The+Process

=**The Teaching and Learning Process**=

=**Phase: Exploration**= Subject: Mathematics Title: The Suitcase Time: 3 weeks

=Role of the Teacher:= I want them to imagine how life was during the days when their families immigrated to Canada. Grosse Île and the Irish Memorial National Historic Site commemorates three significant aspects of our history: first, the importance of immigration to Canada, particularly through Quebec City, from the early 19th century until World War I; second, the tragedies of Irish immigrants, especially due to the 1847 typhus epidemic; and finally Grosse Île's role from 1832 to 1937 as a quarantine station for the Port of Quebec, long the main point of arrival for immigrants coming to Canada.

=Role of the Student:= They will be learning about the experiences of the immigrants as they began a new life in Canada. The students will be invited to investigate the suitcase that arrived from Parks Canada. This investigation will lead the students to discover the historic role played by Grosse Île in the arrival of immigrant communities.

=The Learning Environment:= The educational kit on [|Grosse Ile and the Irish National Memorial Historic] site invites students to discover the role played by Grosse Ile in immigration to Canada and better understand the immigrant's experience. This kit is free from Parks Canada and is well worth ordering.

=**Phase: Understanding**= Subject: Mathematics Title: Chart the Course (Poster) Time: 12 periods over the course of a couple of months

=Role of the Student:= They will investigate how their family arrived on the Gaspe. The students will do interviews with family and community members to discover what is known about their family and if not use genealogical sites in the area or online.

The students will be telling a story of their ancestors, charting the course from the point of origin to their arrival on the Gaspé. The end result is to make a map beginning with the country of origin, where they landed on the Gaspé, and all points in between.
 * What country did they come from in Europe?
 * What conditions existed in that country to force them to leave?
 * Did they leave alone?
 * What was their entry point into North America?
 * Where did they settle?
 * What was their occupation after they arrived?
 * Where are their ancestors buried?
 * Do we know what caused their deaths?
 * Why did the family decide to stay on the Gaspé?

=Learning Environment:= The students will need personal resources, Internet research, pictures of the graveyards where their ancestors are buried and the tombstone if it is available.

=**Phase: Production Process**= Title: Making an Agenda Time: 12 weeks ==

=Role of the Teacher:= Students were gathered together and guided in a brainstorming session. Ideas and questions that came out of this session were put into an interview package which the student would use to research and gather information. Students were helped to choose specific areas of investigation. We laid out an agenda consisting of activities and due dates.

=Role of the Student:= Students will be interviewing their grandparents and elderly community members. They will bring in pictures and documents appropriate to the project. Students were encouraged to take photographs of the area. Each will have to write an individual report on their own area of study, using a magazine format, leading to the publishing of the book, itself.

=Learning Environment:= The students will interact with elderly family and community members using the interview package; go on field trips to take pictures; use internet access -genealogical resources

=**Phase: Becoming Aware of a Problem**= Subject: History == Title: Yesterday and Today Task: Developing an Interview Questionnaire Time: 50 Minutes

=Role of the Teacher:= The guiding questions will be discussed. The discussion will center on different ideas and points concerning family heritage and the important aspects of what constitutes a community. An interview questionnaire will be developed and used by students to interview family and friends concerning life in this area over the last 50 years.

=Role of the Student:= The students will be expected to engage in research and discussions centered on their families and this region over the past 50 years. They will come up with relevant questions to ask their interview subjects. They will be expected to carry out at least one interview using the interview package that was created.

=Learning Environment:= The student will need:
 * computers/internet to research;
 * the interview package: [|Early Year Questions], [|Interview Guidelines];
 * books written by local authors about several communities which fall within our area of study;
 * a digital camera

=Phase: Organize the Information= Subject: History Title: The Last Fifty Years Task: Choosing an Area of Study Time: One week (4-6 classes)

=Role of the Teacher:= Students will be encouraged to choose an area of study. Access to the computers will be provided.

=Role of the Student:= The students will narrow their inquiry by choosing one or two areas to focus their research and writing, one which will provide them with the greatest possibility of success ( lots of information). Interviews will be scoured to gather information pertinent to each specific area of research. =Learning Environment:= The student will need the interview package; Results from Internet, Local books of historical research

=Phase: Communicates the Results of his/her Research=

Subject: History Topic: Who Are We? Task: Writing Articles for the Book Time: 3-4 weeks

=Role of the Teacher:= Students will be taught to write a magazine style, focusing on objective, fact-based reporting. Articles will range from 200 to 750 words, depending on the availability of research. First roughs will be edited. Pictures and documents will be chosen to support the students ' writing in the book

=Role of the Student:= Students will write their articles on their areas of study. They will help choose the pictures and documents which will accompany their articles in the book.

=Learning Environment:= Students will be required to learn how to edit and proofread. They will need Time magazines to research how magazine articles are written. They will need computers and a means to organize pictures and documents.

=Phase: Making Our Gaspé Moments= Time: 2 months +

=Role of the Teacher:= We watched the [|Historia Minutes] to show the students what we wanted them to do. The students were taught to storyboard. They learned how to prepare and take the proper footage needed to make a moment.

=Role of the Student:= Research for these moments were done when the students researched the book. As a class we made our choices. Each task was assigned to 3 or 4 students. They had to write the script for 2-3 scenes which depict significant events from their moment. Now that they had all the content, the students had to rehearse the scenes and get together all the props and costumes. It was time to go on location! The groups took turns going with the teacher to videotape the scenes. After filming, each group watched their video tapes to select the best takes for each scene. Doing a time code became an essential part of the video taking.

=Learning Environment:= They will need a video camera with a cassette; knowledge of how to film and edit footage; software to edit film.

We used Final Cut Express (MacIntosh application)