Connecting Jamaica and Canada: Phase 1 Lesson Plans for ...

1 Connecting Jamaica and canada : Phase 1 Lesson Plans for Grade 5/6 Authored by: P. Michael Thomas in partnership with Jamaican Self-Help & TEACH Outside the Box Social Justice Certificate Program June 2015 Peterborough, Ontario This document contains Lesson Plans that connect the histories, cultures and societies of Jamaica and canada . The Lesson Plans are aimed at Grade 5 and 6, focusing on Drama, Music, Social Studies, Geography and Language. They were created as a result of a placement with Jamaican Self-Help, a community-based organization in Peterborough, and in conjunction with the Teach Outside the Box Social Justice Certificate Program. 1 P. Michael Thomas BEd ( 15) Trent University Table of Contents Lesson 1: Introduction to Jamaica -Heritage & Identity.

2 2 Critical Literacies Unit: Social Studies-Grade 5/6 .. 2 Lesson 2: Introduction to Jamaica `s Connection to Peterborough .. 3 Critical Literacies Unit: Social Studies-Local Community Grade 5/6 .. 4 Lesson 3: Similarities and Differences in Schools and Resources .. 6 Critical Studies Unit: Social Studies and Languages Grade 5/6 .. 6 Lesson 4: Review and Intro. To St. Peter Claver Ensemble 8 Critical Literacies Unit: Social Studies-Local Community Grade 5/6 .. 8 Lesson 5: Indigenous Infusion-The Maroons .. 11 Critical Inquiry Unit: Social Studies Grade 5/6 .. 11 Lesson 6: Indigenous Infusion-Nanny, Warrior Queen .. 13 Critical Studies Unit: Social Studies Grade 5/6 .. 13 Lesson 7: Indigenous Infusion- Cultural Celebrations.

3 15 Critical Studies Unit: Social Studies Grade 5/6 .. 15 Lesson 8: Jamaican Birthdays and Yard Names .. 17 Critical Inquiry Unit: Drama Grade 5/6 .. 17 Lesson 9: Weather Patterns-Lightning and Thunder .. 19 Critical Inquiry Unit: Geography, Drama, Music Grade 5/6 .. 19 Lesson 10: Weather Patterns-Hurricanes .. 20 Critical Inquiry Unit: Geography, Social Studies, Music Grade 5/6 .. 20 Lesson 11- Jamaican Folklore .. 24 Critical Studies Unit: Literacy Grade 5/6 .. 24 2 P. Michael Thomas BEd ( 15) Trent University Lesson 1: Introduction to Jamaica -Heritage & Identity Critical Literacies Unit: Social Studies-Grade 5/6 Overall Expectations: Assess contributions to Canadian identity made by various groups and by various features of Canadian communities and regions.

4 Focus on cause and consequence, patterns and trends. Specific Expectations: Evaluate some of the contributions that various ethnic and/or religious groups have made to Canadian identity ( the contributions of First Nations to Canadian art, of French and English communities to the development of canada as a bilingual country, of the British to the Canadian parliamentary system, of Chinese labourers to the construction of the transcontinental railway, of Irish and Italian workers to the development of the canal systems on the Great Lakes etc.) Estimated Time: 55 min Group Size: Group activity Materials and Prep: Internet technology to view Google Maps or other interactive maps as well as photos of Jamaica , note pads, Elmo.

5 Introduction (20 min) - Hook & Diagnostic Ask your students what they know about the Jamaican community within the Canadian context. Many different communities have made significant contributions to canada s development. Take for example, the Jamaican community in Toronto. Some questions to consider asking your students: What do you know about Jamaica ? Name some famous Jamaicans and their contributions Name some Jamaican-Canadians and their contributions Did you know there was such a community? (let students share prior/popular knowledge) What reasons would you suggest that they came to canada (Toronto)? Jamaicans in canada : Middle (15 min) - Locating Jamaica in the World Ask students where they think Jamaica is in the world, in relation to the world and the Caribbean in addition to a map of Jamaica itself.

6 Below are some links on Google Maps of important maps in relation to Jamaica . Feel free to use these and/or to find others: Caribbean Community- Jamaica (amongst other islands) o Map of Jamaica o Map of Kingston, Jamaica (Capital City) o o World Atlas Map of Jamaica 3 P. Michael Thomas BEd ( 15) Trent University Closure (20 min) - Exploring Jamaica through basic history & photos Examine a basic history of Jamaica , including some current statistics which will provide a context of Jamaica for future lessons. This will be especially important in regards to the challenges faced by students at one urban primary school, St. Peter Claver Primary School (ex. violence, high illiteracy rates). Have your students think about the history of Jamaica and the statistics that were presented in pairs or small groups, eventually sharing them with everyone in the class Discuss the difference in statistics with Canadian statistics Discuss the potential impact of these statistics to Jamaica and connect to lives of Jamaicans Here are some links that have basic statistics for Jamaica : o o In addition, explore some photographs of Jamaica to provide your students with a visual context.

7 This could be images of the land, of daily life, of famous Jamaican icons. For some photographs of Jamaican schools or daily life, visit: The SPARK 2015 photo gallery on the Jamaican Self-Help webpage at Have your students think about the photographs and discuss them either in pairs or small groups, eventually sharing them with everyone in the class Have your students reflect on what they have learnt in this Lesson Assessment Formative & Success Criteria: Students can share prior knowledge with the class Students can ask logical questions to help build schema on topic Students can collaborate respectfully and contribute positively Addressing Learning Diversity: Think, pair and share Teacher scaffolding Individual Support Elmo 4 P.

8 Michael Thomas BEd ( 15) Trent University Lesson 2: Introduction to Jamaica `s Connection to Peterborough Critical Literacies Unit: Social Studies-Local Community Grade 5/6 Overall Expectations: Use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experience of two or more distinct communities in canada . Specific Expectations: Gather and organize information from a variety of primary and secondary sources using various technologies ( Photographs, letters and diaries, oral stories, maps, songs, paintings, newspaper reports, books written on the experiences of new settlers in a community, books written about a specific community, online databases and archival collections) that present different perspectives on the historical and/or contemporary experience of two or more communities in canada .

9 Estimated Time: 55 min Group Size: Group Activity Materials and Prep: Internet technology to view JSH, note pads, Elmo. Introduction (20min) - Hook & Diagnostic How has the Jamaican identity contributed to the evolution of Canadian communities and identity? Reflect on the previous Lesson (famous Jamaicans and their contributions to canada /Jamaican contributions to Canadian society etc.). Middle (20 min) - Introduction to Jamaican Self-Help in Peterborough, ON What is the Jamaican context in Peterborough and compare this to Toronto. Visit the Jamaican-Self Help website and introduce students to the mission statement, objectives etc. ( ) Discuss the organization s work within Jamaica but in addition, its focus on its work within the Peterborough community as well Closure (15 min) - St.

10 Peter Claver Children s Ensemble-Tour to canada 2015 Jamaican Self-Help welcomed 20 children and 3 teachers to canada from the St. Peter Claver Children s Ensemble in Kingston, Jamaica for a two-week tour in 2010. The planned tour was a cross-cultural exchange and learning opportunity for both Jamaicans and Canadians. Members of the Ensemble were hosted by two Peterborough primary schools. Their tour included performances in schools and in public, time in classrooms, recreational activities with host families, and trips to local cultural sites. Reflect and Discuss Ask students to share their thoughts on JSH, St. Peter Claver Choir 5 P. Michael Thomas BEd ( 15) Trent University Assessment Formative & Success Criteria: Students can share prior knowledge with the class Students can ask logical questions to help build schema on topic Students can collaborate respectfully and contribute positively Addressing Learning Diversity: Think, pair and share Teacher scaffolding Individual Support Elmo 6 P.