Grade 7 - Understanding Cultural Influences

This organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

identify elements of Francophone cultures present in British Columbia and Canada
compare the daily lives of students in Canadian Francophone communities to their own lives

SUGGESTED INSTRUCTIONAL STRATEGIES

Students should have opportunities in class to explore aspects of their family and community traditions in order to see the similarities that exist beneath surface differences. Students will also begin to explore and experience, where possible, the Francophone presence, both historical and current, in British Columbia and Canada.

Have students examine a map of British Columbia for place names of French origin. Students do the same with maps of other provinces, listing place names. Help the class make observations through questions such as: Where are French names clustered together (other than Québec)?
Have students exchange e-mail or letters with Francophone Canadian students. Letter topics could include school hours, subjects, and pastimes. After exchanging letters, students reflect on the results by responding to prompts such as:
- Something that surprised me about the results was _______.
- Something predictable was _______.
- Something I liked was _______.
- Something I disliked was _______.

Students then chart the information.

Have students work in groups to find information about Francophone businesses or families in BC. Students may search newspapers or the Internet, or refer to Annuaire, published by La Fédération des Francophones de la C.-B. Have them share their information, create a class chart, and discuss the types of organizations and businesses in operation.

SUGGESTED ASSESSMENT STRATEGIES

At this level, assessment should be based on studentsÕ growing understanding that some of
their family traditions are similar to the traditions of others and some differ, but all are valid. Some students may feel uncomfortable sharing aspects
of family life with the class. Their feelings should be respected; teachers should give students alternative ways of demonstrating their understanding. Students should also be expected
to show a growing awareness of Aboriginal Peoples and Francophone and other ethnic groups in Canada.

As students consult maps to find place names of French origin, note the extent to which they:
- identify French place names
- notice clusters
- recognize Francophone words, names, and derivatives
As students reflect and report on their letters, look for evidence that they:
- asked for and received appropriate information
- understand the similarities and differences between communities
- represent the information clearly
After creating a class display about the Francophone presence in BC, have students write paragraphs about what they learned. Look for evidence that they:
- express interest in Francophone culture
- notice key aspects of Francophone culture in their communities
- make generalizations about the information presented
When students collect information about businesses and organizations in the local French-speaking community, look for evidence that they are able to:
- identify unique features of the organizations or businesses
- describe features the businesses share with other organizations in the community
- identify contributions the organizations have made to the local community
- draw logical conclusions or generalizations from the information they present

RECOMMENDED LEARNING RESOURCES

Multimedia

Acti-Vie 2, 3
Savoir faire: Visages 2

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