TEACH May/June 2012

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CURRICULA:CANADA’S CAPITAL TREASURES LES TRÉSORS DE LA CAPITALE DU CANADA

FEATURES:Behind The Scenes of The Shadowed Road

COLUMNS:Our Reveals Now Are Ended

CURRICULA:CANADA’S CAPITAL TREASURES LES TRÉSORS DE LA CAPITALE DU CANADA

FEATURES:Behind The Scenes of The Shadowed Road

COLUMNS:Our Reveals Now Are Ended

MAY/JUNE 2012 TEACH / LE PROF - 2

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FEATURES

Behind the Scenes of The Shadowed Road..................................................................................13

Wili Liberman

COLUMNS

Futures Our reveals now are ended ...................7Richard Worzel

Web Stuff ................................................... 25

Field TripsWhat’s on - Reptiles and Amphibians .................... 33


DEPARTMENTS

CURRICULACANADA’S CAPITAL TREASURES LES TRÉSORS DE LA CAPITALE DU CANADA ..............................................19, 27

AD INDEX ........................................................... 34


NOTES ver the past twenty years we’ve seen a

great deal of change and also, perhaps,

not enough change in the educational

landscape. Back then, publishing a magazine

involved a different kind of process. We

worked mechanically. The Internet remained

in the domain of universities and the military

industrial complex, out of which it grew.

Computers were clunky and awkward and

software came in primitive forms. No one

had email. We actually wrote letters by hand.

I wrote stories and columns using an old IBM

Selectric typewriter—state of the art for its

day. I became very adept at using self-correct

tape and whiteout after revising a piece.

One of the first writers I contacted in the

early days of TEACH happened to be a guy

who called himself a futurist—whatever

that was—and his name was and is, Richard

Worzel. Little did either of us know at the time,

we’d still be collaborating two decades on.

Richard had a fresh eye and no loyalties that

dampened his perspective. He wrote honestly

and at times, provocatively because, even for

such a sanguine guy, he felt passionately, as

do I, about education and publicly funded

education, in particular. As a futurist, he

explored trends in society and specifically,

how those trends would affect how we

educate our kids. He kept at it doggedly, never

flagging for all those years.

It is with great regret that our journey

together has now come to an end. Richard

has written himself out of the picture. He

has said all he is going to say on the topic of

education within these pages. And in keeping

with the times, his last column that appears

in this issue, can be read in the digital version

of TEACH. He says farewell on the undulating

wave of the future. It’s been a great run and I

will remember his cogent contributions with

fond gratitude.

There is more to be said about the content

of this issue, however. I have written a piece

about my travels to Ethiopia to shoot some

video for the TEACH online, digital project, The

Shadowed Road (www.theshadowedroad.

com). It was an extraordinary experience and

O

http://www.theshadowedroad.com



Publisher / Editor: Wili Liberman

Assistant Editor:Lisa Tran

Editorial Intern:Christie Belfiore

Contributing Writers: Richard Worzel

Art Direction: Vinicio Scarci

Design / Production: Studio Productions

Circulation: Susan Holden

Editorial Advisory Board: John Fielding

Professor of Education, Queen’s University (retired)

John Myers Curriculum Instructor,

Ontario Institute for Studies in Education/University of Toronto

Rose DottenDirectory of Library and Information Services,

University of Toronto Schools (Retired)

www.teachmag.com

TEACH is published by 1454119 Ontario Ltd. Printed in Canada. All rights reserved. Subscriptions are available at a cost of $18.95 plus $1.14 GST including postage and handling by writing our office, 87 Barford Rd Toronto, ON, M9W 4H8 E-mail: [email protected] T: (416) 537-2103, F: (416) 537-3491. Unsolicited articles, photographs and artwork submitted are welcome but TEACH cannot accept responsibility for their return. Contents of this publication may be reproduced for teachers‘ use in individual classrooms without permission. Others may not reproduce contents in any way unless given express consent by TEACH. Although every precaution is taken to ensure accuracy, TEACH, or any of its affiliates, cannot assume responsibility for the content, errors or opinions expressed in the articles or advertisements and hereby disclaim any liability to any party for any damages whatsoever. Canadian publication mail sales product agreement No. 195855. ISSN No. 1198-7707.

a privilege to explore such a vibrant culture.

In CURRICULA, we continue on with the

Canada’s Capitals Treasures series of lesson

plans. This lesson plan explores the historic

monument dedicated to Maurice “The

Rocket” Richard, one of Canada’s greatest

hockey players.

This is the close of the current academic

year. We wish you all a healthy and safe

summer season and we’ll see you in the fall.

Wili Liberman, Editor

http://www.teachmag.com

mailto:[email protected]


ometime in mid-1992, I was approached

by someone who had read a column

I’d written about the future of education for

the Globe & Mail. His name was Wili Liber-

man, and he wanted me to write a regu-

lar column on the future of education for a

new magazine he was going to call (appro-

priately enough) Teach. He said he couldn’t

pay me, but the magazine could give me a

quarter-page ad in each issue. I didn’t quite

know what I would do with such an ad, but

was intrigued about writing such a column.

As I said then, and have frequently repeated,

I don’t think you can be a futurist and not be

interested in education.

For almost 20 years since then, I’ve written

five columns a year, often hurriedly between

consulting and speaking events for paying

corporate clients, and have found the expe-

rience intriguing, satisfying, and intensely

frustrating. It has caused me to think about

the future of education, the future of kids and

teachers, the future of parents and parenting,

and the future of our society. It’s been frus-

trating because I used to get regular feed-

back from readers, teachers, parents, even

some students, and whether they were com-

plimentary or not, I found their comments in-

structive. I have also ended each and every

column with an offer to speak—for free—to

high school students, and have had a num-

ber of memorable experiences as a result,

some times with entire high schools, speak-

ing to a thousand kids or more, and some-

times with a small, individual class of twenty.

More recently, the feedback has tapered off,

and the invitations to come and speak have

completely dried up. I’m not sure if that’s be-

cause of me, the subject matter, if readers are

less engaged or busier, or if people have gen-

erally become more like sightseers and less

like participants. Perhaps it’s all of the above.

What’s more frustrating is that the things

I’ve been saying, and especially the things

I’ve been warning about, have been happen-

ing with dreary regularity. I guess that means

that not enough people have been reading

what I’ve been writing, or else the people

that need to read it, haven’t, or the people

who read it either didn’t care or couldn’t do

anything about it. That’s intensely frustrat-

ing. So as my valedictory, I’m going to review

the major developments I’ve focused on over

the past twenty years, and offer some final

Our Reveals Now Are EndedRichard Worzel, C.F.A.

S

FUTURES


thoughts on what’s ahead.

First and perhaps most importantly, is that

the issues of the elderly are going to crowd

out the issues of the young. I’ve been saying

and writing about this since the late 1970’s,

and the time has finally come: the recent cuts

in education funding are—unfortunately—

proving me right. This need not be a disaster

if the spending per student remains steady,

or even rises, and if school boards close re-

dundant schools, but neither of these is a

given. In particular, communities become

enamoured by having a local school and

fight closures even when it’s the best thing

to do for their school system. And if we cut

education budgets per student, or spend the

money poorly, then we, as a society, are eat-

ing our seed corn, and we will starve. What’s

more, we will deserve to starve. As I’ve said

to many audiences, in many circumstances,

on many occasions, if we get education right,

then we have a chance to solve all the other

problems. If we get it wrong, then we have

no chance and no future.

The next common theme in my writing has

been that the status of teachers in our soci-

ety has been consistently eroded away. This

is partly a tribute to the success of their ef-

forts. A century ago, teachers were among

the most educated members of their com-

munities and looked up to accordingly. But

they have been so successful at raising the

level of educational attainment in society

that now society looks down on teachers.

And since everybody’s been to school, every-

body thinks they know what goes on there,

that it’s not that hard, and that anyone could

do it. Ironically, this comes at a time when

education is becoming ever-more impor-

tant. All you have to do is look at the rising

FUTURES


income disparities be-

tween those who have

only a high school di-

ploma, those with a

university degree, and

those with post-grad-

uate qualifications to

see the importance of

this trend.

One of the conse-

quences of this is the

very strong movement

towards microman-

agement in the class-

room. Bureaucrats, of-

ten with no teaching experience, are increas-

ingly giving instructions that dictate what all

teachers should teach, and how they should

teach it, every single day of the school year.

This is completely backwards, as the Edmon-

ton model has clearly demonstrated. Minis-

tries of education should set standards, pro-

vide relevant research and support materials

to indicate what has been shown to work as

best practices, here and abroad, and then

get out of the way to let teachers do what

works best for their individual students. The

teachers should be held accountable for

achieving specific results, but bureaucrats

and politicians should keep their interfering

paws off of what goes on in the classroom.

Likewise, teachers, being given the free-

dom to teach students according to the

teachers’ abilities and

their students’ needs,

must accept account-

ability, up to and in-

cluding being fired

if they’re not good

at teaching. Senior-

ity is a lousy way to

run an education sys-

tem. I have generally

avoided talking about

teachers’ unions, but

the various times that

I’ve been interviewed

in the media in par-

allel with a teachers’ union representative,

I’ve been embarrassed at how reactionary,

petty, and narrowly selfish they have been.

Indeed, along with incompetent bureau-

crats and politicians (which are most, but

not all of them), I believe that most (but not

all) teachers’ unions are among the biggest

stumbling blocks to improving education in

this country.

A recurrent theme in my early columns was

the fiction of “computer literacy.” I recently

went back and reread a lot of my early col-

umns and find it amusing—now—that it

was necessary to say that computers could

be valuable in education and that the Inter-

net was a very powerful tool that was here

to stay. It seems—now—to be incongruous

that anyone could have thought otherwise,

“ Bureaucrats, often with no

teaching experience, are increas-

ingly giving instructions that

dictate what all teachers should

teach, and how they should

teach it, every single

day of the school year. ”

FUTURES


but I can assure you, in the 1990s I was often

considered a wild-eyed, technological nut.

While I thought (and still think) that it was

and is inevitable that computers and tech-

nology would come to the classroom, I also

thought that, as computer people say, “to

err is human; to really screw things up takes

a computer.” Much of the money spent on

putting computers into the classroom was

wasted because the provinces and school

boards who spent it didn’t know what they

were doing, or what could be done with a

computer that couldn’t be done with books

and paper.

Despite this, computers, the Internet, and

technology are really just getting started in

the classroom. Unfortunately, they’re still not

being used well, generally speaking. A com-

puter is a tool, nothing more. If it’s used well,

it can produce marvelous results because

it’s a very powerful tool. If it’s used badly, it

soaks up resources and multiplies the infe-

rior efforts to produce inferior results. And

this has led to one of my greatest frustra-

tions: the deliberately-avoided potential of

computers.

Computers have created a new medium

whose difference is as important as the dif-

ference between the oral tradition on one

hand, and writing and literacy on the other.

Yet, we persist in ignoring the real potential

to deliver a customized curriculum for each

and every student. We should be doing away

with grades and grading so that there are no

more “grade 3 math” classes; only “Johnny

Smith math” class, “Jenny Chen math” class,

and so on. Yet, the education establishment,

all of it, from governments down to class-

room teachers and parents, continues to

cling to the industrial era, mass-production,

drill-and-kill, one-size-fits-all model of edu-

cation. It’s a horrendous waste of human

and computer potential.

A theme I’ve been pounding for the last

three or four years is that I believe that our

current education system is failing today’s

students because it does not adequately

prepare them for tomorrow’s working world.

We need to be teaching creativity, innova-

tion, critical thinking, and research tech-

niques; the ability to express yourself ver-

bally, in writing and through mixed media;

the techniques of learning; interpersonal

skills like leadership, teamwork, persuasion,

marketing and sales; and an understand-

ing of how the human mind works so that

students can learn more quickly and absorb

new fields of study on their own. Instead,

we persist in teaching stale curricula from

lectures and textbooks, requiring students

to memorize facts that they could look up

in no time on the Internet so that they can

regurgitate them on a test before forgetting

them forever. These are not the skills they

will need in tomorrow’s world, yet we persist

in treating them as Holy Writ.

FUTURES


Another theme I’ve discussed over the years

is how society has changed. Educators know

that parents in particular have changed, and

not necessarily for the better. They may be

more “involved” in their children’s education,

but that involvement may often be as helicop-

ter parents, hovering over their kids to protect

them from harm, excusing their children’s

faults, and berating teachers when their lit-

tle darlings are not given top marks so they

can get into Harvard or the Sorbonne, even

though the darlings may not have earned

them. Unfortunately, I don’t see any end to

this trend. The current generation of students

are the spoiled children, of spoiled children.

And society has changed as well. One soci-

ology professor has described America as be-

coming a “toxic society,” and as much as Can-

ada would like to avoid a similar descriptor, I

fear it’s coming here too. By this, he meant that

we tell parents they are responsible for ensur-

ing their children are kept away from filth and

harm, but then exploit them by selling things

to them that purvey violence, pornography,

and inappropriate behaviour through televi-

sion, videos, and computer games.

But perhaps the most worrying development

is the trend towards accepting myths and fic-

tions at the expense of truth. When evolution

is cast into doubt because it conflicts with the

cherished myths of some religions, and cre-

ationism is shopped as a reasonable substitute,

it erodes the foundations of rational western

thought. When the scientific facts of climate

change are thrown into doubt, and self-inter-

ested parties use propaganda and outright lies

to pervert public understanding of the very real

threats that are emerging, it represents a tri-

umph of selfish, commercial interests at the ex-

pense of the common good and threatens the

social compact that underlies our society. Truth

is a guiding light in a difficult world, not an opin-

ion that can be used or discarded at whim yet

increasingly, people seem to think that facts are

a matter of convenience, and that uninformed

opinions are equivalent to facts, and that is out-

right dangerous. And when schools are asked

to teach opinions, myths, or propaganda in-

stead of verified truths, we undermine our very

way of life.

Much of this is really gloomy. Does that rep-

resent what I think of the future? Well, there is

much of the future that is scary and gloomy,

just as the 20th Century included two world

wars plus an assortment of smaller ones, a

Great Depression, the threat of thermonucle-

ar war, and a wide variety of tragedies and

disasters. Yet, what we will remember most

about the 20th Century are the incredible ad-

vances in medicine that lead to an increase in

life expectancy of about 30 years; the devel-

opment of computers and the Internet, plac-

ing the greatest library in history literally at

our fingertips; a massive increase in wealth

FUTURES


that produced the most sub-

stantial improvement in life-

style in human history, and

a concomitant flourishing of

the arts, plus the technology

to record and transmit it to

anyone, anywhere. And I see

similar changes, and much

more, for our future.

I once said that anything

that was possible would be

accomplished, or at least

started, in the 21st Century. I

find that frightening because

of the enormous breadth of

this statement. Yet, I cannot

find it within me to deny it. I

was recently at a conference

for a biotech company of

which I am a founding share-

holder, and was able to have

a 10-minute, private conver-

sation with Dr. Craig Venter.

Dr. Venter was the person

who did more to decode

the human genome than

anyone else. I asked how

long it would be before we

could design life. He replied

that his group had done it

in 2010, and that they could

now design life forms in a

computer then create them

in the laboratory.

So our future is even more

astonishing than our past.

And education is the key. Let

me end by repeating some-

thing I’ve said many times, in-

cluding earlier in this article:

If we get education right, we

have a chance to solve all of

our other problems. If we get

it wrong, then we have no

chance at all. Education is our

future, and teachers and prin-

cipals are its guardians.

Thank you.

Richard Worzel is Canada’s

leading futurist, and speaks to

more than 20,000 people a year.

He volunteers his time to speak

to high school students for free.

Contact him at futurist@future-

search.com.

FUTURES

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S

Behind the Scenes of The Shadowed Road

By Wili Liberman

trangely, when I conceived of the online, ed-

ucational project, The Shadowed Road, which

explores the history, culture and education

system of modern day Ethiopia, it never

occurred to me to actually go there. At the

time, Ethiopia represented a metaphor and a

context in which the major themes of Global

Citizenship, Human Rights, Democracy and

Basic Education, were set. Ethiopia was just

an idea, a faraway place that, in my untutored

imagination, represented all of the clichés

associated with Africa: poverty, disease,

instability, blazing heat, drought and famine.

Naturally, I was wrong on every count.

The project consists of a number of core com-

ponents: a graphic novel of the same name,

instructional videos, music, digital images, a

suite of themed lesson plans that link to cur-

riculum nationally, as well as a raft of tools and

resources for educators and students.

Like most projects, The Shadowed Road be-

gins with a story. In fact, it is a story. The nar-

rative of the graphic novel revolves around

its protagonist, a 14-year old girl living in the

rural north of the country—Selome Fekadu.

The character of Selome is an archetype, one


that represents the hopes and aspirations of

many young people in Ethiopia, girls in par-

ticular. Aspirations such as finishing school

and getting a desirable job, breaking the

chains of poverty, and pushing the boundar-

ies of cultural norms where girls in rural areas

are expected to stay home and marry young.

Selome becomes an ambassador for learning,

as her character wants to become a teacher.

To do this, she must complete her education,

an impossibility in her rural village. Her father

wants her to stay at home and marry some-

one of his choosing. Selome rebels and takes

to the road—the shadowed road—to fulfill

her dreams. Along the way, she has adven-

tures and encounters that fuel her determina-

tion to be successful.

The ending of the story is multi-layered with

three endings. Students have the option to

select the one they feel is most appropriate,

credible or desirable. It is an indicator that

The Shadowed Road, no matter who travels

on it, is nuanced and not always straight or

easy to follow. It’s a universal story not bound

by geography or culture.

Early in October 2010, myself and the two


members of the video crew, flew into Addis

Ababa, Ethiopia’s capital city. Addis Ababa

erupted before us. It is a chaotic, frenetic

city of about three million people with wide

thoroughfares bursting with traffic. No lane

markers to speak of and the bumper-to-bum-

per vehicles that weave in and out whenever

a tiny gap opens up. Horns blare and beep.

Blue mini-buses throng the streets. It is a city

with a pulse, one that’s on overdrive.

October marks the beginning of the dry

season. The weather was sunny and clear,

but not overly hot. I hadn’t realized that the

parts of Ethiopia on our itinerary took us to

the elevated sections of the country. Addis

Ababa is 2500 metres above sea level. Much

of the country is comprised of steep hills and

mountains. Rarely did we encounter flat land.

Driving the hill country was manageable, but

walking it was arduous beyond belief, espe-

cially when the altitude came into play.

From Addis Ababa, we flew to Bahir Dar to

the north. Bahir Dar is close to Lake Tana, a

huge lake that is the hub of the inland fishing

and resort industry in Ethiopia. On a promon-

tory 45 minutes offshore, we motored to an

ancient monastery. After a hike through the

forest, a compound appeared with the mon-

astery within it. When we arrived a funeral was

in process. We came across a lot of funerals as

the life expectancy in Ethiopia is low by west-

ern standards. The monastery, dating back to

the 16th century, approximately, was built in

the round. Astonishing paintings adorned its

walls and as you walked around, the entire

story of the Old Testament appeared before

your eyes.

Ethiopia is a religious country. Orthodox

Christianity dominates while about one third

of the population is practicing Muslims. There

had been a native Jewish population, but

hundreds of thousands had been evacuated

to Israel during the last civil war. Paradoxically,

THE SHADOWED ROAD


Ethiopia is governed by a socialist-military re-

gime although some aspects of democracy

have been maintained. In many ways, figura-

tively, physically and structurally, Ethiopia is a

land of contrasts.

The Lake Tana region is also home to the

breathtaking Blue Nile Falls. After an arduous

climb through the hills, toiling up rocky paths

peopled by goats and villagers, an amaz-

ing vista opens up. As the rainy season had

just ended, the falls pounded out in fulsome

glory. Yet, as the dry season continues, the

waters abate and the falls come to a stand-

still. Watching tons of water per second pour

over the promontory, it’s difficult to imagine

times when it all but disappears.

We ventured further north to the town of

Gondar and it seemed as if we climbed higher

and higher continually. Gondar is also home

to some impressive stone castles. In Gondar,

we met a young woman who runs a program

that houses street kids. She receives no gov-

ernment funding and somehow manages

to scrounge enough to keep the program

afloat.

From Gondar, we continued further north

to the even more elevated town of Lalibela,

famous for its churches carved out of a sin-

gle piece of rock. There is a large restoration

program under way to preserve parts of

the churches that are beginning to crumble

or sag, all of which however, are still used

as houses of worship. The most famous

carved church is that of St. George, shaped

like a cross. It rises out of the ground from

which it had been excavated. While wander-

ing the grounds of that church, we heard

blood-curdling screaming. It turns out we’d

happened on an exorcism. A young woman

felt she’d been possessed by the devil while

a priest sprinkled her with holy water, found

in a pool on the site. It is said that the water

burns as the evil spirit is driven out.

THE SHADOWED ROAD


The scenery of Ethiopia is extraordinary and

the views spectacular. It’s difficult to convey

just how beautiful the country is. And also,

how welcoming the people are. Naturally,

being foreigners and carrying video equip-

ment, we attracted attention everywhere

we went. People were naturally curious and

friendly and inevitably asked for a handout.

Saying no became part of the common vo-

cabulary but when said firmly, a refusal was

accepted with good grace.

Not far from Lalibela, we visited a local rural

school, Bilbala Elementary to get a sense of

how education was conducted in the coun-

tryside. Clearly, the community was poor and

the school had little in the way of resources.

A polluted river ran near the grounds where

the children got their drinking water. The

classrooms had no electricity, no windows,

few desks, scarce materials and resources,

and roughly 65 students packed each class.

The goal was to get the class size down to

an average of 50 students. So many children

attended this particular elementary school

that they had to come in shifts.

Lalibela represented the northern pinnacle

of our journey. We had roughly traced the

path that Selome would have taken on her

journey to Addis Ababa. As we travelled the

rough and tumble roads of the country where

it is nearly impossible to venture out in the

dark, we approached the capital city. A high-

light of the back leg of the trip comprised a

visit to a buzzing Muslim market where ev-

erything from camels, oxen, furniture, blocks

of salt, handmade rope to fruit, honey, huge

THE SHADOWED ROAD


sacks of coffee beans, vegetables and cloth-

ing were sold. Set on a hillside, the market-

place buzzed with activity representing a

fundamental lesson in economics. For lunch,

we ate a goat that had been slaughtered for

that purpose.

Balancing our visit to a rural school, we went

to see a privately run school in Addis Aba-

ba. The contrast between the two schools

couldn’t have been clearer. The private school

featured modern buildings, electricity, a bas-

ketball court and bleachers, standard materi-

als and resources, and some access to comput-

ers. The children wore uniforms and were well

groomed. They were taught entirely in English.

Class sizes were small. Young students with

whom we spoke were articulate and thought-

ful. All of them were proud of their country

and proud to be Ethiopian. They had a reveal-

ing sense of identity. Their destiny was to lead

the country in generations to come. A heady

ideal for a 10 or 11-year old.

All of my pre-conceived notions about Ethi-

opia had been exploded. The country does

face significant challenges and the contrast

between education in the city and the coun-

try was pronounced. We witnessed scenes

that might have been taken straight from

the Old Testament. Yet so much of the coun-

try, its people and the countryside thrives.

Going there, experiencing a small aspect of

Ethiopian life made Selome’s fictional jour-

ney more tangible and real. It has been a

privilege to take my own journey down The

Shadowed Road.

THE SHADOWED ROAD


FOR GRADES: 6 TO 9

C A N A DA’ S C A P I TA L T R E A S U R E SSeries IntroductionSeven classroom-ready lesson plans and five introductory videos highlight and

explore the significance and importance of Canada’s Capital Treasures. These

treasures represent knowledge, sacrifice, commitment and ingenuity. This

series of lesson plans is available for download at www.teachmag.com/curricula.

These lesson plans were produced by the National Capital Commission (NCC)

in collaboration with the Virtual Museum of Canada and TEACH Magazine.

CURRICULA

http://www.teachmag.com/curricula


Lesson Five: “Never Give Up!” — Maurice Richard Monument

Learning Objectives

The learner will:• Makecompellingandpersuasivearguments regarding community achievements;• Conductindividualandgroupresearch;• Understandtheroleofmemorializingas an important function of maintaining identity;• ExamineCanadianpersonalitiesofthe mid-20th century.

KeywordsMaurice Richard; Stanley Cup; The Hockey Sweater; Never Give Up

IntroductionWalking in Jacques-Cartier Park in Gatineau, Quebec, most Canadians aren’t surprised to see a bronze statue of a giant hockey player. After all, hockey is Canada’s game, a unifying force across the country, and Maurice “The Rocket” Richard was one of the game’s greatest players.

Richard dominated the NHL in the 1940s and ’50s, playing for his hometown Montréal Canadiens, and increased international recognition of a young Canada on the world stage. His records and achievements are legendary: scoring 50 goals in 50 games, winning eight Stanley Cups, and being fast-tracked to the Hockey Hall of Fame. His image appeared on everything from magazine covers to cereal boxes. His famous number 9 jersey was retired within a month of his leaving the league in 1960.

His life has been chronicled in books, television, and film. The Hockey Sweater, the children’s book written by Roch Carrier, is about a child trying to obtain a number 9 “Habs” jersey. Richard’s legacy reverberates more than 50 years after his retirement.

It’s no wonder that Maurice Richard remains a national icon. A quick peek at Canadian popular culture reveals hockey as a defining aspect of our lives in fields as diverse as music, literature, and advertising. Canadians follow their organized teams, from the NHL to minor leagues to the local peewee teams. Olympic hockey, both men’s and


women’s competitions, can bring entire cities to a complete standstill.

But more than that, Canadians regularly lace up and take to the ice for community shinny games. Turn over a five-dollar bill and there we are, parents and children, on a frozen pond. Even when the snow and ice are gone, street hockey — with the familiar cry of “car!” — takes over summer evenings.

When the Montréal Forum closed in 1996, Richard’s appearance at the closing ceremonies resulted in a 16-minute standing ovation, the longest ever recorded in that city. During the ovation, while fans chanted his nickname, “Rocket” over and over, he closed his eyes and mouthed the words, “thank you.” Four years later, at his funeral, more than 115,000 people visited, as his body lay in state at the Molson Centre in Montréal, including the Governor General and the Prime Minister of Canada.

The following year, the larger-than-life bronze statue of Richard was erected in Gatineau, created by Au Coeur du Bronze. Richard, without a helmet as was typical of his era, races toward the viewer, ready to shoot the puck, his penetrating gaze part of his terrifying reputation as one of the most determined goal scorers of all time. The words “Never Give Up!” are etched in the statue’s base, reminding us of Richard’s place in Canadian history, and the role of hockey in our national psyche.

Activity One: Make a Hockey CardChoose a present-day hockey player. Create a hockey card outlining their contributions to the game, including if they have been featured in other commemorative ways (e.g. on a stamp or a sculpture), or in popular culture (as a spokesperson for a charity or company, for example).

Activity Two: Celebrating HockeyCanadians are passionate about hockey. It’s more than just a game. As a class, brainstorm the various ways hockey is celebrated in Canada (e.g. Hockey Hall of Fame, Hockey Day in Canada). What other ways could hockey be celebrated? Individually

Maurice ‘The Rocket Richard’ statue ‘Never Give Up!’ 2001 Photo: National Capital CommissionKnown for his speed on the ice and his powerful shots, Richard spent 18 years with the Montréal Canadiens. Prime Minister Chrétien remarked of this most dedicated hockey player that he “…defined and transcended the game of hockey.”


or as part of a small group, choose one of these celebrations. It could be a monument, an event, a publication, or any other idea. Discuss whether your celebration needs to be permanent, or if it should have a definite beginning and end. As a group, present your idea to the rest of the class.

Activity Three: Propose a New MonumentSomeone in your community, perhaps even in your school, is contributing, or has contributed to your community in a positive way. Research the different ways to commemorate a person for example, with stamps, statues, scholarships, building and street names, etc.). Select someone who you think deserves to be commemorated in your community. Determine which commemorative method (e.g. a monument, a special day) would be the most appropriate for your honouree. Present your commemoration to your class.

Activity Extension: There is also a Maurice Richard statue in Montréal. Why does Richard have a statue in two cities? Consider the individual you have decided to commemorate. Would it be fitting to have a second commemoration of them in the country’s capital? Where would be the best location for such a monument or commemoration?

Activity Four: Individual Research and Class DiscussionMaurice Richard came to prominence during the middle part of the twentieth century. During this time, Canada was still growing as a country and many laws and social norms were changing. Discuss as a class what other Canadian events happened during Richard’s playing career (1942–1960). Were there other personalities of the era

that helped define Canadian identity? Choose one and present your Canadian personality to the class.

Activity Five: Writing a Short Paper and Creating Epitaphs (Grade 7)The words “Never Give Up!” are etched in the base of the Maurice Richard statue. With a partner, research Maurice Richard’s life and then write a short paper explaining why these words are an appropriate epitaph for him. With your partner, think of two or three other Canadian icons or heroes and come up with appropriate epitaphs for them. Be prepared to engage in a discussion about these epitaphs with your classmates and explain your reasoning.

Activity Six: Creating a Biographical Graphic Novel (Grade 8)The life of Maurice Richard has been chronicled in books, television, and film. Create a biographical graphic novel (2 or 3 pages, or longer, if you wish) that depicts an event (or several events) in the life of the great hockey player. If necessary, do some research to learn more information about the life

Statue base, 2005 Photo: National Capital CommissionThe number 9 identifies Maurice Richard as much as his official signature. This detail is from the monument’s base.


and times of Richard. Make sure your facts are accurate. Before you begin drawing, spend some time reading graphic novels to learn about the various ways of telling a story in panels. Remember to include space for characters’ dialogue or for

narration. Graphic novels are a great way to combine words and images in narrative. Try to take advantage of the genre by building in some action scenes. Do a quick rough mock-up of your pages before moving to a final version.

Activity Seven: Mapping Sports Icons (Grade 9)All around the world, people play sports and celebrate their national sports stars. Edison “Edson” Arantes do Nascimento, known by his nickname Pelé, was named the “Athlete of the Century” in 1999 by the International Olympic Committee. This incredible soccer player is a national hero in Brazil. With a partner, label the countries on a world map. Research to find a national sports hero or icon for as many countries as possible. What is it about each hero that makes him or her so popular? Find a creative way to represent each icon on the map and to describe why he or she is so popular throughout their nation.

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Protecting the Future of NatureThe Amazon is the largest rain forest and is among the last places on earthwhere the jaguar, one of the most powerful cats can be found. Unfortunately,the rain forest is being destroyed by development and logging. WWF is aleader in the conservation of over 56 million acres of the Amazon. We arecreating a system of protected areas that animals, local communities andcompanies can benefit from. We can protect the needs of animals whilerespecting the needs of local communities.

Be Part of Our Work worldwildlife.org

http://worldwildlife.org


Puzzle your students with crosswords,

word searches, scramblers and other

learning games. Create your own

paper-based games or enjoy online

interactive exercises.

Discovery Education Puzzlemakerwww.discoveryeducation.com/free-

puzzlemaker Discover offers a variety of free puzzles that teachers can customize to the subject they desire, from typical word searches to more complex cryptograms and math squares. Buy the Puzzlemaker and receive extra features, such as a searchable dictionary and clip art.

ABC Teach Crossword Puzzleswww.abcteach.com/directory/fun_activities/

crossword_puzzlesABC Teach Crossword Puzzles: Specializing in crosswords, this site provides pre-made puzzles. There are four general puzzle categories or themes: books, holiday and seasonal, skills, and interactive crosswords online.

Super Teacher Toolswww.superteachertools.com Bring Jeopardy and Who Wants To Be A Millionaire into the classroom with Flash games. This site has other games and online interactive tools, including a timer, a random name generator and a random fact generator for your amusement.

WEBSTUFF

Class Toolswww.classtools.netIn addition to educational games and quizzes, Class Tools allows teachers to create diagrams. The site promises to be great for interactive whiteboards. Teachers can also host their creations on a blog, website, or Internet.

Languages Onlinewww.education.vic.gov.au/languagesonline/

default.htm Languages Online is a site for language teachers and students. With a combination of template and make-your-own interactive activities, languages covered include Chinese, French, German, Indonesian, Italian, Macedonian, Spanish, and Beginner ESL.

Hot Potatowww.hotpot.uvic.caHot Potato is freeware available for Windows, Linux, and Mac OSX. Aside from crosswords, teachers can create interactive multiple choice, short answer, jumbled sentence exercise, and more. This tool is completely web-based.

ESL Galaxywww.esl-galaxy.com/worksheetmakers.htm This site is geared towards ESL, EFL, and ESOL teachers and students. Board games, class games, and game templates are ESL specific. This site offers free demos or links to other websites for access to word searches, crossword makers, sentence scramblers, and word scramblers.

http://www.superteachertools.com

http://www.classtools.net

http://www.hotpot.uvic.ca

http://www.esl-galaxy.com/worksheetmakers.htm

http://www.discoveryeducation.com/free-puzzlemaker

http://www.discoveryeducation.com/free-puzzlemaker

http://www.abcteach.com/directory/fun_activities/crossword_puzzles

http://www.abcteach.com/directory/fun_activities/crossword_puzzles

http://www.education.vic.gov.au/languagesonline/default.htm

http://www.education.vic.gov.au/languagesonline/default.htm

Protecting the Future of NatureArctic sea ice, a critical habitat for polar bears, is vanishing beforeour eyes. As polar bears are forced to spend more time on land, thepotential for conflict between humans and bears grows. WWF createsglobal solutions to cut carbon emissions—a leading cause of thedepletion of sea ice—while also working with local communities,scientists and governments in Alaska and Russia to reduce thethreats to polar bears. We can protect the needs of polar bearswhile respecting the needs of local communities.

Be Part of Our Work worldwildlife.org

http://worldwildlife.org


ANNÉES : De la 6e année du primaire à la 3e année du secondaire au Québec; de la 6e à la 9e année en Ontario

LES TRÉSORS DE LA CAPITALE DU CANADA Introduction Sept plans de leçon prêts à être utilisés en salle de classe et cinq vidéos d’introduction soulignent et expliquent brièvement la signification et l’importance des trésors de la capitale du Canada. Ces derniers représentent le savoir, le sacrifice, l’engagement et l’ingéniosité. Téléchargez cette série de plans de leçon en visitant la rubrique Curricula de TEACH Magazine – Le Prof à l’adresse www.teachmag.com/curricula. Produits par la Commission de la capitale nationale (CCN) en collaboration avec le Musée virtuel du Canada et TEACH Magazine.

CURRICULA

http://www.teachmag.com/curricula


CURRICULA5e leçon : Ne jamais abandonner! — Le monument Maurice Richard

Objectifs d’apprentissage

En participant à une ou plusieurs des activités qui suivent, les élèves :• élaborerontdesargumentssolideset persuasifs au sujet des réalisations collectives;• ferontdelarechercheseulsetengroupes;• comprendrontlerôledelacommémoration en tant que fonction importante du maintien de l’identité;• sefamiliariserontaveclespersonnalités canadiennes du milieu du XXe siècle.

Mots clésMaurice Richard, Coupe Stanley, Le Chandail de hockey et Ne jamais abandonner

IntroductionLorsqu’ils se promènent dans le parc Jacques-Cartier à Gatineau, au Québec, la plupart des Canadiens et Canadiennes ne sont pas surpris de voir la statue en bronze d’un géant du hockey. Après tout, le hockey est le sport national du Canada, qui unit les amateurs d’un océan à l’autre, et Maurice « Rocket » Richard a été l’un des plus grands hockeyeurs.

Maurice Richard a dominé la Ligue nationale de hockey (LNH) dans les années 1940 et 1950 alors qu’il jouait pour le club de sa ville natale, les Canadiens de Montréal. Sur la scène internationale, il a accru la reconnaissance de la jeune nation du Canada. Ses records et ses réalisations sont légendaires : 50 buts en 50 matchs; gagnant de huit coupes Stanley; intronisé à la vitesse grand V au Temple de la renommée du hockey. On a vu sa photo partout, à la une des magazines comme sur les boîtes de céréales. Son célèbre chandail numéro 9 a été retiré quelques mois après avoir quitté la ligue, en 1960.

On a raconté sa vie dans des livres, à la télé et au cinéma. Le Chandail de hockey, un livre pour enfants écrit par Roch Carrier, raconte l’histoire d’un garçon qui tente de se procurer un chandail numéro 9 des Canadiens. Le legs de Richard est toujours très présent plus de 50 ans après sa retraite.

Pas surprenant que Maurice Richard demeure un symbole national. Dans la culture populaire canadienne, le hockey fait partie de nos vies,


dans la musique, la littérature et la publicité. Les Canadiens et Canadiennes suivent leurs équipes, qu’elles soient de la LNH, des ligues mineures ou de la ligue pee-wee du quartier. Les compétitions de hockey olympique, masculin et féminin, peuvent paralyser des villes entières.

Mais surtout, les gens du Canada chaussent régulièrement leurs patins pour une partie improvisée à la patinoire du quartier. Examinez

un billet de cinq dollars; la scène est typique : des parents et des enfants sur un étang gelé. Même quand il n’y a plus ni neige ni glace, le hockey de rue — et son cri familier « auto! » — prend la relève les soirs d’été.

Quand le Forum de Montréal a fermé ses portes en 1996, Maurice Richard était présent à la cérémonie; la foule l’a ovationné durant 16 minutes, la plus longue ovation jamais faite dans cette ville. Pendant l’ovation, alors que les fans scandaient « rocket », son surnom, à répétition, il a fermé les yeux et prononcé le mot « merci ». Quatre ans plus tard, à ses funérailles, plus de 115 000 personnes sont venues lui rendre un dernier hommage alors que son corps était exposé en chapelle ardente au Centre Molson de Montréal. La gouverneure générale et le premier ministre du Canada étaient parmi ces gens.

L’année suivante, une statue en bronze plus grande que nature de Maurice Richard a été érigée à Gatineau. Richard, sans casque protecteur, comme c’était le cas à l’époque, déjoue le spectateur, prêt à lancer la rondelle, avec ce regard pénétrant qui lui a valu sa terrifiante réputation de compteur parmi les plus déterminés de tous les temps. Les mots « Ne jamais abandonner » sont inscrits sur le socle de la statue pour nous rappeler la place deRicharddansl’histoireduCanadaetlerôleduhockey dans notre psyché nationale.

1re activité : Fabriquez une carte de hockey Choisissez un hockeyeur qui joue présentement dans une équipe. Créez une carte de hockey qui résume ce qu’il a apporté au hockey. Mentionnez s’il a été honoré d’autres façons (p. ex. par un timbre ou une sculpture) ou s’il est associé à la

Statue de Maurice « Rocket » Richard — Ne jamais abandonner!, 2001 Photo : Commission de la capitale nationaleReconnu pour sa rapidité sur la glace et ses puissants lancers, Richard a joué pendant 18 ans avec les Canadiens de Montréal. Le premier ministre Chrétien a dit de lui qu’il « avait défini et transcendé le hockey ».


culture populaire (en tant que porte-parole pour une œuvre de charité ou une entreprise, par exemple).

2e activité : Soulignez l’importance du hockeyLes gens du Canada sont passionnés de hockey. Ce sport est plus qu’un jeu. En classe, remuez vos méninges pour trouver les différentes façons de souligner l’importance du hockey au Canada (p. ex. le Temple de la renommée du hockey, la Journée du hockey au Canada). Quelles pourraient être les autres façons? Seuls ou en petits groupes, choisissez-en une; ce pourrait être un monument, une activité, une publication ou toute autre idée. Discutez pour établir si cette façon de faire devrait être permanente ou si elle devrait avoir un début et une fin. En groupe, présentez votre idée à votre classe.

3e activité : Proposez un nouveau monumentQuelqu’un de votre collectivité, peut-être même de votre école, a ou a eu une influence positive sur votre collectivité. Cherchez les différentes façons (timbre, statue, bourse, édifice, nom de rue, etc.) de rendre hommage à quelqu’un. Choisissez une personne qui, selon vous, mérite d’être honorée par votre collectivité. Établissez la façon (p. ex. un monument, une journée spéciale) qui conviendrait le mieux selon la personne honorée. Présentez votre projet en classe.

Élargissez l’activité! Maurice Richard a aussi sa statue à Montréal. Pourquoi Richard a-t-il sa statue dans deux villes? Pensez à la personne que vous avez décidé d’honorer. Conviendrait-il de lui rendre hommage une seconde fois dans la capitale du pays? Quel serait le meilleur endroit pour un tel monument

ou pour tout autre hommage?

4e activité : Recherche personnelle et discussion en classeMaurice Richard a attiré l’attention au milieu du XXe siècle. À cette époque, le Canada était encore en plein essor et de nombreuses lois et normes sociales évoluaient. Quels évènements sont survenus au Canada durant la carrière de hockeyeur de Richard (1942-1960). Discutez en classe d’autres personnalités de cette époque qui ont contribué à définir l’identité canadienne. Choisissez-en une et présentez cette personnalité canadienne à votre classe.

Socle de la statue, 2005 Photo : Commission de la capitale nationaleLe numéro 9 identifie Maurice Richard au même titre que sa signature officielle. On voit ici un détail du socle du monument.


5e activité : Rédigez un court texte et créez des épitaphes (7e année ou 1re année du secondaire au Québec)Les mots « Ne jamais abandonner » sont inscrits sur le socle de la statue de Maurice Richard. Avec un ou une camarade de classe, faites une recherche sur la vie de Maurice Richard et rédigez un court texte expliquant pourquoi ces mots sont une épitaphe appropriée. Avec votre camarade, pensez à deux ou trois autres icônesou héros canadiens et trouvez-

leur des épitaphes appropriées. Préparez-vous à discuter de ces épitaphes avec votre classe et à expliquer votre raisonnement.

6e activité : Créez un roman graphique biographique (8e année ou 2e année du secondaire au Québec)On a raconté la vie de Maurice Richard dans des livres, à la télévision et au cinéma. Créez un roman graphique biographique (deux ou trois pages, ou plus si vous le désirez) qui décrit un évènement (ou plusieurs)

dans la vie du grand joueur de hockey. Au besoin, faites une recherche pour en savoir davantage sur la vie de Maurice Richard et l’époque où il a vécu. Assurez-vous de l’exactitude de votre information. Avant de commencer à dessiner, prenez quelques instants pour regarder des romans graphiques afin d’en savoir davantage sur les diverses façons de raconter une histoire à l’aide de panneaux. N’oubliez pas de réserver de l’espace pour écrire le dialogue ou le texte narratif. Les romans graphiques sont une excellente


http://www.textilemuseum.ca

http://www.txtilecity.ca


façon de combiner des mots et des images dans des textes narratifs. Profitez aussi de l’occasion pour intégrer des scènes d’action. Faites une maquette grossière rapide des pages avant la version finale.

7e activité : Faites une carte du monde avec des icônes du sport (9e année ou 3e année du secondaire au Québec)Partout dans le monde, on fait du sport et on vénère les vedettes nationales du sport. Edison « Edson » Arantes do Nascimento, connu sous le sobriquet de Pelé, a été nommé « athlète du siècle »

par le Comité international olympique en 1999. Ce joueur de soccer exceptionnel est un héros national au Brésil. Avec un ou une camarade de classe, inscrivez les noms des pays sur une carte du monde. Faites une recherche pour trouver une icôneouunhéros national ou unehéroïnenationale du sport pour le plus grand nombre de pays possible. Qu’est-ce qui a rendu ces héros ou héroïnessipopulaires?Trouvezunefaçoncréativedereprésenterchacunedecesicônessurlacarteet écrivez les raisons pour lesquelles elles sont si populaires dans leur pays.

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Slime, scales and aquatic life have the cool

factor that students love. This spring, take

your class to zoos specializing in reptiles

and marine life to foster their interest in the

cold-blooded. Across the country, zoos and

aquariums provide ample populations of

creatures to enlighten students while keep-

ing them engaged with the animals and the

curriculum.

In Ontario, Reptilia’s programs are suited for

different education levels. For day care and

pre-school, the zoo promises an unforget-

table encounter with a bearded dragon or

an alligator. The elementary school programs

are directly linked to the provincial curriculum

where students learn to apply their knowl-

edge outside of the classroom. The same

goes for secondary school and the science

and technology curriculum. There are even

specialized programs for the home-schooled

and post-secondary students in veterinary

science or animal care.

The West Edmonton Mall’s marine educa-

tion program promises hands-on learning

that is in sync with Alberta’s kindergarten to

grade 9 curriculum. More than 100 species of

fish, reptiles, amphibians, and other animals

live in the Sea Life Caverns. Depending on the

package or adventure purchased, kids can go

behind-the-scenes.

On the west coast, the Shaw Ocean Discov-

ery Centre on Vancouver Island offers educa-

tional programs with a focus on the Salish Sea

ecosystem. The program is directly linked to

the B.C. curriculum. Though classes are wel-

come to self-guided visits, there are lessons

designed for pre-school all the way to grade

12. For example, grades 4 to 8 partake in fish

forensics and high schools can discover bio-

diversity through taxonomy, part of Marine

FIELD TRIPS


Invertebrate Zoology. On the mainland, how-

ever, head to the Vancouver Aquarium that

also offers K-12 curriculum-based programs.

Ten thousand marine animals await students

at the Aquarium du Quebec, including reptiles,

fish, and amphibians. The school activities list

is available on the website in French only, but

it does cover activities for elementary school

and all high school levels. This 16-hectare site

expands both indoors and outdoors, mak-

ing it great for picnics and perfect for water

games and the tree-to-tree pathway for kids.

FIELD TRIP OPPORTUNITIES

Reptilia Reptile Zoo & Education FacilityVaughan, ONwww.reptilia.org

Marine Life Department West Edmonton Mall Edmonton, AB www.wem.ca/pdf/marine-life-school-programs.pdf

Shaw Ocean Discovery CentreSidney, BCwww.oceandiscovery.ca

Vancouver Aquarium Marine Science Centre Stanley Park Vancouver, BC www.vanaqua.org

Aquarium du Quebec Sainte-Foy, QC www.sepaq.com/aquarium

ADVERTISER ............................ PAGE#

1 Epson ...........................................................................2

2 Make a Wish .................................................................. 32

3 Mr. X ......................................................................... 35

4 The Shadowed Road ......................................................36

5 Textile Museum ............................................................. 31

6 Richard Worzel ..............................................................34

7 War Amps ................................................................ 12, 23

8 WWF ................................................................... 24, 26

ADVERTISERS INDEX

http://www.sepaq.com/aquarium

http://www.reptilia.org

http://www.wem.ca/pdf/marine-life-school-programs.pdf

http://www.oceandiscovery.ca

http://www.vanaqua.org




Invite Mr. X Into Your Classroom!

TEACH Magazine is pleased to present the fourth in the series

of teen adventure stories for readers aged 11-14 years. Follow

the antics of Xerxes Frankel and his crew in Mr. X and the

Vancouver Iceman as they head to the Winter Olympics to

film the hit television series, Get Outta Town!

Fun, funny and entertaining, Mr. X helps you

support literacy in your classroom.

You can purchase Mr. X and the Vancouver Iceman,

as well as the first three titles in the series,

Mr. X and the Circle of Death, Mr. X and the Cog

Train from Heaven and Mr. X and the Rainforest

Monkey through Amazon.ca, Chapters/Indigo

and other fine bookstores.

Mr. X and the Rainforest Monkey, ISBN: 978-1-55278-639-0

Mr. X and the Cog Train From Heaven, ISBN: 1-55278-583-1

Mr. X and the Circle of Death, ISBN: 1-55278-583-3

Mr. X and the Vancouver Iceman ISBN 978-1-55278-814-1

http://Amazon.ca

The Shadowed Road is an interactive graphic novel and multimedia experience. Pedagogical themes of Human Rights, Democracy, Basic Education, and Global Citizenship make the project a great Social Sciences or Digital Literacy tool. Imaginative illustra-tions and unique multimedia means learning will be fun and intuitive for ESL and ELL students.

The story tells the tale of Selome Fekadu, a young Ethiopian girl, who is forced to quit school and be-come the obedient housewife to a local goat herder. Instead of abandoning her lifelong dreams of becom-ing a teacher, Selome disguises herself as a boy runs away from her rural village in order to claim her right to an education. As students read through the novel, they’ll embark on a digital treasure hunt, collecting clues to solve an ancient Ethiopian puzzle that will unlock the next chapter.

The Shadowed Road graphic novel is also available as a hardcopy book or an eBook. Order yours today!

Target audienceGrades 6-9, or 6-12 for ESL/ELL learners

LanguagesThe Shadowed Road graphic novel and all digital and academic components are available in both English and French. French curriculum links however, are available to only those provinces with a French curriculum.

EXCLUSIVE OFFER: The first 10 people who pur-chase a digital subscription will receive a FREE copy of the hard copy book. A value of $20!

To learn more about The Shadowed Road or to pur-chase a subscription or sign up for a free trial, please visit www.theshadowedroad.com.

The Shadowed RoadAn Interactive Graphic Novel and Multimedia Experience

An Online Digital Project by TEACH Magazine


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