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<strong>Connections to Canada: 5 Lessons</strong>
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ALPHA Education
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01
Description
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Connection to Canada Overview
Lesson 1 Canada at War (CW)
Lesson 2 Japanese Canadian Internment (JCI)
Lesson 3 The Battle of Hong Kong: Two Soldiers Stories (BHK)
Lesson 4 Force 136: Unwanted Soldiers (F136)
Lesson 5 The Complexities of Redress (CR)
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Connection to Canada: Intro Video
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Topics: Redress & Reconciliation
Connections to Canada
Lesson 5:
Campaigns:
Japanese Canadians
Internment
The Battle of Hong Kong
Chinese Canadians:
Force 136 & Head Tax
The Complexities of Redress: Redress & Reconciliation Campaigns
Lesson Description:
In this lesson learners will have a better understanding of three groups of people
affected by WWII: Japanese Canadians interned, Battle of Hong Kong veterans, and the
Chinese Canadian community. These groups were greatly affected at home and abroad.
After a brief background on the three groups, learners will have a better understanding
of their trauma and struggle throughout Canadian history. The lesson will then guide
learners through their struggle for redress & reconciliation by addressing their complex
campaigns for justice. Finally, learners will evaluate where they stand in regard to social
activist’s roles and will evaluate themselves based on their activist impulses. By using
videos, historical information, and interactive activities learners will grow to become
positive social actors in a complex world.
Core question(s):
What makes a social activism campaign successful? Why did the Canadian
government lack a response with regards to the three groups identified?
Learning Goals:
To have a basic understanding of Japanese Canadians Internment, The Battle of
Hong Kong, and Chinese Canadians: Force 136 unwanted soldiers & The Head Tax
Learn about community struggle for redress and reconciliation
Learn about redress & reconciliation campaigns, social activism campaigns, and
how to be a positive social actor
Competencies: Historical Thinking
Historical Significance
Cause & Consequence
Using primary and
secondary sources
Through inquiry
Determine &
explain the
importance of people,
events/
developments or
ideas
Assess the impact of
the past and on the
present
Evaluate how
importance may shift
for various people
and over time
Continuity & Change
Through inquiry
Identify various
causes using one or
more accounts of
the event or
development
Compare what
has changed and
what has stayed the
same over a period
of time (explain why)
Explain both
intended and
unintended
consequences
Determine using
sound inferences
from multiple
sources
Assess the relative
influence of various
causes
Assess how an
event may involve
progress for some
people or groups and
decline for others
Evaluate the
impact of various
consequences
Historical Perspective
Through inquiry
Explain reasons
for then and now
ideas and beliefs
Infer past viewpoints
using varied sources
Analyze how and why
of ideas and beliefs in
a particular time and
why they may be
different from today
(context)
Analyze the
tension that can exist
between conflicting
past and present-day
viewpoints about
history (presentism)
Source: Ontario Secondary Curriculum Canadian & World Studies Grades 9 & 10 and Grades 11 & 12
1/4
�Materials
Materials Extension
PowerPoint Presentation
Japanese Canadian Internment – Narrated by David
Suzuki [video]
Heroes Remember Presents the Battle of Hong Kong
[video]
Force 136: Chinese Canadian Heroes [video]
Three Roles of Social Change guide and handout
(All videos in this lesson require access to wifi)
Activity
Activity 1:
Pre-War & War
Years
1885 – 1949
Grouping
Savage Christmas: Battle of Hong Kong 1941 [video]
Designing a Social Activism Campaign Assignment
The Hong Kong Independent Battalion Local Heroes –
The Hong Kong Resistance during the Japanese
Occupation 1941 – 45, Dong Jiang Zong Dui [book]
Orienting Canada Race, Empire and the Transpacific,
John Price [book]
Fighting for Canada – Chinese and Japanese
Canadians in Military Service, Dennis McLaughlin &
Leslie McLaughlin [book]
Canada’s Road to the Pacific War – Intelligence,
Strategy, and the Far East Crisis, Timothy Wilford
[book]
One Soldiers Story 1939 – 1945 – From the Fall of
Hong Kong to the Defeat of Japan, George S.
Macdonell [book]
Obasan, Joy Kogawa [book]
Approach (Pedagogy)
Background information/ key points:
Japanese Canadians Internment
1941 – 1949
The Battle of Hong Kong & POWs
1941 - 1945
Chinese Canadians:
Head Tax: 1885 – 23
Chinese Exclusion Act: 1923 –
47
Force 136 unwanted soldiers:
1944 - 46
Materials
PowerPoint Presentation
Japanese Canadian Internment –
Narrated by David Suzuki [video]
suggested stop time 7:04
Heroes Remember Presents the
Battle of Hong Kong [video]
Force 136: Chinese Canadian
Heroes [video]
suggested stop time is
between 6th to 7th minute
Each of the three points are
accompanied by an informational
video, to give learners further
knowledge and understanding.
Critical thinking questions:
Why did this happen?
What were the contributing
factors?
Activity 2:
Post War
1945 - Ongoing
Covers redress and reconcilation
campaigns.
PowerPoint Presentation
Background information, key points:
Japanese Canadians Internment
– redress & reconciliation
received 1988
The Battle of Hong Kong –
redress & reconciliation received
2011
Chinese Canadians and The Head
Tax – redress & reconciliation
received 2006/ ongoing
(W) Whole group (S) Small group (I) Individual
2/4
�Activity
Grouping
Approach (Pedagogy)
Materials
Critical thinking questions:
Why did it take so long for redress
to occur?
Why were these groups in these
predicaments in the first place?
Activity 3:
Three Roles of
Social Change
During this activity learners will have
the chance to see how they fit into a
social activism campaign. Groups will
have group discussions with each
other and the entire class.
Activity 4:
Group
Discussion:
Deconstructing
Three Roles of
Social Change
Activity
Have learners return to their seat,
conduct group discussion on activity
and lesson.
Activity 5:
Thinking
Question
Group concludes with thinking
questions and any critical questions
learners have.
PowerPoint Presentation
Three Roles of Social Change
guide and handout
PowerPoint Presentation
Questions to ask:
What bothers you about the other
groups OR what would frustrate
you about working with other
groups?
What would you say to others
operating in different roles?
What is the value of the different
roles?
For an effective social activism
campaign do you think all three
are required? If yes, why? If no,
why?
Do you think the activity you
participated in is relevant to social
justice and or activism today?
PowerPoint Presentation
(W) Whole group (S) Small group (I) Individual
Extension Learning Activity: Open-ended Inquiry Project
Film Study
Savage Christmas: Battle of Hong Kong 1941 [video]
Critical thinking questions for film:
1. Why did the Canadian government send troops to HK?
2. Why were they treated so poorly in POW camps?
3. Is this relevant to what current soldiers experience?
4. Why were these veterans treated poorly? And why don’t more Canadians know about the battle of Hong Kong?
3/4
�Extension Learning Activity: Open-ended Inquiry Project
Designing a Social Activism Campaign
Link to Assignment: https://docs.google.com/document/d/1aEfj5kXPCimCi3CkTOaeO_-myLbqRMQ1/edit
Other Resources
The Hong Kong Independent Battalion Local Heroes – The Hong Kong Resistance during the Japanese Occupation
1941 – 45, Dong Jiang Zong Dui [book]
Orienting Canada Race, Empire and the Transpacific, John Price [book]
Fighting for Canada – Chinese and Japanese Canadians in Military Service, Dennis McLaughlin & Leslie McLaughlin
[book]
Canada’s Road to the Pacific War – Intelligence, Strategy, and the Far East Crisis, Timothy Wilford [book]
One Soldiers Story 1939 – 1945 – From the Fall of Hong Kong to the Defeat of Japan, George S. Macdonell [book]
Obasan, Joy Kogawa [book]
Bibliography
https://docs.google.com/document/d/1lD7pi6_hPveTa0uX8rqXWrRD7P2EgfreS1GCHVXVHrc/edit#
4/4
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Three Roles of Social Change Activity - Facilitator/Teacher Guide
Below are instructions and guidelines to follow for the three roles of social change
activity. Feel free to refer to these guidelines when conducting your lesson and activity.
Additionally, if you feel the need to modify the activity/instructions in any way please feel
free to do so.
1. Set up three areas within your room with labels, for example in each corner of
your room a number will be taped to the wall, you will only need three numbers
e.g. 1,2, & 3.
2. Follow the progression and prompts outlined in the PPT presentation - Briefly tell
learners that we are about to begin an activity that will address redress and
reconciliation campaigns
3. The facilitator/teacher will read aloud the scenario provided on slide 17 of the
PPT presentation. learners will have a handout with the same text, have learners
follow along or simply ask learners to read it themselves.
4. The facilitator/teacher will explain that there are three roles that have been
outlined. Learners will follow their impulses and choose one of three roles, these
three roles are usually assumed by people during a redress/social activism
campaign. In the physical area where the lesson is taking place there should be
three areas labelled 1, 2, & 3, each area will correspond with one of the three
roles, e.g. Read aloud three roles or have learners read the roles provided.
Learners will choose an area of the room that aligns with their impulse. Ask
learners to gravitate to that area of the room for some discussion.
5. On slide 19 there are prompts that will guide learners through their discussion.
On the PPT each point will popup with a click, during their first discussion popup
the first two points only. Students will also have the first two prompts and
instructions on their handout. Ensure that learners are adhering to guidelines
throughout the activity.
6. Give them some time to discuss and ask them to write down some notes
throughout their discussion. Have each group share some of their thoughts with
the entire group.
7. Once sharing is complete, have learners mingle with other groups and ask the
same questions they discussed with their own group. Get other opinions and
perspectives
8. Reveal roles each group represented, have learners return to their original
position
�9. Have a group discussion with the entire group about the activity. learners will not
have these questions on their handout, here it will be the facilitators/teacher’s job
to read out the Q’s on slide 20 and lead a group discussion about the activity.
10. Conclude activity with thinking questions
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Activity - Three Roles of Social Change Learner Handout
Scenario: It has been 35 years since WWII, life is proving to be difficult, various
traumas from the prewar years, war years, and post-war years are still very prevalent
and persistent in the lives of the people affected by WWII in Canada. The government
of Canada hasn’t had a response for the Japanese internees and their families, The HK
Veterans and their families, and the Chinese Canadian community.
Each community is becoming agitated and frustrated with lack of support and
recognition and begin to rally and think of ways to combat their issues.
Three possible roles:
1. We need to contact local MP’s and the Canadian government, we know they
have the resources and ability to help but they aren’t doing anything. There are
systems and assistance that can be given out, we need to make sure the
government is doing its job!
2. We need to rally the entire group together, family members, friends, supporters
etc. We need to rally groups like War Amps of Canada, the HK Veterans
Association of Canada, The United Nations, the NAJC, the CCNC etc. We need
to bring together the suffering and the allies and pressure the government this
way
3. We must immediately march to parliament hill and have a sit-in and protest; we
know the government is wrong and we will not take no for an answer. We will sit
there until the government talks to us. The government and press will hear about
this and be forced to hear us!
Instruction: Choose one of the three roles, once you have chosen your role move to the
area of the room that is assigned to that role. For E.g. if you have chosen role 1 move to
the area of the room with the 1.
Group Discussion:
Instruction: Once you are in your group, think about these questions and have a
discussion
Q1: Why are you in that role?
Q2: What do you think about the other role?
Q3: How is your role/other roles critical in creating change?
Discuss these questions with one another, have someone take some notes throughout
the discussion. The facilitator will then ask each group to share some of their thoughts
with the entire group.
�Mingle:
Instruction: Once the groups have each shared, walk around the room and talk to
different people in different groups and ask them the same questions, write down some
notes and thoughts on what they say or what you discuss.
Group discussion:
Instruction: Return to original seats, facilitator/teacher to lead a group discussion.
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Designing a Social Activism Campaign
�I. Overview
The year is 1980 and groups who were affected by WWII in Asia from Canada are beginning to
remember and rally in hopes of redress and reconciliation. They know this road will be complex
and full of roadblocks. Nonetheless you are tasked with providing a group with a general plan
and understanding of how you are going to take their concerns to the public in hopes of redress
and reconciliation.
Learners will have the chance to choose three redress and reconciliation campaigns:
• Japanese Canadians Internment redress and reconciliation campaign
• The Battle of Hong Kong Veterans redress and reconciliation campaign
• Chinese Canadians community addressing the Head Tax redress and reconciliation
campaign
Learners will work in teams of 4 – 5 to create an organizational plan for a redress and
reconciliation campaign in Canada for one of the three campaigns identified. The rough
structure should be:
• Introduction (Why are you seeking redress and reconciliation)
• Historical timeline/overview
• Stakeholder’s description, stakeholders to contact and why
• General strategy
o Strategy does not have to be one that has already been taken, if you think there
was a better option present it in your plan
• Organization of an event
• How can your plan be applied to contemporary issues?
II. Structure:
Introduction:
Depending on the group selected, each team should outline the key points of why their
selected group is seeking redress and reconciliation. Make it brief and have one or two major
points stating why your group deserves redress and reconciliation e.g. racism or human rights
violations.
Historical overview:
To fully understand why groups are seeking redress and reconciliation groups should establish
the major or key points in their groups troubled history. teams must demonstrate a strong
understanding of their selected groups history, so they understand the best way to proceed.
Conduct research and establish these key points chronologically. This does not have to be a
comprehensive and extremely detailed, but all key points should be touched upon showing the
teams understanding.
�teams can simply make an infographic of a timeline with tidbits about major or key points
about their group’s history.
Stakeholder’s description and stakeholders to contact and why:
Describe where your group ‘is at’ relative to the time period established, how far has the group
already come? Where does your group want to go? Do they already have some goals? Give a
description of who your group consists of and any relative information you think is necessary
for your plan. For example: Literature created, community organization, MP’s, MPP’s, activists,
other organizations to contact. Discover what the community looks like. Doing this will help you
establish your plan.
General Strategy:
In this section teams should plan how they are going to approach their redress campaign.
Teams should lay out a general strategy for what they want to accomplish. First, teams should
establish an end goal, at the end of their campaign where does the group want to end up? Once
this is established teams should develop a strategy for their group. As many of these campaigns
have already reached their end (current time period), think about alternatives to strategies that
have already been taken in the past, maybe there are better routes and options that could have
been taken, this is strongly encouraged.
Think of these questions:
• Are you going to take a legal approach? i.e. take the federal government to court or
reach out the United Nations
• Are you going to organize protests?
• Are you going to contact MP’s or MPP’s?
• Are you going to ask for compensation? If so, how much? And from where?
• Are you going to contact another organization for help? If so who? And why?
• Who is going to be a key person within your group in leading them? Who can be a
leader?
Answer these questions and establish what and how you are going to do it, having a plan will
help your group meet their end goal.
Organize an event:
Approach your selected group with an idea for an event. Events are extremely important
because they push momentum forward, they galvanize hope and rally people together! The
event does not have to be a prototypical protest, get creative. You do not have to go into great
detail about logistics such as transportation and costs, but groups should be able to pick a
venue/location/city/province and tell us why. Groups should also give a small pitch on how they
would get people to their event.
�Some ideas for an event:
• An art walk or gallery
• Book or poetry reading
• Sit in
• Public speakers (could be witness testimonies)
• Town halls
• Strikes
How can your plan be applied to contemporary issues?
Although this assignment is taking you back in time, you should also think about the present
and how these issues are relevant to now. How can your work here be applied to issues
occurring at this very moment, i.e. climate action, the black lives matter movement, MeToo
campaigns etc. Discuss how what you have learned in this assignment and or lesson have
taught you about social activism and redress and reconciliation.
Length and structure:
This assignment should be about 6 – 8 pages in length.
III. Helpful Resources
Title
Type of Resource
Link/Source
Japanese Internment
Japanese Canadians: Redress
campaign
Apology to Japanese
Canadians leaves 'great
legacy'
Japanese Canadian
internment and the struggle
for redress
Government of Canada
Website - Library and
Archives
https://www.baclac.gc.ca/eng/discover/immig
ration/history-ethniccultural/Pages/Japaneseredress-campaign.aspx
Article
https://www.cbc.ca/news/ca
nada/manitoba/apology-tojapanese-canadians-leavesgreat-legacy-1.1865829
Article
https://humanrights.ca/story
/japanese-canadianinternment-and-the-strugglefor-redress
�CANADIAN WRONGS:
RECONCILIATION AND
REDRESS FOR JAPANESECANADIANS
UofT article website
https://exhibits.library.utoro
nto.ca/exhibits/show/canadia
nlawandidentity/cdnwrongsh
ome/cdnwrongsjapanesehom
e/cdnwrongsjapaneseredress
Japanese Canadian
Internment | Narrated by
David Suzuki
Video
https://www.youtube.com/w
atch?v=C8TQTuMqM9g
Japanese deportations in
Canada during WWII :
Throwaway Citizens (1995) The Fifth Estate
Video
https://www.youtube.com/w
atch?v=ggNYkFg6AjA&t=507s
Battle of Hong Kong
We're sorry, Japanese
government tells Canadian
POWs
Article
https://www.theglobeandma
il.com/news/politics/weresorry-japanese-governmenttells-canadianpows/article554679/
“A cauldron of hell”: The
story of Canada’s Hong Kong
veterans
Article
https://humanrights.ca/story
/a-cauldron-of-hell-the-storyof-canadas-hong-kongveterans
News Release
https://www.waramps.ca/me
dia/newsreleases/2011/2011-12-08/
WAR AMPS ACKNOWLEDGES
IMPORTANCE OF JAPAN
FINALLY APOLOGIZING TO
CANADA'S HONG KONG
VETERANS
Canada and the Battle of
Hong Kong
Informative Article - Canadian https://www.thecanadianenc
Encyclopedia
yclopedia.ca/en/article/battl
e-of-hong-kong
Case
Atkinson v. Canada,
http://hrlibrary.umn.edu/und
ocs/session55/DEC57355.htm
�Communication No.
573/1994, U.N. Doc.
CCPR/C/55/D/573/1994
(1995)
Hong Kong veterans seek
redress from Japan
Video
https://www.cbc.ca/archives
/entry/hong-kong-veteransseek-redress-from-japan
Heroes Remember Presents:
The Battle of Hong Kong
|VeteransAffairsCa
Video
https://www.youtube.com/w
atch?v=sMR5TrQa-4U&t=1s
Japan Issues Apology To Hong Article
Kong Prisoners
https://legionmagazine.com/
en/2012/03/japan-issuesapology-to-hong-kongprisoners/
Article
https://www.cbc.ca/news/ca
nada/canada-accepts-japans-apology-for-hong-kongpows-1.986950
Video
https://www.nfb.ca/film/sav
age_christmas_hong_kong_1
941/
Canada accepts Japan's
apology for Hong Kong PoWs
Savage Christmas: Battle of
Hong Kong 1941
Chinese Canadians Head Tax
Most head-tax families
haven't gotten a penny
Article
Pablo, Carlito (2007-11-28).
"Most head-tax families
haven't gotten a penny".
Chinese Canadian National
Council"
Article
https://web.archive.org/web
/20141214111331/http://ww
w.ccnc.ca/sectionEntry.php?
entryID=10&type=Advocacy
Case
https://www.canlii.org/en/on
/onca/doc/2002/2002canlii45
Mack v. Canada (Attorney
�General), 2002 CanLII 45062
(ON CA)
062/2002canlii45062.html?se
archUrlHash=AAAAAQAEbWF
jawAAAAAB
Redress door left open
Article
http://www.roadtojustice.ca/
redress-campaign/gettingpolitical
Lost years
Film
https://web.archive.org/web
/20190226151929/http://ww
w.lostyears.ca/episodeone.html
Article
https://www.cbc.ca/news/ca
nada/britishcolumbia/ottawa-issueshead-tax-redress-paymentsto-chinese-canadians1.600871
The Chinese head tax and the
Chinese Exclusion Act
Article
https://humanrights.ca/story
/the-chinese-head-tax-andthe-chinese-exclusion-act
The enduring legacy of
Canada's racist head tax on
Chinese-Canadians
Article
https://www.macleans.ca/so
ciety/the-enduring-legacy-ofcanadas-racist-head-tax-onchinese-canadians/
Force 136: Chinese Canadian
Heroes
Video
Force 136: Chinese Canadian
Heroes
Ottawa issues head tax
redress payments to Chinese
Canadians
IV. Rubric
�
https://d1y502jg6fpugt.cloudfront.net/53432/archive/files/835dfec821c5886eeca66e3a05ff8e0b.pdf?Expires=1712793600&Signature=mPE9hIPp8w-cbBT1LJSmMlzRNGrGk4vZpR7RQ-sjkxiZEjEkPS6cetQ5C9wAui53fXOkmZJtuz5NT4mAIJB%7EYcuLmyTBSe4H%7EfeDKRFTC13OV7XzvSsNsXI8xJmfTFrkOs4KkFiX5RvJlJ9J6KR9KgyZkMtVDqM-j2yx7zUa2zTfSnfDMqlSV9QbojJmIiJ9j-ECdmt1UDAj8Uaq9MiagYoET7k0upk614oaA%7E4iFXL7fTih5mo5T14Wqy0OZ1C2k5w1uCFgk8fX3HTUoV-C5bDTSVBrCvP9Sm65pDwUdQ77t7HMROwbYflhAfyV05MwTHx6r2W-0u7FjFkPttOajA__&Key-Pair-Id=K6UGZS9ZTDSZM
a5f3391653b1faaeaa753c4bb99356e5
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Resources for Lesson and Assignment
This chart consists of all the information, links, books, videos etc. used to compile the
lesson for The Complexities of Redress. Teachers can use the resources provided to
fine-tune, change, or re-mould the current lesson and activities.
Title
Type of Resource
Link/Source
Japanese Internment
Government of
Canada Website Library and Archives
https://www.bac-lac.gc.ca/eng/discover/im
migration/history-ethnic-cultural/Pages/Jap
anese-redress-campaign.aspx
Apology to
Japanese
Canadians
leaves 'great
legacy'
Article
https://www.cbc.ca/news/canada/manitoba
/apology-to-japanese-canadians-leaves-gr
eat-legacy-1.1865829
Japanese
Canadian
internment and
the struggle for
redress
Article
https://humanrights.ca/story/japanese-can
adian-internment-and-the-struggle-for-redr
ess
CANADIAN
WRONGS:
RECONCILIATI
ON AND
REDRESS FOR
JAPANESE-CA
NADIANS
UofT article website
https://exhibits.library.utoronto.ca/exhibits/
show/canadianlawandidentity/cdnwrongsh
ome/cdnwrongsjapanesehome/cdnwrongsj
apaneseredress
Japanese
Canadians:Redr
ess campaign
�Video
https://www.youtube.com/watch?v=C8TQT
uMqM9g
Video
https://www.youtube.com/watch?v=ggNYk
Fg6AjA&t=507s
Japanese
Canadian
Internment |
Narrated by
David Suzuki
Japanese
deportations in
Canada
duringWWII :
Throwaway
Citizens (1995) The Fifth Estate
Japanese Canadians Being Relocated in
BC, 1942
Photo
Photo
Library and Archives Canada/C-046355
https://www.thecanadianencyclopedia.ca/e
n/article/japanese-internment-banished-an
d-beyond-tears-feature
Photo
Photo
https://sites.google.com/a/hdsb.ca/gwss-c
hc2d/unit-2-1929-1945/7-was-canada-justif
ied-in-it-s-internment-of-japanese-canadia
ns
�NNM 2010 - 32 - 124
http://najc.ca/japanese-canadian-history/
Photo - Protest
Photo
Battle of Hong Kong
Article
https://www.theglobeandmail.com/news/po
litics/were-sorry-japanese-government-tells
-canadian-pows/article554679/
Article
https://humanrights.ca/story/a-cauldron-ofhell-the-story-of-canadas-hong-kong-veter
ans
News Release
https://www.waramps.ca/media/news-relea
ses/2011/2011-12-08/
We're sorry,
Japanese
government tells
Canadian POWs
“A cauldron of
hell”: The story
of Canada’s
Hong Kong
veterans
WAR AMPS
ACKNOWLEDG
ES
IMPORTANCE
OF JAPAN
FINALLY
APOLOGIZING
TO
CANADA'SHON
G KONG
VETERANS
�Case
http://hrlibrary.umn.edu/undocs/session55/
DEC57355.htm
https://www.cbc.ca/archives/entry/hong-ko
ng-veterans-seek-redress-from-japan
Video
Atkinson v.
Canada,
https://www.thecanadianencyclopedia.ca/e
n/article/battle-of-hong-kong
Video
Canada and the
Battle of Hong
Kong
Informative Article Canadian
Encyclopedia
https://www.youtube.com/watch?v=sMR5T
rQa-4U&t=1s
Communication
No. 573/1994,
U.N. Doc.
CCPR/C/55/D/5
73/1994 (1995)
Hong Kong
veterans seek
redress from
Japan
Heroes
Remember
Presents: The
Battle of Hong
Kong
|VeteransAffairs
Ca
�Article
https://legionmagazine.com/en/2012/03/ja
pan-issues-apology-to-hong-kong-prisoner
s/
Canada accepts
Japan's apology
for Hong Kong
PoWs
Article
https://www.cbc.ca/news/canada/canada-a
ccepts-japan-s-apology-for-hong-kong-po
ws-1.986950
Savage
Christmas:
Battle of Hong
Kong 1941
Video
https://www.nfb.ca/film/savage_christmas_
hong_kong_1941/
POW’s Photo
Photo
Sendai prisoner of war camp in Japan.
Photo: Hong Kong Veterans
Commemorative Association
Japan Issues
Apology To
Hong Kong
Prisoners
https://www.scmp.com/week-asia/people/a
rticle/3036998/nirvana-starvation-story-can
adians-who-defended-wartime-hong-kong
HK Veterans
Photo
https://humanrights.ca/story/a-cauldron-ofhell-the-story-of-canadas-hong-kong-veter
ans
Battle of HK
Photo
Canadian Newspapers and the Second
World War : Hong Kong, December 1941
IWM- LF193
https://www.warmuseum.ca/cwm/exhibition
s/chrono/1931hong_kong_e.html
�Chinese Canadians Head Tax
Most head-tax
families haven't
gotten a penny
Article
Pablo, Carlito (2007-11-28). "Most
head-tax families haven't gotten a penny".
Chinese
Canadian
National
Council"
Article
https://web.archive.org/web/20141214111
331/http://www.ccnc.ca/sectionEntry.php?
entryID=10&type=Advocacy
Case
https://www.canlii.org/en/on/onca/doc/200
2/2002canlii45062/2002canlii45062.html?s
earchUrlHash=AAAAAQAEbWFjawAAAA
AB
Article
http://www.roadtojustice.ca/redress-campa
ign/getting-political
Film
https://web.archive.org/web/20190226151
929/http://www.lostyears.ca/episode-one.h
tml
Mack v. Canada
(Attorney
General), 2002
CanLII 45062
(ON CA)
Redress door
left open
Lost years
Ottawa issues
Article
head tax redress
payments to
Chinese
Canadians
https://www.cbc.ca/news/canada/british-co
lumbia/ottawa-issues-head-tax-redress-pa
yments-to-chinese-canadians-1.600871
The Chinese
Article
head tax and the
Chinese
Exclusion Act
https://humanrights.ca/story/the-chinese-h
ead-tax-and-the-chinese-exclusion-act
�Article
https://www.macleans.ca/society/the-endur
ing-legacy-of-canadas-racist-head-tax-onchinese-canadians/
Video
Force 136: Chinese Canadian Heroes
Photo
VANCOUVER PUBLIC LIBRARY,
SPECIAL COLLECTIONS, VPL 39046
The enduring
legacy of
Canada's racist
head tax on
Chinese-Canadi
ans
Force 136:
Chinese
Canadian
Heroes
Black and white
cartoon
depicting the
illustrator's
interpretation of
immigration
policy
https://www.canadashistory.ca/explore/sett
lement-immigration/the-lessons-of-the-antiasiatic-riot
Photo
Canadian
Illustrated News,
27 April 1879
Courtesy Library and Archives
Canada/00269
https://www.thecanadianencyclopedia.ca/e
n/article/chinese-canadians
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<strong>Connections to Canada: 5 Lessons</strong>
Publisher
An entity responsible for making the resource available
ALPHA Education
Identifier
An unambiguous reference to the resource within a given context
01
Description
An account of the resource
Connection to Canada Overview
Lesson 1 Canada at War (CW)
Lesson 2 Japanese Canadian Internment (JCI)
Lesson 3 The Battle of Hong Kong: Two Soldiers Stories (BHK)
Lesson 4 Force 136: Unwanted Soldiers (F136)
Lesson 5 The Complexities of Redress (CR)
Dublin Core
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Title
A name given to the resource
Lesson 5 The Complexities of Redress (CRL5)
Description
An account of the resource
CRL5 PowerPoint
CRL5 Three Roles of Social Change Activity Teacher Guide
CRL5 Three Roles of Social Change Learner Handout
CRL5 Assignment
CRL5 Resources/Reading List
-
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096b228e71080580dd489d421f897c49
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Topics: Canada and WWII
Racism
Force 136
Connections to Canada
Lesson 4:
Lesson Description:
Force 136: Unwanted Soldiers
Learners will have the opportunity to uncover forgotten soldiers’ and heroes of WWII in
Asia. Before diving into information about Force 136, learners will briefly learn about the
context in which Force 136 operated in by looking at Canada pre-WWII and Canada
during WWII. The lesson will then move into what Force 136 actually did during their
operations and how they contributed to Canada and the Chinese community in their
quest for full citizenship and the right to vote. Learners will have the opportunity to take
part in interactive activities and games such as a fun quiz, a game called code names,
and finding countries on a map. During the lesson, learners will watch a video of about
16 minutes with members of Force 136 describing their experiences. The informative
and educational video also discusses the Canadian context pre-WWII.
Core question(s):
Why did Force 136 fight? Generally, why haven’t we heard about Force 136?
Learning Goals:
Briefly explore the pre-WWII and the WWII years in Canada
Uncover and learn about Force 136 and their mission
To think about why these men fought after experiencing hardship
Competencies: Historical Thinking
Historical Significance
Cause & Consequence
Using primary and
secondary sources
Through inquiry
Determine &
explain the
importance of people,
events/
developments or
ideas
Assess the impact of
the past and on the
present
Evaluate how
importance may shift
for various people
and over time
Continuity & Change
Through inquiry
Identify various
causes using one or
more accounts of
the event or
development
Compare what
has changed and
what has stayed the
same over a period
of time (explain why)
Explain both
intended and
unintended
consequences
Determine using
sound inferences
from multiple
sources
Assess the relative
influence of various
causes
Assess how an
event may involve
progress for some
people or groups and
decline for others
Evaluate the
impact of various
consequences
Historical Perspective
Through inquiry
Explain reasons
for then and now
ideas and beliefs
Infer past viewpoints
using varied sources
Analyze how and why
of ideas and beliefs in
a particular time and
why they may be
different from today
(context)
Analyze the
tension that can exist
between conflicting
past and present-day
viewpoints about
history (presentism)
Source: Ontario Secondary Curriculum Canadian & World Studies Grades 9 & 10 and Grades 11 & 12
1/3
�Materials
Materials Extension
PowerPoint Presentation
Force: 136: Chinese Canadian Heroes [video]
Kahoot Facilitator/ Teacher guide
Projector for Kahoot quiz
Code Names guide and handout
Douglas Jung Obituary Assignment
Fighting for Canada – Chinese and Japanese
Canadians in Military Service [book]
(All videos in this lesson require access to wifi)
Activity
Activity 1:
Canada preWWII years and
WWII years
Grouping
Approach (Pedagogy)
Outline of Canadian context during
the pre-WWII years and the WWII
years.
Allow for questions
Materials
PowerPoint Presentation
Critical Thinking Question:
Why did Canada have racist
tendencies both in public opinion
and political arenas?
Activity 2:
Do you know
what Force 136
is?
There are multiple slides to this
section. The first section is provided
for engagement through some
humour. Ask learners if they know
what Force 136 is or what they did?
most will say no. Show slides of
popular pop culture figures and ask if
they can guess what they did now.
PowerPoint Presentation
Force: 136: Chinese Canadian
Heroes [video]
Transition into Force 136, Information
on slides:
Backgorund Force 136
Their operations
Journey home
Conclude section with video – Force
136: Chinese Canadian Heroes (link in
materials section).
Disccussion should be conducted
based on information on slides and
video, suggested talking points are
included in the PowerPoint
Presentation
Activity 3:
Map Activity
A map has been posted in the
PowerPoint Presentation
Ask three volunteers if they can
find Malay (Malaysia), Borneo, or
Singapore on the map
Activity should not take very long
PowerPoint Presentation
Another option is creating a handout
with a map and distribute to entire
class and have them look for the
countries.
Countries chosen were some
where Force 136 operated in.
(W) Whole group (S) Small group (I) Individual
2/3
�Activity
Grouping
Approach (Pedagogy)
Kahoot is a tool used for interactive
quizzes. learners will need to use their
phones/ computers to do the quiz.
Facilitator/ teacher must provide
learners with a game pin so that
they can enter the quiz
Questions will be projected onto
the board and students will select
the answer on their own device
Questions are based off of all the
previous slides
Students can be graded on this 10
question quiz or it can be
participatory
Furtheer instructions are on the
PowerPoint Presentation
Activity 4:
Kahoot Quiz
Materials
PowerPoint Presentation
Kahoot Facilitator guide
Projector for Kahoot quiz
Another option is to print the quiz out
and distribute it as a handout if the
facilitator/teacher does not want to
create a Kahoot.
Code Names is fun and interactive
game learners can play. It is a game
that incorporates spy tendencies, so it
is on theme and should help students
with recalling specific points from the
lesson.
Instructions provided on
PowerPoint Presentation
Instructions and handout
provided under materials section
Activity 4:
Code Names
PowerPoint Presentation
Code Names guide
Code Name handout
(W) Whole group (S) Small group (I) Individual
Extension Learning Activity: Open-ended Inquiry Project
Douglas Jung Obituary Assignment
Link to assignment: https://docs.google.com/document/d/1PEXdtsRV9QcUt3ddk6h7XCbndrLWPXvcInQrMVAdXkA/edit?
usp=sharing
Other Resources
Fighting for Canada – Chinese and Japanese Canadians in Military Service [book]
Bibliography
https://docs.google.com/document/d/18TgR23HWwlvX3PCjCzJX0SGYNmf5F7VXaPvTrFtpvU0/edit
3/3
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Kahoot Activity - Teacher/Facilitator Guide
One of the components of lesson 4 is a Kahoot quiz. You will need to create a Kahoot
quiz yourself, the process is very simple, easy, and free. To make it easier the quiz
question and answers are listed below. The Answer key is below. If you do not want to
create a Kahoot quiz you can print off the quiz and distribute it to the learners as a
handout.
Link to Kahoot website https://kahoot.com/schools-u/
1. You may need to make an account
2. If you have a Gmail you can create it through Gmail, if you do not have Gmail it is
a standard online signup
3. Once you created your account and signed in successfully you should see a
screen with the purple bar at the top
4. Click on ‘Create’ on the right side of the purple bar
5. A screen will appear with options, click the top left square where it says ‘New
Kahoot’
6. Your creation screen should appear, you can simply copy and paste the question
into the bar which says ‘Click to start typing your question’
7. You can also paste the answers into the answers area as well
Quiz Questions:
1. How much was the maximum Head Tax payment?
a. $100
b. $50
c. $20
d. $500
2. What year was the Chinese Exclusion Act passed?
a. 1910
b. 1923
c. 1927
d. 1917
3. How many Chinese Canadians were recruited into Force 136?
a. 50
b. 75
c. 150
�d. 250
4. What branch of government was Force 136 a part of?
a. British Special Operation Executive
b. Operation Galvanic
c. CSIS
d. The Queens Secret Police
5. Once the war was over Force 136 members would receive extraction
a. True
b. False
6. Who took the first mission into action?
a. Roy Chan
b. Louey King
c. Norman Low
d. Roger Cheng
7. Once the Japanese Imperial Army surrendered all Force 136 members returned
home immediately
a. True
b. False
8. Why did the BSOE need Chinese Canadians for the war effort?
a. The allies were running out of people
b. Nobody else wanted to do it
c. Chinese Canadians could fit in with local populations
d. Chinese Canadians needed money
9. Who was the first Chinese Canadian MP?
a. Douglas Jung
b. Neil Chan
c. Charles Lee
d. Roger Cheng
10. ‘Double Victory’ was achieved
a. True
b. False
�Answer Key
Q 1 Answer: $500
Q 2 Answer: 1923
Q 3 Answer: 150
Q 4 Answer: British Special Operation Executive
Q 5 Answer: False
Q 6 Answer: Roger Cheng
Q 7 Answer: False
Q 8 Answer: Chinese Canadians could fit in with local populations
Q 9 Answers: Douglas Jung
Q 10 Answer: True
�
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PDF Text
Text
Code Names Activity - Facilitator/Teacher Guide
Code names is excellent fun and engaging game for learners to play and unknowingly
recall the knowledge they have learned from the lesson. Force 136 was a secret unit
and Code Names definitely has spy-like tendencies so it is on the theme!
Distribute hand out to groups of 4 students and have them pair themselves up.
Familiarize yourself with the rules below and assist learners with any questions they
may have.
Instruction:
1. Take the handout called code names
2. Form groups of 4
3. Form a pairing, within the group of 4
4. 2 players will have a sheet with blue and red words choose your colour
5. 2 players will have a sheet with all black letters
6. One person in the pairing will be the spymaster, the other will the decipher
master
7. The spymaster must give a one-word clue to the decipher master with a number
attached. The Decipher master must try to guess X amount of words associated
with the clue given.
8. Example: “Country for 4 words” Decipher master looks at the sheet without
coloured letters and tries to guess 4 words that are associated with the word
country
9. The first team to get all of their coloured words wins
10. The decipher master will cross off the words when they are successful when they
guess the correct word
�
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Code Names Activity - Learner Handout
Instruction:
1. Take the handout called code names
2. Form groups of 4
3. Form a pairing, within the group of 4
4. 2 players will have a sheet with blue and red words choose your colour
5. 2 players will have a sheet with all black letters
6. One person in the pairing will be the spymaster, the other will the decipher
master
7. The spymaster must give a one-word clue to the decipher master with a number
attached. The Decipher master must try to guess X amount of words associated
with the clue given.
8. Example: “Country for 4 words” Decipher master looks at the sheet without
coloured letters and tries to guess 4 words that are associated with the word
country
9. The first team to get all of their coloured words wins
10. The decipher master will cross off the words when they are successful when they
guess the correct word
Neil Chan
India
Heroes
Roy Chan
Double
Victory
Canada
Racism
Malay
Vote
Head Tax
Spy
WWII
Singapore
Demolition Borneo
Mission
Chinese
Exclusion
Act
Jungle
Japan
Operation
Immigration
Louey
King
Roger
Cheng
Sabotage
�Instruction:
1. Take the handout called code names
2. Form groups of 4
3. Form a pairing, within the group of 4
4. 2 players will have a sheet with blue and red words choose your colour
5. 2 players will have a sheet with all black letters
6. One person in the pairing will be the spymaster, the other will the decipher
master
7. The spymaster must give a one-word clue to the decipher master with a number
attached. The Decipher master must try to guess X amount of words associated
with the clue given.
8. Example: “Country for 4 words” Decipher master looks at the sheet without
coloured letters and tries to guess 4 words that are associated with the word
country
9. The first team to get all of their coloured words wins
10. The decipher master will cross off the words when they are successful when they
guess the correct word
Neil Chan
India
Heroes
Roy Chan
Double
Victory
Canada
Racism
Malay
Vote
Head Tax
Spy
WWII
Singapore
Demolition Borneo
Mission
Chinese
Exclusion
Act
Jungle
Japan
Operation
Immigration
Louey
King
Roger
Cheng
Sabotage
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7c28bc6eec32e4e9907403cd636dea30
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Obituary Assignment - Douglas Jung
Step 1:
Assignment Format:
1. Create and write a storyboard with images and text describing Douglas Jung
life and contributions to Canada
2. Create a movie using any technology you would like and download it in mp4
format
a. Ensure that there is narration accompanying the video
b. The video should have images of Douglas Jung, Force 136 members
and other photos of Douglas Jung’s life
c. There should be an audio track as well – i.e. music
Step 2:
Create an obituary for Douglas Jung a member of Force 136 and the first Chinese
Canadian elected to parliament. You will need to conduct some research for this
assignment so you can answer the questions that will be listed below.
You must answer:
● Age at death
● Residence e.g. where they grew up and the city where they died
● Day and date of death
● Place of death
● Cause of death
Life:
Date of birth
Place of birth
Name of parents
Childhood: siblings, stories, schools, friend
Marriages
Education: school / University
● Designations: awards and other recognitions
● Employment: jobs, activities, functions
● Hobbies, sports, interests
●
●
●
●
●
●
�Family:
● Survived by
○ Spouse
○ Children
○ Grandchildren
○ Parents
○ Siblings
Force 136:
● Write 250 – 350 words on Douglas Jung contributions to Force 136 and what
Force 136 was in your words
○ If you are recording yourself write 250 – 350 words and say them (see
step 1 for information on obituary format)
○ In your words explain what Douglas and Force 136 did for the Chinese
Canadian community
Funeral Service:
● Pick a day, date, time, and place relative to the time of death of Douglas Jung
● Visitation information: day, time, place
● Reception Information: day, date, time, place
End:
● Create a place where individuals can donate money for the memorial or donate
to a charity
● Thank people, groups, or institutions
● Choose three words that would sum up Douglas Jung’s life
�
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Resources for Lesson and Assignment
This chart consists of all the information, links, books, videos etc. used to compile the
lesson for Force 136: Unwanted Soldiers. Teachers can use the resources provided to
fine-tune, change, or re-mould the current lesson and activities.
Title
Type of resource
Link/Source
Force 136: Unwanted Soldiers
Force 136
Website
https://www.ccmms.ca/feat
ures/the-story-of-force-136/
Chinese Canadians of
Force 136
Website
https://www.thecanadianen
cyclopedia.ca/en/article/chi
nese-canadians-of-force-1
36
Force 136: Chinese
Canadian Heroes
Video
https://www.youtube.com/
watch?v=zyR-45QROac&a
b_channel=STORYHIVE
Biography of Captain
Douglas Jung SOA
Article
https://www.burmastar.org.
uk/stories/captain-douglasjung/
Chinese Canadians
Website
https://www.thecanadianen
cyclopedia.ca/en/article/chi
nese-canadians
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<strong>Connections to Canada: 5 Lessons</strong>
Publisher
An entity responsible for making the resource available
ALPHA Education
Identifier
An unambiguous reference to the resource within a given context
01
Description
An account of the resource
Connection to Canada Overview
Lesson 1 Canada at War (CW)
Lesson 2 Japanese Canadian Internment (JCI)
Lesson 3 The Battle of Hong Kong: Two Soldiers Stories (BHK)
Lesson 4 Force 136: Unwanted Soldiers (F136)
Lesson 5 The Complexities of Redress (CR)
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lesson 4 Force 136: Unwanted Soldiers (F136)
Description
An account of the resource
F136L4 Lesson Plan
F136L4 PowerPoint
F136L4 Kahoot/Quiz Activity Teacher Guide
F136L4 Code Names Activity Teacher Guide
F136L4 Code Names Activity Learner Handout
F136L4 Assignment
F136L4 Resources/Reading List
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4139a6c15c67ac61cfaa742a3c381197
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Topics: Japanese Canadians
Internment
Connections to Canada
Lesson 2:
Lesson Description:
Japanese Canadians Internment
Learners will have an opportunity to learn about the Japanese Canadian experience
during the pre-WWII years and the WWII years. Their experience is marked by racism
and mass internment of the Japanese Canadian population for the duration of WWII.
Lesson 2 attempts to encompass all aspects of the Japanese Canadian experience
from the time Japanese nationals immigrated to Canada to the end of internment in
Canada. By using historical information, informative videos, and interactive activities
lesson 2 tackles Japanese Canadians Internment, oppression, and racism.
Core question(s):
Why were Japanese Canadians interned? Are trends of internment still happening
today? What leads to internment?
Learning Goals:
To learn about the Japanese Canadian experience during the pre-WWII years and the
WWII years
To grasp what oppression is and how it affects a person, community, and country
Competencies: Historical Thinking
Historical Significance
Cause & Consequence
Using primary and
secondary sources
Through inquiry
Determine &
explain the
importance of people,
events/
developments or
ideas
Assess the impact of
the past and on the
present
Evaluate how
importance may shift
for various people
and over time
Continuity & Change
Through inquiry
Identify various
causes using one or
more accounts of
the event or
development
Compare what
has changed and
what has stayed the
same over a period
of time (explain why)
Explain both
intended and
unintended
consequences
Determine using
sound inferences
from multiple
sources
Assess the relative
influence of various
causes
Assess how an
event may involve
progress for some
people or groups and
decline for others
Evaluate the
impact of various
consequences
Historical Perspective
Through inquiry
Explain reasons
for then and now
ideas and beliefs
Infer past viewpoints
using varied sources
Analyze how and why
of ideas and beliefs in
a particular time and
why they may be
different from today
(context)
Analyze the
tension that can exist
between conflicting
past and present-day
viewpoints about
history (presentism)
Source: Ontario Secondary Curriculum Canadian & World Studies Grades 9 & 10 and Grades 11 & 12
1/3
�Materials
Materials Extension
PowerPoint Presentation
Image Theater on 3 I’s Activity guide
Japanese Canadians Internment – Narrated by David
Suzuki [video]
Minoru - Memory of Exile [video]
Japanese deportations in Canada during WWII:
Throwaway Citizens (1995) – The Fifth Estate [video]
Film study worksheet
Obasan by Joy Kogawa [book]
(All videos in this lesson require access to wifi)
Activity
Grouping
Approach (Pedagogy)
Materials
Activity 1:
The Japanese
Canadian
Experience
Pre-War and
War Years
Go through slides on Japanese
Canadian experience. The slides also
include two videos. Check materials
section for suggested play times.
Overview – Japanese Migration
Anti-Japanese Sentiment in
Canada
Japanese Canadians – WWII The
Early Years
Japanese Canadians Internment
Internment Camp Conditions
Dispersal and Deportation of
Japanese Canadians
Discussion
Breaking down videos and
Japanese Internment as a
group
PowerPoint Presentation
Japanese Internment – narrated by
David Suzuki [video]
suggested stop time 7:04
Minoru - Memory of Exile [video]
suggested stop time 12:04
Activity 2:
The House We
Live In
The House We Live In is an activity
where learners will evaluate Japanese
Canadians Internment through an
oppression lens.
Learning what oppression is
through various definitions
Learning how it affacted people
internally, externally, asnd
institutionally
PowerPoint Presentation
The lesson will evaluate oppressions
role through Japanese Candaians
Internment but also the lesson will
ask learners to try to identify some
forms of oppression today through
personal or observed experiences.
Image Theater
Three I’s
Learners will take what they learned
from part 1 of the activity and create
a theatrical tableau based on what
they think the three forms of
oppression look like.
PowerPoint Presentation
This activity will be broken down once
all the groups have finished and
presented to the class.
(W) Whole group (S) Small group (I) Individual
2/3
�Activity
Grouping
Approach (Pedagogy)
The lesson will conclude with an indepth discussion in collaboration with
learners and facilitator/ teacher about
Japanese Internment in Canada,
racism then and now, and oppression.
Conduct as facilitator/ teacher sees
fit.
Activity 4:
Final
Discussion and
Thinking
Questions
Materials
PowerPoint Presentation
(W) Whole group (S) Small group (I) Individual
Extension Learning Activity: Open-ended Inquiry Project
Film Study
Japanese deportations in Canada during WWII: Throwaway Citizens (1995) – The Fifth Estate [video]
Film study worksheet
Other Resources
Obasan by Joy Kogawa [book]
Bibliography
https://docs.google.com/document/d/1tPD6kmRCpfH3TzFF1GcIp9oCoqksZ5bTCEZ5chj36sU/edit
3/3
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18f984686aaff749aa3391f784a1e755
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3987d75b342a329eb78ffed9003f4b3a
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Image Theater on 3 I’s Activity - Facilitator/Teacher Guide
1. Divide the group of learners into groups of 4
2. 3 members of the group will take one of the I’s and 1 member will be the director
of the group. Instruct the director to sculpt the other group members in any way
they chose. The sculpting has to replicate or mimic the three I’s
3. Explain that there shouldn’t be much talking during the sculpting, the only one
talking should be the director
4. Instruct director to get creative and make sure the actors use their facial
expressions as well
5. Have groups try things out for a bit
6. Give as much time as deemed necessary
7. Once complete have groups share their images with the group
8. The rest of the group must guess who was acting each I e.g. Jenny was acting
out Internalized Oppression
9. Have groups guess the title of the sculpture as well
10. Once completed have groups reveal the name of the sculpture and who was
which I
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Film: Japanese deportations in Canada during WWII: Throwaway Citizens (1995) - The
Fifth Estate
https://www.youtube.com/watch?v=ggNYkFg6AjA&t=128s&ab_channel=TheFifthEstate
Film Study Worksheet
1. State the title of the film and the year it was released. Then briefly describe what the
film is about.
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
2. Identify the people, places, events, or aspects of people, society, or nature that are
the focus of this film. Describe and clarify the significance of each.
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
3. List six facts described in the film that impressed you and explain how each fact
relates to the film’s premise or theme.
Notes:
______________________________________________________________________
__________
�______________________________________________________________________
__________
______________________________________________________________________
__________
4. Describe an aspect of the film that showed you something you hadn’t seen before,
caused you to think in a new way, or helped you understand something more thoroughly
than before. In addition, describe how it changed your thinking.
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
5. Was there anything that you saw or heard in the film that was unconvincing or which
seemed out of place?
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
�6. If the filmmakers were to ask you how the film could be improved, what would you tell
them? Describe the changes you would suggest in detail and the reasons for your
suggestions.
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
7. If someone asked you whether you would recommend this film, how would you
respond? Fully explain your reasons.
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
Additional notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
�______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
©TeachWithMovies.com For use by teachers in public or non-profit schools or for
personal or family use. See to http://www.teachwithmovies.org/terms-of-use.html
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Resources for Lesson and Assignment
This chart consists of all the information, links, books, videos etc. used to create the
lesson for Japanese Canadians Internment. Teachers can use the resources provided
to fine-tune, change, or re-mould the current lesson and activities.
Title
Type of
Resource
Link/Source
Japanese Internment
Internment of
Japanese
Canadians
Article
https://www.thecanadianencyclopedia.ca/en/article/int
ernment-of-japanese-canadians
Japanese
Canadian
Internment:
Prisoners in
their own
Country
Article
https://www.thecanadianencyclopedia.ca/en/article/jap
anese-internment-banished-and-beyond-tears-feature
War Measures
Act
Article
https://www.thecanadianencyclopedia.ca/en/article/wa
r-measures-act
Japanese
deportations in
Canada during
WWII:
Throwaway
Citizens (1995)
- The Fifth
Estate
Video
https://www.youtube.com/watch?v=ggNYkFg6AjA&t=1
28s
�Japanese
Canadian
Internment,
Narrated by
David Suzuki
Video
https://www.youtube.com/watch?v=C8TQTuMqM9g&t
=3s
Seeking
specificity in the
universal: a
memorial for
the Japanese
Canadians
interned during
the Second
World War
Book
James, Kevin (2008). Seeking specificity in the
universal: a memorial for the Japanese Canadians
interned during the Second World War. Dalhousie
University.
Bittersweet
Passage:
Redress and
the Japanese
Canadian
Experience.
Book
Omatsu, Maryka (1992). Bittersweet Passage:
Redress and the Japanese Canadian Experience.
Toronto: Between the Lines.
Japanese
Canadian
Interment
Archived
Japanese Canadian Internment Archived 2007-06-13
information at the Wayback Machine, University of Washington
Libraries
Within the
Barbed Wire
Fence: a
Japanese
Man's Account
of His
Internment in
Canada
Book
Nakano, Takeo Ujo (1980). Within the Barbed Wire
Fence: a Japanese Man's Account of his Internment in
Canada. Toronto, Ontario, Canada: University of
Toronto Press
�You know that
we had nothing
to do with this
war': Long-lost
letters from
interned
Japanese-Cana
dians
Article
https://nationalpost.com/news/canada/you-know-thatwe-had-nothing-to-do-with-this-war-long-lost-letters-fro
m-interned-japanese-canadians
Office of the
Custodian of
Enemy
Property.
Vancouver
Office: office
files: C-9476
Archival
letter
http://heritage.canadiana.ca/view/oocihm.lac_reel_c94
76/1334?r=0&s=2
6.17 Japanese
Canadians in
the Second
World War
Article
https://opentextbc.ca/postconfederation/chapter/617-japanese-canadians-in-the-second-world-war/#f
ootnote-723-1
Mrs. Tsurukichi Takemoto to H.F. Green [Image
1634], and to G.B. Spain [1635], 5 September 1946,
Office of the Custodian of Enemy Property Records,
Vancouver Office Files, Reel C9476, Héritage Project,
Canadiana.org.
Japanese
Internment
British
Columbia
wages war
against
Japanese
Canadians
Article
https://www.cbc.ca/history/EPISCONTENTSE1EP14C
H3PA3LE.html
�Office of the
Custodian of
Enemy
Property.
Vancouver
Office: office
files: C-9476
Archival
letter
http://heritage.canadiana.ca/view/oocihm.lac_reel_c94
76/1449?r=2&s=3
Japanese
Canadians A
history. A
legacy. This is
their story.
Website
https://www.arcgis.com/apps/Cascade/index.html?app
id=f7b53b9ce1cb495fa784783be7defc2b
Website
https://www.bac-lac.gc.ca/eng/discover/immigration/hi
story-ethnic-cultural/Pages/japanese-immigration.aspx
Website
https://www.thecanadianencyclopedia.ca/en/article/jap
anese-canadians
Photo
Yousuf Karsh - [1] Dutch National Archives, The
Hague, Fotocollectie Algemeen Nederlands
Persbureau (ANEFO), 1945-1989
Japanese
Canadians:
From
immigration to
deportation
Japanese
Canadians
PM King
Minoru:
Video
Memory of Exile
https://www.youtube.com/watch?v=348z_bl_Ol8&t=3s
&ab_channel=AnimationandCartoonVideos
https://www.nfb.ca/film/minoru-memory-of-exile/
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<strong>Connections to Canada: 5 Lessons</strong>
Publisher
An entity responsible for making the resource available
ALPHA Education
Identifier
An unambiguous reference to the resource within a given context
01
Description
An account of the resource
Connection to Canada Overview
Lesson 1 Canada at War (CW)
Lesson 2 Japanese Canadian Internment (JCI)
Lesson 3 The Battle of Hong Kong: Two Soldiers Stories (BHK)
Lesson 4 Force 136: Unwanted Soldiers (F136)
Lesson 5 The Complexities of Redress (CR)
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lesson 2 Japanese Canadian Internment (JCI)
Description
An account of the resource
JCIL2 Lesson Plan
JCIL2 PowerPoint
JCIL2 Image Theater Activity Teacher Guide
JCIL2 Assignment
JCIL2 Resources/Reading List
-
https://d1y502jg6fpugt.cloudfront.net/53432/archive/files/340a846009be935e426f834437e35dc3.pdf?Expires=1712793600&Signature=lDlm01tGWwv%7EysmOX6ObEi8mx7241CP305jl0Rlap5dtXoAXQBvnWnV19sC8bg3gyJKG1gY%7EFvW1ig1hY7rOIR-9donkMkW7EXyeKOROMvfrYD3SMc38Cay3DS6gAmw1VpJtLIcNA31iorONdhCk1SVDS6Q8IeP8Yk3sYVqkP7vZVyEl1XNinmJpKTiFN7CMyKg1922GiIRAne9wo0h97uQyy4aKTiUeu965yR4cRFTyHUKhrt%7EVDguahrxQk3BwJ0hofK4r%7EFKKo%7EJZc8CZ%7E4bq6sqpYhYPKMlrpkh0eTcPnrbuxKMJojE%7EZ9ip22GjXVrn9PgGkYqr7CCnoVkyUA__&Key-Pair-Id=K6UGZS9ZTDSZM
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PDF Text
Text
Topics: Japanese Canadians
Connections to Canada
Lesson 1:
Lesson Description:
Internment,
The Battle of Hong Kong,
Force 136,
Redress and Reconciliation
Campaigns
Canada at War: Introduction
This lesson is an insightful introduction to Canada’s role in WWII, but in the Pacific
theater of war. Learners will have a chance to look at four aspects of WWII in Canada
that are largely an untold aspect of Canadian history. Lesson 1 has many different
aspects incorporated into it from Q&A with discussion to interactive activities. Groups
will have an overview of Japanese Canadian Internment, The Battle of Hong Kong, Force
136, and Redress and Reconciliation Campaigns. By looking at these events, and groups
of people we hope to garner interest and provide some insight and knowledge of
Canada’s hidden past.
Core question(s):
Why don’t Canadians know more about Canada’s role in the pacific theater of war
during WWII?
Learning Goals:
Gage learners knowledge of Canada’s role in the pacific theater of war during WWII
Have brief overview of Canada’s various roles during WWII
Introduce learners to the Connections to Canada Module and untold stories of
Canadian history
Competencies: Historical Thinking
Historical Significance
Cause & Consequence
Using primary and
secondary sources
Through inquiry
Determine &
explain the
importance of people,
events/
developments or
ideas
Assess the impact of
the past and on the
present
Evaluate how
importance may shift
for various people
and over time
Continuity & Change
Through inquiry
Identify various
causes using one or
more accounts of
the event or
development
Compare what
has changed and
what has stayed the
same over a period
of time (explain why)
Explain both
intended and
unintended
consequences
Determine using
sound inferences
from multiple
sources
Assess the relative
influence of various
causes
Assess how an
event may involve
progress for some
people or groups and
decline for others
Evaluate the
impact of various
consequences
Historical Perspective
Through inquiry
Explain reasons
for then and now
ideas and beliefs
Infer past viewpoints
using varied sources
Analyze how and why
of ideas and beliefs in
a particular time and
why they may be
different from today
(context)
Analyze the
tension that can exist
between conflicting
past and present-day
viewpoints about
history (presentism)
Source: Ontario Secondary Curriculum Canadian & World Studies Grades 9 & 10 and Grades 11 & 12
1/3
�Materials
Materials Extension
PowerPoint Presentation
Four Corner’s guide and printouts
Telephone Line guide
(All videos in this lesson require access to wifi)
Activity
Activity 1:
Four Corners of
History
Grouping
Japanese Canadian Internment – Narrated by David
Suzuki [video]
Force 136: Chinese Canadian Heroes [video]
Heroes Remember Presents: The Battle of Hong Kong
– Veterans Affairs Canada [video]
Savage Christmas: Hong Kong 1941 [video]
Japanese deportations in Canada during WWII:
Throwaway Citizens (1995) - The Fifth Estate [video]
Approach (Pedagogy)
Put these four words in separate
corners of the room:
Person
Place
Event
Time
Materials
PowerPoint Presentation
Four Corner’s guide
Four Corner’s printout
Have learners select a word that
personally encompasses history
for them.
Have learners discuss amongst
themselves why they chose their
specific word. Allow time at the
end for sharing.
Activity 2:
Q&A
After the first activity begin with a
Q&A and discussion with the learners
about war and WWII in Asia.
When had Canada been at War?
Anytime? Anyplace?
Zoom in on WWII
Typical answers when thinking of
WWII
Do you know about these events,
these places?
If you have can you speak to
these events and places?
PowerPoint Presentation
Encourage discussion if learners
haven’t asked, questions.
Critical thinking question:
Why haven’t we heard about
Canada's role in the pacific
theater of war? Why hasn’t it been
taught?
Activity 3:
Telephone Line:
Historical
Inquiry
Learners will split up into two
groups and form a circle or line
Two learners will come up to the
facilitator/ teacher and receive a
phrase from the facilitator on a
piece of paper
The facilitator/ teacher has
the option to choose
whichever phrase they would
like
(W) Whole group (S) Small group (I) Individual
PowerPoint Presentation
Telephone Line guide
2/3
�Activity
Grouping
Approach (Pedagogy)
Materials
Learners will say the phrase in
synchronous order down the line
and see if they can keep the
phrase intact by the time it
reaches the last person
There is a high chance that
the phrase will not be said
correctly
Conduct discussion at the end of
activity and discuss the relevance,
refer to PowerPoint presentation
for suggestions
Activity 4:
Quick Overview
The overview section will introduce
learners to:
Japanese Internment in Canada
The Battle of Hong Kong
Quick interacive activity with
learners: ask learners if they
can find Hong Kong on a map.
Force 136
Redress and Reconcilation
campaigns
PowerPoint Presentation
Each one of these groups of people or
events will be explored in their own
individual lesson
Suggesstion: examine key points
from each individual lesson, so
facilitator/teacher has some
background knowledge
Activity 5:
Discussion and
Thinking
Question
Follow question on PowerPoint
Presentations and ask learners to
participate in group discussion.
PowerPoint Presentation
(W) Whole group (S) Small group (I) Individual
Extension Learning Activity: Open-ended Inquiry Project
Advised to examine other lessons in Connections to Canada Module before conducting intro lesson; all lessons have
information in detail regarding every topic and theme above. Lessons have primary source material, historical information,
videos and more.
Videos:
Japanese Canadian Internment – Narrated by David Suzuki
Force 136: Chinese Canadian Heroes
Heroes Remember Presents: The Battle of Hong Kong – Veterans Affairs Canada
Savage Christmas: Hong Kong 1941
Japanese deportations in Canada during WWII: Throwaway Citizens (1995) - The Fifth Estate
Bibliography
https://docs.google.com/document/d/1VYCtVj7LK4iElJKkDhsw1v2Gj9le7bSdxooP6fpPT60/edit?usp=sharing
3/3
�
https://d1y502jg6fpugt.cloudfront.net/53432/archive/files/c1bc95f67f448083228c1629a9569b37.pptx?Expires=1712793600&Signature=gr0IWFr5I2HhvR4WeRjsMbDsMjQSDK7814CXj5Ajm7zNJDH7Av8ZwAa9gy1ozlQD946hFL0lfV56uV5g4mblidK6rElFrN%7EdstMVT5jiXIZWitrvphDWp%7EKO4ecU6gEfKevhYtNEW9LcRIBNXdVVOo5KfSvoPm1r5M8vDSe73Wq82DMsh88Z84SBV9wW0sfAKvEiSD6PhAOp8clHjVIIHJUckwOfJ9zkOw9RjShxmVE37cWm4xjJht1zbjbzg0BDunvNBt-rSPDuIftWBtqWsCVJnO8N8Nnas2NhOJNdpVrrVUHXrxDRHzWYlrDR19O26LB9qEpCDlHXpS6oKXqSUQ__&Key-Pair-Id=K6UGZS9ZTDSZM
2a9992f5d106c57a82d9cbb6d3d3dbb8
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4205079727ca2241aa746c94a7683c3b
PDF Text
Text
Four Corners of History Facilitator/Teacher Guide
1. Print off Four Corners of History words handout
2. Tape sheets of paper to the four corners of the room, or in different areas around
the room
3. Explain to students the rules of the activity, the rules and guidelines are available
on the PP presentation
4. Float around the room and facilitate discussion amongst groups
5. Conduct activity and encourage discussion
6. Have groups share their thoughts after about 5 - 10 minutes depending on how
the discussion is going
�
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PDF Text
Text
Person
�Place
�Event
�Time
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https://d1y502jg6fpugt.cloudfront.net/53432/archive/files/932fed9851107a41bcbd7d474c26cfe6.pdf?Expires=1712793600&Signature=Nrnt%7ECdw0Mi3dTh41RWnD4fF%7Esfa-nCs93teSJrKRChGTREuLVdZDJ47U3EQM60jeKGgPuhp1L4ZCPkozxb1DymFNQJ3JGVL3VqXWZ8BZOclQzt3gLfcRaOMcHefF1wLeRdS5JBWtLyk8lWrKvzK3eY0xAVoO4mXkNy5Ewc2DboEJpYfh5tqXlMvC0lWPT7rQdpqDsul1xrcXxj5Wd2geFXkwakC-Cp-JPPSHwnT2Y5NY2RaGthlRNNNQnoPXAjSLXgezXUMTCI6yJ6-w82yWUjF5MpnLSN8A-7rf7uOWXxy4DF9V1vM5hv95pnktuOHXC86pU8pd71el9sAcTLffQ__&Key-Pair-Id=K6UGZS9ZTDSZM
ef19f232b0840b8b0bb3bdb5dd5b77ab
PDF Text
Text
Telephone Line – Historical Inquiry Facilitator/Teacher Guide
1.
2.
3.
4.
5.
6.
7.
8.
9.
Split up groups of learners into two groups
Have them move to two sides of the room
Get them to form a circle or line
Have two learners at the beginning of the line come to you to receive phrases
The phrases can be anything, the facilitator/teacher can choose whichever
phrase they would like (do not make it to long or too short)
Instruct students to whisper the phrase to the next person in line and move down
the line in synchronous order
Can only say the phrase once
Once completed ask the last student in the line or circle to say what they heard,
chances are it will not be the original phrase
Have learners move back to original seats and conduct deconstruction, please
refer to PP presentation for suggested deconstruction points
�
https://d1y502jg6fpugt.cloudfront.net/53432/archive/files/221c2947ac6bae5ffc7abeb750a99dce.pdf?Expires=1712793600&Signature=NhgYfimSzhF3uXwSk6V1uoRgHtkpBSG1A8IpGQ8%7EZdYUyZ%7ET4BP2iZM5iB5a-%7ElilTk7tZQlZFhfaU7TH4X0hMkt3KJazYLaCiSnQDLQtm-E4liI6g%7E5Iw1%7E6hvr0xo4LmduYxZ2F3Nm4mnbzhIfIXDdb0%7E%7E3N7tY2fkhkVi%7EyC8Q%7ECrpM-6hOLVw4DO5E63gAk66HLNAnGxJ-MtMUhpXmMdVYktStA2pHgp7SUFwEceCHyXIunmVcUcxJ2CDQ4mQ2KaTGs0SG4MDUrBviV4mLwuQwJ3jQ3yEm0CGITYwmsEx8uLMqGTtejvG91jIMzFvsQ4lKeN0w96lss9-EmqKg__&Key-Pair-Id=K6UGZS9ZTDSZM
916d4ea4152efd55af05a3454231a0a9
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Text
Resources for Lesson and Assignment
This chart consists of all the information, links, books, videos etc. used to compile the
lesson for Canada at War. Teachers can use the resources provided to fine-tune,
change, or re-mould the current lesson and activities.
Title
Type of
Resource
Link/Source
Japanese Internment
Internment of
Japanese
Canadians
Article
https://www.thecanadianencyclopedia.ca/en/article/int
ernment-of-japanese-canadians
Japanese
Canadian
Internment:
Prisoners in
their own
Country
Article
https://www.thecanadianencyclopedia.ca/en/article/jap
anese-internment-banished-and-beyond-tears-feature
War Measures
Act
Article
https://www.thecanadianencyclopedia.ca/en/article/wa
r-measures-act
Japanese
deportations in
Canada during
WWII :
Throwaway
Citizens (1995)
- The Fifth
Estate
Video
https://www.youtube.com/watch?v=ggNYkFg6AjA&t=1
28s
�Japanese
Canadian
Internment,
Narrated by
David Suzuki
Video
https://www.youtube.com/watch?v=C8TQTuMqM9g&t
=3s
The Battle of Hong Kong
Title
Type of source
Link
One soldier’s Story 1939 –
1945 From the fall of Hong
Kong to the Defeat of
Japan
Book
George S. MacDonell, The
Dundurn Group, 2002
Oral History George
MacDonell
Video
https://www.youtube.com/
watch?v=xTMr5NMh7ns
The Memory Project George MacDonell
Website
http://www.thememoryproj
ect.com/stories/264:george
-macdonell/
Remembering Mi’Kmaw
Soldier who spent three
years as a prisoner of War
Video
https://www.youtube.com/
watch?v=M-sw7WRjPDM
Film Study, Savage
Christmas: Battle of Hong
Kong 1941
Film/Video
https://www.nfb.ca/film/sav
age_christmas_hong_kong
_1941/
Canada and the Battle of
Hong Kong
Website
https://thecanadianencyclo
pedia.ca/en/article/battle-of
-hong-kong
Article
https://www.cbc.ca/news/in
digenous/mi-kmaw-pow-se
cond-world-war-1.5351532
Website
https://www.veterans.gc.ca
/eng/about-vac/who-we-are
/department-officials/minist
Remembering a Mi'kmaw
soldier who spent years as
a prisoner of war
George MacDonell
�er/commendation/bio/773
Orienting Canada Race,
Empire, and Transpacific
Book
John Price, UBC Press,
Vancouver, 2011
Canada’s Road to the
Book
Pacific War Intelligence,
Strategy, and The Far East
Crisis
Timothy Wilford, UBC
Press Vancouver, 2011
The Complexities of Redress
Title
Type of source
Link
Japanese Internment
Government of Canada
Website - Library and
Archives
https://www.bac-lac.gc.ca/
eng/discover/immigration/h
istory-ethnic-cultural/Pages
/Japanese-redress-campai
gn.aspx
Article
https://www.cbc.ca/news/c
anada/manitoba/apology-to
-japanese-canadians-leave
s-great-legacy-1.1865829
Japanese Canadian
internment and the
struggle for redress
Article
https://humanrights.ca/stor
y/japanese-canadian-intern
ment-and-the-struggle-for-r
edress
CANADIAN WRONGS:
RECONCILIATION AND
REDRESS FOR
JAPANESE-CANADIANS
UofT article website
https://exhibits.library.utoro
nto.ca/exhibits/show/canad
ianlawandidentity/cdnwron
gshome/cdnwrongsjapane
Japanese
Canadians:Redress
campaign
Apology to Japanese
Canadians leaves 'great
legacy'
�sehome/cdnwrongsjapane
seredress
Video
https://www.youtube.com/
watch?v=C8TQTuMqM9g
Video
https://www.youtube.com/
watch?v=ggNYkFg6AjA&t=
507s
Japanese Canadian
Internment | Narrated by
David Suzuki
Japanese deportations in
Canada duringWWII :
Throwaway Citizens (1995)
- The Fifth Estate
Japanese Canadians
Being Relocated in BC,
1942
Photo
Photo
Library and Archives
Canada/C-046355
https://www.thecanadianen
cyclopedia.ca/en/article/jap
anese-internment-banishe
d-and-beyond-tears-featur
e
Photo
Photo
https://sites.google.com/a/
hdsb.ca/gwss-chc2d/unit-2
-1929-1945/7-was-canadajustified-in-it-s-internment-o
f-japanese-canadians
NNM 2010 - 32 - 124
http://najc.ca/japanese-can
adian-history/
Photo - Protest
Photo
�Battle of Hong Kong
Article
https://www.theglobeandm
ail.com/news/politics/weresorry-japanese-governmen
t-tells-canadian-pows/articl
e554679/
Article
https://humanrights.ca/stor
y/a-cauldron-of-hell-the-sto
ry-of-canadas-hong-kong-v
eterans
News Release
https://www.waramps.ca/m
edia/news-releases/2011/2
011-12-08/
Informative Article Canadian Encyclopedia
https://www.thecanadianen
cyclopedia.ca/en/article/bat
tle-of-hong-kong
Case
http://hrlibrary.umn.edu/un
docs/session55/DEC57355
.htm
We're sorry, Japanese
government tells Canadian
POWs
“A cauldron of hell”: The
story of Canada’s Hong
Kong veterans
WAR AMPS
ACKNOWLEDGES
IMPORTANCE OF JAPAN
FINALLY APOLOGIZING
TO CANADA'SHONG
KONG VETERANS
Canada and the Battle of
Hong Kong
Atkinson v. Canada,
Communication No.
573/1994, U.N. Doc.
CCPR/C/55/D/573/1994
(1995)
�Video
https://www.cbc.ca/archive
s/entry/hong-kong-veteran
s-seek-redress-from-japan
Video
https://www.youtube.com/
watch?v=sMR5TrQa-4U&t
=1s
Article
https://legionmagazine.co
m/en/2012/03/japan-issues
-apology-to-hong-kong-pris
oners/
Article
https://www.cbc.ca/news/c
anada/canada-accepts-jap
an-s-apology-for-hong-kon
g-pows-1.986950
Video
https://www.nfb.ca/film/sav
age_christmas_hong_kong
_1941/
Photo
Sendai prisoner of war
camp in Japan. Photo:
Hong Kong Veterans
Commemorative
Association
Hong Kong veterans seek
redress from Japan
Heroes Remember
Presents: The Battle of
Hong Kong
|VeteransAffairsCa
Japan Issues Apology To
Hong Kong Prisoners
Canada accepts Japan's
apology for Hong Kong
PoWs
Savage Christmas: Battle
of Hong Kong 1941
POW’s Photo
https://www.scmp.com/wee
k-asia/people/article/30369
98/nirvana-starvation-story
�-canadians-who-defendedwartime-hong-kong
HK Veterans
Battle of HK
Photo
https://humanrights.ca/stor
y/a-cauldron-of-hell-the-sto
ry-of-canadas-hong-kong-v
eterans
Photo
Canadian Newspapers and
the Second World War :
Hong Kong, December
1941
IWM- LF193
https://www.warmuseum.c
a/cwm/exhibitions/chrono/1
931hong_kong_e.html
Chinese Canadians Head Tax
Most head-tax families
haven't gotten a penny
Article
Pablo, Carlito
(2007-11-28). "Most
head-tax families haven't
gotten a penny".
Chinese Canadian
National Council"
Article
https://web.archive.org/we
b/20141214111331/http://w
ww.ccnc.ca/sectionEntry.p
hp?entryID=10&type=Advo
cacy
Case
https://www.canlii.org/en/o
n/onca/doc/2002/2002canli
i45062/2002canlii45062.ht
ml?searchUrlHash=AAAA
AQAEbWFjawAAAAAB
Article
http://www.roadtojustice.ca
/redress-campaign/gettingpolitical
Mack v. Canada (Attorney
General), 2002 CanLII
45062 (ON CA)
Redress door left open
�Lost years
Article
https://www.cbc.ca/news/c
anada/british-columbia/otta
wa-issues-head-tax-redres
s-payments-to-chinese-can
adians-1.600871
Article
https://humanrights.ca/stor
y/the-chinese-head-tax-an
d-the-chinese-exclusion-ac
t
https://www.macleans.ca/s
ociety/the-enduring-legacyof-canadas-racist-head-tax
-on-chinese-canadians/
Video
Force 136: Chinese
Canadian Heroes
Photo
The Chinese head tax and
the Chinese Exclusion Act
https://web.archive.org/we
b/20190226151929/http://w
ww.lostyears.ca/episode-o
ne.html
Article
Ottawa issues head tax
redress payments to
Chinese Canadians
Film
VANCOUVER PUBLIC
LIBRARY, SPECIAL
COLLECTIONS, VPL
39046
The enduring legacy of
Canada's racist head tax
on Chinese-Canadians
Force 136: Chinese
Canadian Heroes
Black and white cartoon
depicting the illustrator's
interpretation of
immigration policy
https://www.canadashistor
y.ca/explore/settlement-im
migration/the-lessons-of-th
e-anti-asiatic-riot
�Photo
Courtesy Library and
Archives Canada/00269
https://www.thecanadianen
cyclopedia.ca/en/article/chi
nese-canadians
Canadian Illustrated News,
27 April 1879
Force 136
Title
Type of source
Link
Force 136
Website
https://www.ccmms.ca/feat
ures/the-story-of-force-136/
Chinese Canadians of
Force 136
Website
https://www.thecanadianen
cyclopedia.ca/en/article/chi
nese-canadians-of-force-1
36
Force 136: Chinese
Canadian Heroes
Video
https://www.youtube.com/
watch?v=zyR-45QROac&a
b_channel=STORYHIVE
Biography of Captain
Douglas Jung SOA
Article
https://www.burmastar.org.
uk/stories/captain-douglasjung/
Chinese Canadians
Website
https://www.thecanadianen
cyclopedia.ca/en/article/chi
nese-canadians
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<strong>Connections to Canada: 5 Lessons</strong>
Publisher
An entity responsible for making the resource available
ALPHA Education
Identifier
An unambiguous reference to the resource within a given context
01
Description
An account of the resource
Connection to Canada Overview
Lesson 1 Canada at War (CW)
Lesson 2 Japanese Canadian Internment (JCI)
Lesson 3 The Battle of Hong Kong: Two Soldiers Stories (BHK)
Lesson 4 Force 136: Unwanted Soldiers (F136)
Lesson 5 The Complexities of Redress (CR)
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lesson 1 Canada at War (CW)
Description
An account of the resource
CWL1 Lesson Plan
CWL1 PowerPoint
CWL1 Four Corners of History Teacher Guide
CWL1 Four Corners of History Materials
CWL1 Telephone Line Activity Teacher Guide
CWL1 Resource/Reading List
-
https://d1y502jg6fpugt.cloudfront.net/53432/archive/files/7de634042052ea6553b2267d1c9c19c1.pdf?Expires=1712793600&Signature=IPohrTEd2kXFPEB5JQzaJmPsrwKz829KoRY-S-jJ8xfO%7ECJBbyB2YO4dKnMfBsUqWRvfH6w%7Evjymv5MncLcbjnr640cwvsm3yWLaGRjT0lLRK9s3WjduXePm8JKFF3Sf7RfszDYTve8cXLBTYDoYZjMhxYQZ-y00zoMCcBpo1tv02IYq2ZRy4DfKGUwmxdMt2Va1dyeVcYMKujaqOEfqkY0bFv9P-yMS7SpIBVrZ1WK-pInB1ct-QwkCNitYShoBCdKVke0tbGiqdu-2S3SYnBiuqzxiDy1udt6al5y0JFkb2dyAa-CJ7wtnrUtwQTcfZunRgsambLsnCtjWdZsNNA__&Key-Pair-Id=K6UGZS9ZTDSZM
c19b068bd9e6806ecc22bcead361344c
PDF Text
Text
Topics: The Battle of Hong Kong
Captivity and Survival
Privilege & Race
Veteran experiences
Connections to Canada
Lesson 3:
Lesson Description:
The Battle of Hong Kong: Two Soldiers' Stories
Learners will step into the shoes of two men from different backgrounds who suffered
during WWII. By discovering George MacDonell and Patrick Metallic's stories, learners
will have a greater understanding of The Battle of Hong Kong, the Prisoner of War
(POW) experience, and the issues veterans face upon returning home. Although both of
these men fought for their country bravely and valiantly, they experienced much
different outcomes post war. Through an interactive activity called “paper toss” learners
will have the opportunity to experience both these men’s lives and examine their
privileges. George and Patrick are representative of a greater group of peoples i.e. white
persons and indigenous persons. The “paper toss” activity will be deconstructed in a
group discussion.
Core question(s):
Why did two men who fought and suffered the same amount for their country have
such different lives?
Learning Goals:
To learn about The Battle of Hong Kong
Learn about the struggle’s veterans face
Explore how privilege & race effects a person’s outcome in life
Competencies: Historical Thinking
Historical Significance
Cause & Consequence
Using primary and
secondary sources
Through inquiry
Determine &
explain the
importance of people,
events/
developments or
ideas
Assess the impact of
the past and on the
present
Evaluate how
importance may shift
for various people
and over time
Continuity & Change
Through inquiry
Identify various
causes using one or
more accounts of
the event or
development
Compare what
has changed and
what has stayed the
same over a period
of time (explain why)
Explain both
intended and
unintended
consequences
Determine using
sound inferences
from multiple
sources
Assess the relative
influence of various
causes
Assess how an
event may involve
progress for some
people or groups and
decline for others
Evaluate the
impact of various
consequences
Historical Perspective
Through inquiry
Explain reasons
for then and now
ideas and beliefs
Infer past viewpoints
using varied sources
Analyze how and why
of ideas and beliefs in
a particular time and
why they may be
different from today
(context)
Analyze the
tension that can exist
between conflicting
past and present-day
viewpoints about
history (presentism)
Source: Ontario Secondary Curriculum Canadian & World Studies Grades 9 & 10 and Grades 11 & 12
1/4
�Materials
Materials Extension
PowerPoint Presentation
World Map handout
Heroes Remember Presents: The Battle of Hong Kong
[video]
Paper Toss guide and que sheet
Remembering a Mi'kmaw Soldier [video]
Veteran Testimonies [video]
Savage Christmas: Battle of Hong Kong 1941 [video]
Film study worksheet
One soldier’s Story 1939 – 1945 From the fall of Hong
Kong to the Defeat of Japan [book]
Oral History George MacDonell [video]
The Memory Project: George MacDonell
(All videos in this lesson require access to wifi)
Activity
Grouping
Approach (Pedagogy)
Materials
Activity 1:
World Map
Activity
Ask learners to find Hong Kong on
map of Asia. Once concluded show
slide of where Hong Kong is.
Distribute handout of map of Asia
PowerPoint Presentation
World Map handout
Activity 2:
The Battle of
Hong Kong
Through Two
Soldiers' Eyes
Introduce George MacDonell and
Patrick Metallic – Two individuals
who fought in the battle and survived
POW camps
Read the short bios of both men
pre WWII – One white Canadian
male and one indegenous
Canadian male
PowerPoint Presentation
Activity 3:
George and
Patrick’s Story
Telling the history of The Battle of
Hong Kong through the eyes of two
men from different backgrounds.
Both experienced very similar if not
exact fates during the battle and
captivity.
PowerPoint Presentation
Possible Questions:
Have learners heard about The
Battle of Hong Kong?
Critical Questions:
Why did Canada send troops?
Political
Loyalty to the crown
Colonialism
Activity 4:
George and
Patrick Return
Home
Group Discussion – What are the
effects of war and captivity
Ask learners what they think are
some of the effects of war?
Take a few answers
Reveal slide of some of the
effects
(W) Whole group (S) Small group (I) Individual
PowerPoint Presentation
Heroes Remember Presents: The
Battle of Hong Kong [video]
2/4
�Activity
Grouping
Approach (Pedagogy)
Materials
Discuss George and Patrick’s Return
home with fellow “C” force members
Scars of war
Redress and reconciliation
Refer to complexities of
redress lesson for more
information
Critical Questions:
Why didn’t the veterans have
better support?
Why was the Japanese Imperial
Army so brutal?
Juxtapose George and Patrick’s lives
once returning home
Activity 5:
Paper Toss
Learners will experience George and
Patrick’s post war lives. The activity
will highlight privileges that the men
received or did not receive based on
who they are and what they looked
like. Although we are stepping into
the shoes of two persons, both
persons represent a larger group of
people.
PowerPoint Presentation
Paper Toss guide and que sheet
Remembering a Mi'kmaw Soldier
[video]
Prior to implementing the activity it is
advised to play the video interview
with Patrick’s daughter. Hopefully it
will give some insight into the
Canadian indigenous experience. Link
provided in materials.
Activity 6:
Paper Toss
Deconstruction
Follow prompts on the PowerPoint
Presentation and ask learners Q’s,
have a group discussion regarding
the activity and go deeper into
privlieges people receive based on
numerous societal factors.
PowerPoint Presentation
Paper Toss guide
(W) Whole group (S) Small group (I) Individual
Extension Learning Activity: Open-ended Inquiry Project
Film Study
Savage Christmas: Battle of Hong Kong 1941 [video]
Film study worksheet
Thinking Questions for further inquiry:
1. Why did Canada send troops?
2. What other groups are affected by privilege?
3. Why do veterans of war suffer so much?
4. What are the effects of trauma?
5. Do social services exist for veterans and are they easy to acquire?
3/4
�Extension Learning Activity: Open-ended Inquiry Project
Other Resources
One Soldier’s Story 1939 – 1945 From the fall of Hong Kong to the Defeat of Japan [book]
Oral History George MacDonell [video]
The Memory Project: George MacDonell
Veteran Testimonies [video]
Bibliography
https://docs.google.com/document/d/1TvxdVL9hA5K6u5F4q32YoVubrLa3Oa7YfsKl8JMcTJg/edit?usp=sharing
4/4
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Activity - Paper Toss, Facilitator/Teacher Guide
Overview
The goal of this activity is to demonstrate privilege in society, not just during the war years and
post-war years but in the present day as well. Learners will be divided up into two groups, the
Patricks and the George’s. Although the two groups represent two people they also represent
entire groups of people, white people with many privileges and indigenous people with much
fewer privileges.
Each learner will have to crumple up a piece of paper and will try to throw it into the bin. The
groups will be instructed to move back or stay in the same place. Once the learners have
received all of the ques they will be asked to try to throw the crumpled piece of paper into the
bin from where they stand. It will be much harder for some to get it into the garbage bin than
others.
Material Needed:
● Garbage bin
● Paper
● Classroom or larger room
Instruction:
1. Split the class into two groups the Patrick’s and the Georges’s
2. Explain that although both groups are representing two people, these two people are
also representative of a larger picture. Patrick representing indigenous people across
Canada and George representing white people across Canada. Explain that although we
cannot assume both of these groups and people have experienced the exact same
things, this activity is done to show the disparity between the two. For example, not all
white people go to university and have good jobs and not all indigenous people suffer
from alcohol abuse
3. Ask learners to crumple up a ball of paper
4. Place garbage bin at one end of the room
5. Read ques’s from the Que sheet
6. Students will either be asked to take a step back, remain in the same place, or move
forward
7. Once Que sheet phrases have been completed ask learners to throw their balls into the
bin, some will have an easy throw and some a difficult one
8. This will show that one person/groups have it easier than the other person/group
9. Ask learners to clean up and return to their seat for activity deconstruction
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Paper Toss Que Sheet - Facilitator/Teacher Guide
1. Both groups: you have returned home, you are tired, sick, and are afraid of what is to
come - both groups take a step back
2. George’s: you move to Toronto where there are many opportunities for work, for
education and for a family - take a step forward
3. Patrick’s: you return home to the reserve where you are from, there are few opportunities
for work, your children are waiting for you, the community is isolated and lacks social
and community services. You have pressure to provide for your family with not much to
work with - take a step back
4. Both groups: you have returned home but the scars of war are making it hard to fit into
society, you struggle with your mental and physical health - both groups take a step back
5. George’s: You decide to apply to the University of Toronto and gets accepted - take a
step forward
6. Patricks: you find a job but it does not pay very well, you continue to struggle to support
your family - take a step back
7. George’s: you apply for assistance from the government for your military services, this
proves rather easy, although the pay is not much it helps - take a step forward
8. Patricks: you apply for assistance from the government for your military services
because you identify as an indigenous person you have to apply through Indian affairs
and an Indian agent on your reserve. This agent does not fully understand the process
and files your paperwork wrong, you do not receive the government assistance - take a
step back
9. George’s: you graduate from university, and find a good job that pays well - take a step
forward
10. Patrick’s: without many resources such as medical assistance you fall ill from malaria
you caught while being a POW, with no doctors close to you your wife is the only one to
care for you but you recover - remain in the same place
11. Both groups: George’s although you have had some success you struggle with
depression from your experience in WWII and Patrick’s you’re suffering from
undiagnosed PTSD and are struggling to cope - both groups take a step back
12. George’s: you find an outlet in writing and begin to tell your story, your book becomes
published and you enjoy a great deal of success - take a step forward
13. Patrick’s: without an outlet and services to help, you decide to self medicate you turn to
alcohol and become abusive towards your family - take a step back
14. George’s: you begin to settle down and are living a more or less happy life with your wife
and family, you’ve had success because of your education, job, family, and support
system around you - take a step forward
15. Patrick’s: with the combination of alcohol abuse, the emotional & physical scars of war
have proved to be too much, you pass away in 1971 at the age of 55 - remain where you
are
16. Both groups: based on where you are standing try to throw your paper ball into the
garbage bin at the other end of the room.
�17. Please clean up and return to your seat, thanks for playing
Suggested Statement to learners:
This activity is a representation of two men but also two groups of people who do not have the
same access and opportunities. One group represented George MacDonell a white Canadian
male, because of the colour of his skin and background he has great privilege and opportunity
as opposed to Patrick an indigenous Canadian man who represents a group who has
experienced, residential schools, cultural genocide, isolation, and neglect. You may think that in
Canada everyone is equal and has equal opportunity but one’s privilege, race, identification,
gender, religion, among other things has a massive effect on how one grasps and maintain
perceived success.
Additionally, veterans of all wars will most likely suffer from some sort of emotional and mental
disabilities and hardships, the same that George and Patrick experienced and lived with
continues with veterans all over the world.
�
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Film: Savage Christmas: Hong Kong 1941
https://www.nfb.ca/film/savage_christmas_hong_kong_1941/
Film Study Worksheet
1. State the title of the film and the year it was released. Then briefly describe what the
film is about.
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
2. Identify the people, places, events, or aspects of people, society, or nature that are
the focus of this film. Describe and clarify the significance of each.
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
3. List six facts described in the film that impressed you and explain how each fact
relates to the film’s premise or theme.
Notes:
______________________________________________________________________
__________
�______________________________________________________________________
__________
______________________________________________________________________
__________
4. Describe an aspect of the film that showed you something you hadn’t seen before,
caused you to think in a new way, or helped you understand something more thoroughly
than before. In addition, describe how it changed your thinking.
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
5. Was there anything that you saw or heard in the film that was unconvincing or which
seemed out of place?
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
�6. If the filmmakers were to ask you how the film could be improved, what would you tell
them? Describe the changes you would suggest in detail and the reasons for your
suggestions.
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
7. If someone asked you whether you would recommend this film, how would you
respond? Fully explain your reasons.
Notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
Additional notes:
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
�______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
______________________________________________________________________
__________
©TeachWithMovies.com For use by teachers in public or non-profit schools or for
personal or family use. See to http://www.teachwithmovies.org/terms-of-use.html
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Resources for Lesson and Assignment
This chart consists of all the information, links, books, videos etc. used to compile the
lesson for the Battle of Hong Kong: Two Soldiers Stories. Teachers can use the
resources provided to fine-tune, change, or re-mould the current lesson and activities.
Title
Type of
Resource
Link/source
Battle of Hong Kong: Two Soldiers Stories
One soldier’s Story
1939 – 1945 From
the fall of Hong
Kong to the Defeat
of Japan
Book
George S. MacDonell, The Dundurn Group,
2002
Oral History
George MacDonell
Video
https://www.youtube.com/watch?v=xTMr5N
Mh7ns
The Memory
Project - George
MacDonell
Website
http://www.thememoryproject.com/stories/2
64:george-macdonell/
Remembering
Mi’kmaw Soldier
who spent three
years as a prisoner
of War
Video
https://www.youtube.com/watch?v=M-sw7W
RjPDM
Film Study, Savage Film/Video
Christmas: Battle of
Hong Kong 1941
https://www.nfb.ca/film/savage_christmas_h
ong_kong_1941/
Canada and the
Battle of Hong
Kong
Website
https://thecanadianencyclopedia.ca/en/articl
e/battle-of-hong-kong
Remembering a
Mi'kmaw soldier
who spent years as
a prisoner of war
Article
https://www.cbc.ca/news/indigenous/mi-kma
w-pow-second-world-war-1.5351532
�George MacDonell
Website
https://www.veterans.gc.ca/eng/about-vac/w
ho-we-are/department-officials/minister/com
mendation/bio/773
Orienting Canada
Race, Empire, and
Transpacific
Book
John Price, UBC Press, Vancouver, 2011
Canada’s Road to
the Pacific War
Intelligence,
Strategy, and The
Far East Crisis
Book
Timothy Wilford, UBC Press Vancouver,
2011
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<strong>Connections to Canada: 5 Lessons</strong>
Publisher
An entity responsible for making the resource available
ALPHA Education
Identifier
An unambiguous reference to the resource within a given context
01
Description
An account of the resource
Connection to Canada Overview
Lesson 1 Canada at War (CW)
Lesson 2 Japanese Canadian Internment (JCI)
Lesson 3 The Battle of Hong Kong: Two Soldiers Stories (BHK)
Lesson 4 Force 136: Unwanted Soldiers (F136)
Lesson 5 The Complexities of Redress (CR)
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lesson 3 The Battle of Hong Kong: Two Soldiers Stories (BHK)
Description
An account of the resource
BHKL3 Lesson Plan
BHKL3 PowerPoint
BHKL3 World Map Material Learner Handout
BHKL3 Paper Toss Activity Teacher Guide
BHKL3 Paper Toss Activity Que Sheet
BHKL3 Assignment
BHKL3 Resources/Reading List