Teacher ToolkitCan media shape historical memory?

Can media shape historical memory?

What?

This learning module will support student learning about Canadian journalist Rhea Clyman. Students will analyze the impact of the Holodomor famine on the Ukrainian community and assess its significance on identities, citizenship, and/or heritage in Canada.

Whom?

CHC2D/2P Grade 10 Canadian History Since World War

C3.4 analyze the impact of the Holodomor famine on the Ukrainian community and assess the significance on identities, citizenship, and/or heritage in Canada  

How?

Please note all prompts and information included in this Teacher Toolkit are suggestions only. Educators are always encouraged to evaluate the specific needs of their learners and use their professional judgement.

1. Get ready…

Before you begin teaching, consider the following prompts to prepare yourself. Some suggested answers have been included as samples.

  • What materials will you need for this learning module?
  • What pre-conversations will you need to have with your students?
  • What do you already know about this issue and what are you curious about?
  • Some topics can be difficult to learn about. What strategies help you feel comfortable when learning about challenging material?
  • What does it mean to learn from real-world events or difficult situations?
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  • What vocabulary do your students need to know?

The following list includes some suggested vocabulary:

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Collectivization


Collectivization was a policy implemented by the Soviet government to seize privately-owned agricultural land to force consolidation into state-owned collective farms. The purpose was to transform the Soviet Union into an industrial power by exporting grain to acquire foreign currency to buy industrial machinery. Peasants saw it as a modern version of serfdom.

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Holodomor

Holodomor comes from the Ukrainian words holod, which means hunger or starvation, and mor, which means a torturous death. It refers to a widespread famine that affected the Soviet Union, especially Ukraine, as a result of policies implemented by Soviet leader Joseph Stalin.

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Kulak

Kulak is a Russian term, considered derogatory, that was commonly used to describe successful farmers who owned and farmed the land. The Ukrainian term is kurkul. The Soviet government under Stalin passed a policy into law (known as dekulakization) calling for the “destruction of the kulak as a class” to “eliminate resistance to state control."

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Genocide

Genocide is the deliberate attempt to destroy, in whole or in part, a national, ethnic, racial, or religious group.

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Historical memory

Historical memory refers to the way societies remember and pass down important events from the past.

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Kremlin

The Kremlin is the main government complex in Moscow, Russia, and a symbol of Russian political power.

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Antisemitism

Antisemitism refers to prejudice, discrimination, or hatred toward Jewish people because of their religion, culture, or ethnic identity.

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Annexation

Annexation occurs when one country takes control of another country’s land or territory and makes it part of its own country, usually by force or without permission.

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  • What pre-teaching needs to happen to prepare your students for this content?
  • Students should understand authoritarian governments existed after World War I and how centralized power influenced policies and daily life.
  • Students should understand key terms and concepts related to the Holodomor.
  • Teachers should frame the topic by discussing its significance and context. A brief notice about the nature of the content can be provided, and expectations for engaging with the material should emphasize sensitivity, respect, and thoughtful consideration.
  • Students should understand the difference between primary and secondary sources.
  • Students should have foundational knowledge of safe and responsible research practices
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  • Is there any pre-reading that you need to do to facilitate this content?
  • Will students work independently, in partners, in small groups, or is this a full class activity?

The demonstration of learning can be done independently or with partners. The final product can also be used to create a class directory and shared with the school community.

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2. Get set…

Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.

  • What are the learning goals and success criteria for this learning module?
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Learning goals

We are learning to:

  • analyze how Rhea Clyman’s reporting of the Holodomor reveals the impact of Soviet authoritarian policies on Ukrainian communities
  • assess the significance of her work for understanding Ukrainian identities, citizenship, and heritage in Canada
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Success criteria
  • You may choose to co-create the success criteria with your students or develop your own.
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  • How will you activate and/or assess your students’ prior knowledge ahead of this learning module?
  • Use a photo or a short introductory video (avoid traumatic images) as a way to activate learning.
  • Have students complete a KWL chart (What I know, what I wonder, what I have learned).
  • Students can attempt to answer the essential question based on knowledge (independently, with a partner, in conversation with teacher, etc.)
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3. Go!

  • Students will learn about Rhea Clyman and her reporting during the Holodomor. They will examine the impact of the Holodomor on Ukrainian communities. Students will also consider the significance of Clyman’s reporting for Canadian identity, citizenship, and historical memory.
  • Students will have an opportunity to check their understanding by completing self-check multiple-choice questions.
  • Students will demonstrate their learning about the Holodomor’s impact and the significance of Rhea Clyman’s reporting on Ukrainian communities, daily life, and identity in Canada by completing the following assessment opportunities:
    • opinion news article
    • digital or hand-drawn storyboard
    • digital slide deck
    • museum display

Press the following Show Suggestions button for ways to assist students while they work through the learning module.

  • Answer any questions or queries.
  • Observe students’ engagement with the content.
  • Conference with individual students using the self-check activity, the essential question, or the demonstration of learning section.
  • Lead a guided group through the content.
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Resources

As an extension of learning, extra information, or supplementary activities, please refer to the following resources:

HREC article: Rhea Clyman – The First Western Journalist to Expose the Holodomor      (Opens in a new window)  
HREC article: Holodomor Remembrance Day     (Opens in a new window) 
Holodomor Museum article: In Ontario, Holodomor included in the school curriculum     (Opens in a new window) 
Radio Canada International article: The Canadian who exposed the Holodomor      (Opens in a new window)  
HREC fact sheets: Holodomor Heroes     (Opens in a new window) 

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Assessment opportunities

Access the following Rubric     (Opens in a new window)  to assess student learning.

Tips

Creating learning goals

  • Clearly identify what students are expected to know and do in language that students can readily understand. This represents the knowledge and skills that the students must successfully demonstrate to achieve the overall expectation.

Triangulation of assessments

  • The following is a sample chart/checklist for use in documenting your triangulation of assessments during observations, conversations, and conferences:
Student Name Demonstrates (insert specific expectation) Demonstrates (insert specific expectation) Demonstrates (insert specific expectation)
Blank Date: Date: Date:
Blank Blank Blank Blank
Blank Blank Blank Blank
Blank Blank Blank Blank
Blank Blank Blank Blank