovers America.
Lester Publishing. 1994.
ISBN: 1-895555-82-5
Kaplan, Wm. One More Border. Groundwood Books.
1998.
ISBN: 0-88899-332-3
Keelaghan, James. My Skies - Skiri’s Piano. CD
Keeshig, Lenore. Bineshiinh Dibaajmowin / Bird
Talk - Tobias. Sister Vision Press
ISBN: 0-920813-89-5
Klamath County YMCA Family Preschool. The Land
of Many Colors. Scholastic.
ISBN: 0-590-49248-9
LeGuin, Ursula K. Steering the Craft. Portland,
Eighth Mountain. 1998.
ISBN: unknown
Lemelin, Denis. Justice: So-So-So-Solidarity. CD.
Lerman, Janette. Enemy Alien. National Film Board
of Canada.
T H E
P O W E R
O F
S T O R Y
Lloyd, Tanya. Canadian Girls Who Rocked the World.
Whitecap. 2001.
ISBN: 1-55285-203-2
McCann, Edna. The Canadian Heritage Celebration
Of Mothers. Prentice Hall Canada Inc.
ISBN: 0-13-918178-4
Littlefield, Holly. Fire at the Triangle Factory. The
Lerner Publishing Group. 1996.
Merrifield, Margaret. Morning Light. Stoddart
Publishing Co. Limited. 1995.
Little, Jan. If it Weren’t for the Honor - I’d Rather
Have Walked. Cambridge, Massachusetts,
Brookline. 1996.
ISBN: 1-57129-026-5
Merritt, Susan. Her Story - Women from Canada’s Past.
ISBN: 1-55125-000-4
Local branch of CNIB
Merritt, Susan. Her Story II - Women from Canada’s
Past.
ISBN: 1-55125-022-5
Lowen, Iris. My Kokum Called Today. Pemmican
Publications. 1993.
ISBN: 0-921827-36-9
Merritt, Susan. Her Story III - Women’s Stories from
Canada’s Past. 1999.
ISBN: 1-55125-037-3
Lomax, Alan, J. D. Elder and Bess Lomax Hawes.
Brown Girl in the Ring. Pantheon Books. 1997.
ISBN: 679-40453-8
Munsch, Robert. From Far Away. Annick Press.
ISBN: 1-55037-396-X
Lorbiecki, Marybeth. Sister Anne’s Hands. Puffin
Books.
ISBN: 0-14-056534-5
Mackay, Claire. Pay Cheques and Picket Lines. Kids
Can Press. 1987.
ISBN: unknown
Maclean’s Magazine. December 18, 2000. Pages
74-75
Maggio, Rosalie. The New Beacon Book of
Quotations by Women. Beacon Press.
ISBN: 0-8070-6783-0
Manson, Ainslie. Baboo, Groundwood Books. 1998.
ISBN: 0-88899-329-3
Many Voices Series (video). Positively Native. TV
Ontario.
ISBN: unknown
Martin, Katherine. Women of Courage. Novato, New
world Library. 1999.
ISBN: unknown
Nichol, Barbara. Beethoven Lives Upstairs, Lester
Publishing Ltd. 1993.
ISBN: 1-895555-21-3
Nikola-Lisa, W. Being With You This Way. Lee and
Low Books Inc. 1994.
ISBN: 1-880000-26-1
Quinlan, Patricia. Tiger Flowers. Dial Books for Young
Readers. 1994.
Russell, Ruth Ed. Women of Waterloo County.
Toronto Natural Heritage. 2000.
Ringold, Faith. Aunt Harriet’s Underground Railroad
in the Sky.
ISBN: 0-517-885443-3
Sadlier, Rosemary. Leading The Way: Black Women
in Canada. Umbrella Press. 1994.
ISBN: 1-895642-11-6
Say, Allen. Grandfather’s Journey. Houghton Mifflin.
1993.
ISBN: 0-395-57035-2
Say, Allen. How My Parents Learned to Eat.
Houghton Mifflin. 1984
ISBN: 0-395-44235-4
161
T H E
P O W E R
O F
S T O R Y
Share In the Celebration! Learning and Activity Guide.
Prepared by the Department of Indian and
Northern Affairs Canada (free publication that
can be ordered by teachers for classroom use, in
preparation for National Aboriginal Day)
Shields, Carol and Anderson, Marjorie Eds.
Dropped Threads - What We Aren’t Told.
Vintage Canada. 2001.
ISBN: 0-679-31071-1
Skutch, Robert. Who’s In the Family? Tricyle Press.
1995.
ISBN: 1-883672-66-X
Sloan, Carolyn. Helen Keller. London H. Hamilton.
1984.
ISBN: 0-241111-295-8
Smith, Sherry Ramrattan and Rose Bickram
Ramrattan. When We Chose Canada - A Mother
and Daughter Share Stories that Shaped Their
Lives In Their New Homeland. 1999.
ISBN: 0-9685543-4-2
Station, Pat with Bourne, Paula. Claiming Women’s
Lives, History & Contemporary Studies. Green
Dragon Press.
ISBN: 0-9696977-0-8
Surat , Michele Maria. Angel Child, Dragon Child.
Scholastic Inc. 1989.
ISBN: 0-590-42271-5
162
Takashima, Shizuyc. Child in a Prison Camp. Tundra
Books. 1971.
ISBN: 0-887-76041-7
Tarlington, Carole and Verriour, Patrick. Role Drama.
Pembroke Publishers Ltd. 1991.
ISBN: unknown
Uchida, Yoshiko. The Bracelet. Philomel Books. 1993
ISBN: 0-399-22503-X
Valle, Gina. Our Grandmothers, Ourselves Reflections of Canadian Women. Raincoast
Books. 1999.
ISBN: 1-55192-270-3
Van Kampen, Vlasta and Eugen, Irene C.
Orchestranimals. Northwinds Press. 1989.
ISBN: 0-590-73161-0
Walker, Richard. The Kingfisher First Human Body
Encyclopedia. Kingfisher Publications. 1999.
Williams, Margery. The Velveteen Rabbit. Delacorte
Press. 1991
ISBN: 0-38507-725-4
Women of Canada Junior Kit. Federation of Women
Teachers’ Associations of Ontario.
Zuern, Guenther. Ontario Reader for ESL and Literary
Learners. Newcomer Communication. 1999.
ISBN: unknown
T H E
P O W E R
O F
S T O R Y
About
The Authors
Joan Beecroft
Joan Beecroft teaches in Bluewater District. She has experience at all grade levels (1 - 8) in
English as a Second Language, French, Special Education, and in the regular classroom. Joan is
involved with her Local as School Steward, and works to promote equity issues.
Carol Brown
Carol Brown is an elementary teacher with the Algoma District School Board. She has taught
students in all divisions as well as Special Education. She is known for the practical approach she
takes in her workshops. She has most recently been involved with equity issues in her local
federation.
Margaret Neigh
Margaret Neigh is an elementary teacher with the Waterloo Region District School Board. She has
worked with students from Kindergarten to Grade 13 and adults in the areas of English as a
Second Language, French and Drama. Margaret has been actively involved in equity issues for a
number of years.
Catherine Pawis
Prior to her new role as vice-principal, Catherine Pawis was an instructional leader for Native
Studies, Kindergarten - OAC, with the Toronto District School Board. She also worked for three
years as a Special Education Consultant. Catherine has taught grades 3 - 8, as well as Special
Education and French.
Pat Wright
Presently with the District School Board of Niagara, Pat’s teaching experience includes grades 1
to 8. Through her federation involvement, specifically in the area of collective bargaining, and her
role as classroom teacher, Pat continues to promote equity in the workplace.
Sherry Ramrattan Smith - ETFO Staff
Sherry Ramrattan Smith is an elementary teacher from Waterloo Region District School Board.
Sherry has taught students from pre-school to grade 8 including Special Education, Music and
English as a Second Language.
163
N
E
ETFO proudly
announces
W
!!
A kindergarten to grade eight
resource that links
the experiences of Canadian girls
and women to curriculum
This Kindergarten to Grade Eight curriculum resource
presents real stories, lesson activities, and extensions that are linked
to Ontario’s curriculum expectations.
A School-wide
Life Stories provide a valid means of transmitting history. They
Curriculum
Resource Stories
allow us to draw connections between the past and present.
& Suggested activities.
They provide a way to reflect and examine our attitudes and
$15.00 + GST
assumptions and reflect on our actions.
,
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THE
POWER OF
Story
by ETFO
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Check out Curriculum Connections at www.etfo.ca
T H E
P O W E R
O F
S T O R Y
167
T H E
168
P O W E R
O F
S T O R Y

ETFO-The Power - The Elementary Teachers` Federation of Ontario

Transcription

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