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Black History…. Our History. Black History… Our History. Introductions Black Soul: Which course and What? Why we must … The Expectations The Resources. ‘Black Soul’. http://www.nfb.ca/film/black_soul. Student Engagement and our History.

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Black history our history1
Black History… Our History

  • Introductions

  • Black Soul: Which course and What?

  • Why we must …

  • The Expectations

  • The Resources


Black soul
‘Black Soul’

http://www.nfb.ca/film/black_soul


Student engagement and our history
Student Engagement and our History

  • 86% of Black secondary students in Toronto are at-risk due to their failing grades in mathematics and English- Solomon and Levine-Rasky (2003)

  • Racialized students in Toronto are expelled and suspended at higher rates - Lawson (2003)



  • In the 2006 Student Census, 72% of students said they want to learn about their culture; 69% of them said they would enjoy school more if they learned about their culture and 50% said they would feel better about school if they could learn about their history in the classroom.

  • *TDSB Student Survey 2006


Those who have no record of what their forebears have accomplished lose the inspiration which comes from the teaching of biography and history.

~Carter Woodson


Black history our history2
Black History… Our History accomplished lose the inspiration which comes from the teaching of biography and history.

A Frame ….

How can you use these resources to enhance existing assignments?

How can you include these resources when you Design Down?


The expectations
The Expectations accomplished lose the inspiration which comes from the teaching of biography and history.


Chc 2d1
CHC 2D1 accomplished lose the inspiration which comes from the teaching of biography and history.

  • Identify contributions to Canada’s multicultural society by regional, linguistic, ethnocultural, and religious communities


Chc 2d11
CHC 2D1 accomplished lose the inspiration which comes from the teaching of biography and history.

  • Describe Canada’s and Canadians’ contributions to the war effort overseas during World War I and World War II


War veterans arriving home 1946
War Veterans Arriving Home 1946 accomplished lose the inspiration which comes from the teaching of biography and history.

http://ohqdigit.tpl.toronto.on.ca/cgi-bin/pview.exe?CISOROOT=/OHQ_Pictures&CISOPTR=26&CISORESTMP=/qbuild/template1.html&CISOVIEWTMP=/qbuild/template2.html&CISOROWS=2&CISOCOLS=4


Gr 10 chc2d
Gr. 10 CHC2D accomplished lose the inspiration which comes from the teaching of biography and history.

  • Identify the major groups of immigrants who have come to Canada since 1914 and describe the circumstances that led to their decision to emigrate


Immigration
Immigration accomplished lose the inspiration which comes from the teaching of biography and history.

http://www.whitepinepictures.com/seeds/ii/20/history2.html


Chc 2d12
CHC 2D1 accomplished lose the inspiration which comes from the teaching of biography and history.

  • Analyse the similarities and differences between current and historical patterns of immigration to Canada, making reference to changing immigration policies and pull factors that were in effect during different periods.


Chc2d1
CHC2D1 accomplished lose the inspiration which comes from the teaching of biography and history.

  • Explain how the labour movement has affected social, economic, and political life in Canada.


Sleeping car porters
Sleeping Car Porters accomplished lose the inspiration which comes from the teaching of biography and history.


Chc2d11
CHC2D1 accomplished lose the inspiration which comes from the teaching of biography and history.

  • Explain how pacifist groups, human rights organizations, and the civil rights movement have influenced Canadian society


Chc 2d13
CHC 2D1 accomplished lose the inspiration which comes from the teaching of biography and history.

  • Assess the contributions of selected individuals to the development of Canadian identity since 1914


Rosemary brown
Rosemary Brown accomplished lose the inspiration which comes from the teaching of biography and history.

Image: Rosemary Brown (1930-2003) was a social worker, academic, politician, and feminist who with "unwavering single mindedness" fought for justice for both women and minorities across Canada (photograph by Barbara Woodley/Labatt Breweries of Canada/Library and Archives Canada/PA-186871).


Portrait of Charlie Owens of Bridgetown where he was a blacksmith and was a drummer in the Salvation Army band. During World War I he served in the No. 2 Construction Corps.*

Archway Photographic Database http://www.councilofnsarchives.ca/ArchwayPhoto/images.asp?ID=129


http://www.library.dal.ca/archives/waldren/search/search.php?category=Description&page=2&keystring=blackhttp://www.library.dal.ca/archives/waldren/search/search.php?category=Description&page=2&keystring=black


Chv20
CHV20http://www.library.dal.ca/archives/waldren/search/search.php?category=Description&page=2&keystring=black

  • Analyze cases that have upheld or restricted a citizen’s rights and responsibilities, outlining the concerns and actions of involved citizens and the reasons for the eventual outcome.

Africville, N.S.


Chv201
CHV20http://www.library.dal.ca/archives/waldren/search/search.php?category=Description&page=2&keystring=black

  • Analyse Canadian issues or events that involve contrasting opinions, perspectives and civic purposes

Africentric School Debate


Chv202
CHV20http://www.library.dal.ca/archives/waldren/search/search.php?category=Description&page=2&keystring=black

  • Demonstrate an understanding of a citizen’s role in responding to non-democratic movements and groups (e.g. fascism, Stalinism..


Resources
Resources….http://www.library.dal.ca/archives/waldren/search/search.php?category=Description&page=2&keystring=black

  • "When you learn, teach. When you get, give. "-- Maya Angelou

  • While the tale of how we suffer, and how we are delighted, and how we may triumph is never new, it always must be heard.-- James Baldwin


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