Black history our history
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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 History

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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

  • 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)


  • Black students are pushed out of the system due to systemic barriers and dropping out is the final stage in their disengagement - Dei (1997)

  • Black students are highly represented in at-risk categories - Ogbu 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 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


CHC 2D1

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


CHC 2D1

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


War Veterans Arriving Home 1946

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

  • 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

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


CHC 2D1

  • 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

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


Sleeping Car Porters


CHC2D1

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


CHC 2D1

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


Rosemary Brown

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=black


CHV20

  • 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.


CHV20

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

Africentric School Debate


CHV20

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


Resources….

  • "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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