History & Origins of South Asian Canadians A Curriculum for English Language … · 2017. 9. 13. · Big Ideas (Core) - English Language Arts Grades 7/8/9 • Exploring and sharing

History&OriginsofSouthAsianCanadians

ACurriculumforEnglishLanguageArts7–9

SocialStudies7–9

AuthoredbyP.IndicaJehman

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Image:SikhsonboardtheKomagataMaru,1914.(LACMIKAN3367763)

Acknowledgments

ManythankstoNusriHassam,M.Ed.andSouthAsianStoriesproducerGordonMcLennanwhothoughtfullycontributedtothedevelopmentoftheSouthAsianStoriesStudyGuide.

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TableofContentsAcknowledgements……………………………………………………………………….……………………………..2Introduction………………………………………………………………………………………………………………….4CurriculumConnections…….…….……………………………………………………………………………………6CurriculumRationale……………………………………………………………………………………………………10LessonPlans……………………………………………….………………………………………………………………. 11FirstArrivals……………….…………………….………………….………………………………………………………….12AdvocatingforJustice……………………………………….….…………………………………………………………16CreatingaSenseofCommunity……………….………….…………………………………………………………. 19ContributionstoCanada…………………………………….……………………………………………………………24CelebratingDiversityinArts&Culture……………………….……………………………………………………32SummativeActivities……………………………………………………………………………………………………….38Appendix……………………………………………….…………………………….……………………………………...39SouthAsianStoriesChronology…………………………………………………………………….…………………40FilmTranscriptions………………………………………….….……………………………………………………………49FirstImmigrants…………………………………….……………………………………………………………………49Gurdwara…………………….………………………………………………………………………………………….…. 50KomagataMaru………………………………………………………………………………………………………….51Banto(Betty)Gill………………………………………………………………………………………………….……..52Ajaib(Jab)Sidhoo………………………………………………………………………………………………………..53PunjabiMarket…………….……….…………………………………………………………………………………….53HarjitDhillon…………………………………….…………………………………………………………………………54Jagat(Jack)Uppal………………………………..……………………….…………………………………………….55ShushmaDatt…………………………………………………….………………………………………………………..56SouthAsianArts…………………………………………….………………………………………………….………...57Glossary……………………………………………….………………………………………………………………………58AdditionalResources…………………………………………………………………………………………………...59SouthAsianStoriesCredits…………………………………………………………………………………………..61

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IntroductionCanadaisamulticulturalsociety.Interactionsamongnumerousculturesoccuronadailybasis.StatisticsCanadaprojectsthatnearlyoneintwoCanadians(orbetween44.2and49.9percent)couldbeanimmigrantorthechildofanimmigrantby2036.Thisisupfrom38.2percentin2011.ThelargestvisibleminoritygroupthatmakesupthediversepopulationofourcountryistheSouthAsiancommunity(followedbyChineseandBlackCanadians).StatisticsCanadareportsthatSouthAsianswouldstillbethegroupwiththemostpeoplein2036,asitwasin2011.Asof2011,1,615,145CanadianshadSouthAsiangeographicalorigins,forming4.9%oftheCanadianpopulationand32%ofCanada'sAsianCanadianinhabitants.(Source:Wikipedia)ThisSouthAsianStoriesStudyGuideshapesapartoflocalcurriculumtofurtherenrichclassroomsinBCwiththislargebreadthofdiversityinCanada.Studentswilllearnaboutthechallengesandtriumphsofthiscolourfulandvibrantculture,whichincludeawarenessaroundimportantissueslikethesegregationandracismthatensuedupontheirinitialentranceintoCanada.LearnerswillalsobeinformedonkeyaspectsofSouthAsiancommunity,aswellastheirmanycontributionstoCanada,andtoCanadiancultureasawhole.SouthAsianStoriesisthethirdinaseriesofmulticulturalstudiesproducedbyOrbitFilms.ThefirstisBlackStrathcona,tenvideosaboutVancouver'sblackcommunity(blackstrathcona.com),andthesecondisNikkeiStories(www.nikkeistories.com),twentyvideosaboutthehistoryofJapaneseCanadiansinVancouverandinSteveston.ThisthirdseriesfocusesononefacetofSouthAsiansinBC,mostlytheSikhCommunity,whichisoneofthelargergroupsamongthevariedpeoplesofSouthAsianheritageinVancouver.Theterm“SouthAsian”referstoimmigrantshailingfromtheIndiansubcontinent,whichincludesIndia,Pakistan,Nepal,SriLanka,Bangladesh,BhutanandtheMaldives.CensusCanada'sdefinitionofSouthAsianslistsculturalbackgroundslikeBengali,Gujarati,TamilandGoan,inadditiontoculturessuchasEastIndian,Bangladeshi,SriLankanandPakistani.CanadiansfromSouthAsiaidentifythemselvesbytheircountryoforiginsuchasIndianorPakistani.Theymayalsobeidentifiedbytheirspecificculturalbackgrounds,forexamplePunjabiorTamil.TheStudyGuideservesasanampleresourcethatcanbemodifiedtoelementaryandsecondaryclassroomlessonsonavarietyofsubjectsincludinghumanrights,Canadianandimmigranthistory,multiculturalism,democracyinCanadaandlocalhistories.ItpresentsaUnitPlanforHistory&OriginsofSouthAsianCanadians,fromwhicheducatorscanadjustthecontenttofittheneedsofvariedlearners,whilemakingcurriculumconnectionsforEnglishLanguageArts7–9andSocialStudies7–9.

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Learnerswilllinkeverylessonwithjournalreflectionstoformtheirownthoughts,ideas,beliefsandopinionsonthearrivalandintegrationofSouthAsians,andcriticallyreflectonthehistoryanddemocracyofCanada.LearnerswilldrawparallelsbetweenhistoryandoriginsofSouthAsianCanadians,andthoseofotherethnicminorities,whilealsomakingdeeperconnectionswiththeirowncommunities. Lesson1:FirstArrivalsStudentslearnabouttheinitialSouthAsiansarrivingintoCanadaincludinggeographiclocations,strugglesandtriumphs.Studentswillpracticeresearchandresponserelatedtodiscussionandwrittenquestions. Lesson2:AdvocatingforJusticeStudentslearnabouthowSouthAsiansfoughtforrights,includingsomeofthespecifichistoriesthattookplace,andplacethemselvesinthehistories.Lesson3:CreatingaSenseofCommunityStudentstakeacloserlookathowSouthAsiansbegantocreateasenseofcommunityinanewforeignland.StudentswillhaveanopportunitytovisitSouthAsiancommunityspacesandpresentwhattheyhavelearned,andsharereflectionsrelatingtotheirowncommunities,aswellasexperiencesinotherethniccommunities.Lesson4:ContributionstoBC,CanadaStudentslearnaboutsomeofthesignificantpeople,andpracticeresearchandreflectionconcerningtheinspiringchallengesSouthAsiansovercame.Studentsapplythisreflectionwithintheirownlives. Lesson5:CelebratingDiversityinArts&CultureStudentslearnaboutsomeofthecelebrations,artandtraditionSouthAsianshavebroughttoCanada,howtheyarepracticed,andhaveanopportunitytoengageinthem.

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Curriculum Connections BigIdeas(Core)-SocialStudies7/8/9Grade7

• Religiousandculturalpracticesthatemergedduringthisperiodhaveenduredandcontinuetoinfluencepeople.(7)

Grade8

• Contactsandconflictsbetweenpeoplesstimulatedsignificantcultural,social,politicalchange.(8)

• Exploration,expansion,andcolonizationhadvaryingconsequencesfordifferentgroups.(8)

• Changingideasabouttheworldcreatedtensionbetweenpeoplewantingtoadoptnewideasandthosewantingtopreserveestablishedtraditions.(8)

Grade9

• Emergingideasandideologiesprofoundlyinfluencesocietiesandevents.(9)• Collectiveidentityisconstructedandcanchangeovertime.(9)

BigIdeas(Core)-EnglishLanguageArtsGrades7/8/9

• Exploringandsharingmultipleperspectivesextendsourthinking.(7)• Languageandtextcanbeasourceofcreativityandjoy.(7,8,9)• Exploringtextandstoryhelpsusunderstandourselvesandmakeconnectionstoothers

andtotheworld.(7,8,9)• Questioningwhatwehear,read,andviewcontributestoourabilitytobeeducatedand

engagedcitizens.(7,8,9)CurricularCompetencies-SocialStudies7/8/9Grade7

• UseSocialStudiesinquiryprocessesandskillsto—askquestions;gather,interpret,andanalyzeideas;andcommunicatefindingsanddecisions.(7,8,9)

• Assessthesignificanceofpeople,places,events,ordevelopmentsatparticulartimesandplaces(significance).(7,8)

• Explaindifferentperspectivesonpastorpresentpeople,places,issues,orevents,andcomparethevalues,worldviews,andbeliefsofhumanculturesandsocietiesindifferenttimesandplaces(perspective).(7)

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• Makeethicaljudgmentsaboutpastevents,decisions,oractions,andassessthelimitationsofdrawingdirectlessonsfromthepast(ethicaljudgment).(7)

Grade8• UseSocialStudiesinquiryprocessesandskillsto—askquestions;gather,interpret,and

analyzeideas;andcommunicatefindingsanddecisions.(7,8,9)• Assessthesignificanceofpeople,places,events,ordevelopmentsatparticulartimesand

places(significance).(7,8)• Determinewhichcausesmostinfluencedparticulardecisions,actions,orevents,and

assesstheirshort-andlong-termconsequences(causeandconsequence).(8)Grade9

• UseSocialStudiesinquiryprocessesandskillsto—askquestions;gather,interpret,andanalyzeideas;andcommunicatefindingsanddecisions.(7,8,9)

• Assessthesignificanceofpeople,places,events,ordevelopments,andcomparevaryingperspectivesontheirhistoricalsignificanceatparticulartimesandplaces,andfromgrouptogroup(significance).(7,8,9)

• Compareandcontrastcontinuitiesandchangesfordifferentgroupsatthesametimeperiod(continuityandchange).(9)

• Assesshowprevailingconditionsandtheactionsofindividualsorgroupsaffectevents,decisions,ordevelopments(causeandconsequence).(9)

CurricularCompetenciesEnglishLanguageArtsGrades7/8/9Grade7

• Accessinformationandideasfordiversepurposesandfromavarietyofsourcesandevaluatetheirrelevance,accuracy,andreliability.(7,8,9)

• Applyappropriatestrategiestocomprehendwritten,oral,andvisualtexts,guideinquiry,andextendthinking.(7,8,9)

• Recognizeandidentifytheroleofpersonal,social,andculturalcontexts,values,andperspectivesintexts.(7,8,9)

• Thinkcritically,creatively,andreflectivelytoexploreideaswithin,between,andbeyondtexts.

• Constructmeaningfulpersonalconnectionsbetweenself,text,andworld.(7,8,9)• Respondtotextinpersonal,creative,andcriticalways.(7,8,9)• Exchangeideasandviewpointstobuildsharedunderstandingandextendthinking.(7,8,

9)Grade8


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• Thinkcritically,creatively,andreflectivelytoexploreideaswithin,between,andbeyondtexts.


9)• Transformideasandinformationtocreateoriginaltexts.(8/9)

Grade9




• Thinkcritically,creatively,andreflectivelytoexploreideaswithin,between,andbeyondtexts.(7,8,9)


9)• Transformideasandinformationtocreateoriginaltexts.(8/9)

Content–SocialStudiesSocialStudies7

• Origins,corebeliefs,narratives,practices,andinfluencesofreligions,includingatleastoneindigenoustotheAmericas.(7)

SocialStudies8

• Exploration,expansion,andcolonization.(8)SocialStudies9

• Discriminatorypolicies,attitudes,andhistoricalwrongs.(9)• Globaldemographicshifts,includingpatternsofmigrationandpopulationgrowth.(9)

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Content–EnglishLanguageArtsGrade7

• Forms,functionandgenres.(7/8/9)• Languagefeatures,structures,andconventions.(7/8/9)• Questioning;predicting;previewingtext;summarizing;makinginferences.(7)• Developingparagraphsthatarecharacterizedbyunity,development,andcoherence.(7)

Grade8

• Forms,functionandgenres.(7/8/9)• Languagefeatures,structures,andconventions.(7/8/9)

Grade9

• Forms,functionandgenres.(8/9)• Languagefeatures,structures,andconventions.(8/9)• Developingmulti-paragraphcompositionsthatarecharacterizedbyunity,development,

andcoherence.(9)(Source:https://curriculum.gov.bc.ca/curriculum/search)

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CurriculumRationale

TheSouthAsianStoriesStudyGuidecaninspirelearnerstobothbeconsciousofandcontributetoatrulymulticulturalCanada.Allthewhileeducatingstudentsondissolvingevenpresent-daybarriersbetweencultures,whileguidinganawarenesswhereallindividualsandgroupsarerespectedandvalued.TheStudyGuidewithitslessonplansuggestions,includingthepossibilityoffieldtripstoVancouverneighbourhoods,enablesteacherstocovercurriculumobjectivesforstudentsinGrades7to9incross-culturalstudies.Notonlydoesthisunitstretchacrosstime,bringingthepastintothepresent,butitisalsoapplicablethroughouttheyear,givingteachersamuchbroaderdepthandscopebeyondjuststudyingtheSouthAsiancommunityonspecificoccasionsorholidays.TheStudyGuideencompassesamultitudeoflearningactivities,whichlinktocurriculumconnectionsforSocialStudies7–9andEnglishLanguageArts7–9–coveringBigideas,ContentandCurricularCompetencies(followsnewcurriculumrequirements).Amongothers,thisincludesthinkingcritically,creatively,andreflectivelytoexploreideaswithin,between,andbeyondtexts;constructingmeaningfulpersonalconnectionsbetweenself,text,andworld;respondingtotextinpersonal,creative,andcriticalways;andaskingquestionstogather,interpret,andanalyzeideas;aswellascommunicatingfindingsanddecisions.TheStudyGuideevokesstudentstoengageempathyandmorals,confronttheirassumptions,buildoncriticalthinking,andassimilateideaslikehumandignityandequalityintotheirdailyexperience.Studentslearnthatrespectfordifferencesofexperienceandpointofview,aswellasactiveengagementarevitaltodevelopingandsustaininganinclusivesociety.Studentslearnhowfear-basedattitudesledtotheformationandmaintenanceofdiscriminatorylaws–andhowmoralityanddignitycanpreventthisgoingforward,evenonthesubtlestoflevels.Thisincludeswithincurrentcommunities,neighbourhoodsandschools.StudentslearnabouthowandwhySouthAsiansjourneyedtoCanada,theirchallengesandtriumphstobeingtreatedasequals,howtheycreatedasenseofcommunity,andallthewaysinwhichtheycontributedtoCanadiansociety.Studentslearntorecognizethesocialinjusticesthathavebeeninflictedbycreatingathoughtful,deepawarenessaboutthiscultureaswellastheirown.Inturn,theydevelopamoreprofoundunderstandingofthemselves,theircommunityandtheworld.ThisStudyGuideprovidesaninteractiveandinformativelearningopportunity,utilizingaplethoraofdiverseexercisesandactivitiesthatareengaging,fun,reflectiveandinspirational.Here’stothesuccessofthiseducationalcontributiontosupportatrulymulticulturalanddiverseCanada!

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Image:TheGillfamily.(Betty(Banto)Gill:backrowwithscarf).194_.(GillFamily)

LessonPlans

FirstArrivals

AdvocatingforJustice

CreatingaSenseofCommunity

ContributionstoCanada

CelebratingDiversityinArts&Culture

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FirstArrivalsLESSONONEISouthAsianStoriesIHistory&OriginsofSouthAsianCanadiansUnit Watchthefollowingthreevideos:FirstImmigrants,Gurdwara&KomagataMaru.(approximately12minutes)PriorKnowledgeCheck(10min):Askstudentstosharewhattheyknowabouttheterm“SouthAsians.”(Whoarethey?Wheredotheycomefrom?Wheredotheylive?DotheyknowanyindividualsofSouthAsianorigin?Etc.)Displayalargeclass-sizeworldmaporaglobeandaskstudentstopointoutallthecountriesthatmakeupthe“IndianSubcontinent.”2min(RefertotheGlossaryonpage52ofthisstudyguideforalistofthecountries.)Facilitatea3mindiscussiononwhystudentsthinkSouthAsianscametoCanadafromBritish-ruledIndia.Whatweretheirgoalsanddreams?Whatweretheyleavingbehind?Answerthefollowingquestions:1.WhendidthefirstSouthAsiansarriveandbywhichmeansdidtheyarrive?

Answer:

2.Whatwerethetwotypesofworktheycameinsearchof?

Answer:

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3.WhendidtheKomagataMarusteamshiparriveandhowmanypassengerswereonboard?

Date: Numberofpassengers:

4.WhatwasthelegislationthatwascreatedtobarSouthAsiansandotherethnicitiesfromenteringCanada?Whocreatedthislegislationandwhydoyouthinktheydidthis?

Answer:

5.HowmanydayswasthestandoffbeforetheCanadiangovernmentdeployeditsarmyandnavytosetoffaforcedtakeoveroftheship,andenforceitsreturn?

Answer:

Activity:Ingroupsof3–4,researchandthenmaptherouteofthesteamshipstartingfromwhereitspassengersoriginatedfrom,towhereitdepartedfrom,allthestopsalongtheway,andfinallytoitsexactdestinationinVancouver.Timelineit.Illustrateyourfindingsonposterboardusingcolourstoexpresstheemotionswhenyouempathizewiththe376passengersontheship.Hangthemaroundtheclassroomforstudentviewing.

Dates:

Stops:

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ImagineyouwereapassengerontheKomagataMarusteamshipandyouwereabletowriteapostcardhome.Writefromtheperspectiveofaparentorgrandparentorachild.Towhomareyouwritingto?Whereisyourhome?Whatwouldyousay?Describeyourthoughts,emotionsandfeelingshavingmadethelongjourneyandthentobedeniedentryandheldatseaforovertwomonthsawaitingyourfate.Onlytobeorderedbacktoyourhomeland,whichisbeingruledbyanothercountry.Keepinmindthesights,smells,sounds,etc.Decoratethefrontofyourpostcardwitharchivalimagesfromtheshipand/ordrawyourown.Includeacreativepostagestamp,whatcurrencywillitbein?

Dear:_____________

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Follow-upActivity:Postcardsaredistributedrandomlybacktostudents,whoreadthemastherelativereceivingthem.Theysharetheirthoughtsandfeelingsaboutwhatthewritinginvokesinthemingroupsof3-4.Classwrap-up:WhydoyouthinkpeoplefromothercountriessettledinCanada?HowdidtheyimpactFirstNationscommunities?Bepreparedtotalkaboutcolonialandindigenoushistoriesinthisquestion.

Journalreflection:Whereareyourancestorsfrom?DidtheyoriginallyimmigratetoCanada?Interviewafamilyeldertofindoutifyouareunsure.Howfarbackcanyougo?Forexamplecanyougobeyondyourgrandparents?Dotheyknowwheretheirparentsorgrandparentswereborn?Answerthefollowingquestions:

1. Whereareyourancestorsfrom?2. Howdidtheyliveinthosetimesbackintheirhomeland?Whataresomeofthechallengestheyfacedintransitioning/integratingintolifeinCanada?Whataresomeoftheadvantages/benefitstheyenjoyedincomparisontotheirhomeland?

Alternateactivity:Alternateactivityforthosewhoitisnotpossibletoaccesslineage:Whyarepeopleinterestedintheirheritage?Doyouthinkitisimportant,whyorwhynot?

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AdvocatingforJusticeLESSONTWOISouthAsianStoriesIHistory&OriginsofSouthAsianCanadiansUnit

Reviewofthefirstlesson(5min):Askstudentstobrainstormwhatevertheyrecallaboutthefirstlesson.(WhoareSouthAsians,wheredidtheycomefrom,whatwastheKomagataMaruincident,etc.)Watchthefollowingthreevideos:FirstImmigrants,Gurdwara&KomagataMaru.(approximately12minutes)Facilitatea10-15mindiscussionaskingstudentstodefinetheterm“discrimination.”Considerage,race,height,gender,ability,religion,andattire.Citethe1988BaltejSinghDhillonexamplewherehewasdeniedaRCMPcareeratfirstbecauseheworeaturban.Discussotherexampleslikethehijab.Answerthefollowingquestions:1.WhatyearwastheSouthAsiansrighttovotetakenaway?Whatyearwasitrestored?

Answer:

2.WhydoyouthinkSouthAsianswerediscriminated,despitetheirreputationforbeinghardworkingandreliable?Isthisthebasisofrespect?Orshouldwerespectpeoplenomatterwhattheir“utility?”

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Answer:

3.Giveanexampleofanotherethnicminoritygroupthatwassegregatedduringthissametimeperiod.(Japanese,Chinese,Blacks,etc.)Whatweretheirchallengesandtriumphsalongtheway?Ingroupsof3-4,completethecompareandcontrastchartinpointformbelow.Circleanysimilarities.ChallengesofSouthAsianMovement

Challengesof___________Movement

TriumphsofSouthAsianMovement

Triumphsof_________Movement

Example:-“continuousjourney”legislation.

Example:-Japaneseinternment.

Example:-in1947righttovoterestored.

Example:-redressin1988.

Thenpresentyourfindingstotheclassina3-minutepresentation.Groupsonopposingsidescanstageadebate.

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ActivityImagineyouwereontheKomagataMarusteamship.Createastrikingplacard(signboard)withyourmessagetotheCanadiansobservingyoufromboththeseashoreandthroughthemedia.WhatdoyouwanttotellthelocalCanadians?Essay:Researchthe1907anti-AsianmovementinBCandwriteanessayonyourfindings.Whatand/orwhospearheadedit?Whatweretheirmotives?Doyouagreeordisagree?Elaborateonyourview.Activity:SinceSouthAsiansfelttheycamefromaBritishCommonwealthnation,theybelievedtheycouldthereforemovewithintheBritishCommonwealth–howevertheyweredeniedthisright.Doyouagreeordisagree?Ingroupsof2-4takeasideandhaveadiscussion.Preparea3-minutepresentationtodebateyourpositioninclass.Classwrap-up:Whattypesofdiscriminationdoyouseehappeninginyourcommunity?Considerallthewaysinwhichpeopleorgroupsarestereotyped,includingtheFirstNations.Bepreparedtotalkaboutcolonialandindigenoushistories.Journalreflection:Describeatimeorsituationwhenyoufeltdifferentfromothersaroundyou.Whattypesoffeelingandemotionsdidthisinvokeinyou?Whatcouldhavemadethatsituationmorecomfortableforyou?Howcanyouapplythislearningtosimilarsituationsthatyouwitnessothersfacinginyourpresence?

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CreatingaSenseofCommunityLESSONTHREEISouthAsianStoriesISouthAsianCanadianHistoryUnit

Reviewofthesecondlesson(10min):Askstudentstobrainstormwhatevertheyrecallaboutthesecondlesson.ThenopenupthediscussiontoothervotingrightssuchaswhendidwomenfinallygettovoteinNorthAmerica?OrcivilsocietyrightssuchastheViolaDesmondincident.Watchthefollowingtwovideos:Gurdwara&PunjabiMarket.(approximately8minutes)Facilitatea10mindiscussionaboutconcentrationsofimmigrantswithsimilarculturalbackgroundinVancouver.ArethereotherplaceswiththisconcentrationinVancouver?(Japanese,African,Chinese,Filipino,Jewish,Greek,Korean,Italian,etc.)Arethereanyotherethnicareasinothercitiesthatstudentshavevisitedorlivedin?Answerthefollowingquestions:1.WhereisPunjabiMarketsituated?

Answer:

FieldTripwithfollow-upactivity:TeacherfacilitatesfieldtriptoPunjabiMarket(orotherlocalSouthAsianshoppingneighbourhood)askingstudentstotakenotesandpicturesoftheirexperience.Uponreturn,studentsgetintopairsandcreateaphotoessayorstoryboarddepictinganaspectoftoday’sPunjabiMarket.Displaythesearoundtheclassroomfor1-2weekstogivestudentsanopportunitytoviewandhavediscussionsaroundthedisplays.Facilitatea10mindiscussion:HowdoesthepresentdayPunjabiMarketcomparewiththeoriginalPunjabiMarketportrayedinthevideo?Whichofthebusinessesmentionedinthevideostillremainthere?

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Answerthefollowingquestions:

1. ListthreereasonswhyyoumightvisitPunjabiMarket.

1.

2.

3.

Activity:WhereisthelargestpopulationofSouthAsianspresentlyconcentratedintheLowerMainland?WhereisthelargestSouthAsianshoppingdistrictpresently?Createacolourfulmapillustratingtheselocations.Answerthefollowingquestions:1.WherewasthefirstSikhtempleofNorthAmericalocatedandwhenwasitcompleted?

Answer:

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2.Whatarethesimilaritiesanddifferencesbetweenatemple(oranotherplaceofworshipthatmayincludeachurch,mosque,synagogue,etc.)andacommunitycentre?Asaclass,comparethemusingvariousfactorsthatcanincludepurpose,programing(activitiesandevents)/architecture/location/clienteleandtheiragegroups,size,aesthetics,etc.Completethechartbelowinpointformandcirclethesimilarities.Temple/otherplaceofworship: CommunityCentreExample:-aplacetogatherforworshipandspecificmeetings.

-besidesmeetings,it’salsoaplaceforexerciseclassesandworkshops.

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2.ResearchtheSikhtraditionandoneotherSouthAsiantradition(Hindu,Muslim,etc.).Ingroupsof3–4completethechartbelowwithfivenewfactsyouhavelearnedabouteachtradition.Circleanyconnectionsbetweenthetraditions. SikhTradition

Othertradition:__________________

Example:-theirplaceofworshipiscalledagurdwara.

Example:Hinduism-theirplaceofworshipiscalledamandir.

Fieldtrip:Organizeafieldtriptothelocalgurdwara.Classtakesafulltourandstaysforlunchofferedtoallattendees.ThereisaQ&Awiththetourleaderfromthegurdwara.Follow-upactivity:Teacherfacilitatesa10-minutediscussiononotherplacesofgathering/worshipforSouthAsiansthatmayincludebutarenotlimitedtoamandir(Hindutemple),mosque,synagogue,church,etc.Howdotheycomparewithagurdwara?Whatarethe

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similaritiesanddifferences?Discussparameterssuchaspurpose/programming(activitiesandevents)/architecture/location/clienteleandtheiragegroups/size/aesthetics,etc. Classwrap-up:Whyiscommunityimportant?Whydopeoplewhosharethesamebackgroundneedaplacetogather?Ifyoudon’tbelongtothecommunity,wouldyoufeelwelcome,whyorwhynot?Isitimportantwelearnaboutotherculturesotherthanourown?Why?Orwhynot?WhatdoyouknowabouttheFirstNationspeopleinyourcommunity?Journalreflection:Describeyourowncommunity.Whatstructuresareinplaceforyourcommunitytogather?Whattypesofmeeting,eventsandgroupsgatherthere?Doyoutakepartincommunitygatherings?Ifso,whatkindsofgatherings?Howdotheyenrichyourlife?Ifnot,whynot?

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ContributionstoCanadaLESSONFOURISouthAsianStoriesIHistory&OriginsofSouthAsianCanadiansUnit

Reviewofthethirdlesson(10min):Askstudentstobrainstormwhatevertheyrecallaboutthethirdlesson.Whatnewideashavetheylearned?Fromthevisittothegurdwara,weretheytoldthatSikhsbelievenooneshouldgohungry,hencethegurdwaraservesfooddailytoallwhocomeregardlessoftheirfaith.Whataresomeadvantagesanddisadvantagesoftheroleofreligioninpeople’slives?Watchthefollowing5videos:Banto(Betty)Gill,Ajaib(Jab)Sidhoo,HarjitDhillon,Jagat(Jack)Uppal,ShushmaDatt(approximately20minutes)Facilitatea10mindiscussionaskingstudentstodefinetheterm“multiculturalism.”WhatdoesaCanadianlooklike?WhatkindsofpeopleisCanadamadeupof,(includingtheFirstNationscommunities)?Activity:Ingroupsof3-4studentsmakeacollage/posterdepictingmulticulturalismwithmagazinecutoutsonposterboard.UseadiverserangeofmagazinesincludingnotjustmodelsorpeopleofdifferentethnicbackgroundsthatcanbefoundinpublicationslikeNationalGeograhic,butalsofoodandenternatinmentmagazines.Havethempostedaroundtheclassroomforviewing(leavethemupforacoupleofweekstosupportthecelebrationofmulticulturalism).Havestudentsformnewgroupsof3-4andobserveadifferentposterboardanddescribethemessagetheyobservetotheclass.

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Ingroupsof3–4listthecontributionsinpointformthateachpersonmadetohisorhercommunity.Onepointpercolumn.

Banto(Betty)Gill

Example:-workedasinterpreterfortheCanadianImmigrationServiceatVancouverAirport.

Ajaib(Jab)Sidhoo

HarjitDhillon

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Jagat(Jack)Uppal

ShushmaDatt

Innewgroupsof3–4,listthechallengesinpointformthateachpersonovercameintheirtransitiontointegratingintoCanadianlife.

Banto(Betty)Gill

Example:-At14,droppedoutofschooltohelpsupportherfamily.

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Ajaib(Jab)Sidhoo

HarjitDhillon

Jagat(Jack)Uppal

ShushmaDatt

Answerthefollowingquestions:1.HowdoyouthinkShushmaDattinspiredotherwomeninhercommunity,aswellaswomenfromotherethnicminorities?Doyouthinkshewasarole-modelforothernon-SouthAsianwomen?Whyorwhynot?Write1-2paragraphs.

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Answer:

2.InthevideodepictingJagat(Jack)Uppal’slife,hewasquotedasfollowsinhisacceptancespeechofthehonorarydoctoratefromSimonFraserUniversity:“Ilovehumanityanditistheessenceofmybeing.Iwanttoinfectyouwiththesamedesiretodoforothersasyouwoulddoforyourselfbecausegreatnessisdefinedbyservice.”Whatdoesthisstatementmeantoyou?Howdoesitinfluenceyou?Write1–2paragraphs.

Answer:

3.InpairsresearchandlistthetopfiveimportstoCanadafromIndiaandthetopfiveexportstoIndiafromCanada.

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ImportstoCanada(fromIndia)

1.

2.

3.

4.

5.

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ExportsfromCanada(toIndia)

1.

2.

3.

4.

5.

Activity:AlthoughhecouldnotvoteAjaib(Jab)SidhooservedintheCanadianArmyduringWW2.Inpartnersdiscussthefollowing:Wouldyoufightforyourcountryeventhoughyoudidnothavetherighttovote?Whyorwhynot?Whattypesoffeelingsandemotionsdoesthisinvokeinyou?Whydoyouthinkhedidso?Preparea3minutepresentationfortheclass.Classwrap-up:Whoinspiresyouinyourcommunity?Whatactionshavetheytakenthatencourageyoutolookuptothem?Doyouconsiderthemarole-model?Whyorwhynot?

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Journalentry:Whatcontributionshaveyoumadetoyourcommunity?Howhasthisenrichedyourlife?Arethereanycontributionsthatyoustillwishtomake?Whataretheyandwhatinspiresthisinterest?Ifyoucan’tthinkofanycontributionsyou’vemadetoyourcommunityrightnow,whatwouldyouliketodoforyourcommunityandhowyoucangoaboutthis?

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CelebratingDiversityinArts&CultureLESSONFIVEISouthAsianStoriesIHistory&OriginsofSouthAsianCanadiansUnit

Reviewofthefourthlesson(10min):Askstudentstobrainstormwhattheyrecallaboutlessonfour.BasedontheAfricanproverb,“Ittakesavillagetoraiseachild,”discussthestrengthsandchallengesofbeingpartofacommunity.Watchthefollowing5videos:FirstImmigrants,PunjabiMarket,Banto(Betty)Gill,ShushmaDatt&SouthAsianArts.(approximately25minutes)Facilitatea10mindiscussionaboutdiversity.Whatdoesitmean?Howdoesyourcommunitycelebratediversity?HaveyouattendedaFirstNationscelebration?Orwouldyouliketo?Whyorwhynot?Answerthefollowingquestions:1.Whatwerethetwocelebrationsmentionedinthevideo:FirstImmigrants?

1.

2.

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2.Inpairs,researchbothcelebrationsandlistfiveinterestingfactsinpointformabouteachcelebrationthatyouwereunawareof.EngagewithSouthAsiansinyourcommunity/school/neighbourhoodforinsight.IfyouareSouthAsian,trytofindnewinterstinglittle-knownfactsabouteachcelebrationtosharewiththeclass.

Celebration1:_______________________Example:Diwali

Celebration2:_______________________

1.Example:-alsoknownasthe“festivaloflight.”

2.

3.

4.

5.

3.Wouldyouwanttotakepartinoneofthesecelebrations?Ifyes,howwouldyougoaboutit?Ifnot,whynot?Isthereanotherethnicorfamilycelebrationyouparticipate in? Or one that you would like to participate in? If you are South Asian and already celebrate these

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occasions, tell us about another ethnic celebration you have participated in or would like to, and why. Write 1-2 paragraphs.

Answer:

4.IntheBanto(Betty)Gillvideo,welearnedthatshewasgivenprivatelessonstolearntoreadandwritehermothertongue,Punjabi.Whydoyouthinkit’simportanttoknowyourmothertongueevenifyouaregrowingupinaforeignland?Doyouknowanyotherlanguages?Whichones?Howdidthislearningcomeintoyourlife?Throughancestry,interest,orsomeotherway?Write1–2paragraphs.

Answer:

5.WhowasRabindranathTagore?Whatwashisbackground?ChooseaTagorepoemonlineandwriteoneparagraphaboutwhatitmeanstoyou.Inpairsdiscussyourreflections.Whatissimilarinyourreflections?Whatdiffers?Why?Whatnewand/orinterestingideasdidyoulearn?

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Answer:

Activity:InpairsresearchtheVancouverInternationalBhangraCelebrationandtheorganizationthatcoordinatesthisevent.Createacolourfulbrochuredepictingthewho/what/when/where/why/how.Printpicturesfromonlinesourcesforyourbrochureandremembertosourcethem.Alternatively,researchsomebhangramusicandteachthoseinterestedindancing,howtodosomeBhangra.SeeifyoucangetaholdofthecustomaryattirebytalkingtoSouthAsiansinyourclass/school/neighbourhood/community.OrperhapsyouareSouthAsianandhavetraditionalclothingsamplestobringinforthisactivity.Activity:AsnotedintheShushmaDattvideo,theRimJhimnetworkwasthefirst24-hourradiostationforSouthAsiansoutsideIndia.Listentothestationfor30minutesandlistthreenewinterestingfactsyoulearnedaboutconcerninganaspectofSouthAsianculture.IfyouareSouthAsian,listentoanotherethnicradiostationofyourchoiceandlistthreenewinterestingfactsyoulearnedaboutregardingaspectsofthatparticularculture.

1.

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2.

3.

Answerthefollowingquestion:1.Doyoulistentoorwatchanyethnicmedia?Howdoesitenrichyourlife?Ifnot,researchanethnicmediastationorprogramyouwouldliketowatchorlistentoandexplainwhy.Howdoyouthinkitwillenrichyourlife?

Answer:

SpecialUnit-EndEvent:Guestspeaker:Q&AwithShushmaDutt(oranotherprolificmemberofthelocalSouthAsianCommunity).Topic:diversity/multiculturalism.Displaysomeoftheartworkaroundtheclassroomfromthisunittosupportan“openhouse”fortheHistory&OriginsofSouthAsianCanadiansUnit.RelatedActivityforUnit-Endevent:Ingroupsof4chooseoneaspectofSouthAsianculture(food,music,clothing,etc.)andresearchit.Thenpresentitattheopenhouseinyourownchosenform(ie:makearecipeorcreatearecipebook;diversemusicdisplaythatincludesBhangra,classical,pop,etc;orsportasampleofcustomarymen’sandwomen’sattireandresearchitshistory,etc.)Createboothsanddisplaysthatstudents,teacherandparentscanvisitduringtheopenhouse.

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Classwrap-up:MoDhaliwal(narratoroftheSouthAsianArtsvideo)saidheformedtheVancouverInternationalBhangraCelebrationtocreateasenseofbelongingandsenseofplaceforSouthAsians,wholikehimselfinhisadolescentlife,mostoftenfeltmisunderstood.Whydoyouthinkit’simportanttotakestepstobridgethisgap?Whataresomewaysyouseethishappeninginyourcommunity?Journalentry:Reflectonatimeyoufeltmisunderstoodandoutofplaceinyourlife.Describethemomentorsituation,includingthefeelingandemotionsthatwerealiveinyou.Howdidyounavigateyourwaytoaplaceofbelongingandbeingcomfortableinwhoyouareandyourplaceintheworld?Howcanyouapplythislearningexperiencetosupportothersinasimilarsituation?

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SummativeActivities

1. Considerwhichoneofthe10videosinthisseriesstoodoutthemostforyouandwhythatis.Preparea3mintalkonthesegmentyoufoundtobethemostpowerfultoyou.Howhasthisfilminspiredyou?Presentittotheclass.

2. Researchthehistoryoftheneighbourhoodyoulivein.ConsidertheFirstPeoplesaswell

asthefirstimmigrants.Writeanessaypresentingyourfindings.Alternatively,createamixedmediapresentationofyourchoicetoillustrateyourfindings.

3. Classdiscussion–10-15min:HowdidthearrivalofSouthAsiansaffectCanadian

identity?

4. Classdiscussion–10-15min:HowmightspecificexamplesofpastincidentsofinequalitybehandledtodayundertheCharterofRights&Freedoms?

5. Asaclass,createaclassroomdictionaryfortheUnitbyrecordingdefintionsonlarge

sheetsofwhitepaperthatcanbepostedintheclassroom.(SeetheGlossarypage63ofthisStudyGuideforastartingpoint.)

6. Getintogroupsof3–4andcollectivelychooseacopyofyourfavouritemagazineand

analayzeitforitsrepresentationofdiversityandmulticulturalism.Istheirequalrepresentationamongethnicandnon-ethnicgroups?Howarethesegroupsprojectedthroughtheeditorialcontentandadvertisements?Whatdotheseprojectionscommunicateaboutthesegroups?Doyoufeelthepublicationaccuratelycelebratesdiversityandmulticulturalism?Whyorwhynot?Ifyoucouldeditthismagazine,whatwouldyoudoexactlyintermsofthecontentandadvertisingtosupportdiveristyandmulticulturalism?Preparea3minpresentationfortheclass.(Thisactivitycanalsobeappliedtootherformsofmediasuchasatelevisionnetworkorshow,aradiostationorprogram,website,etc.)

7. Classdiscussion–10-15min:Howcanwemakeconcentrationsofimmigrantswith

similarculturalbackgroundinCanadafeelwelcome?

8. RefertotheSouthAsianStoriesChronologyonpage43ofthisStudyGuide.Whatcanstudentsfindtoaddtothistimeline?

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Image:ExteriorofSecondAvenueGurdwarawithlargegroup,1924.(Jagpal)

AppendixSouthAsiansStoriesChronologyTranscriptionsGlossaryAdditionalResourcesSouthAsianStoriesCredits

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South Asian Stories Chronology Pre–1900s1757 TheEastIndiaCompany,aBritishcontrolledtradingcompany,exercisesmilitarypower

andadministrativefunctionsovermuchofIndia.1858 BeginningofBritishgovernmentcontrolofIndia,alsocalledtheBritishRaj,whentherole

oftheEastIndiaCompanyistransferredtothecrown(QueenVictoria).1897 ASikharmyregimentcrossesCanadaafterattendingQueenVictoria’sDiamondJubilee

celebrationinLondon,England.1900s

1902 ASikharmyregimentfromHongKongcrossesCanadaontheirwaytothecoronationof

EdwardVIIinLondon,England.SomereturntoCanada,establishingthemselvesinBC.1903 ThefirstwaveofSouthAsianimmigrants,mostlySikhmalesfromthenorthernIndian

stateofPunjab,arriveinBCtoworkaslabourersonrailwayconstruction,inlumbermillsandintheforestindustry.Over5,000wouldarriveby1908.

1904 GuruGranthSahib(theSikhholyscriptures),broughttoCanadabyArjanSingh,arekept

atahouseinPortMoody. Banto(Betty)Gill’sgrandfather,BawaSinghJohal,isoneofthreebrotherswhosettlein

Kitsilano.1906 Censusindicates2,100SouthAsiansimmigratetoCanada.

ThefirstSikhgurdwara(temple),meaning‘gatewaytotheguru’,isestablishedinVancouverinarentedhouse.

KhalsaDiwanSociety,anorganizationtobuildastrongcommunitybasedonSikhvaluesandprinciples,isestablished.

Jagat(Jack)Uppal’sfather,DalipSingh,arrivesinVancouver.1907 Censusindicates2,623SouthAsiansimmigratetoCanada. SouthAsianaredeniedtherighttovotewhentheBCgovernmentpassesabillto

disenfranchiseallnativesofIndianotbornofAnglo-Saxonparents.

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Foundationstoneofthe2ndAvenueGurdwaraislaidat1866WestSecondAvenueinVancouver.

AsiaticExclusionLeague,anorganizationtopreventimmigrationofpeopleofAsianorigin,isformedinVancouver.

AnAnti-AsianRiotcausesseveredamagetoAsian-CanadianbusinessesandhomesinVancouver.NinehundredSikhsarriveinVancouverontheCanadianPacificsteamerMonteagle.

1908 CanadiangovernmentimplementstheContinuousJourneyact,requiringimmigrantsto

traveldirectlyfromcountryofbirthorcitizenshiptoCanada.Thisprovision,coupledwiththerequirementofhaving$200uponlanding,drasticallyreducesthenumberofSouthAsiansarrivinginCanada.

CanadiangovernmentproposesaschemetodeportalltheSouthAsiansfromCanadatoBritishHonduras(Belize).BewaSinghJohalandhisbrothershelpbuildthe2ndAvenueGurdwara.

BalwantSingh,aSikhpioneer,isthefirstGranthi(priest)ofthe2ndAvenueGurdwara.

ProfessorTejaSingh,aSikhscholar,teacherandauthor,arrivesinVancouver.

1909 SouthAsiansrejecttheCanadiangovernmentschemetodeportthemfromCanadato

BritishHonduras(Belize).

GuruNanakMiningandTrustcompany,anorganizationtosecuretheeconomicwelfareoftheSikhcommunity,isestablishedbyProfessorTejaSingh.

1910s1912 GurdwarasarebuiltinVictoria,FraserMills,andAbbotsford.

HardialSinghAtwal,sonofBalwantSinghandBibiKartarKaur,isthefirstSikhborninCanada.

1913 GhadarParty,anorganizationfoundedbySikhsintheUSandCanadaaimedatsecuring

India'sindependencefromBritishrule,isestablished.

HusainRahim,alongwithotherSouthAsianactivists,successfullychallengetheContinuousJourneyregulationinBC’sSupremeCourt.

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CanadiangovernmentprohibitsartisansorlabourerstolandatanyportofentryinBCongroundsthelabourmarketis“overcrowded”.

1914 KomagataMarudepartsHongKong(April4),makingstopsinShanghai(April8),Moji

(April14)andYokohama(May3)topickupadditionalpassengers.PunjabibusinessmanGurditSinghorganizedthetranspacificjourneytochallengetheContinuousJourneyregulation.

AShoreCommittee,inpreparationforthearrivaloftheKomagataMaru,isformedduring

ameetingatthe2ndAvenueGurdwara.LedbyHusainRahimandBhagSingh,theCommitteeconsistsoffifteenlocalSouthAsians(May17).

KomagataMaruarrivesinVancouvercarrying376passengers-mostlySikhs,butincludesHindusandMuslims.TheCanadianandBCauthoritiespreventpassengersfromdisembarkingbecausetheydidnotmakeaContinuousJourneyfromIndiatoCanada(May23).

KhalsaDiwanSocietyholdsmeetingwithhundredsofSouthAsiansandraisesseveralthousanddollarsinsupportoftheKomagataMaru(May30).

HusainRahim,intheJuneissue(v.1,no.5)oftheHindustanee(theofficialorganofthe

UnitedIndiaLeague),writesaneditorialentitled“WelcometotheKomagataMaru”(June1).CanadianImmigrationBoardofInquiryhearingsbeginfor20passengerswhohavepreviouslyresidedinCanada.Theyareadmitted,butofficialsrefusetoadmittheremaining352passengers,includingGurditSingh.(June1).TheShoreCommitteesendsprovisionstotheKomagataMaru(June11).

VancouverMayorBaxterorganizesapublicanti-AsianrallywhereConservativeMPH.H.Stevensadvocatesfora“whiteCanada”(June23).

BCCourtofAppealupholdstheBoardofInquiry’srejectionoftestcasepassenger(MunshiSingh),rulingpassengersoftheKomagataMarudidnotarriveinCanadabyContinuousJourney(June29).

TheKomagataMaruisserveddeportationorder.Ariotensuesonboardaspassengersseizecontrolofship,preventingcrewfromdeparting(July17).

ArmedpoliceofficersandimmigrationagentsaboardtheSeaLion(atugboat)attempttoboardtheKomagataMaru,butarechasedoffwithbricksandotherprojectiles(July18).

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PrimeMinisterBordenordersaCanadianNavyvessel,HMCSRainbow,tomovetheKomagataMaruoutofBurrardInletbyforceifnecessary.TheKomagataMaru,escortedbyHMCSRainbow,departswithoutincident(July23).

WorldWarIIbeginswhenBritaindeclareswaronGermany(August4).

Immigrationagentandgovernmentinformant,WilliamC.Hopkinson,reportsthatrevolutionariesonPacificCoastareurgingSouthAsiansimmigrantstoreturntoIndiatotakeuparmsagainstBritishrule(August11).

KomagataMaruarrivesinIndianearKolkata(Calcutta).IndianpoliceattempttoforcepassengersontoatraindestinedforPunjab,butariotresultswith20passengersbeingkilled(September29).

MewaSinghshootsandkillsimmigrationagentWilliamC.HopkinsonattheVancouver

CourthousetostopinjusticesbeingdonetotheSikhcommunity(October21).1915 MewaSinghishangedinNewWestminster.VenerationofMr.Singhbeginswithannual

observancesinSikhtemples.(January11).1916 MayoSinghandKapoorSinghSiddooestablishasawmill(eventuallycalledPaldi)near

DuncanintheCowichanValleythatovertheyearsemployshundredsofSouthAsianimmigrants.

1918 CensusindicatesSikhpopulationinBCdropstoapproximately700.

ASikhtempleatPaldiopens. BewaSinghJohalandhisbrothersstartalumbercartagebusinessattheCedarCove

SawmillnearFalseCreek.1919 Canadiangovernmentliftsimmigrationrestrictionsonbringwivesandchildrenunder

eighteenyearsoldfromIndia.1920s

1920 SouthAsianwomenandchildrenbeginarrivinginCanada.1921 Censusindicates1,016SouthAsiansinCanada.1923 Ajaib(Jab)Sidhoo,founderofEastIndiaCarpetsinKitsilano,isborninPunjab,the

eldestofthreechildren.1924 Banto(Betty)Gill’sfather,GurdasSinghJohal,arrivesinCanada.

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1925 KhalsaDiwanSocietyhasbranchesatVancouver,Abbotsford,NewWestminster,Golden,

Duncan,Coombs,andOceanFalls.

Jagat(Jack)SinghUppal,communityleader,isborninthevillageofUppalJagirinPunjab,India.

1927 Ajaib(Jab)Sidhoo’sfather,Naranjan,comestoCanadaandworksinSouthAsian-

ownedsawmillsonVancouverIsland.1928 Banto(Betty)Gill,communityleader,isborninVancouver,thesecondeldestofeleven

children,andgrowsupinKitsilano.1930s

1930 Ajaib(Jab)Sidhoo,age7,issenttoCanadatojoinhisfather.1931 Jagat(Jack)UppalattendsLordBeaconsfieldElementary,oneofthefirstSikhsin

Vancouvertogotopublicschool.1933 VancouverSikhsformtheIndiaGrassHockeyClub.1935 ASikhtempleatHillcrestsawmillopens.1937 HarjitDhillon,communityactivistandwomen’srightsadvocate,isborninthevillageof

BahowalinPunjab,India.1940s

1941 Ajaib(Jab)SidhoojoinstheCanadianAirforceandworksasanaircraftmechanicin

SaskatchewanandtheYukon.1944 Censusindicates1,756SikhsinCanada,98%liveinBC.1946 ShushmaDatt,broadcastingpioneer,isborninNairobi,Kenya. Banto(Betty)GillmarriesPhanganSinghGill,afterhereturnsfromservinginthe

CanadianArmyduringWW2.1947 SouthAsiansaregrantedfranchisetovoteandbecomeCanadiancitizens. CanadiangovernmentremovestheContinuousJourneyregulationfromSouthAsian

immigrants.

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IndiagainsindependencefromBritishrule.1948 Ajaib(Jab)Sidhooopensawholesalehandcraftedcarpetoutlet,priortofoundingEast

IndiaCarpetsinKitsilano.1949 IndianPrimeMinisterNehruvisits2ndAvenueGurdwarainVancouverwithdaughter

IndiraGandhi.1950s1951 Censusindicates2,148SouthAsiansinCanada. CanadiangovernmentimmigrationquotaofSouthAsiansallowedintoCanadasetatIndia

(150),Pakistan(100)andCeylon(SriLanka)(50).1955 HarjitDhillonimmigratestoCanadaandmarriesManjitDhillon,aunionarrangedbyher

father.1957 CanadiangovernmentimmigrationquotaofSouthAsiansallowedintoCanadaincreased

from150to300peryear.1960s

1961 Censusindicates6,774SouthAsiansinCanada.1962 Canadiangovernmentdropsthequotasysteminfavourofnon-discriminatory

immigrationlaw.Duringthisperiod,immigrationfromotherpartsofIndiaandfromPakistanincreases,withmanybeingprofessionals.

1965 ShushmaDattmovestoLondon,England,andworksasaproducerandhostfortheWorld

ServiceoftheBritishBroadcastingCorporation.1967 Canadiangovernmentintroducesnewimmigrationregulationsbasedonpointsystem.1969 Foundationstonefornewgurdwaraat8000RossStreetislaid.1970s1970 KhalsaDiwanSocietyopensRossStreetGurdwara(April25).

PunjabiclassesstartedatRossStreetGurdwara. SuchaSinghClaireopensthefirstSouthAsianbusiness,ShanSareesandDrapery,at6576

MainStreetinwhatwouldbecomethePunjabiMarket.Despitehavingnoretail

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experience,andbeingadvisedagainstopeningabusinesswheretherewerenootherSouthAsianbusinesses,Mr.ClairereasonedthathisstorewouldattracttrafficgoingtothenewRossStreetGurdwara.

Banto(Betty)GillworksasaninterpreterforCanadianImmigrationServiceatthe

VancouverAirportduringanincreaseinimmigrationfromSouthAsia.1971 Censusindicates67,925SouthAsiansinCanada.

Jagat(Jack)UppalbuysasawmillonMitchellIslandintheFraserRiver,wherehesponsorsandhiresnewimmigrantstohelpgivethemastartinCanada.

1972 AllSouthAsiansareexpelledfromUganda-Canadaaccepts7,000refugees.

ImmigrantsfromcountrieswithcommunitiesofSouthAsianancestry–includingKenya,Tanzania,Congo,Fiji,Guyana,TrinidadandTobago,Mauritius–begintoarriveinCanada.

ShushmaDattmovestoVancouver. TheIndiaMahilaAssociation,co-foundedbyHarjitDhillon,providessupportforSouth

Asianimmigrantwomen.1973 Banto(Betty)GillisfirstwomanelectedtotheboardoftheKhalsaDiwanSociety.1979 TheVaisakhiFestival,withanannualparademarkingthePunjabiNewYear,beginsin

Vancouver.1980

1980 PunjabiMarket,centeredaroundMainStreetand49thAvenue,athree-blockstripof

approximately110SouthAsianbusinesses,becomesthelargestIndianmarketoutsideofIndia.ThePunjabiMarketAssociationisformed.

1984 OperationBluestar,amilitaryattackontheGoldenTempleinAmritsar,Punjaboccurs.

ThousandsofinnocentSikhswerekilled. AprotestdenouncingtheGoldenTemplemassacreisattendedby15,000Sikhsin

downtownVancouver.1985 AirIndiaFlight182explodesoverthecoastofIreland.Theattackwasorganizedbyasmall

groupofSikhextremists,inretaliationfortheIndiangovernment’smilitaryactionsintheGoldenTemple.All329peopleonboardwerekilled.

WallyOppal,lawyerandpolitician,isappointedtotheSupremeCourtofBC.

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1986 Manmohan(Moe)SihotaelectedtotheLegislativeAssemblyofBC,firstSouthAsiantobe

electedtoalegislatureinCanada.

KhalsaSchool,afulltimeprivateschool,isestablishedinVancouver.

KhalsaCreditUnion,toprovidefinancialservicetotheSikhCommunity,isestablished.1989 The75thanniversaryoftheKomagalaMaruincident.1990s

1990 PlaquecommemoratingtheKomagataMaruincidentisplacedatPortalParkinVancouver

bythemunicipal,provincial,andfederalgovernments. CanadiangovernmentamendstheRCMPdresscodetoallowaturbanedSikhjointhe

force.ConstableBaltejSinghDhillonisthefirstbaptizedSikhtojointheRCMP.1991 ThreeSikhsareelectedtotheBClegislature-Harbhajan(Harry)Lalli,andManmohan

(Moe)SihotaandUjjalDosanjh,whoholdvariouscabinetposts.1992 ShushmaDattreceivestheOrderofBritishColumbia,thefirstfemaleSouthAsian

recipient,foroutstandingservicetotheprovince.1993 Harbans(Herb)Dhaliwal,Vancouverpolitician,isoneoffourSouthAsiansfirstelectedas

MembersofParliamentinCanada. PunjabiMarketisofficiallyrecognizedwithbilingualsignsinEnglishandPunjabi.1994 Plaquecommemorating80yearssincetheKomagataMaruincidentisplacedin

Vancouverharbour.1996 BCschoolsbeginofferingPunjabilanguageinitsregularcurriculumfromgradesfiveto

twelve. SuchaSinghClairesellshisbusinessinthePunjabiMarket,oneofthemanybusinesses

that,inthefollowingdecades,thatwouldeithercloseduetohighrentsorrelocatetoSurreytoaccessthegrowingSouthAsianpopulation.

2000s2004 DiwaliFest,anannualSouthAsianartsandculturefestivalbasedontheHinducelebration

oflight,isfoundedtopresentdiverseartformsandbringtogetherpeopleofallbackgrounds.

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VancouverInternationalBhangraFestival,foundedbyMoDhaliwal,presentscultural

programmingthatengagesartists,communitiesandfestivalattendeesacrossgenresofperformanceandethno-culturalboundaries.

2005 ShushmaDattisthefirstwomaninCanadatoreceivealicensefromthefederal

governmenttostartanAMstation-RJ1200. TheSouthAsianArtsSociety,foundedbyGurpreetSianandRaakhiSinha,creates

performanceandeducationalopportunitiesforprofessionalandamateurartistsandbuildsknowledgeofSouthAsianculture.

2007 HarjitDhillon’sfamilyopensaprimaryschoolintheirancestralvillageinPunjab,and

awardsannualscholarshipstoencouragestudentstocontinuetheireducation.2008 BCgovernmentissuesaformalapologyfortheKomagataMaruincident.

PrimeMinisterStephenHarperapologizesfortheKomagataMaruincidentatacommunityeventinSurrey.

2010s2011 Censusindicates1.6millionSouthAsiansinCanada,amongapopulationof33million. IndianSummerFestivalisfoundedtoshowcaseartistsofSouthAsianorigininperforming,

visual,literaryandfolkartsandfosterdialoguebetweenCanadaandSouthAsia.2012 Jagat(Jack)Uppalreceiveshonorarydoctorate,fromSimonFraserUniversity,honouring

hisworkforamoreequalVancouver,freefromracismanddiscrimination.2013 Banto(Betty)GillisawardedtheQueensDiamondJubileeMedalforservicetoherfellow

citizens,hercommunityandhercountry.2016 MonsoonArtsFestival,foundedbytheSouthAsianArtsSociety,showcasesSouthAsian

theatreandperformingarts. ThePrimeMinisterofCanada,JustinTrudeau,apologiesintheHouseofCommonsforthe

KomagataMaruincident. AcknowledgementsSouthAsianStoriesgratefullyacknowledgestheworkofmanyhistorians,writersandresearchersfromtheSouthAsianandacademiccommunitiesuponwhichthischronologyisbased.

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Image:FirstVaisakhiParadeinPunjabiMarket,1987.(PablaFamily)

Film Transcriptions FirstImmigrantsTheVancouverneighbourhoodofKitsilano,wasnamedaftertheSquamishchiefAugustJackKhatsahlano.Bytheearly1900s,itwashometothecity’soldestandlargestSouthAsiancommunity.ThefirstSouthAsianstoarriveinBritishColumbiain1903,wereSikhsfromBritishruledIndia.Over5,000mostlyyoung,singlementravelledtomanypartsoftheprovince,andworkedaslabourersonrailroadconstructionandinthelumberindustry.InVancouver,SouthAsiansweredrawntoKitsilanobecauseofitsproximitytothemanylumbermillsonnearbyFalseCreek.SomeSouthAsianimmigrantswereentrepreneurial,andby1916,ownedandoperatedtheirownsawmills.Othersstartedbusinesses,likedeliveringandsellingwoodashomeheatingfuel.ButmanySouthAsianworkersfaceddiscrimination,despitetheirreputationforbeinghardworking

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andreliable.ThenumberofSouthAsiansenteringCanadatofindworkwassmallcomparedtothehundredsofthousandsofEuropeans,buttheywerestillatargetofapowerfulanti-AsianmovementinBC.In1907,theCanadiangovernmenttookawaytherighttovotefromSouthAsians,meaningtheywereexcludedfromthepoliticalprocess,andfrombecomingCanadiancitizens.Thefollowingyear,restrictionswereplacedonimmigration,whichseparatedfamiliesandstoppedthegrowthofthecommunity.Butin1919,thecollectivefightforrightsbySouthAsiansslowlystartedtoeffectchange,whenthewivesandchildrenofmenlivinginCanadawerefinallyallowedtoimmigrate.TheSouthAsianpopulationinVancouvergrewtobecomethelargestofanycityinNorthAmerica,andwasthemainculturalandsocialcentreofSouthAsiansinBC.Forthefirsttime,afamilylifeandacommunitylifewerebecomingpossible,andinlocalschools,SouthAsianchildrenmadeupapartofthestudentbody.In1947,after40yearsofprotestsandpetitions,therighttovotebySouthAsianswasfinallyrestored.Inthe1960s,whenracialrestrictionswereremovedfromimmigrationregulations,SouthAsianimmigrationincreaseddramatically.Inthedecadesthatfollowed,myfamily,whoarrivedin1986,wereamongthousandsofSouthAsianswhochoosetomakeCanadatheirhome.SouthAsiansareanintegralpartoftheVancouvermulticulturalmosaic.SouthAsiancultureiscelebratedbymanyCanadianswithfestivalslikeDiwali,andVaisakhiparades,whicharethelargestoutsideofIndia.Inbusinessandinpolitics,SouthAsianshavemadehugecontributions,withmanybeingelectedtoleadershiproles.Foroveracentury,SouthAsianshavebeenmakingtheirplaceinCanada,alongwithindigenousandothercultures,theywillcontinueintheyearstocometodefinewhatitmeanstobeCanadian.GurdwaraI’mstandingat1866West2ndAvenueinVancouver,thesiteofthefirstSikhtempleinNorthAmerica.Completedin1908,thetemple,orgurdwara,wasbuiltbyearlySouthAsianimmigrants.Foroversixtyyears,itprovidedthecommunitywithasenseofplace,continuityandpride.Anditwashere,atthe2ndAvenueGurdwara,wherenearlyeveryfightforsocialjusticewasorganizedandmobilized.Theneedforapermanentgurdwarawasrecognizedin1906bytheKhalsaDiwanSociety,aSikhorganizationdedicatedtobuildingastrongcommunity.BalwantSingh,amemberoftheSociety,andthefirstpriest,orgranthi,ofthegurdwara,helpedleadacampaigntogatherfunds.LandinKitsilanowasclearedbyhandbySikhs,andthegurdwarawasopenedin1908.Itservedasaplaceofworship,andasaplaceforthecommunitytogatherandsharestories.Thegurdwarawasalsoatthecentreofpoliticalandsocialjusticecampaigns,forimmigrationreformtoallowSouthAsianwomenandchildrenintoCanada,andforregainingtherighttovoteafterithadbeentakenawayfromSouthAsiansin1907.UnderimperialruleinIndia,asBritishsubjects,SikhswerelargelyloyaltotheBritishEmpire.WhentheymigratedtoCanada,theyexpectedthesamerightsasthosegiventootherBritishsubjectsandtowhiteimmigrants.Whentheserightswerenotgranted,manySouthAsiansinBC,includingGurdwaragranthiBalwantSingh,joinedtheGhadarmovement,agroupofrevolutionariescommittedtoendingBritishruleinIndia.Intheseearly

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years,thegurdwarawasagatheringplaceforSikhs,andforSouthAsiansofallfaithsandbackgrounds.Italsohosteddignitaries,likeRabindranathTagore,Indian’sfirstNobelLaureate.AfterIndianIndependencewasachievedin1947,theleaderofIndia,PrimeMinisterNehru,cametothegurdwaratopersonallythankSouthAsianCanadiansfortheirsupport.Bythelate1960s,identifyinganeedforalargerspace,theSikhcommunityinKitsilanobeganfundraisingforanewgurdwara.In1970,anew,largerbuildingwasopenedat8000RossStreetinSouthVancouver.WhenthegurdwarawasmovedfromKitsilano,manyinthecommunitywhohadlivedherefordecades,movedwithit.Butthelegacyofthe2ndAvenueGurdwara–atestamenttothestrengthandvisionoftheearlySouthAsians–liveson.KomagataMaruOnMay17,1914,theSikhcommunityinBCheldanemergencymeetinghereinKitsilano.ThemeetingwastoformaShoreCommittee,toplanforthependingarrivalinVancouverofasteamshipcalledtheKomagataMaru.TheCommitteewasledbyBhagSingh,acommunityleaderandactivistwholivedat1847West2ndAvenueinKitsilano,andHusseinRahim,anoutspokenbusinessmanandpublisher.OneweekaftertheShoreCommitteewasformed,theKomagataMaruenteredBurrardInlet,onMay23,1914.Onboard,were376passengersfromPunjab,BritishIndia,includingtwowomenandfouryoungchildren.Fordays,thearrivaloftheshiphadbeensensational,front-pagenews.AshundredsofVancouveriteswatchedfromshore,theKomagataMaruwasorderedtodropanchor,andconfineallpassengerstoship.Priorto1908,over5,000SouthAsianshadarrivedinBritishColumbialookingforachanceofabetterlife.Fearingthesettlementofthese“undesirables”,theCanadiangovernmentcreatedlegislationaimedtorestricttheirentry.Aregulationcalled“continuousjourney”,statedthatallimmigrantshadtotraveltoCanadabydirectpassagefromtheircountryoforigin–notpossiblefromBritishIndia.TheKomagataMaru,havingstarteditsvoyageinHongKong,hadnotmadea“continuousjourney”fromIndia.Sikhmerchant,GurditSingh,hadcharteredtheKomagataMarutochallengethe“continuousjourney”regulationandopenimmigrationfromIndiatoCanada.Localpoliticiansurgedthegovernmenttorefusetoallowtheshiptodock,andworkedwithimmigrationofficialstodetainthepassengers.Exceptfor24returningresidents,noneoftheremaining352passengerswereallowedashore.Withindays,storesoffoodandwaterweredepleted.Inresponsetothecrisis,theShoreCommitteeraisedfundstoprovisiontheship.Thecommitteealsohiredalawyertorepresentasinglepassenger-MunshiSingh-asa‘testcase’.IntheBCCourtofAppeal,itwasarguedthat,asaBritishsubject,Mr.SinghcouldnotbedeniedentrytoCanadabecauseofrace.ButonJuly6,1914,judgessidedwiththeCanadiangovernment,andruledthatMr.SinghwouldnotbeadmittedtoCanada,meaningallpassengersontheKomagataMaruweredeniedentry.Toenforcetheruling,theCanadiangovernmentorderedanarmedtakeoveroftheKomagataMaru.Butthedefiantpassengersfoughtback,inwhatbecameknownasthe“BattleofBurrardInlet.Inresponse,theCanadianArmywasmobilized,andaCanadianNavyshipwasmovedintoBurrardInlet.Aftera62-daystandoff,withalloptionsexhausted,theKomagataMaruliftedanchor,andsailedoutofVancouverHarbour.It

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wasabitteranddeeplydisappointingdefeatforthe352passengers,forthemembersoftheShoreCommittee,andforthelargerSouthAsiancommunityinBritishColumbia.WhentheKomagataMarureachedIndia,policemettheship,andattemptedtoarrestGurditSinghandotherswhotheyregardedaspoliticalagitators.Intheriotthatfollowed,afewpassengersescaped,butmostwereeitherinjured,imprisonedorkilled.In2012,ontheseawallinCoalHarbour,amemorialwasunveiledinremembranceoftheKomagataMaru,apowerfulreminderofoneofthemostdramaticchallengestoCanada’sexclusionlaws.ThememorialrepresentstheresilienceandfortitudeoftheSouthAsiancommunityofBC,anddrawsourattentiontotheplightofinternationalmigrantstoday.Banto(Betty)Gill1733West3rdAvenue,anaddressthatnolongerexits,wasoncehomeofoneoftheSouthAsiancommunity’smostadmiredwomen.BantoBettyGillworkedthreejobs,bakedcakes,mendedfences,roofedhouses,andevencheeredfortheCanucks.Shewasacolourfulandinnovativewomanwithareadysenseofhumour.Butmostofall,BantoBettyGillwasknownforherwarmthandgenerosity.BettywasdescendantfromoneofthefirstSouthAsianfamiliestoimmigratetoCanada.Hergrandfather,BawaSinghJohal,wasoneofthreebrotherswhosettledinKitsilanoin1904.In1908,theJohalbrothershelpedbuildthe2ndAvenueGurdwara,andin1918,theystartedalumbercartagebusinessattheCedarCoveSawmillnearFalseCreek.Betty’sfather,GurdasSinghJohal,arrivedinCanadain1924.In1928,Bettywasborn,thesecondeldestofarapidlygrowingfamily.Likeotherchildrenintheclose-knitSouthAsiancommunity,Betty’searlyliferevolvedaroundthegurdwara.Sheattendedlocalschools,includingKitsilanoHigh,whereshewasagoodstudentandanavidreader.BettywasalsogivenprivatelessonstolearntoreadandwritePunjabi.Butwhenshewas14,hereducationwascutshort.Tohelpsupportherfamily,whichhadgrownto10children,sheleftschoolandbeganworkingatalocalindustriallaundry.In1946,BettymarriedPhanganSinghGill,whohadarrivedinCanadain1926andhadservedintheCanadianArmyduringWW2.Aftertheirmarriage,theGillsmovedtoasmallfarminRichmond,neartheLansdowneParkracetrack.Bettystartedafamily,ownedandracedhorsesandcreatedahomelikeGrandCentralStationforpeopleofallnationalities.Inthe1970s,duringanincreaseinimmigrationfromSouthAsia,BettyworkedasaninterpreterfortheCanadianImmigrationServiceattheVancouverAirport.DuringtheirfirstfewhoursinCanada,shemadehundredsofnewimmigrantsfeelwelcome.In1993,BettyretiredfromtheRichmondHealthDepartment–thelastofherthreejobs.BantoBettyGillwasarespectedleaderbothintheSouthAsiancommunityandintheCityofRichmond.In2013,shewasawardedtheQueensDiamondJubileeMedalforservicetoherfellowcitizens,hercommunityandhercountry.AsadescendantofimmigrantswhoarrivedinVancouverin1904,BettyhaswrittenthatshewasapartofsixgenerationsofproudCanadians.

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Ajaib(Jab)SidhooThebusinessbehindmeisEastIndiaCarpets,locatedat1606West2ndAvenue.EastIndiaCarpetswasopenedbymygrandfatherAjaibSidhoo,alsoknownasJab.Askilledentrepreneur,JabturnedhisstoreintoafixtureinVancouverandabaseforcommunityleadershipandgiving.JabSidhoowasborninPunjabin1923,theeldestofthreechildren.In1927,hisfather,Naranjan,cametoCanadaandworkedattheKapoorsawmillonVancouverIsland.WhenJabwas7,hewassenttojoinhisfather.Unaccompaniedbyhisfamily,hetravelledformonthsinthecareofamarriedcouplefromhisvillage.Atthemillsite,whileNaranjanworkedlonghours,Jabattendedtheoneroomschoolhouse.JabalsosawNaranjanpursuethefederalrighttovote,andwiththeInternationalWoodworkersofAmericaunion,takethefighttothestepsoftheBClegislature.Jab’sfather’sactivismwouldlaterinfluencehisownactivismandphilanthropy.In1939,JableftthemillandattendedVancouverTechnicalHighSchool,wantingtolearnatrade.AturningpointinJab’slifewaswhenhewasamongthreefromhisclassselectedtojointheCanadianAirForceduringWorldWarII.Thoughhedidn’thavetherighttovote,Jabwasproudtofightforhiscountry.StationedinSaskatchewanandintheYukon,heworkedasamechanicmaintainingafleetofplanes.Afterthewar,JabreturnedtoVancouveranddevelopedaninterestinimported,handcraftedcarpets.WhilestudyingthecarpetbusinessinIndia,hemetNirmalDutt,whosepassionswouldinfluenceJabtobecomeasupporterofthearts.In1949,JabandNirmalweremarried.BackinVancouver,JabopenedEastIndiaCarpets,whileheandNirmalboughtahomeandstartedafamily.Overtheyears,thestorebecameavitalpartoftheSouthAsiancommunityinKitsilano,carryingwithitthememoriesofeveryonewhoenteredandhadaconversationwithJabandhisfamily.AsJab’sbusinessthrived,hebecameknownforhisphilanthropy.HisloveofsportsledhimtobecomeoneofthefirstonehundredpeopletoinvestinVancouver’sfirstprofessionalfootballteamin1954,andhebecamealifelongseasonticketholder.Nirmal’sinfluenceinspiredJabtoprovideon-goingsupportforauthorsattendingtheVancouverWritersFestival.Fordecades,Jabmaintainedatraditionofsupportformanyeducationalandhealthcareendeavors,inbothCanadaandIndia.Hard-working,creativeandgenerous-thesearethequalitiesthatembodyJabSidhoowhoselifeandlegacyareaninspirationtousall.PunjabiMarketI’mat6576MainStreet,theaddressofthefirstSouthAsianbusinesstoopennearMainand49thinVancouver.In1970,SuchaClaireopenedShanSareesandDrapery,despitetherebeingnootherSouthAsianbusinessesinthearea.ButMr.ClaireknewthatmanyrecentSouthAsianimmigrants,attractedtojobsinthemillsalongtheFraserRiver,hadsettlednearby.Hehadalsorealizedthat,withtheopeningofthenewGurdwaraonRossStreet,hisstoremightattractSouthAsiantrafficgoingtothetemple.

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Mr.Clairewasright–fromasinglefabricstorein1970,thestripalongMainStreetexpandedrapidlyandbecamethePunjabiMarket.OtherearlybusinessesincludedtheFrontierClothHouse,theGuruBazaarandtheHimalayaRestaurant,ownedbymygrandfather.WhenIwasyounger,lendingahandattheHimalayahelpedmebecomemoreoutgoing,andmademewhoIamtoday.Bythe1980s,thestriphadoveronehundredstoresandwasthelargestSouthAsianmarketoutsideofIndia.Inthe1990s,itseemedretailerscouldn’tgowrongwithastoreintheMarket.Itdidn’tmatterwhatwasbeingsold-everyonecametoshop.TheMarketwasnotonlytheculturalandeconomicheartofVancouver’sSouthAsiancommunity,itattractedtouristsandnotablevisitors–likemusiciansfromPunjabandpriestsfromtheGoldenTemple,theholiestSikhGurdwara.TheMarketwasrecognizedbyalllevelsofgovernmentandwastheonlyplaceoutsideIndiawithstreetsignsinthePunjabilanguage.AsmusicanddanceareahugepartofSouthAsianculture,theMarkethasovertheyearshosteddozensofcommunitycelebrations,includingthefirsteverVaisakhiDayParadeinVancouverin1987.Aslateas2005,thePunjabiMarketwasvitalandvibrant.ButlikeotherethnicenclavesinVancouver,theMarkethasfacedpressuretosurvive.HighrentsonMainStreet,andashiftinpopulationtoSurrey,causedsomeshopownerstoclose.ManySouthAsiansbusinesseshaveremained,andwillremain,butmaybeinthefuturetheMarketwillbecomemorediversetoincludeamixofdifferenttypesofbusinesses.AssomeonewhogrewupinthePunjabiMarket,it’simportanttomethatitthrives.It’sbeennearly50yearssincetheMarketstarted,Ilookforwardtowhatthenext50willbring.HarjitDhillonBehindmeistheSunsetCommunityCenter,onthesouthsideofthePunjabiMarket.Foryears,theCentrehasbeenahometosupportprogramsforolderSouthAsians.Oneoftheprogramorganizersismygrandmother,HarjitDhillon,alifelongcommunityactivist.Harjit’sownexperiencesmotivatedhertohelpothers,especiallyracializedwomen-whocanfeelisolatedandalienatedinanewcountryandculture.HarjitDhillonwasborninthevillageofBahowalinthestateofPunjabinBritishIndia.Herfather,afreedomfighteragainstBritishImperialruleinIndia,instilledinherasenseofsocialjusticeandpoliticalpurpose.Whileshewasstillingradeschool,Harjitjoinedagroupofolderwomenwhowenthousetohouseinthevillageadvocatingforworldpeace.In1955,attheageof17,HarjittravelledtoCanada–alone,withonlysixdollarsinherpocket.Shehadleftbehindherlarge,close-knitfamilyandeverythingelsefamiliartoher.AfterninedaysinCanada,HarjitmarriedManjitDhillon,aunionarrangedbyherfather.NotyetabletospeakEnglish,Harjitfeltisolatedandhomesick.DeterminedtomakeanewlifeinCanada,Harjitcreatedawelcominghomelikeshe’dhadinIndia,andsheandmygrandfatherstartedafamily.In1972,Harjitorganizedameetingoffriends–allcommunity-minded,andpoliticallyactivewomen.TheyestablishedtheIndiaMahilaAssociation–withtheaimofprovidingamuch-needednetworkofsupportforSouthAsianimmigrantwomen.ThroughtheAssociation,SouthAsianwomenralliedforsafeworkingconditionsforfarmworkersandforgenderrights,oftensharingtheirmessagesthrough

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demonstrations,poetryandsong.Anothersuccesswasintheearly1990s,whenaU.S.-basedphysicianwaspromotingsex-selectionservicesaimedattheSouthAsiancommunity,aservicethatallowedfortherejectionofunbornfemalechildren.TheIndiaMahilaAssociationorganizedagainsttheadsandgotthempulledfromthelocalnewspapers.TheAssociationnowconsistsofover100women-reflectingourcommunity’sculturaldiversity.WhileHarjithasfoughtforchangeinCanada,shehasoftenreturnedtoIndiatodocharitableandhumanitarianwork.In2007,herfamilyopenedaprimaryschoolintheirancestralvillageinPunjab.Eachyear,scholarshipsareawardedtofourstudentstoencouragethemtocontinuetheireducation.BackinCanada,afteraremarkablesixdecadesofservice,HarjitDhilloncontinuestobeactive,stillworkingtoeducatebyspeakingoutandbuildingsocialjusticeprogramsthatimpactmanyofustoday.Jagat(Jack)UppalThispartofSouthVancouvernearthePunjabiMarketwashometoJagatSinghUppal-betterknownatJackUppal.Jack’slife,alegacyofhardworkandservicetoothers,representsanextraordinaryachievement.Asayoungman,hedevelopedastronginterestinsocialjusticeandcommunitybuilding.Andashegrewolder,hebecameasuccessfulentrepreneurwhoconsistentlylookedoutfortheneedsoftheSouthAsiancommunity,andstrivedtoimprovelifeforallinthecitythatheloved.JackUppalwasbornin1925,inthevillageofUppalJagirinthePunjab,India.Hisfather,DalipSingh,wasoneoftheearlySikhswhofirstarrivedinBCin1906.Mr.SinghwasamemberofthelocalShoreCommitteeduringtheKomagataMaruepisode,andhelpedraisefundstoprovidefood,waterandlegalassistanceforthe376passengersdetainedonboardtheKomagataMaruinBurrardInletin1914.In1931,JackattendedLordBeaconsfieldElementary,oneofthefirstSikhsinVancouvertogotopublicschool.In1938,whenJack’sfatherdiedtragicallyinanautomobileaccident,hewasforcedtoquithisfirstyearofhighschooltohelpsupporthisfamily.LikemanyotheryoungSouthAsianmales,hisfirstjob,atage14,waspilinglumberatasawmillonVancouverIsland.WhenJackreturnedtoVancouver,hebecamepresidentoftheSouthAsianYouthAssociation,andhelpedlobbythegovernmentfortherighttovote,whichwastakenawayfromSouthAsiansin1907.He–andothersinthecommunity–alsohelpedestablishtheRossStreetTemple,byraisingfundsandselectingandpurchasingthesite.In1971,afteryearsinthelumberindustry,JackboughtasawmillonMitchellIsland,andcalleditGoldwoodIndustries.Hesponsorednewimmigrants,andgavethemtheirfirstjobtohelpthemgetestablishedinCanada.JackwasaleaderforthewiderSouthAsiancommunity,andalongwithhisfamily,actedasahubandconnectorthatassistedhundredsofnewcomers.Jack’sdecadesofservicehavebeenrecognizedwithseveralawards,includingtheNehruHumanitarianAwardandtheQueen’sSilverJubileeMedal.Butitwashishonorarydoctorate,givenbySimonFraserUniversity,thathonouredhisworkforamoreequalVancouver,freefromracismanddiscrimination.Inhisacceptancespeech,Jacksummeduphisreasonsforcontributing

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topubliclife.Hesaid,“Ilovehumanityanditistheessenceofmybeing.Iwanttoinfectyouwiththesamedesiretodoforothersasyouwoulddoforyourselfbecausegreatnessisdefinedbyservice.”ShushmaDattInthe1970s,whenthePunjabiMarketwasgettingstarted,radioandtelevisionprogrammingfortheSouthAsiancommunitydidn’texist.Butbroadcasterandmediapioneer,ShushmaDatt,changedeverything.Knownasthe‘greatconnector’,ShushmahasnotonlygivenavoicetotheSouthAsiancommunity,shehasalsousedherpositionandplatformtodrawattentiontosocialissues.ShushmaDattwasbornin1946inNairobi,Kenya.HerfamilyhadlivedinEastAfricafortwogenerations.Asastudent,Shushmahassaidshelackedconfidence.Whenshegotasmallpartinaradioplay–shekeptflubbingherlines.Butlater,whensheheardhermistakeseditedoutontheradio,shethought,“That’smagic!I’mgoingtodothat!”In1963,ShushmamovedtoIndia,wheresheearnedanartsdegreefromtheUniversityofDelhi,andworkedasareporterforTheTimesofIndia.In1965,ShushmamovedtoLondon,England,andlandedajobwiththeBritishBroadcastingCorporation.Shestartedastypist,transcribingHindiscriptsforBBCWorldService,butquicklymovedtoproducingandhostingherownprograms,broadcastingtomillionsofpeopleacrossIndia.Inthemale-dominatedmediaworldofthattime,Shushmadreamedofonedayowningherownradiostation.AlthoughshewashappyattheBBC,ShushmagotmarriedandmovedtoVancouverin1972.Deemedunemployablebymainstreambroadcastersbecauseofherheavyaccent,shebeganworkingatamultilingualradiostation.In1981,shejoinedWorldViewTelevision-Canada’sfirstmulticulturalPayTVservice–astheirSouthAsianproducer.AturningpointinhercareerwasaninterviewwithIndianPrimeMinisterIndiraGandhi,acontroversialfigureintheSouthAsiancommunity.Whenviewerscancelledtheirsubscriptionsinprotest,staffwasletgo–includingShushma.Determinedtocontrolherowndestiny,Shushmacreatedi.t.Productions,nowWesternCanada’slargestSouthAsianmediaorganization.In1987,shelaunchedtheRimJhimnetwork,thefirst24-hourradiostationforSouthAsiansoutsideIndia.In2005,shebecamethefirstwomaninCanadatoreceivealicensefromthefederalgovernmenttostartanAMstation-RJ1200,nowSpiceRadio.ShushmaalsoproducesandhoststelevisionprogramsonShawCableTelevisionandOMNITV,includingWomeninFocus,aprogramclosetoherheartthattakesonissuesfacingSouthAsianwomeninCanada.Foroverfivedecades,andoverfourcontinents,Shushmahasbecomeatrailblazerandarolemodel.She’sreceiveddozensofawards,includingbeingthefirstfemaleSouthAsianrecipientoftheOrderofBritishColumbia.Fromflubbinglinesasaschoolgirl,ShushmaDatthasachievedherdream,andisnowregardedastheFirstLadyofCanadianRadio.

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SouthAsianArtsMynameisMoDhaliwal.Asakid,IusedtolovecomingtothePunjabiMarket.Formyfamily,itwasthebestplaceforshopping.Forme,theentiretripwasforeatinggolguppaattherestaurants.TheMarketwasaspecial,reassuringspaceasIstruggledwithidentityelsewhere.Forthefirstpartofmylife,Igrewupinanentirelywhiteneighbourhood,feelingandbeingtoldthatIdidn’tbelong.Later,livinginaPunjabineighbourhood,IwasstillfeelingandbeingtoldthatIdidn’tbelong.Thisfeelingpersistedformuchofmylife,butIdidn’tknowhowtoresolveit.Itwasn’tuntilImovedbacktoVancouverafterbeingawayforafewyears,thatIrealizedtherewasasocialorder,andIwaslowerintherungsthanthedominantculture.Isetout,unconsciouslyatfirst,to“normalize”theculturalformsthatIwasfamiliarwith.Ilikedmusicandgoingoutdancingwithfriends,soIwantedtobringsomeoftheIndianmusicsceneIhadexperiencedinSanFrancisco,toVancouver.AsIworkedtomakeitmore“normal”tohavethesekindsofeventsinVancouver,IwasmakingspaceformyselfandmyPunjabicommunityinotherways.MyavenuetodoallofthiswastocreateaPunjabiartsfestivalcalledtheVancouverInternationalBhangraCelebration.In2005,weproducedourinauguralevent,anexhibitionofbhangrafeaturingdanceteamsfromalloverNorthAmerica.WorkingthroughtheFestival,IwasabletoactasanimpresariotomakethingshappenthatIwantedtoseehappen.Itallowedmetocreateasenseofbelongingformyself,todisruptmainstreamcultureandexplorewhatitmeanstobePunjabiinpublicspaces.Inturn,Igainedadeeperappreciationformycommunity’sstruggle,andthenuancesoftheirapproachtolife-thingsthatIoftenhadahabitofcriticizing.Muchwasaccomplishedthroughthebhangrafestival,andthereisstillmuchtodo.Belonging,senseofplace,beingmisunderstood-thesewerethingsIwasstrugglingwith…andwasmostlyabletoresolve.I’mnolongerinvolvedintheFestival,butit’sencouragingtoseeitcontinuetogrowandevolve.It’sinspiringtoseeitpushboundariesforpublicdialogue,givemyowncommunityachancetoreimaginethemselves,andexplorenewrelationshipsbetweenpeopleandculture.

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SouthAsianStoriesGlossaryDiscrimination-Theprocessoftreatingpeopledifferentlyinanegativeway,dependingontheircollectivesocialpositionoridentity,suchas:race,class,sexuality,ability,political,belief,religion,language,orancestry.CulturalDiversity-Thequalityofdiverseordifferentcultures,asopposedtomonoculture,theglobalmonoculture,orahomogenizationofcultures,akintoculturaldecay.Thephraseculturaldiversitycanalsorefertohavingdifferentculturesrespecteachother'sdifferences.Ethnicity-Belongingtoasocialgroupthathasasharedculturalheritage,ancestry,originmyth,history,homeland,languageordialect,symbolicsystems(suchasreligion,mythologyandritual),cuisine,dressingstyle,art,andphysicalappearance.Gurdwara-AplaceofworshipforSikhs.Peoplefromallfaiths,andwhodonotprofessanyfaith,arewelcomeinSikhgurdwaras.Immigrant-Apersonwhocomestolivepermanentlyinaforeigncountry.IndianSubcontinent-TheIndianSubcontinentismadeupofthefollowingcountries:Bangladesh,Bhutan,India,Maldives,Nepal,PakistandandSriLanka.KomagataMaruIncident-TheKomagataMaruincidentinvolvedtheJapanesesteamship,KomagataMaru,onwhichsome350+citizensfromBritish-RuledIndiaattemptedtoimmigratetoCanadain1914.However,theyweredeniedentryduetoanti-Asianlegislationthatwasdrawnupatthetime.Mandir-AplaceofworshipforHindus.Peoplefromallfaithsarewelcome.Mosque-AplaceofworshipforfollowersofIslam.Punjabi-PunjabiisanIndo-Aryanlanguagespokenbyover100millionnativespeakersworldwide,makingitthe10thmostwidelyspokenlanguageintheworld.Racism–isdiscriminationandprejudicetowardspeoplebasedontheirraceorethnicity.SouthAsians-ReferstothoseborninorcantracetheirancestrytoSouthAsia,whichincludesIndia,Pakistan,Bangladesh,SriLanka,Nepal,Bhutan,andMaldives.Stereotyping-Ageneralizingusedtodescribeawholegroupofpeoplebasedonprejudiceopinions,orbasedonthewordsofactionsofasinglememberofthatgroup.(Source:Wikipedia)

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Image:Familyweddinggroup.196_(SFUKohalyCollection)

AdditionalResourcesBuchignani,Norman,DoreenM.IndraandRamSrivastiva.1985.ContinuousJourney:Asocial

historyofSouthAsiansinCanada.Toronto:McClellandandStewartLtd.

Jagpal,SarjeetSingh.1994.BecomingCanadians:PioneerSikhsinTheirOwnWords.

Vancouver:HarbourPublishing.Johnston,Hugh.1989.TheVoyageoftheKomagataMaru:TheSikhchallengetoCanada’scolour

bar.Vancouver:UniversityofBritishColumbiaPress.

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Johnston,Hugh.2011.JewelsoftheQila:TheRemarkableStoryofanIndo-CanadianFamily.Vancouver:UniversityofBritishColumbiaPress.

Kazimi,Ali.2011.Undesirables:WhiteCanadaandtheKomagataMaru.

Vancouver:DouglasandMcIntyre.Singh,Kesar.1989.CanadianSikhs(partone)andKomagataMaruMassacre.

Surrey,BC

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SouthAsianStoriesCredits

Writer/DirectorGordonMcLennan

Camera

GnetahnJehmanPaneetSingh

Editor

GnetahnJehman

StorytellersSudhirDatta•MoDhaliwal•TaraFraser•NaveenGirn•AsiaMattu

SaimaNaz• KiranPabla•TarinSandhu•PaneetSingh•TarannumThind

ResearchersEthanCook•HarjeetDhaliwal•SitalDhillon•RobinFolvik•TaraFraser

AudioPostProduction

GnetahnJehman

WebsiteMaxBentsianovIgorBarbashin

GraphicDesignSkyrocketDigitalNimunterJehman

Photoshop

NimunterJehman

SocialMediaConsultantGnetahnJehman

StudyGuide

P.IndicaJehman

ArchivalPhotographsAjaib(Jab)SidhooFamily•Banto(Betty)GillFamily•ChrisLindgren

CityofVancouverArchives•CrystalDeshaies•GurpreetSingh•HarjitDhillonFamily•JohnRoaf

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KaatzaStationMuseum&Archives•KabulandSwaranjitDhaliwal•KewalPablaFamilyMaritimeMuseumofBC•MoDhaliwal•MohinderandMukhtiarKambo•NadeemParmer

NorthVancouverMuseumandArchives•Jagat(Jack)UppalFamilyLibraryandArchivesCanada•NikkeiNationalMuseum• KhalsaDiwanSociety•RajTaneja

RupaVig• SaimaNazFamily• SargeetSinghJagpal•ShushmaDatt•SimonFraserUniversitySuchaClaire• VancouverInternationalBhangraCelebration•VancouverPublicLibrary

VancouverSun•VintageAirPhotos

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AshaFraser • CharanGill•MelanieHardbattle•LindaHay• PaulHendren•SargeetSinghJagpal • HughJohnston•NadeemParmar• KrishnaPendakurDr.V.SettyandRajinderPendakur•LindaKawamotoReid• RaviSidhoo

SouthAsianStorieswasmadepossiblewithagrantfromTELUSOptikLocalCommunity

ProgrammingandisavailableforfreeondemandonTELUSOptikTV

TheCityofVancouver-GreatBeginningsProgram

andby

ProducedbyOrbitFilmsInc.

SouthAsianStorieswasproducedontheuncededlandsoftheCoastSalishTerritory.

Documents

History & Origins of South Asian Canadians A Curriculum for English Language … · 2017. 9. 13. · Big Ideas (Core) - English Language Arts Grades 7/8/9 • Exploring and sharing