Grade Five Social Studies
Students will develop an understanding and knowledge of three general units: Physical Geography of Canada, Histories & Stories of Ways of Life in Canada, and Canada: Shaping an Identity.
Physical Geography of Canada
How Maps Teach Racism in School
Anti-racism educator explains how some versions of maps distort the sizes of certain countries to make them more prominent.
How Maps Teach Racism in School
Anti-racism educator explains how some versions of maps distort the sizes of certain countries to make them more prominent.
- Curriculum connection:
- 5.1.2 – Examine critically the physical geography of Canada: identify and define the geographic regions and landforms of Canada, compare and contrast regions across Canada - Suggested use:
- A class discussion reflecting on this video and why map makers may have done this - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Histories & Stories of Ways of Life in Canada
Canada's Diversity
Canada is known for its great diversity and this animated rap, calls attention to all the different religions and nationalities that make up our great country.
Canada's Diversity
Canada is known for its great diversity and this animated rap, calls attention to all the different religions and nationalities that make up our great country.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity
- 5.2.9 – Examine critically how European immigrants shaped ways of life in western Canada: stories of immigrants from Ukraine, Poland, Russia and Germany, pressures to conform for European immigrants - Suggested use:
- Have students make a rap about the diversity and uniqueness of their class - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Black Mother, Black Daughter
Black Mother, Black Daughter explores the lives and experiences of Black women in Nova Scotia, their contributions to the home, the church and the community and the strengths they pass on to their daughters.
Black Mother, Black Daughter explores the lives and experiences of Black women in Nova Scotia, their contributions to the home, the church and the community and the strengths they pass on to their daughters.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- This can be used to highlight the experiences Black Canadian women lived in Nova Scotia
- Create a chart that highlights what the stories of the Black women presented in the video were by using sticky notes to jot down ideas that stuck with them - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
"I Am A Slave" - The Roots Meet Schoolhouse Rock
The Roots reenact the history of the end of the slavery in "I Am Slave," from the black-ish Season 4 premiere.
The Roots reenact the history of the end of the slavery in "I Am Slave," from the black-ish Season 4 premiere.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity, acknowledge the contributions made by diverse cultural groups to the evolution of Canada
- 5.2.8 – Examine critically ways of life of non-European immigrants: What do stories of the Underground Railroad tell us about the history and presence of Black communities in Canada? - Suggested use:
- Use to explain the context behind the Underground Railroad to Canada - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
My Friends Made Hateful Jokes Because I Was Jewish
Growing up Cian was always the "different" kid. The reason he was so unique was that he was the only Jewish kid living in an almost totally Christian town. There were only three Jews in the entire middle school of six hundred students. That's about zero point three percent. Of course, everyone knew that Cian was Jewish, and most everyone was totally cool with it, even if they didn't really understand it. He had lots of friends and a whole group of best friends in his class, but there were those kids, and those times, when he was the on the receiving end of some really insulting and awful anti-semitic jokes, Holocaust jokes and worse.
Growing up Cian was always the "different" kid. The reason he was so unique was that he was the only Jewish kid living in an almost totally Christian town. There were only three Jews in the entire middle school of six hundred students. That's about zero point three percent. Of course, everyone knew that Cian was Jewish, and most everyone was totally cool with it, even if they didn't really understand it. He had lots of friends and a whole group of best friends in his class, but there were those kids, and those times, when he was the on the receiving end of some really insulting and awful anti-semitic jokes, Holocaust jokes and worse.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity
- 5.2.9 – Examine critically how European immigrants shaped ways of life in western Canada: What do stories of immigrants from Ukraine, Poland, Russia and Germany tell us about their history and presence in western Canada? - Suggested use:
- Way to discuss how racial slurs are harmful to people who are targeted and how serious the consequences can be
- Discuss how the importance of standing up when kids see racist behaviour, It makes racism visible and helps people understand what's unacceptable behaviour - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Minoru: Memory of Exile
The bombing of the American naval base at Pearl Harbor thrust 9-year-old Minoru Fukushima into a world of racism so malevolent he would be forced to leave Canada, the land of his birth. Like thousands of other Japanese Canadians, Minoru and his family were branded as an enemy of Canada, dispatched to internment camps in British Columbia and finally deported to Japan. Directed by Michael Fukushima, Minoru's son, the film combines classical animation with archival material. The memories of the father are interspersed with the voice of the son, weaving a tale of a birthright lost and recovered.
The bombing of the American naval base at Pearl Harbor thrust 9-year-old Minoru Fukushima into a world of racism so malevolent he would be forced to leave Canada, the land of his birth. Like thousands of other Japanese Canadians, Minoru and his family were branded as an enemy of Canada, dispatched to internment camps in British Columbia and finally deported to Japan. Directed by Michael Fukushima, Minoru's son, the film combines classical animation with archival material. The memories of the father are interspersed with the voice of the son, weaving a tale of a birthright lost and recovered.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity, recognize how changes in society can affect identity - Suggested use:
- Students can think, and hold a discussion about what it would be like to be in Minoru's shoes, having to leave everything behind - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Scared of the Man Sitting Next to Me
Shir Levi is an amazing, dynamic, and soulful YouTuber and storyteller who lives in Israel and who, on her channel, tries to share everything she learns on her journey through life. Shir remembers so clearly, when she was twelve years old, watching the live television broadcast of the planes flying into the World Trade Center in New York City on September 11, 2001 (9/11). Those terrible moments had such an impact on her, planting such fear and uncertainty inside of her, haunting her. And she remembers the stories in the newspapers that came out after 9/11, with pictures of the suspected terrorists.
Shir Levi is an amazing, dynamic, and soulful YouTuber and storyteller who lives in Israel and who, on her channel, tries to share everything she learns on her journey through life. Shir remembers so clearly, when she was twelve years old, watching the live television broadcast of the planes flying into the World Trade Center in New York City on September 11, 2001 (9/11). Those terrible moments had such an impact on her, planting such fear and uncertainty inside of her, haunting her. And she remembers the stories in the newspapers that came out after 9/11, with pictures of the suspected terrorists.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity, recognize how changes in society can affect identity - Suggested use:
- Discuss how big world events can change people's view on different cultural groups in society. What happens when we let fear guide our perceptions of people instead of truly getting to know them?
- What did Shir Levi learn in this video?
- This video can also be used to discuss how our internal biases are influenced not just by the people around us but by the events that occur in our world, and how people react to these events. What does this affect groups of people that are affected by these judgements? - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Indigenous History Month
Celebrate National Indigenous History Month with a rap about Indigenous change-makers Jeremy Dutcher, Dr. Stanley Vollant, Jesse Cockney, and Alanis Obomsawin. The term Indigenous represents First Nations, Métis, and Inuit people.
Celebrate National Indigenous History Month with a rap about Indigenous change-makers Jeremy Dutcher, Dr. Stanley Vollant, Jesse Cockney, and Alanis Obomsawin. The term Indigenous represents First Nations, Métis, and Inuit people.
- Curriculum connection:
- 5.2.2 – Examine critically the ways of life of Aboriginal peoples in Canada: What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land? How are the Aboriginal cultures and ways of life unique in each of the western, northern, central and eastern regions of Canada? - Suggested use:
- Use as a way to learn more about the Indigenous peoples of Canada, more resources here - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Namwayut: we are all one. Truth and reconciliation in Canada
Chief Robert Joseph shares his experience as a residential school survivor and the importance of truth and reconciliation in Canada.
Chief Robert Joseph shares his experience as a residential school survivor and the importance of truth and reconciliation in Canada.
- Curriculum connection:
- 5.2.2 – Examine critically the ways of life of Aboriginal peoples in Canada: What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land? - Suggested use:
- Supplementary to talking about Truth and Reconciliation
- Can use as an introduction, or as one perspective of Residential Schools - Accessibility:
- Auto-generated captions
From Far Away
Growing up in Canada, it’s hard to imagine what life is like in a war-torn country. Adjusting to a new home is a Herculean feat, especially when you don’t speak the language. Meet Saoussan, a seven-year-old girl from Beirut who is doing just that since moving to Canada in search of a safer life. This is a film that will open kids’ eyes to different realities and encourage them to be kind to others.
Growing up in Canada, it’s hard to imagine what life is like in a war-torn country. Adjusting to a new home is a Herculean feat, especially when you don’t speak the language. Meet Saoussan, a seven-year-old girl from Beirut who is doing just that since moving to Canada in search of a safer life. This is a film that will open kids’ eyes to different realities and encourage them to be kind to others.
- Curriculum connection:
- 5.2.8 – Examine critically ways of life of non-European immigrants
- 5.2.9 - Examine, critically, how European immigrants shaped ways of life in western Canada: How were European immigrants affected by pressures to conform in western Canada? - Suggested use:
- Discussion on what a refugee is and what their experience might be like or feel like when coming to Canada
- Students could research ways that their community can help refugees - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Phyllis Webstad Orange Shirt Day Presentation
Orange Shirt Day is an annual event held each September 30th in remembrance of the Canadian Residential School system and the impact of this government policy on First Nations. Phyllis Webstad presents her memories of Residential schools and the meaning of Orange Shirt Day.
Orange Shirt Day is an annual event held each September 30th in remembrance of the Canadian Residential School system and the impact of this government policy on First Nations. Phyllis Webstad presents her memories of Residential schools and the meaning of Orange Shirt Day.
- Curriculum connection:
- 5.2.2 – Examine critically the ways of life of Aboriginal peoples in Canada: What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land? - Suggested use:
- This video can be used as an introduction video to Orange Shirt Day
- Discuss the lasting impacts of residential schools on Indigenous communities today
- Pair this with a book that discusses the impact of residential schools (ie. Phyllis' Orange Shirt, Shi-Shi Etko, Stolen Words) - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Alaa
An animated stop motion true story of a young Syrian boy’s experience in coming to Canada starring Alaa Khalaf.
An animated stop motion true story of a young Syrian boy’s experience in coming to Canada starring Alaa Khalaf.
- Curriculum connection:
- 5.2.8 – Examine critically ways of life of non-European immigrants
- 5.2.9 - Examine, critically, how European immigrants shaped ways of life in western Canada: How were European immigrants affected by pressures to conform in western Canada? - Suggested use:
- Use to introduce the topic of immigration
- Prior to, ask students why people immigrate to Canada. After watching the video, ask students to think about what challenges there are to immigrating to Canada and how people who immigrate here learn to adjust
- Use video to highlight immigration patterns, and how events happening in people's countries lead people to come to Canada - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Who am I? What's on my Head?
An animated video focused on spreading knowledge about Sikhism and the turban. This video is kids friendly.
An animated video focused on spreading knowledge about Sikhism and the turban. This video is kids friendly.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity
- 5.2.8 – Examine critically ways of life of non-European immigrants - Suggested use:
- Use as an introduction to learning about the world or world religions
- Discuss other religious symbols they are aware of - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
- Manual transcription available
Joe
This animated short tells the story of Seraphim "Joe" Fortes, one of Vancouver's most beloved citizens. Born in the West Indies, Joe Fortes swam in English Bay for more than 30 years. A self-appointed lifeguard at first, he became so famous that the city of Vancouver finally rewarded him with a salary for doing what he loved best. He taught thousands of people to swim and saved over a hundred lives. Yet there were some who did not respect him because of his skin colour. Through his determination, kindness and love for children, Joe helped shift attitudes.
This animated short tells the story of Seraphim "Joe" Fortes, one of Vancouver's most beloved citizens. Born in the West Indies, Joe Fortes swam in English Bay for more than 30 years. A self-appointed lifeguard at first, he became so famous that the city of Vancouver finally rewarded him with a salary for doing what he loved best. He taught thousands of people to swim and saved over a hundred lives. Yet there were some who did not respect him because of his skin colour. Through his determination, kindness and love for children, Joe helped shift attitudes.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Students could turn Joe's story into a comic strip or flip book, showcasing scenes that demonstrate his bravery and kindness
- Discuss how Joe impacted the lives of people in Vancouver
- How does Joe's legacy live on by highlighting his achievements and impact on the community?
- How did the Grandma treat Joe and how did her view of Joe change over time? - Accessibility:
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
Being Different is Beautiful
Animated video that outlines the differences and similarities between people from diverse cultures.
Animated video that outlines the differences and similarities between people from diverse cultures.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Start a discussion on what makes us unique. Can also discuss the section where they acknowledge students who walk, move in wheelchairs, or use guide dogs to help them get around. People live their lives differently and we need to acknowledge these differences are beautiful
- Use to create a puzzle project focused on a student's identity. Each student is given a puzzle and they fill in the different parts of themselves that make them unique - Accessibility:
- Transcription available
- Closed captioning available on video
- Accessible for hard of hearing and nonverbal
- No descriptive captioning available for visually impaired students
The Sandwich Swap
Animated video about two friends from different cultures who eat different foods.
Animated video about two friends from different cultures who eat different foods.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Brainstorm and have a discussion on what food that they eat in their family/within their culture and why it is important to them - Accessibility:
- Transcription available
- Accessible for nonverbal, hard of hearing
- Closed captioning available
- No descriptive captioning available for visually impaired students
Standing Up to a Racist Bully
In this story, Sapphire shares the torment she went through when a school bully wouldn't leave her alone. She hated school because of it. It made friends and class time unbearable. He bullied her because of her skin color. He was a racist and picked on her for days. His bullying bothered her so much that she tried to change herself, make herself look different, disguise herself.
In this story, Sapphire shares the torment she went through when a school bully wouldn't leave her alone. She hated school because of it. It made friends and class time unbearable. He bullied her because of her skin color. He was a racist and picked on her for days. His bullying bothered her so much that she tried to change herself, make herself look different, disguise herself.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Discuss what racial bullying is. How is racial bullying different from bullying? Explain how racial bullying is very serious as this targets part of a person's core identity
- What did Sapphire learn about how to stand up to a bully?
- Can be used for bullying awareness - Accessibility:
- Transcription available
- Accessible for nonverbal, hard of hearing
- Closed captioning available
- No descriptive captioning available for visually impaired students
If the World Were a Village of 100 People: A Story About the World's People
Animated video using a 100-person village as an analogy for the different continents in the world.
Animated video using a 100-person village as an analogy for the different continents in the world.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Students could look at the population statistics in Canada and compare them to the stats from this video - Accessibility:
- Accessible for nonverbal, hard of hearing
- Closed captioning available
- No descriptive captioning available for visually impaired students
The Magic Quilt
In this short film, which mixes live action with cutout and embroidery animation, a group of children finds a magic quilt that is their passport to a voyage of discovery. They step inside the quilt and as they travel through its velvet farmlands and satin cities, they experience the multiculturalism of Canada. The quilt is torn and the magic broken when a quarrel breaks out. Once the quilt is repaired and harmony restored, the children have learned that patience and goodwill are needed to mend and maintain quilts, friendships, and nations.
In this short film, which mixes live action with cutout and embroidery animation, a group of children finds a magic quilt that is their passport to a voyage of discovery. They step inside the quilt and as they travel through its velvet farmlands and satin cities, they experience the multiculturalism of Canada. The quilt is torn and the magic broken when a quarrel breaks out. Once the quilt is repaired and harmony restored, the children have learned that patience and goodwill are needed to mend and maintain quilts, friendships, and nations.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity, acknowledge the contributions made by diverse cultural groups to the evolution of Canada - Suggested use:
- Discussion on what multiculturalism looks like in Canada and in the classroom - Accessibility:
- Accessible for nonverbal, hard of hearing, captioned by creator (dependent on student reading abilities)
- No descriptive captioning available for visually impaired students
Disrespected for Wearing a Hijab
It is hard and scary enough to start at a new school, and even harder when you're just entering high school, but for Ammaarah it was tougher still - she was the only girl in her school who wore a hijab. She was scared, and nervous, and really felt like she stood out - just different - and she was afraid that people would question her, or look at her strangely. But, to her surprise and delight, they didn't. Everyone seemed to accept her, and she started to feel comfortable.
It is hard and scary enough to start at a new school, and even harder when you're just entering high school, but for Ammaarah it was tougher still - she was the only girl in her school who wore a hijab. She was scared, and nervous, and really felt like she stood out - just different - and she was afraid that people would question her, or look at her strangely. But, to her surprise and delight, they didn't. Everyone seemed to accept her, and she started to feel comfortable.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity
- 5.2.8 – Examine critically ways of life of non-European immigrants - Suggested use:
- Introduction to the hijab and other religious symbols
- Students can research the meaning behind the hijab and why it is so important to many Muslim women
- This can help lead a discussion on racial bullying, and how the girl, was targeted for being Muslim.How did this girl feel when she was being bullied? How can students stand up for each other?
- Use this video to teach children how important it is to be respectful of people's cultural and religious beliefs - Accessibility:
- Transcription available
- Accessible for nonverbal, hard of hearing
- No descriptive captioning available for visually impaired students
Uncomfortable with My Skin Color
Ever since Sydney was a little girl she felt uncomfortable in her own skin. All the tv shows and magazines she saw showed people with white and brown and light black skin, but none of them showed people that looked like her, that had dark black skin. She was made fun of and teased (and even bullied for her skin color) about the color of her skin by classmates at school, by friends, at the beauty salon, and even by her own family. The called her names and made her feel different than everyone else, even though, of course, inside she was just the same.
Ever since Sydney was a little girl she felt uncomfortable in her own skin. All the tv shows and magazines she saw showed people with white and brown and light black skin, but none of them showed people that looked like her, that had dark black skin. She was made fun of and teased (and even bullied for her skin color) about the color of her skin by classmates at school, by friends, at the beauty salon, and even by her own family. The called her names and made her feel different than everyone else, even though, of course, inside she was just the same.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Open up discussions on colourism (which is the idea that darker skin isn't valued as highly as lighter skin. In various cultures, this can be seen in the beauty industry and even the types of opportunities that are available to them)
- How does it feel to be judged by your skin tone?
- How does judging someone by a person's skin tone not only impact their self esteem but also our perceptions of groups of people? - Accessibility:
- Transcription available
- Accessible for nonverbal, hard of hearing
- No descriptive captioning available for visually impaired students
The History of Braids & Bans on Black Hair
Braids and other traditionally Black hairstyles have been banned in the military, schools, and the workplace — but they're also championed as a symbol of celebration. Here's a look at the history of Black hairstyles and the evolution of the natural hair movement in America.
Braids and other traditionally Black hairstyles have been banned in the military, schools, and the workplace — but they're also championed as a symbol of celebration. Here's a look at the history of Black hairstyles and the evolution of the natural hair movement in America.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Introduction to discussing Western beauty standards or cultural appropriation - Accessibility:
- Transcription available
- Accessible for nonverbal, hard of hearing
- No descriptive captioning available for visually impaired students
Jaime Lo, Small And Shy
This film has a lot to teach about sacrifice and the fact that we never know what’s going on in someone else’s life. Jaime Lo is a shy and quiet young girl from Hong Kong who lives in Canada. Now, Jaime’s father must return to Hong Kong to seek work and is gone for many months. This is the first time their family has split up, and it’s a sacrifice that Jaime’s father must make to provide a better life for his children. As Jaime comes to understand this, she expresses her gratitude in the most touching way.
This film has a lot to teach about sacrifice and the fact that we never know what’s going on in someone else’s life. Jaime Lo is a shy and quiet young girl from Hong Kong who lives in Canada. Now, Jaime’s father must return to Hong Kong to seek work and is gone for many months. This is the first time their family has split up, and it’s a sacrifice that Jaime’s father must make to provide a better life for his children. As Jaime comes to understand this, she expresses her gratitude in the most touching way.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity
- 5.2.8 – Examine critically ways of life of non-European immigrants: How do stories of Chinese immigrants (i.e., railway workers) contribute to an understanding of the development of Canada? - Suggested use:
- Students can discuss and consider ways that they can express their gratitude and kindness to strangers, knowing that you can never know what someone else is going through - Accessibility:
- Accessible for nonverbal, hard of hearing
- Closed captioning available
- No descriptive captioning available for visually impaired students
Veronica
Nine-year-old Veronica Makarewicz leads a double life. Born of Polish parents, she dances Polish dances, goes twice weekly to a Polish school, and talks to Polish customers in her parents' bakery. But this film shows that she is also very Canadian.
Nine-year-old Veronica Makarewicz leads a double life. Born of Polish parents, she dances Polish dances, goes twice weekly to a Polish school, and talks to Polish customers in her parents' bakery. But this film shows that she is also very Canadian.
- Curriculum connection:
- 5.2.9 - Examine, critically, how European immigrants shaped ways of life in western Canada: What do stories of immigrants from Ukraine, Poland, Russia and Germany tell us about their history and presence in western Canada? - Suggested use:
- Reflection on the idea of holding more than one identity
- Consider the challenges of feeling pulled towards one identity over the other - Accessibility:
- Accessible for nonverbal, hard of hearing
- Closed captioning available
- No descriptive captioning available for visually impaired students
Mela's Lunch
This short drama from the Playing Fair series recounts the shaky beginnings of a friendship between Allison and Mela, a girl who recently immigrated to Canada from India. Mela is trying hard to make friends and get used to her new surroundings, but Peter and other classmates make her feel unwelcome and out of place. Though Allison initially goes along with the group, the film shows that differences in skin colour and country of origin need not be an obstacle to friendship or self-esteem.
This short drama from the Playing Fair series recounts the shaky beginnings of a friendship between Allison and Mela, a girl who recently immigrated to Canada from India. Mela is trying hard to make friends and get used to her new surroundings, but Peter and other classmates make her feel unwelcome and out of place. Though Allison initially goes along with the group, the film shows that differences in skin colour and country of origin need not be an obstacle to friendship or self-esteem.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity
- 5.2.8 – Examine critically ways of life of non-European immigrants: How do stories of immigrants from India contribute to an understanding of diversity in Canada? - Suggested use:
- Discussion about exclusion and inclusion
- Discussion about sensitivity towards others' cultures
- Discussion about assimilation
- Discussion about by-standing, and how silence is harmful and can be just as hurtful as bullying/ discrimination/ racism
- Make a list of ways to help make new students feel comfortable in their classroom and school - Accessibility:
- Accessible for nonverbal, hard of hearing
- Closed captioning available
- No descriptive captioning available for visually impaired students
The Friends of Kwan Ming
After his father’s death, Kwan Ming is forced to leave China to find work to provide for his mother. He makes new friends on his voyage, but none of them can find jobs. When the work does come, Kwan Ming cedes the best jobs to his friends and gets stuck with the worst one, but he soon learns that generosity and loyalty pay off. This film exposes kids to the immigrant experience; teaches the value of friendship, loyalty and hard work; and has just the right amount of magical realism thrown in for fun.
After his father’s death, Kwan Ming is forced to leave China to find work to provide for his mother. He makes new friends on his voyage, but none of them can find jobs. When the work does come, Kwan Ming cedes the best jobs to his friends and gets stuck with the worst one, but he soon learns that generosity and loyalty pay off. This film exposes kids to the immigrant experience; teaches the value of friendship, loyalty and hard work; and has just the right amount of magical realism thrown in for fun.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity, acknowledge the contributions made by diverse cultural groups to the evolution of Canada
- 5.2.8 – Examine critically ways of life of non-European immigrants: How do stories of Chinese immigrants (i.e., railway workers) contribute to an understanding of the development of Canada? - Suggested use:
- Discuss what happens when people choose to leave their home country
- What kinds of challenges did the characters face? How did they stay connected to their culture? How do people find community when they come over to a new country? - Accessibility:
- Accessible for nonverbal, hard of hearing
- Closed captioning available
- No descriptive captioning available for visually impaired students
Roses Sing On New Snow
This beautifully animated film tells the story of Maylin, a young Chinese woman forced to cook in her father’s restaurant, only to have all the credit, and tips, given to her brothers. A woman’s place in society differs depending on your cultural background, and it may be an eye opener for some kids to see how Maylin is treated. When given her moment at the end, she stands up for herself and sets an example for every little girl — and boy — watching.
This beautifully animated film tells the story of Maylin, a young Chinese woman forced to cook in her father’s restaurant, only to have all the credit, and tips, given to her brothers. A woman’s place in society differs depending on your cultural background, and it may be an eye opener for some kids to see how Maylin is treated. When given her moment at the end, she stands up for herself and sets an example for every little girl — and boy — watching.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity
- 5.2.8 – Examine critically ways of life of non-European immigrants: How do stories of Chinese immigrants (i.e., railway workers) contribute to an understanding of the development of Canada? - Suggested use:
- Discuss ways that students see sexism and misogyny in their communities
- Tell personal stories or relate ones they have seen on TV
- Brainstorm ways to eradicate these inequalities - Accessibility:
- Accessible for nonverbal, hard of hearing
- Closed captioning available
- No descriptive captioning available for visually impaired students
The Chinese Violin
In this animated short, a young girl and her father move from China to Canada, bringing only their Chinese violin along for the journey. As they face the challenge of starting fresh in a new place, the music of the violin connects them to the life they left behind and guides the girl towards a musical future.
In this animated short, a young girl and her father move from China to Canada, bringing only their Chinese violin along for the journey. As they face the challenge of starting fresh in a new place, the music of the violin connects them to the life they left behind and guides the girl towards a musical future.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity
- 5.2.8 – Examine critically ways of life of non-European immigrants: How do stories of Chinese immigrants (i.e., railway workers) contribute to an understanding of the development of Canada? - Suggested use:
- Reflection on the importance of music in their own life or within their own culture
- Research a certain type of music or instrument that is culturally important - Accessibility:
- Accessible for nonverbal, hard of hearing
- Closed captioning available
- No descriptive captioning available for visually impaired students
Lights For Gita
Every culture comes with celebrations and rituals, and this film teaches all about the Hindu festival of lights, Diwali, while also showing how hard change can be. Gita is anxious to celebrate Diwali in her new Canadian home and invites her friends to light the diya and see the fireworks. But her plans are thwarted by an ice storm and she is left longing for her celebrations back home. Through her story, kids will see what it’s like to leave behind everything you know and love, but still create new traditions that are just as meaningful.
Every culture comes with celebrations and rituals, and this film teaches all about the Hindu festival of lights, Diwali, while also showing how hard change can be. Gita is anxious to celebrate Diwali in her new Canadian home and invites her friends to light the diya and see the fireworks. But her plans are thwarted by an ice storm and she is left longing for her celebrations back home. Through her story, kids will see what it’s like to leave behind everything you know and love, but still create new traditions that are just as meaningful.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity
- 5.2.8 – Examine critically ways of life of non-European immigrants: How do stories of immigrants from India contribute to an understanding of diversity in Canada? - Suggested use:
- Use this as a jumping off point to discuss traditions that they have in their family or community - Accessibility:
- Accessible for nonverbal, hard of hearing
- Closed captioning available
- No descriptive captioning available for visually impaired students
I Am NOT A Terrorist! - Mean Kids At School
It's hard to feel different, and to dress differently - to wear a burka or a hajib - and these days, with so much fear about terrorism - it has become hard sometimes to be a Muslim. There is a lot of discrimination, and kids at school can often be the meanest, treating others badly, cursing and swearing at them, calling them names, bullying them, beating them up, even calling them terrorists. Aneeka, a student, was a victim to all of this - she was called names, left out of sports, even kicked and laughed at in school - all because of her religion, because she follows the Islamic faith.
It's hard to feel different, and to dress differently - to wear a burka or a hajib - and these days, with so much fear about terrorism - it has become hard sometimes to be a Muslim. There is a lot of discrimination, and kids at school can often be the meanest, treating others badly, cursing and swearing at them, calling them names, bullying them, beating them up, even calling them terrorists. Aneeka, a student, was a victim to all of this - she was called names, left out of sports, even kicked and laughed at in school - all because of her religion, because she follows the Islamic faith.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Students could brainstorm things they could do as bystanders to step in and stop a racist incident - Accessibility:
- Accessible for nonverbal, hard of hearing
- Closed captioning available
- No descriptive captioning available for visually impaired students
- Manual transcription available
Histories & Stories of Ways of Life in Canada
First Nations, Métis and Inuit history, culture, and heritage
Two lesson plans and handouts with research, posters, a newspaper, and a storytelling activity.
First Nations, Métis and Inuit history, culture, and heritage
Two lesson plans and handouts with research, posters, a newspaper, and a storytelling activity.
- Curriculum connection:
- 5.2.2 – Examine critically the ways of life of Aboriginal peoples in Canada: What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land? How are the Aboriginal cultures and ways of life unique in each of the western, northern, central and eastern regions of Canada? ( - Suggested use:
- Website has details on how to use - Accessibility:
- Accommodations required for nonverbal, hard of hearing, and visually impaired
How Do Others Define Your Identity?
In the first two lessons, students engaged in activities in which they answered the question, “Who am I?” Yet, even as we struggle to define our unique identity, we are being defined by others. Sometimes groups attach labels to us that differ from those we would choose for ourselves. In the book The Bear That Wasn’t, Frank Tashlin uses words and pictures to describe that process. Tashlin tells the story of a bear who is told again and again that he is a “silly man who needs a shave and wears a fur coat.” So many people label him this way that eventually he begins to question his own identity as a bear. Ultimately, the bear recognizes that he is not a man but he is not convinced that he is a bear either. Tashlin’s story is a metaphor for how identity is formed not only by our perceptions of ourselves but also by how others define us.
In the first two lessons, students engaged in activities in which they answered the question, “Who am I?” Yet, even as we struggle to define our unique identity, we are being defined by others. Sometimes groups attach labels to us that differ from those we would choose for ourselves. In the book The Bear That Wasn’t, Frank Tashlin uses words and pictures to describe that process. Tashlin tells the story of a bear who is told again and again that he is a “silly man who needs a shave and wears a fur coat.” So many people label him this way that eventually he begins to question his own identity as a bear. Ultimately, the bear recognizes that he is not a man but he is not convinced that he is a bear either. Tashlin’s story is a metaphor for how identity is formed not only by our perceptions of ourselves but also by how others define us.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity, recognize how changes in society can affect identity - Suggested use:
- Activity attached - Accessibility:
- Accessible for nonverbal (excluding discussion portion)
- Additional accommodations required for hard of hearing and visually impaired students
Multicultural Activity Guide
Website contains link to PDF of multicultural activity guide, which includes a variety of activities from various countries to promote multiculturalism.
Website contains link to PDF of multicultural activity guide, which includes a variety of activities from various countries to promote multiculturalism.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Website has details on how to use - Accessibility:
- Additional accommodations may be required for nonverbal, hard of hearing, and visually impaired, dependent on activity
Histories & Stories of Ways of Life in Canada
What is Orange Shirt Day?
Orange Shirt Day (September 30th) is a day when we honour the Indigenous children who were sent away to residential schools in Canada and learn more about the history of those schools.
What is Orange Shirt Day?
Orange Shirt Day (September 30th) is a day when we honour the Indigenous children who were sent away to residential schools in Canada and learn more about the history of those schools.
- Curriculum connection:
- 5.2.2 – Examine critically the ways of life of Aboriginal peoples in Canada: What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land? - Suggested use:
- Discuss the lasting impact of Residential Schools in Canada
- Research the Truth and Reconciliation Commission and ways we can contribute in schools - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Where Can I Learn More about Indigenous People in Canada?
This article provides introductory resources for children and youth to understand more about Indigenous Peoples in Canada. It includes links to books, games, and activities.
This article provides introductory resources for children and youth to understand more about Indigenous Peoples in Canada. It includes links to books, games, and activities.
- Curriculum connection:
- 5.2.2 – Examine critically the ways of life of Aboriginal peoples in Canada - Suggested use:
- This can be used to help you gather more resources on Indigenous Peoples
- The books, games and activities can be shared with your class - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Diwali: Festival of Lights
Learn about India's biggest holiday of the year.
Learn about India's biggest holiday of the year.
- Curriculum connection:
- 5.2.8 – Examine critically ways of life of non-European immigrants: How do stories of immigrants from India contribute to an understanding of diversity in Canada? - Suggested use:
- Discuss own cultural or religious festivals that are important to their family or community - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Holi: Festival of Colours
Bright neon powder covers revelers in northern India during the annual Hindu celebration called Holi, usually held in March. Known as the festival of colors, Holi is celebrated on the last full moon in the lunar month of Phalguna.
Bright neon powder covers revelers in northern India during the annual Hindu celebration called Holi, usually held in March. Known as the festival of colors, Holi is celebrated on the last full moon in the lunar month of Phalguna.
- Curriculum connection:
- 5.2.8 – Examine critically ways of life of non-European immigrants: How do stories of immigrants from India contribute to an understanding of diversity in Canada? - Suggested use:
- Discuss their own cultural or religious festivals that are important to their family or community - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
It's Caribbean Carnival Time
The Toronto Caribbean Carnival is one of Canada’s largest celebrations of freedom and diversity. It showcases the very best of Canadian Caribbean culture and art. This article provides a brief overview of Carnival and how it's celebrated.
The Toronto Caribbean Carnival is one of Canada’s largest celebrations of freedom and diversity. It showcases the very best of Canadian Caribbean culture and art. This article provides a brief overview of Carnival and how it's celebrated.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Discuss their own cultural or religious festivals that are important to their family or community - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
Learn All About the Muslim festival Eid al-Adha
Eid al-Adha (say “EED al UDD-ha”) is a Muslim festival, which lasts for several days (it varies based on where you live). Keep reading to learn more about this special festival.
Eid al-Adha (say “EED al UDD-ha”) is a Muslim festival, which lasts for several days (it varies based on where you live). Keep reading to learn more about this special festival.
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Discuss their own cultural or religious festivals that are important to their family or community - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
The Bear That Wasn't
No two people are exactly alike. Each of us is an individual with unique talents, interests, and values. Often, others do not recognize what is so distinct about us and instead attach labels to us that may differ from those we would choose for ourselves. Sometimes the labels others attach to us influence the way we think about our own identity. In the book The Bear That Wasn’t, author Frank Tashlin uses words and pictures to describe that process. (Questions for discussion included.)
No two people are exactly alike. Each of us is an individual with unique talents, interests, and values. Often, others do not recognize what is so distinct about us and instead attach labels to us that may differ from those we would choose for ourselves. Sometimes the labels others attach to us influence the way we think about our own identity. In the book The Bear That Wasn’t, author Frank Tashlin uses words and pictures to describe that process. (Questions for discussion included.)
- Curriculum connection:
- 5.2.1 – Appreciate the complexity of identity in the Canadian context: recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity - Suggested use:
- Students could respond, individually or with a partner, to the questions attached to the article - Accessibility:
- Accessible for nonverbal, hard of hearing
- Additional accommodations required for visually impaired students
