Project 2: Project Resettlement

  General Information

Lead Teacher(s): Gary Pittman

Donna Hancock

School: St. Anthony Elementary
P.O. Box 399
St. Anthony, NF
A0K 4S0
(709) 454-8324
Grade Level: Grade Three
Number of Students: 50-60
Project Start and Finish Dates: Usually in March running 3-4 weeks

  Project Overview

This is the fifth year that carried the resettlement project at our school. Both classes participated. From 50-60 students were involved.

The setting for this project are both classrooms. The classrooms are the "communities" (Blocke's Cove East and Blocke's Cove West) that were to be resettled. The "residents" of Bocke's Cove are the students. To begin the project, we had arranged to have letters delivered to each grade three classroom (communities) addressed to the "residents". The letter stated that their community was slated to be resettled. Reasons were given in the letter for resettlement and was signed by the district member in go vernment, i.e. "Mr. Little".

After the letter was read by each "resident" in the "community", the teacher became the chairperson to set up a meeting and get concerns from the "residents" about their reaction to the letter and their being asked to resettle. A spokes person and a reco rding sectary was chosen to record the ideas and feelings of the residents.

The following are some ideas arrived at in "the meeting" to serve as resistance to the proposed resettlement of the community, Blocke's Cove:

  1. Letters were written by residents to Mr. Little outlining their feelings for and/or against resettlement of their community.
  3. Pictures (representing photographs) were drawn by "residents" depicting life and culture in Blocke's Cove.
  5. Speeches were written to address concerns the residents had about the proposed resettlement plan of their community. The speeches would be read at a later meeting with Mr. Little.
  7. Pins, pens, hats, posters, bumper stickers, etc., were made bearing slogans for an anti-resettlement campaign by the residents.
  9. Tape recordings bearing 30 sec. ads. were composed by residents expressing their feelings about resettlement.
  11. A petition would be drafted and circulated by residents seeking support for their cause.
  13. Messages of support from friends would be sought by residents
  15. Newfoundland resettlement songs were collected by resident, learned and sung. (i.e. Bell Island Song by Harry Hibbs and My Harbour Island Home by Cliff Best.) There are many more such songs circulating in Newfoundland.

Once all of the above were prepared by the "residents" (often taking up to two weeks), Mr. Little would be invited to the school's gymnasium for a meeting with the residents of "Blocke's Cove" at which time the "residents" presented to him their speeches, letters, a petition, singing of their songs, reading letters of support to him, presented their photographs (on overhead), etc., Mr. Little would hear their concerns and respond to the residents re. the proposed resettlement of their community.

  Curriculum and Resource Connections

This project relies on in depth resource-based learning. It touches upon many curriculum areas such as social studies, art, language, science and technology, music, mathematics.

The STELLAR Schools Internet connections will allow students to become involved in a meaningful and purposeful project as it reaches out to share with other students and schools in the province (and beyond) having a common interest.

It provides the students with experiences in role playing, writing and giving speeches in a public setting, circulating a petition, developing an agenda for a meeting, collecting songs from local folklore, presenting information using an overhead projecto r and working in groups. It provides students with an opportunity to use audio-visual and other reproduction equipment.

It involves work both at the school classroom level as well as library research and home assignments usually taking the form of interviews with parents and grandparents and local area residents.


The overall goal of this project is to allow young children to explore and pursue meaningful ways of solving social difficulties and problems which may come their way in life.

This project will teach children that there are sensible and positive approaches to addressing social problems and solving them. In this case, the problem is having to deal with the possibility of having to resettle due to economic factors and influences .

  Learning Outcomes

Language Arts/Social Studies:

The students will explore ways of solving a potential social crisis through writing, singing, composing, role playing, interviewing, public speaking, and debating.


The students will learn to use art as a means and way of supporting their cause in solving a social crisis.


The students will learn to use music as a means of playing ones emotions to sway public opinion and, thus, resolve a problem situation in their favour.


Some ideas:

- Compose and edit e-mail and reports using a word-processing program.
- Upload and download e-mail messages.
- Be able to demonstrate how to use one piece of audio-visual equipment.
- The class as a group, should be able to discuss possible ways of addressing and solving a given social problem. For example: The problem of roaming dogs in a community or the over cutting of forest resources.
- Do a painting depicting the abandoned community with emphasis on abandonment details.
- The class group would collect resettlement songs, record at least four songs on tape and share with the home.
- Invite seniors who have resettled in the 1960's into the class and have each student pose a question relating to their lifestyle before and after settlement.

Suggestions as to Schools can Participate in Project:

  1. Exchange letters of support for (or against) resettlement via e-mail.
  3. One school can circulate a petition seeking support for a cause, i.e., those resisting resettlement or those wishing to resettle. (Use a fax to transmit petitions between schools.)
  5. Collect songs, pictures, poems having to do with resettlement and the abandoned community concept and share between participating schools.
  7. Exchange video tape recordings of the meeting and presentations to "government member".
  9. Share slogans for campaign materials in the struggle against (or for) resettlement.
STELLAR Schools footer
home Previous Page