This lesson is based on viewing the Historica Minute, "Underground Railroad." Between 1840 and 1860, thousands of American slaves fled to Canada using the organized secret network of people and safe houses called the "Underground Railroad."

After careful examination of the "Underground Railroad" Historica Minute, students will examine the broader theme of refugees. They will discuss Canada's role in providing refuge, and research the history and experiences of refugees from several countries.

1. Understanding the Characters

The drama of the one-minute film comes from the intense emotions of the characters and the uncertainty of their situation.

- Liza, the main character, is terribly upset. Imagine what she must be feeling and thinking. Remember what she has probably gone through during her life as a slave and on her escape to Canada, as well as her position as a stranger in her new country.

- Describe the reactions of the other characters. What do they reveal about themselves?

- The filmmaker could have told the story of the Underground Railroad in many ways. Why is focusing on this particular moment in the life of a fictional family an effective way of telling about the Railroad in a single minute?

2. Refugees

The escaping slaves would be called refugees today. Canada has a long history of providing refuge for people fleeing their homelands. In fact, the United Nations High Commission on Refugees awarded Canada its prestigious Nansen Medal in 1986 for our role in this regard. Not all of our history has been honourable however.

- Have students define "refugee." How is it different from "immigrant"? You may want to discuss whether refugees should be treated differently by our government than others seeking to come to Canada, and what the differences should be.

- Discuss the proposition "Refugees are not our problem."

- In groups, have students research the reasons these groups came to Canada, and their experiences here: Doukhabours (early 1900's); European Jews (W W II) Hungarians (1956); Czechs(1968); Ugandan Asians (1972); Vietnamese (late 1970s); Chileans (1970's); Salvadoreans(1980's).

- Collect current newspaper and magazine articles about refugees and make a display, with a world map, in the classroom.