Visible+Minorities+and+Recruiting

Usha's comments in Blue.

Your name: Mariusz Janiszewski

**Initial Reading and Assessment of Textbook Treatment of the Topic**

Name of Gr. 10 Textbook examined: //Canadian History by: Ian M. Hundey & Michael L. Magarrey//

Name of more "scholarly" source examined: //Journeys: A History of Canada by: R.Douglas Francis; Richard Jones; Donald B.Smith//

__Your Initial Thoughts:__ This Canadian History textbook (//Journeys//) had been used in my Canadian History university class. It gives information on the various difficulties African-Canadians, Japanese, and the Natives, residing in Canada during the start of the First World War experienced when they tried to enlist in the Canadian army. At least in the beginning, this war was classified as a “white man’s war”. Eventually a totally African-Canadian battalion was created, the No.2 Construction Battalion, but it was created under the stipulation that it be officered by a white. Japanese Canadians also faced discrimination when they tried to enlist. Eventually 185 served overseas. First Nations men, after racial discrimination, were allowed their own unit under the “watchful eye of white officers”. Only in 1917, out of desperation for the need of militia, the government lifted restrictions. However, after the war their contributions were forgotten and visible minorities continued to be denied respect and equality.

Question:
 * High School textbook**: Quite watered down in comparison to the university text. No mention of the Japanese Canadians serving. There is a little bit on African-Canadians serving, however mentioned only that eventually they did serve, but no examples of ways in which they were hindered from enlisting. Got into a bit more depth in the case of the First Nations men, mentioning how after the war they were excluded from the “Soldier Settlement Act”, from veteran benefit’s the white soldiers enjoyed. By in large, the Canadian government comes off very much less severe in the way they treated visible minorities than in the university text. Thanks for your assessment, Mariusz. It sounds like you'd like students to make the decisions for themselves about how the government should be judged for these actions - there certainly seems to be a discrepancy in the way that the 2 resources view the government's decisions and actions. I look forward to hearing more about how you might approach this topic.

What were the most significant drawbacks for Canada that developed because of their enlistment restrictions of minorities into the Canadian army at the beginning of World War One? This is a well-framed critical question. To push their thinking a bit, you might ask for the most significant drawback or the top 2 or something so they actually can't just give you a long list of drawbacks but have to actually select the most significant. Nicely done.


 * “Big Idea”**

Students will understand that government wide decisions during a time of crisis, such as the first World War, have wide repercussions not only on the visible minority groups that were restricted to the access of enlisting, but on the country as a whole. Well framed key learning.


 * Critical Challenge**

What was the most significant drawback for Canada that developed because of their enlistment restrictions of minorities into the Canadian army at the beginning of World War One?

The students will learn to distinguish, pick out, and focus upon the most significant historical information pertaining to minorities in the Canadian military during the first World War; their struggle to fight for their country, as well as their treatment afterwards, and the impact this all had on Canada. By acquiring these skills the students will be able to present their newspaper column in a precise and orderly manner focusing on key points, and since space is limited being to the point and concise are valuable attributes. Yes.
 * How will this lesson help students build skills they will need for the summative assessment task for the unit?**

Continuity and change/ Cause and Consequence
 * What dimension of Historical Thinking will students actively engage in during this lesson?**

//Specific expectations:// **__Communities: Local, National, and Global__** Describe Canada’s and Canadians’ contributions to the war effort at home during World War I and World War II, as well as some of the effects the wars had on the home front
 * Background Knowledge**
 * //Canada’s Participation in War, Peace, and Security//**

Citizenship and Heritage

Social and Political Movements Explain how pacifist groups, human rights organizations, and the civil rights movement have influenced Canadian society Describe the achievements of Aboriginal organizations

Social, Economic, and Political Structures

Changing Role of Government Explain how and why the Canadian government restricted certain rights and freedoms in wartime, and describe the impact, both short- and long-term, of these restrictions on the general population and on various groups within Canada

Methods of Historical Inquiry and Communication

Interpretation and Analysis Analyse information, employing concepts and theories appropriate to historical inquiry

Students will need to be able to look at several historical resources, and be able to critically think and extract the relevant information. They will also need to organize the information in effective fashion.

Students will need to look at the various groups of visible minorities and make general as well as specific conclusions. They will need to navigate various biases of the sources they use Students will have to, after gathering the appropriate information, judge the most relevant and significant points. So, to clarify, students will need criteria in order to arrive at the decision about the most significant drawback. Try finishing this sentence to help clarify the criteria they might use: "A consequence of an action is very significant if it... -  -  -
 * Criteria for Judgement**

Critically minded
 * Habit of Mind**

The students could make a chart with four different categories (three visible minority groups, as well as a government impact category), and during their initial research could write points down as they go along, so although their information might be more or less relevant, they will begin to categorize their findings. Later they can go through the found points and then start to focus more on each of them and in this way the research won’t seem as daunting because their various points will be organized and easily accessible.
 * Thinking Strategies**

Relevant
 * Critical Thinking Vocabulary**