Activity 2
Learning Objectives
Fransaskois program
- Knowledge: in studying the history of the Fransaskois, understand, use and apply concepts of conflict, time, change and institutions.
- Skills: research, gather, summarize, compare; share information.
- Values: recognize with pride the contribution of several Fransaskois to the development of the Fransaskois community we know today.
- Basic learning: use a wide range of language experience so that students are more familiar with a subject (communication); understand that technology affects society and is affected by it (introduction to technology); help better understanding of the personal, moral, social and cultural aspects in school subjects (personal and social abilities and values).
Immersion program
- Knowledge: explain the seven key elements of culture and give examples: economics, politics, family, art, religion, education and recreation.
- Skills: classify and present relevant information and ideas; compare information and ideas in different ways: in writing, orally and in graphic form; undertake a research process to locate, gather, organize and present relevant data; participate appropriately and effectively in the group.
- Values: recognize the contributions of each cultural group and the resulting multicultural nature of Canadian society.
Fransaskois program
- Knowledge: in studying the history of the Fransaskois, understand, use and apply concepts of conflict, time, change and institutions.
- Skills: research, gather, summarize, compare; share information.
- Values: recognize with pride the contribution of several Fransaskois to the development of the Fransaskois community we know today.
- Basic learning: use a wide range of language experience so that students are more familiar with a subject (communication); understand that technology affects society and is affected by it (introduction to technology); help better understanding of the personal, moral, social and cultural aspects in school subjects (personal and social abilities and values).
Immersion program
- Knowledge: explain the seven key elements of culture and give examples: economics, politics, family, art, religion, education and recreation.
- Skills: classify and present relevant information and ideas; compare information and ideas in different ways: in writing, orally and in graphic form; undertake a research process to locate, gather, organize and present relevant data; participate appropriately and effectively in the group.
- Values: recognize the contributions of each cultural group and the resulting multicultural nature of Canadian society.
Target Audience
Students at the secondary level
Ideas studied
- Stages in the creation of French radio in Saskatchewan;
- Key players in the creation of French radio in Saskatchewan
Instructions
- Students work in teams of two.
- Students observe the time line on the site identifying the various key dates in the creation of French radio in Saskatchewan.
- Students are to choose among these dates one which seems to them decisive for achieving the project of French radio in Saskatchewan.
- Using archival documents linked to this date on the site, they are to imagine a dialogue between two key players of the period they have chosen.
- Before presenting this dialogue to the class, they are to explain why in their opinion it is a decisive date.
Material used
- Time line given on the site.
- Archival documents linked to the date chosen by the students.
Students at the secondary level
Ideas studied
- Stages in the creation of French radio in Saskatchewan;
- Key players in the creation of French radio in Saskatchewan
Instructions
- Students work in teams of two.
- Students observe the time line on the site identifying the various key dates in the creation of French radio in Saskatchewan.
- Students are to choose among these dates one which seems to them decisive for achieving the project of French radio in Saskatchewan.
- Using archival documents linked to this date on the site, they are to imagine a dialogue between two key players of the period they have chosen.
- Before presenting this dialogue to the class, they are to explain why in their opinion it is a decisive date.
Material used
- Time line given on the site.
- Archival documents linked to the date chosen by the students.
