Grade Level: Grade 6
| Time Required: | 4 hours for each of the 6 stations = 24 hours |
| Introductory and Conclusion Lessons = 5 hours | |
| Total time = 29 hours |
Overarching Statement: Mass media stereotypes of cultural groups are especially prevalent during times of war.
Goal: Students will identify and evaluate examples of mass media stereotyping of cultural groups during war and peace.
Rationale: If they truly are to become informed, students must learn to recognize the influence different mediums have which help shape their perceptions of the world. Students must be able to think critically about the forms of media they encounter and the information they receive. Students should be able to evaluate the credibility and reliability of various information sources. By exposing students to examples of stereotyping and discrimination provided by the media in times of war and peace, we may change negative stereotypical attitudes, reduce intolerance and enhance co-operation of cultural groups for the common good.
Unit Learning Objectives:
Knowledge objectives:
- students will be able to increase their awareness of the roles news media plays in portraying events and conveying information
- understand and gain insight into the leadership roles of media types
- gain insight into concrete connections between past and present
- gain knowledge of stereotyping and its effects as perpetrated by the media in times of war and peace
- identify discrimination in all forms of media
- gain insight into human rights issues
Skill objectives:
- students will be able to learn to think critically
- reflect upon their own thoughts and feelings as well as those of others
- use their imaginations
- be creative
- increase their ability to filter, process and comprehend information presented from media sources
- practice teamwork and communication skills
- enhance their capacity for civic participation
Attitude objectives:
- students will begin to build tolerance
- demonstrate social responsibility
- display cooperative approaches to learning
- enhance awareness of their roles in creating a peaceful future
- become sensitive to stereotyping
INTRODUCTORY LESSON
(2 periods - 120 minutes)
ACTIVITIES:
The teacher will introduce students to the subject of media stereotyping of cultural groups (refer to "Overarching Statement") in Canadian, U.S. and international news. Students, guided by the teacher, will explore questions/issues such as:
- How do you think information is spread?
- Who supplies the information?
- Who receives/buys the information?
- How does one assess the validity/credibility of information supplied by the media?
- Why is it important to assess the validity/credibility of information supplied by the media?
Students will be introduced to vocabulary commonly used in news media, namely during times of war. Example list is provided below:
- war
- stereotyping
- media & mass media
- bias/discrimination
- cultural group
- peace
- propaganda
- hysteria/paranoia
- casualties
The teacher will show the students a slide show of international (i.e. Canadian, U.S., Afghani) images and symbols of war. Following the slideshow, the teacher will lead a classroom discussion which will involve asking students to call out words or phrases they would associate with the slideshow war images and symbols. The teacher should lead and encourage students to use vocabulary from the above list to describe what they have seen.
The teacher will distribute newspaper articles on each of the six topics to be covered in the unit (i.e. WWI, WWII, Gulf War, Bosnian Civil War, Afghanistan, Peace). In groups of 4 or 5, students will each read one of the articles and try to locate words from the vocabulary list. They will then discuss, as a group, the angle taken by the journalist/author of the article. Next, they will present their findings to the class. Finally, the individual groups will create posters that will include both their article and their findings, and then be displayed above (or next to) the appropriate learning station.
The teacher will then introduce each learning station, assign the groups and explain the rotation method. The teacher will hand out the portfolios and explain that they will be used to store the assignments that will then be collected at the end of the unit. Finally, the teacher will explain the guidelines for journal-keeping, namely that students should use them to reflect on issues/concerns surrounding the different learning stations, to note questions they may have regarding a station topic, and/or to plan for any upcoming homework assignments; and also inform students that journals will be collected at the end of each class.
STATION 1
Title: Canadian mass media stereotypes of cultural groups during World War One.
Student Learning Objectives:
Knowledge objectives:
- students will be able to list important facts about Canada's involvement in its first ever large-scale war, including political facts that prompted Canada to join the war effort
- list the different forms of media utilized during the war years to disseminate information
- briefly explain the power of these media forms to create an atmosphere of hysteria and paranoia in Canada
- make comparisons between past and current forms of media and, with regard to their purposes, discuss their differences and limitations, as well as their individual strengths
- distinguish between different "points of view" represented in Canadian media before and during The Great War
Skill objectives:
- students will be able to analyze and draw conclusions from written (journalistic) material
- think critically about media influences on human perceptions
- explore their bodily-kinaesthetic skills by emulating the various bodily postures and gestures of the caricatures in Canadian WWI propaganda material
- reflect seriously on their feelings about media stereotyping and how it affects their own thinking
Attitude objectives:
- students will begin to develop an interest to uncover and understand different points of view represented in the media
- develop a healthy attitude of scepticism that necessarily dismisses the validity of media stereotyping, namely of cultural groups
- develop a curiosity to learn about other cultures and countries
ACTIVITIES:
Ideas to be developed:
The main thrust of this learning station is for students to become aware of the media's power to influence people's perceptions of other cultures. Through repeated and dramatic descriptions (or vilifications) of people or cultures, the media has the force to persuade sometimes even the most intelligent of what in peace time would be considered totally absurd.
Through the activities suggested below, students will hopefully begin to understand the role of Canadian media in creating stereotypes, namely of Germans, to promote the war in Europe. As well as understanding that words and images are powerful tools of communication and are used to shape our views from one year to the next.
(A) The Circulation of Information (60 minutes):
Students will each read the introduction on Canadian Media Stereotypes of Cultural Groups During WWI and examine the world map indicating all the axes and allied nations involved in WWI. Students will then discuss as a group and note down what forms of media they think were used to circulate information. We might remind students that many current forms of media, like television and internet, did not exist over 80 years ago.
(B) Aggressor vs. Victim (60 minutes):
Students will examine, with a critical eye, six images taken from Canadian propaganda material and will have to distinguish between the aggressor and the victim in the images and give a short written explanation for their answers. They will then be given the script for 3 of the 6 images and be asked to write down the specific words and phrases that are blatantly discriminatory/biased.
(C) Kinaesthetic Expression (60 minutes):
As an extension of Activity (B), students will attempt as a group to emulate the bodily postures and gestures of the caricatures in the last 3 images they have analyzed. They will distinguish between aggressor and victim and decide who shall play those roles. The purpose of this exercise (and the children must be aware of this) is to explore the meaning or intention of propaganda material, and for students to see/feel for themselves just how threatening the images really are.
(D) Information Analysis (60 minutes):
Students will be given news articles or other materials (radio broadcast) containing favourable or neutral opinions of the current "enemy" forces that would have circulated well before the start of The Great War. Similar to the above exercise, the students will be asked to pluck the words and phrases that favourably (in relation to the propaganda material) describe the now "enemy" forces. Students will then be asked to reflect in their journals on whether their feelings toward the "enemy" changed after reading (or hearing) a less biased view of them.
STATION 2
Title: Mass media stereotypes during World War II
Student Learning Objectives:
Knowledge objectives:
- students will be able to define propaganda and explain what its purpose is
- will be able to explain some of the things the Canadian government did to Japanese-Canadians during the Second World War
- list several questions that could be asked when analyzing a source
Skill objectives:
- students will be able to write clear, coherent paragraphs
- work in groups and have co-operative group discussions
- draw and colour a poster
- make thoughtful reflections and interpretations
Attitude objectives:
- students will begin to understand the power of propaganda
- begin to see how destructive it is to make assumptions and group people according to their culture or race
- begin to think critically of what they are reading and watching and begin to understand the importance of questioning their sources
ACTIVITIES:
(A) Propaganda Posters (60 minutes):
Students will read the activity card giving background information about Japanese immigrants, the labour unions in Canada, and information on propaganda created by the government and in a large part the labour unions. Students will be given examples of propaganda posters like "Keep these hands off", "He's watching you", "Looses Lips", "Don't let the shadow touch them" and other posters that promoted fear and suspicion. Some of these posters can be found at www.nara.gov/exhall/powers.html. As a group, have students discuss how the posters make them feel, who created the posters, the purpose of the posters, who is portrayed as the enemy, and the influence these posters could have had on families of Japanese or German ancestry. Students will then individually write a few paragraphs answering the following questions:
What stereotypes did these posters create?
How might the posters affect the way you are treated?
How might they affect the way you treat others?
What repercussions or actions might people take as a result of feelings created by the posters?
(B) Japanese-Canadian Internment and Work Camps (120 minutes):
Students will read the activity card provided at the station giving background information about Japanese-Canadian internment and work camps. Students will watch a segment of the propaganda film Of Japanese Decent by Dallas and Shelly Jones and C. Leon, created in 1945. This Canadian film produced by the National Film Board of Canada was created to portray like in Japanese-Canadian internment and labour camps as enjoyable and productive. It shows Japanese-Canadian people hard at work, building new settlements while the narration explains how the government was working in favour of the internees.
After viewing the film, have students discuss their feelings together. Next, have students individually write about how they feel about the camps. How did the film make them feel, was the government right in its actions, what did the camps seem like, was anyone hurt by the camps, were the Japanese-Canadians being taken care of? Ask them to write questions they would like to ask about the film or about the internees.
Next, have students open an envelope with several stories and letters written by Japanese-Canadians about their experiences in these camps. Stories and letters from books such as The Exiles: An Archival History of the WWII Japanese Road Camps in B.C. and Ontario by Yon Shimizu, A Child in Prison Camp by Shizuye Takashima, and Within the Barbed Wire Fence by Uji Nakano and Leatrice Nakano. Students will participate in a group discussion and then individually reflect on their previous writings. Did their feelings change? Were some of their questions answered? Do they have new questions? How did they feel after reading these letters and stories?
(C) Propaganda Posters in North America (60 minutes):
Students will read activity cards giving background information about propaganda posters made in North America. They will be shown several examples of propaganda posters that promote patriotism, confidence, and a positive outlook on the war. Most of these posters involve images of fists, muscles, tools, heroes, national symbols, and artillery strength. Some of these posters can be found at www.nara.gov/exhall/powers.html. Students will analyse what the meaning of the posters, who they were created by, their audience, and the message they are giving. In groups of 2 or 3 students will make their own propaganda poster encouraging people to make a choice about something or promoting something they like. For example, promoting their favourite sport, subject in school, or favourite part of the playground, etc. Once groups finish their posters, students will pass their poster to the other group of 2 or 3 and have them analyze it in the same manner as they did with the propaganda posters.
(D) Optional Activities (60 minutes each):
(i) Students will read the activity card giving background information about leaflets and pamphlets that were dropped over German and enemy territory. The teacher will explain how they were dropped and how the Germans responded by returning forgeries of the same leaflets and pamphlets. Students will be given example leaflets and pamphlets (some of these can be found at www.cobweb.nl.jmoonen/main.htm). Have the students answer questions about the source. Who wrote or made this? What was it for? How was it used? What information is included or excluded from the leaflet?
(ii) Have students complete a crossword puzzle on the vocabulary needed for this station and vocabulary given out in the introductory lesson.
STATION 3
Title: Mass media stereotypes of Iraq during the Gulf War.
Note: This station will include a summary of the events of the Gulf War, a map highlighting Iraq, a list of definitions students may need (i.e. Saddam Hussein, Iraqi, etc), and a student checklist.
Student Learning Objectives:
Knowledge objectives:
- find Iraq on a map
- identify Saddam Hussein and President George Bush, Sr.
- state when the Gulf War took place and why it occurred
- list the different forms of media
- describe what "stereotyping" is and how the mass media influenced how we perceive Iraq
- list the different stereotypical themes involving Iraq - barbarism, weakness, immaturity, and emotionality
Skill objectives:
- students will be able to recognize a sentence containing stereotype
- be able to critically read newspapers and magazines
- be able to critically view TV clips, movies, political cartoons and pictures
- pick out stereotypical nouns, verbs, and adjectives
- develop their own bias-free reporting questions
Attitude objectives:
- explore different feelings and attitudes from a different viewpoint
- recognize that the media has biases and stereotypes
- students will be motivated to challenge stereotypes and counter myths
- students will correct any stereotypes that they may possess
- build empathy for Iraq
ACTIVITIES:
(A) Civilization vs. Barbarism (60 minutes):
Saddam Hussein is stereotyped as a prototypical immoral and inhuman leader, driven by basic instincts of survival, greed, and revenge. These qualities extended to characterize the Iraqi by means of the "Ruler-for-State" metonymy.
(i) Show three minutes of the movie "Three Kings" (in it an American soldier is captured and tortured by a young Iraqi captain. Another Iraqi murders a young woman while a third Iraqi soldier pours oil down an American soldier's throat).
Ask: How were the Iraqis portrayed in comparison to the Americans? Read the summary beside you and find out how many Iraqis were killed in the Gulf War in comparison with American soldiers. Do you think the media's portrayal is biased? Why? How does the fact that George Clooney acted in this film affect your perceptions?
(ii) Students will read various short newspaper clippings and headlines from western papers (an American paper and Newsweek and Time magazine provided at the station). In their journal, children will make lists of stereotyped nouns, verbs, and adjectives that occur.
Examples: Stereotyped noun - "Saddam is the new Hitler"
Stereotyped verb - Saddam tries to "worm his way around the sanctions".
Stereotyped adjective - "the crude terror weapons of Iraq"
(iii) Students will reflect on the activities and spend 10 minutes writing in their journals.
(B) Power vs. Weakness (60 minutes):
The relationship between Iraq and the West is conceptualized in terms of an asymmetrical power distribution.
(i) Compare and contrast Iraq TV segment with a CNN segment. Typically, TV coverage will show Iraq TV clips to be grainy and of low quality as opposed to the hi-tech images of American fighters taking off in the sunset. Ask the students to comment in their journals how this influences perceptions of Iraq.
(ii) Students look at photocopies of political cartoons and pictures of Iraqis in the media. They will answer questions such as: What do they look like? How are the women presented? What is in the background? Then, they will colour in the items in the pictures which they feel are stereotyped. Next, they will be asked to draw a picture of how they feel Iraqis should accurately be portrayed. Students will then share their pictures with the other members at their station and examine each picture for stereotypes they have unknowingly drawn. They will then be asked: What kind of picture might an Iraqi person draw of the U.S. or Canada? Students will then draw a picture to include in their portfolio.
(iii) Students will reflect on this activity and spend 10 minutes writing in their journals.
(C) Maturity vs. Immaturity (60 minutes):
This deals with the conceptual metaphor that Iraq is the student and the West is the teacher - one party is in control and the other is controlled. Iraq is stereotyped as a country in need of cultural, political, and economic education. This implies that Iraq has a lower level of knowledge and experience. The West, on the other hand, is stereotyped as culturally, politically, and economically advanced.
(i) Students will be shown various headlines. They must decide whether the headlines are stereotyping Iraqis or not. They will circle the ones that they think are stereotypical remarks and explain why. They will include this in their portfolio.
(ii) Students will be given a CBC article stereotyping Iraq. Their task will be to rewrite the article without bias. They will also be asked questions such as: Why might media coverage of Iraq be giving us only some of the picture? Can we check the accuracy of the media's images? If so, how? How would you like it if the media portrayed everyone in Canada the same?
(iii) Students will reflect on this activity and spend 10 minutes writing in their journals.
(D) Rationality vs. Emotionality (60 minutes):
A stereotype portrayed in the media shows Iraqis as emotional and Westerners as rational. Iraqis are portrayed as having a tendency towards verbosity and antagonistic disputes, while Westerners are portrayed as possessing norms of negotiation, consensus, and rational dialogue. Iraq is also stereotyped as respecting political leaders in pursuit of omnipotent ambitions, while showing less admiration for rational leaders with diplomatic skills.
(i) Students will imagine that they are reporters. They will think of questions that they would ask Saddam Hussein and President Bush, Sr. and include them in their journal. They will then use the microphone and video camera (already set up at the station) to video-record themselves.
(ii) Students will view TV clips from CNN, CBC, and NBC randomly selected throughout 1990 and 1991. They will be asked the following questions: How often was Saddam Hussein quoted? Were his words paraphrased? Were the words of President Bush and other government officials given more weight? What affect does this have of the audience (us), the media consumer? Did Anti-War demonstrations receive much media coverage? Why?
(iii) Students will reflect on this activity and spend 10 minutes writing in their journals.
STATION #4
Title: "The Kosovo Crisis"
Student Learning Objectives:
Knowledge objectives -
- define vocabulary and commonly used words
- recall the dates of the Kosovo Crisis and the times when the media paid attention
- describe the media's role in the Kosovo Crisis
- identify the main person(s) and countries involved and describe how they were portrayed by the media.
- identify the most important forms of media throughout the Kosovo Crisis
Skill objectives -
- identify the medias portrayals of the landscape of countries involved
- outline how mass media affected the world's actions and outcomes
- gather information from the media and compare and contrast the portraits of the people and countries involved
- identify and illustrate the differences between the cultures/people involved
Attitude objectives -
- recognize the media's role in developing/creating images and how these images form stereotypes and convey messages
- develop empathy for victims of war and their families and friends
- understand the importance of international help
- see how the media affects people globally to respond
ACTIVITIES:
Note: All activities will include a 10-minute journal reflection at the beginning of each class on specified topics or questions.
(A)Word Find and True/False Statements (60 minutes):
Students will find words that are both factual and stereotypical in a word jumble. These words will be used to fill in the blank or answer a series of sentences of sequence of events. Once the sentence is complete or answered, the student must find out if that sentence is true or false by reading clippings from a variety of newspapers. Students will use these newspaper clippings to draw 6 pictures representing the sequences of events and write a sentence or two underneath each picture of what has occurred. The picture and sequence will be drawn around a circle with arrows connecting one event to the next.
(B) Research on media portraits of Kosovo and Serbia (60 minutes):
Students will research photos, written descriptions and video clips portraying people in Kosovo and Serbia. Students will then draw 5 or 6 pictures that compare 5 or 6 aspects of both cultures side by side (ex. religion, country, language, traditions, etc.). For example, one drawing may be of what daily life was like for each culture during the war. At the bottom of their pictures, students will write from what source of media they perceived this image from and reflect on what message the media was trying to send and why.
(C) Create a play and videotape it (60 minutes):
Students will create a play portraying the thoughts, concerns and actions of a particular situation from both sides of the war. Students will reflect of their play for homework. Their reflection will answer a series of reflective questions (ex. How could the media change an event to create an image and send the message that they want to?)
(D) Listening station (60 minutes):
Students will listen to a tape telling the story of events leading up to and during the war between Kosovo and Serbia told from different perspectives. Students will answer questions on the content and details of the war. Students will write a few short paragraphs on how each story changed and their opinion and knowledge of what actually happened. They will also write how the intonation of each story created images and emotions of the war and recognize influences this form of media portrays.
Optional Activities:
(1) Students will write a letter to an organization, country or person involved somehow in the war. Letters will comment on the students personal knowledge and understanding of the war based on media information. They will ask questions regarding their involvement in the war and any additional comments they would like to add.
(2) Students will create a Fact vs. Fiction book with drawings and statements related to the Kosovo Crisis on one side of the page based on newspaper and video clips. On the other side of the page, students will answer if the statement or drawing was Fact or Fiction. If fact, students will further elaborate and explain. If fiction, they will correct the statement telling what really happened and how this stereotype or misinformation was spread.
STATION #5
Title: Afghanistan
Student Learning Objectives:
Knowledge objectives:
- examine the information received from the media with a critical eye
- identify examples of stereotyping in different forms of media coverage on the terrorism attacks and air strikes against Afghanistan.
- understand the key concepts such as U.S. foreign policy, the Taliban, Islamic wars (history of), define terms like scapegoating, bias, discrimination, terrorism, etc.
- explain the background information using the 5 W's (Who? What? Where? When? and Why?)
- seek strategies to combat stereotypical imaging and language perpetrated by the media
Skill objectives:
- think critically and reflectively
- charting and graphing - can make clear and concise representations of what they have learned
- use words and pictures to convey their feelings and emotions
- develop critical thinking strategies
- analyze multi-media
- work co-operatively in pairs and small groups sharing ideas and knowledge
Attitude objectives:
- develop empathy for all victims of war
- understand the emotions and feelings that pervade all "sides" of the issue
- encourage a culture of tolerance
- be inclusive not exclusive
- reflect of their own tendencies to stereotype
ACTIVITIES:
Ideas to be developed:
- myths and facts provided by the media
- examine religion and its role in terrorism, specifically the September 11, 2000 attacks and compare and contrast religions of the East and the West
- biased language - What's in a Word?, reflect upon the titles "America Under Attack" and "America Strikes Back?" and look at quotes like "You're either with us, or against us".
- refer to articles on "the New McCarthyism" in Canada and how politicians/leaders speaking out against the U.S. are being represented.
- Sonera Thobani, Hedy Fry
- issues of "freedom of speech", does it exist during times of war?
- false dichotomies (good vs. evil, Us vs. Them)
- Who is Osama Bin Laden? What is the Taliban?
- geography of the Middle East and Afghanistan
- stereotypes of terrorists
(A) What's in a Word? (30 minutes):
Students look at samples of articles and headlines from Western newspapers. They will dissect media items and look for evidence of stereotyping, discrimination, and bias. Students make notes on their findings. They will then re-write articles or headlines with neutral language. After, students will spend 10 minutes writing in their journals commenting on how easy/difficult it was to use neutral language.
(B) "SMART" sheet analysis (30 minutes):
Students will watch video clips of news broadcasts by CBC, CNN, and the BBC. They will take notes on sensationalism of events, the variety of points of view displayed, the image projected by the networks, and what sort of stereotypes are present. Students will review the "SMART" method of analyzing media (Source, Motive, Authority, Review, Two-source test: http://www.crf-usa.org/terror/fact%20finding.htm). In groups or pairs they will discuss the negative/positive traits of each network and create a chart comparing their findings. Students will then spend 10 minutes writing about which network they preferred and why. They will answer questions such as: Which network do you normally watch? Does this change your opinion of these networks? Why?
(C) Pro/Con Poster (60 minutes):
As a group students will discuss the question: Should the U.S. (and Britain and Canada) be attacking Afghanistan? Students will look at both sides of the issue and create a pro/con poster with their ideas. They will discuss if there are any alternate solutions. They will include what they would tell P.M. Chretien and President Bush to do.
(D) Facts vs. Myth board game (60 minutes):
Students will play the board game Facts vs. Myths (similar to Game of Life). Children will answer questions and reflect upon statements on the topic of media stereotyping and Afghanistan. Questions will require students to think critically and evaluate their answers. In their journals, students will write what they learned from the game.
(E) Video clips (60 minutes):
Students will watch video clips from movies such as "Independence Day", "The Siege", and "Air Force One". Students will discuss and make notes on the following questions: Who are the villains? How is America portrayed? Are there any stereotypical images in the film? What does this film make you think of the Middle East? What are the dominant values/ideologies within the film? Then, in their group, children will design a skit based upon one of the films (or any other they think is applicable) using role-reversal. They must write a script for this skit and can practice it at the station (skits can be presented at the end of the unit). In their journals, students will reflect upon their skit. Is it realistic? Do they think it would be a box-office hit? Why or why not?
STATION #6
Title: Peace
Student Learning Objectives:
Knowledge objectives:
- explain the peace movement in Canada and what organizations it is evident in today
- identify stereotypes of protest groups
- describe the United Nations and its role in peacekeeping and what it does about stereotyping and discrimination by the media
Skill objectives:
- taking notes (research)
- writing letters
- practice active learning
- develop an ability to participate and express emotions
- learn how they can get involved (as students)
- make connections between human rights issues in war-time and the organizations that emerge in peace-time
Attitude objectives:
- create empathy for victims of war and discrimination
- respect and value for human life
- foster an appreciation and understanding of peace
- global citizenship, civic responsibility and social justice
ACTIVITIES:
Ideas to be developed:
- UN peacekeeping: Canada's role, stereotypes of Canada as a peacekeeping nation and peacekeeping itself, and incidents like Canada's role in Somalia
- Stereotypes of hippies in Canada: focus on the peace movement within Canada, how and why did it develop? Examine the so-called extremist/fundamentalist groups, why are they labelled so?
- What makes headlines in the media during peace times? What kind of stereotyping is evident then? Compare to examples in war stations?
- Civil disobedience - how are participants portrayed by the media? Students will examine recent protests (ex. the Quebec Summit).
- Examine certain groups like Greenpeace and PETA and look at how they are both depicted by the media and how they use the media for their own political purposes
- Research groups that fight stereotyping of cultural groups. See how students can become involved
(A) Peace Organizations (60 minutes):
Students will read activity cards supplied at the station for a variety of organizations (Amnesty International, Unicef, PETA, Greenpeace, Salvation Army). Each card lists the organization and a very brief background with key concepts. Students read each card and discuss among themselves as to which group they like best. Each must write a letter to the organization of their choice asking for information on how children can be involved. A sample letter is provided at the station for the children to model their letters on.
(3) Interpersonal:
The student is willing to:
- treat others respectfully
- assist other students at the learning stations
- show empathy and understanding for the cultural groups encountered
- work independently without any teacher assistance
Ruchika Arora, Monica Hoeflich, Valerie Farragher, Katie Moran, and Kelly Kitamura were student teachers at the University of British Columbia