Resource | K-12 Evaluated Resource Collection

K-12 Evaluated Resource Collection

Duty, Honour & Izzat: From Golden Fields to Crimson: Punjab's Brothers in Arms in Flanders

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Author/Publisher/Website: Purewal, S.
Copyright: 2019
Evaluation/Record Entry Date: Apr/2020
Submitting suppliers/Website: Not Available
Primary Identifier: 9780774827621
Recommended Grades and Subjects/Courses: 10-12
(View recommended grades and subjects) Social Studies

Resource Description

Providing a comprehensive look at the British Indian Army’s participation and contributions to World War I, this highly engaging Canadian work combines a fictional graphic novel-style story with primary sources, quotations, and an array of visuals including photographs and art work. This scrapbook-style work focuses on the important role that Punjabi/Sikh soldiers and the Indian Expeditionary Force played during the War as they fought for the British Empire. Useful in grade 10-12 classrooms to supplement texts and lessons on World War I, and to explore racist policies and attitudes of Canadian society in the early 20th century.

CURRICULUM FIT

Does the resource support BC curriculum?
Extensively
This product supports the Core Competencies of the BC curriculum:
Critical thinking
Positive Personal and Cultural Identity
Personal Awareness and Responsibility
Comments:
The resource supports Social Studies Curricula in terms of exploring global conflict and the contribution of Punjabis to World War I. It uses historical evidence to explore the war from the perspective of Punjabi soldiers. The book also explores the Big Idea that "Historical and contemporary injustices challenge the narrative and identity of Canada as an inclusive, multicultural society" by exploring an underrepresented history.

SOCIAL CONSIDERATIONS

Gender Roles, Identity & Sexual Orientation:
It focuses largely on male contributions to World War I. There is no discussion of Punjabi women and their contribution.
Multiculturalism:
There are many comments made about the German "Hun." They are presented as the enemy throughout the book. The book works to remove stereotypes that all soldiers were white. The comic character refers to a turban as a "towel".
Belief System:
Generalized statements are made about Canadian attitudes toward minorities, particularly the Punjabi populations.
Violence:
There are many images and descriptions of war, violence, and weaponry.
Ethical:
Commentary made about the Canadian treatment of the Punjabi soldiers is very generalized and political. There are comments made about racist Canadian society.
Safety:
Violence and war are discussed throughout book. Gang violence is also mentioned.
Do the social considerations support, rather than detract from, student learning?
Moderately
Social Considerations Comments:
This is a very comprehensive book about the history of the role that Punjabi/Sikh soldiers and the Indian Expeditionary Force played in World War I. The violence discussed is mentioned in a historical context and is largely fact based. The information is necessary to understand the First World War. Discussion of the German "Hun" is used in a storytelling/primary source context, which fits the language of the time. Some racist comments are made about Sikhs to show misunderstanding of soldiers in the war.

GENERAL CONTENT

Content
Should this product be identified as Canadian?
Yes
Is the resource engaging?
Extensively
Is the content current for the intended curriculum and grade?
Extensively
Is the content accurate for the intended curriculum and grade?
Extensively
Is the content timely and important for student broad understandings?
Extensively
Audience:
Is the content appropriate to the emotional maturity and cognitive level of students?
Moderately
Does the resource provide opportunities for creative and critical thinking?
Moderately
Can the content be differentiated?
Moderately
Can reading level be adjusted?
Not at all or slightly
Is the level of detail appropriate?
Moderately
Is the language use appropriate to the emotional maturity and cognitive level of students?
Moderately
Comments:
The topic and book is highly engaging and bright, colourful visuals help to bring history to life. The book is built like a scrapbook with many images, visuals, and primary sources. Visuals include photographs, art work, and sources that help to bring story to life. Historical context and information provided is very dense and detailed in areas. This level of detail may be difficult for students to follow. Different sources (images/newspaper articles/quotes/informational text) could be used in different ways in the classroom to differentiate.

TECHNICAL DESIGN

Does the resource make effective use of the medium?
Moderately
Is the location of illustrations appropriate?
Moderately
Is the resource easy to use?
Moderately
Is the use of font, text size and presentation uniform?
Moderately
Are extraneous elements/illustrations kept to a minimum?
Not at all or slightly
Comments:
The book is largely built as a scrapbook with many different styles and types of visuals used throughout the book and on each page, including graphic novel, quotes, informational text, paintings, drawings, and photographs. The use of several different visuals, sources, and text on the pages can be confusing and difficult to follow. The relevance of images is unclear in some areas. The font is very small and condensed on the page and colour choices make some of the text difficult to read in places. The organization of pages is unclear at times. There is little consistency in layout.

INSTRUCTIONAL DESIGN

Is the instructional design effective and appropriate for the intended audience?
Moderately
Is the resource suitable for a wide range of learning and teaching styles?
Moderately
Are the concepts clearly explained?
Moderately
Does the progression in learning go from the simple to the complex?
Not at all or slightly
Are the content chunking and sequencing appropriate?
Not at all or slightly
Does the resource provide multiple strategies to help learners construct meaning?
Moderately
Does the resource support a gradual release of responsibility i.e. explicit instruction, guided practice, independent learning?
Not at all or slightly
Does the resource provide varied opportunities to demonstrate learning and extend thinking?
Not at all or slightly
Does the resource provide appropriate tools for assessment?
Not at all or slightly
Does the resource support the transfer of learning to personal or applied contexts?
Not at all or slightly
Comments:
The book is built as a scrapbook, graphic novel, and informational text. There is little organization in terms of the content and information. The instructional design is not provided by the author in the book. The online link to teacher resources included at the back of the book does not work.

PRINT CLASSROOM

Does the reference cover topics with sufficient depth for the intended audience?
Moderately
Does the classroom reference have a bibliography and footnotes?
Moderately
Are the subject area list and/or subtopics extensive?
Extensively
Do the external links contribute to the learning experience
Moderately
Does the resource broaden students’ experiences and understandings?
Extensively
Does the resource make effective use of visual elements?
Moderately
Are the images compelling?
Extensively
Descriptors:
Student research tools
Primary reference material
Comments:
The book provides in-depth, extensive history of the British Indian Army's involvement and contributions to the First World War. Detailed history is also provided on topics including the origin and history of the army. The quotes, primary sources, and graphic novel are suitable for high school age students, though the information is very dense. A bibliography is provided at the end of the book, but footnotes are not provided so it is unclear where some sources included in the book can be found. The book covers a little discussed topic and broadens student understanding of the people involved in the First World War and the important role Punjabis played.

ADDITIONAL COMMENTS

Readability:
Above intended grade level(s)
Comments:
The online link to teacher resources included at the back of the book does not work. The website for the book does appear to be functional but there are no links to the teacher resources on the site. There is a website hosted by Indus Media at http://imfc.org/. It covers much of the same material as well as sharing the title of the book.

SUGGESTED CLASSROOM USAGE

Comments:
The resource can be used to supplement other texts and lessons on World War I to highlight the contribution of Punjabi (particularly Sikhs) to the War. It could be used to explore racist policies and attitudes of Canadian society to other cultures in the early 20th Century. Analysis could be done on primary/secondary Sources and images.
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