Immigration+-+Sense+of+Place

Grade 8 Human Geography**
 * We also have some resources that might be adapted in Immigration in 20th century Canada - e.g. pg. 39 - I'll scan it and upload it here
 * Unit – Migration**


 * I am reworking this and will send a word document to you to edit and play with - Jen

Critical Challenge**

a) Identify what makes a place attractive to an immigrant ( both foreign as well as internal) - perspective b) Create an effective/convincing promotional campaign to attract new immigrants to a specific city in Canada or your community - “Imagine you are a government official for a specific city/neighbourhood, and you need to design a promotional campaign to attract a specific group of immigrants to your city.”
 * Critical Tasks**


 * Objectives**

Students will understand how an individual’s perspective will play a role in choosing where they move to.
 * Broad Understanding**


 * Requisite Tools**

· Quality of Life indicators · What makes an effective visual campaign · Skill – using visual images to make supported inferences about a place
 * Background Knowledge**

a) Criteria for what makes a place attractive to an immigrant ( e.g., availability of relevant resources, economic opportunities, a better life, opportunity to retain and practice an individual’s culture and educational opportunities) - I'm not sure if they need criteria for an attractive place to settle or whether this is simply part of the background knowledge (i.e. Pull factors) - rather, do they need criteria for a powerful inference? I.e.
 * Criteria for Judgement**

criteria for inferences.
 * Explain that some inferences are more plausible or convincing than others. Plausibility is increased when the inference is consistent with the evidence available from the drawing as well as from other information sources. Ask students to revisit their inferences to check for consistency with available evidence. Make revisions to the chart as necessary.
 * Suggest that a second criterion for a sound inference is that the evidence is specific/detailed and based on observations. Encourage students to provide additional, more specific descriptions for the evidence. To stimulate students' thinking, pose specific questions in relation to each of the 5W categories. For each agreed-upon answer, add appropriate detail to the initial evidence list.

b) Criteria for an effective promotional campaign (e.g., contains accurate details about your city, contains accurate details about the aimed audience, appeals to aimed audience and it is convincing/persuasive)

Perspective Reasoned Judgement
 * Critical Thinking Vocabulary**

· Placemat Activity to work out criteria for what makes a place attractive (teacher’s may also choose a Fishbone for students to organize their thoughts) · I See/I Know/So – chart for inferencing
 * Thinking Strategies**

· Critically Minded · Attention to Detail
 * Habits of Mind**


 * Session One**

Show a collection of photos to the class of their own community or the ones of Toronto that are included – either on interactive whiteboard, overhead, LCD projector or in handouts. Ask students to look at the picture through eyes of a newcomer to the city - maybe we should scaffold this a bit - e.g. a T- chart re: what impression do I get from the image vs. what impression might someone else get? OR an activity (e.g. Tea Party..) where they mix and mingle with an image (or quote or statistic) in their hand and when they meet another person, they need to hear their impression first before offering their own OR "Save the last word" literacy activity where the person holding the image/statistic/quote prepares a response to it in their head but does not share that response until he has read it out to his group members and each of them has had a chance to share their response - this kind of activity might be a way to nurture open-mindedness or other habits of mind.
 * Minds On** **–** Using images to make inferences about what makes a location attractive to newcomers.

Hand out a copy of the I See/I Know/So chart. Remind them how to fill this in by modelling one example based on your chosen images. Maybe we could have a subheading under each heading that uses the critical thinking vocabulary - e.g. "I See: Observations"; "I know: Accessing prior knowledge"; "So - What inferences can I make?"



For example – Using the pictures from Toronto
 * I See || I Know || So ||
 * A classroom with a teacher and a number of students who are of different racial backgrounds || That Toronto has a public education system that is open to all children no matter their race, religion or language || Newcomers who are coming with children may find Toronto attractive because it has a public education system that is welcoming to all students. It offers programs to help people learn the new language. ||

Allow students time to complete their chart. Once the charts have been completed have the students share their observations with their table group. Have each group decide on two key things they think that newcomers will find attractive about their community. Have a class share time.

Have individuals write their own ideas in their section of the placemat. Share with table group and come up with four criteria that immigrants use when deciding on a new place to live. Be able to explain why that criteria is important to an immigrant.
 * Placemat activity** – What are immigrants looking for when they move to a new location? Decide on a new home? Do we have some information that could guide this speculation - e.g. stories from immigrants, statistics re: immigrant concerns, information re: classification of immigrant applications (e.g. business, family, etc.)? Could we link to a stable website (e.g. Statscan or Immigration Canada) that they could use to support their understanding of what newcomers are looking for (i.e. Pull factors)?

Groups share their four criteria and the teacher writes these on the board/chart paper. Continue with each group only saying one at a time to ensure that all groups have a chance to share at least one of their ideas. Lead a class discussion on why students feel that that criteria is important to an immigrant/newcomer.
 * Consolidation** – Come up with a class criteria for what makes a place attractive to an immigrant.


 * Session Two – Sense of Place** ...

This is looking very good. Further sessions might involve: - students researching/gathering information about a particular Canadian city using a thinking strategy which has them gather information and apply the thinking strategy to infer the sense of place - maybe the same: I see/I know/So chart - and then summarize the inference that newcomers might make - then, we could either have them develop a promotional campaign or we could have them critique a current promotional campaign on the basis of their conclusions re: how would newcomers see the city - i.e. what inferences would they make... What do you think