Identity - Creating Context in
Canada
1. Statistics Canada is
responsible for keeping track of a lot of numbers related to the people living
in Canada. According to the Stats Canada website, approximately how many people
currently live in Canada?
2. What percentage of
Canadians is female? ________
What percentage male? ________
3. What percentage of the
Canadian population is of a visible minority (i.e.: not Caucasian or
Aboriginal)? ___________ What are the top three visible minority groups in Canada?
1.
2.
3.
1.
2.
3.
4. What percentage of the
Canadian population self-identifies as Aboriginal (i.e.: First Nations, Métis
or Inuit)? ___________ (Click on “Highlights”)
5. In 2012, what percentage
of hate crimes were motivated by:
race or ethnicity? ___________ sexual orientation? ___________
race or ethnicity? ___________ sexual orientation? ___________
6. What is the definition of a hate crime? (Look
at the “Note to Readers”)
7. What percentage of hate
crimes were committed by people under the age of 25? _________
8. How would you
self-identify for a census? Make a list.
Consider your age, gender,
occupation, ethnic origin, mother tongue, first language spoken, number of
languages spoken, etc..
Identity – Seeing Yourself in
Primetime Media
Terminology
Protagonist: The
main character(s) in a text. This character shows personal growth over the
course of the story.
Antagonist: The
character who opposes (causes problems for) the protagonist.
The Television Networks and Shows:
Who do you see represented in the ads for the TV shows?
Number of Shows
|
Number of Women Pictured
|
Number of Men Pictured
|
Number of Caucasian People Pictured
|
Number of People of a Visible Minority
|
2. CBC: Mr. D http://www.cbc.ca/mrd/characters/
Total number of characters
|
|
Number of male characters
|
|
Number of female characters
|
|
Percentage of male to female characters
|
|
Number of characters of a visible minority
|
|
Gender of main character(s)
|
|
Percentage of characters of a visible minority
|
|
Ethnic origin of main character(s)
|
3. CBC: Artic Air http://www.cbc.ca/arcticair/characters/
Total number of characters
|
|
Number of male characters
|
|
Number of female characters
|
|
Percentage of male to female characters
|
|
Number of characters of a visible minority
|
|
Gender of main character(s)
|
|
Percentage of characters of a visible minority
|
|
Ethnic origin of main character(s)
|
4. CBC: Heartland http://www.cbc.ca/heartland/characters/
Total number of characters
|
|
Number of male characters
|
|
Number of female characters
|
|
Percentage of male to female characters
|
|
Number of characters of a visible minority
|
|
Gender of main character(s)
|
|
Percentage of characters of a visible minority
|
|
Ethnic origin of main character(s)
|
5. CBC: Murdoch Mysteries http://www.cbc.ca/murdochmysteries/cast/
Total number of characters
|
|
Number of male characters
|
|
Number of female characters
|
|
Percentage of male to female characters
|
|
Number of characters of a visible minority
|
|
Gender of main character(s)
|
|
Percentage of characters of a visible minority
|
|
Ethnic origin of main character(s)
|
6. Global http://www.globaltv.com/shows/
Who do you see represented in the ads for the TV shows?
Number of Shows
|
Number of Women Pictured
|
Number of Men Pictured
|
Number of Caucasian People Pictured
|
Number of People of a Visible Minority
|
7. Global: Elementary http://www.globaltv.com/elementary/
Total number of
characters
|
|
Number of male characters
|
|
Number of female characters
|
|
Percentage of male to female characters
|
|
Number of characters of a visible minority
|
|
Gender of main character(s)
|
|
Percentage of characters of a visible minority
|
|
Ethnic origin of main character(s)
|
8. Global: Chicago Fire http://www.globaltv.com/chicagofire/
Total number of characters
|
|
Number of male characters
|
|
Number of female characters
|
|
Percentage of male to female characters
|
|
Number of characters of a visible minority
|
|
Gender of main character(s)
|
|
Percentage of characters of a visible minority
|
|
Ethnic origin of main character(s)
|
9. Global: Bomb Girls
Total number of characters
|
|
Number of male characters
|
|
Number of female characters
|
|
Percentage of male to female characters
|
|
Number of characters of a visible minority
|
|
Gender of main character(s)
|
|
Percentage of characters of a visible minority
|
|
Ethnic origin of main character(s)
|
10. Global: The Good Place
Total number of characters
|
|
Number of male characters
|
|
Number of female characters
|
|
Percentage of male to female characters
|
|
Number of characters of a visible minority
|
|
Gender of main character(s)
|
|
Percentage of characters of a visible minority
|
|
Ethnic origin of main character(s)
|
Follow-Up Journal Questions: Consider the videos MissRepresentation and Mickey Mouse Monopoly in answering the questions. You may also include your own personal experiences to make connections.
1. How do the shows compare in who they say is in Canada
(/North America) versus how the population of Canada actually breaks down?
2. What is the impact on a person when s/he does not see
him/herself represented in a positive way in the media?
Rubric for Journal Responses
Rubric for Journal Responses
Rubric for Personal Response to Reading
Incomplete
0
|
Needs More Work
1
|
Fair
2
|
Good
3
|
Excellent
4
|
Outstanding
5
|
|
Reaction
|
Shows no interest in responses and provides no explanations for lack
of interest in selections.
|
Shows limited interest; provides basic indication of reaction and
gives only sketchy, formulaic reasons for liking/disliking a selection.
|
Shows considerable interest in selection, or explains clearly and
with some detail why the selection does not interest this reader. Has thought
beyond basic expressions of liking or disliking.
|
Shows interest in selection either positively or negatively through
thoughtful consideration of main idea and details. Explanation is substantial
and effective.
|
Shows passionate reactions positively or negatively to selection and
explains insightfully and in depth how these reactions are produced by the
content, style and/or point of view in the selections.
|
|
Comprehension
Interpretation
|
Explanation shows errors in basic understanding
of plot, characterization and/or setting.
|
Explanation shows basic understanding of literal elements such as
plot, setting and characterization.
|
Explanation shows a good understanding of literal elements and a
beginning recognition of some abstract elements such as symbolism, theme,
irony, etc.
|
Explanation shows excellent understanding of literal elements,
recognition of more abstract elements and some explanation of their
significance.
|
Explanation shows sophisticated understanding of textual elements,
and makes insightful observations about abstract elements (symbolism, theme,
irony, etc.)
|
|
Making
Connections
|
Chooses not to make connections to personal experiences or to prior
knowledge.
|
Makes surface and obvious connections to personal experiences.
|
Makes logical and/or empathetic connections to personal experiences.
|
Makes logical and/or empathetic connections to and beyond personal
experiences.
|
||
Communication
of
Ideas to
Reader
|
Reader is confused about writer’s intent and point of view or so
little is provided that reader is uninterested.
|
Reader has some understanding of writer’s basic intent and point of
view.
|
Reader understands writer’s main intent and point of view, and is
given sufficient detail to develop some interest in them.
|
Reader has a clear understanding of writer’s intent and point of view
and is given enough detail and vividness of description to be interested and
involved in what the writer is saying.
|
Reader’s own understanding of the topic is enhanced by involvement
with and interest in the writer’s craft and depth of thought in explanation.
|
|
Conventions
|
Several errors in conventions which greatly affected the reader’s
understanding of the written piece.
|
Several errors in conventions. Reader has difficulty with fluency but
it able to understand the ideas presented.
|
Few errors in conventions or no errors but vocabulary was very basic
and below grade level expectations.
|
No errors in conventions.
Words at grade level but did not take any risks in writing.
|
No errors in capitalization, grammar, spelling, or punctuation.
Possible errors on attempts at higher level vocabulary or grammar.
|