PRESCRIBED LEARNING OUTCOMES
It is expected that students will:
• assess how identity is shaped by a variety of
factors, including:
- family - gender - *belief systems - ethnicity - nationality
(*Belief System - a coherent set of ideas, beliefs, principles, and values that reflect a community's "way of knowing.")
(Definitions explained in essay format (source)
• analyse roots of present-day regional,
cultural, and social issues within Canada
SUGGESTED INSTRUCTIONAL STRATEGIES
• Ask students to research women’s roles in various
cultures between 1500 and 1815 (e.g., during the
French Revolution, in Aboriginal communities, in
British North America). Have them prepare accounts
of women’s roles using pictures, portraits, and
written reports.SUGGESTED ASSESSMENT STRATEGIES
• When students prepare accounts of women’s roles,note the extent to which they:
- focus on clear theses or ideas that are consistent
with historical evidence
- include detailed and accurate information about
both family and community roles
- make logical inferences based on historical
evidence about the societyRESOURCES
English - French - French Canadians - Aboriginal - American
.........................................................................................................
- Identity, a card with two faces (A hard look at the concept of group identity and its impact, for better or worse, on today's World
(Originally published in The UNESCO Courier, June 1993)
ABORIGINAL
- Jeannette Vivian Corbiere Lavell, Native women's rights activist
- An Ancient Bond with the Land; People of the Longhouse -Clans and Clan Mothers
FRENCH REVOLUTION
- Olympe de Gouge: Declaration of the Rights of Women, 1791
NEW FRANCE
- Too Many Young Men and Too Few Women (Jean Talon)