Providence Women on the Frontier

Learning Resource Guide

Overview:

Many of the Pacific Northwest's medical facilities were begun in the 1800's by a small group

of selfless women called the Sisters of Providence. Discover the fascinating stories of these

courageous nuns, beginning with Emilie Gamelin of Montreal and on to Mother Joseph,

who helped start Sacred Heart Medical Center in Spokane, Father LaCombe Home near

Calgary and Wings of Providence in Edmonton.

Subjects: History, Pacific Northwest History, Canadian History, Ministries, Education,

Medicine, Schools, Hospitals

Grade Levels: 4-7

Materials: Lesson handouts, laptops for research, website links:

PBS Learning Media (“Children’s Lives at the Turn of the 20th Century”):

https://ksps.pbslearningmedia.org

St. Mary’s University Primary/Secondary Source Fact Sheet:

http://www2.smumn.edu/deptpages/tclibrary/tutorials/finding/primary.pdf

Providence Health: http://www.providence.org/about/providence-archives/history-

online/mother-joseph-of-the-sacred-heart

History Link: http://www.historylink.org/File/5483

Learning Guide Objectives:

Define “primary source” and “secondary source,” give specific examples of each,

and name the differences between these types of sources.

Analyze and evaluate the accuracy of primary and secondary sources.

Explain the contributions Mother Joseph of the Sisters of Providence made to

Northwest Washington.

Washington State Social Studies Standards

EALR 4: HISTORY: 4.2. Understands and analyzes causal factors that have shaped major events in history.

EALR 5: SOCIAL STUDIES SKILLS: 5.1: Uses critical reasoning skills to analyze and evaluate positions.

EALR 5: SOCIAL STUDIES SKILLS: 5.2: Uses inquiry-based research.

EALR 5: SOCIAL STUDIES SKILLS: 5.4: Creates a product that uses social studies content to support a thesis and presents

the product in an appropriate manner to a meaningful audience.

Common Core English Language Arts Anchor Standards

CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually

and quantitatively, as well as in words.

CCSS.ELA-LITERACY.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

CCSS.ELA-LITERACY.CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility

and accuracy of each source, and integrate the information while avoiding plagiarism.

CCSS.ELA-LITERACY.CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including

visually, quantitatively, and orally.

Lessons & Handouts

Before the Film – Defining Primary and Secondary Sources

1. Warm-up: Before the lesson, students create a (free) account for PBS Learning

Media. Next, they search for “Children’s Lives at the Turn of the 20th Century.” Explain

that they will explore the photographs and videos on this page to learn about how

children lived in the 1900s.

If students are unable to create accounts for PBS Learning Media, you may create a

teacher account and print the photographs and download the videos from the

curriculum to provide to your class.

Students complete a chart describing what they see in the pictures and what

they’ve learned about children in the 1900s. Next, they answer the question: How

would it be different to learn about children in the 1900s from a textbook, history

book, or news article?

Have students share their charts with a partner then engage students in a class

discussion.

2. Direct Instruction: Explain that the items students just explored were all primary

sources. Explain that studying primary and secondary sources helps us better

understand and explore history from multiple perspectives. Walk students through a

Power Point presentation that includes definitions of primary and secondary sources

and specific examples. Have students share examples of sources they have used.

Students will take notes on a note-taking chart.

3. Pair Reading: In pairs, students read-aloud a fact sheet on primary and secondary

sources (print page 1 and 2 only). They work together to answer comprehension

questions, focusing on how to determine whether a source is primary or secondary

and why people might want to use a particular source for research.

4. Class Activity: Print and cut up the “Source Scenarios” cards from the George W.

Bush Presidential Library (see the handouts section). Select a few students to come

to the front of the class and read the scenarios. Ask the class if they are discussing a

primary or a secondary source. After each card, allow students to ask questions to

further clarify. To conclude, have students identify examples of primary and

secondary sources in the classroom or in their homes.

5. Wrap-up: Students complete the following sentence stem: A primary source is…A

secondary source is…How they are different is…

Name: ________________________________________________Date: ________________________

Women of Providence: Before the Film

Defining Primary and Secondary Sources

A. Warm-up: Explore the “Children’s Lives at the Turn of the 20th Century” webpage.

Pick 3 photographs or media sources that interest you. Write their titles in the chart

blow and answer the questions.

B. Vocabulary: Take notes as you listen to the Power Point Presentation.

Questions Title:_____________________ Title:_____________________ Title:_____________________

What do you see in photograph or source?

What does this photograph or source tell you about children in the 1900s?

How would it be different to learn about children in the 1900s from a textbook, history book, or a news article?

Type Teacher Definition Definition in my own words 3 Examples

Primary Source

Secondary Source

C. Pair Reading: Read the “primary fact sheet” with a partner then answer the

comprehension questions below.

1. What are 2-3 questions you can ask to check that something is a primary source?

2. Why is it important to use primary sources when conducting research?

3. What are 3 new examples of primary sources you learned about in this reading?

4. What is something to “keep in mind” when examining or using a primary source?

5. What are 2-3 questions you can ask to check that something is a secondary

source?

6. Why is it important to use secondary sources when conducting research?

7. What are 3 new examples of primary sources you learned about in this reading?

8. What is the main difference between primary and secondary sources?

D. Wrap-up:

A primary source is…

A secondary source is…

How they are difference is…

During the Film Screen all or a select number of video segments from KSPS’s Providence Women on the

Frontier for your students. This documentary uses a variety of primary sources to tell the

story of the founding members of the Sisters of Providence. As you view the film or

afterward, engage students in the following discussion questions.

1. Emilie Gamelin in her youth organized charitable works around the city of Montreal

such as soup kitchens to help people in need. Think of a time you helped someone

in need. What did you do and how did your actions make you feel?

2. In five years, by the age of 28, Emilie Gamelin lost her three sons and her husband.

How do you think these losses changed her?

3. After the death of her husband and sons, Emilie Gamelin became active in

improving her community by helping the elderly, the homeless, and the sick in

Montreal. How would you like to improve your community?

4. If you devoted your life to ministry work as the Sisters of Providence did, what would

be the benefits? What would be some of the costs of such a life?

5. Esther Pariseau’s (later Mother Joseph’s) father wrote a passionate letter

recommending her to the Sisters of Providence. Describe a time when someone

praised you. How did this make you feel?

6. Mother Bernarda led the Sisters on a voyage to South America. They ended up

landing in Chile and establishing ministries there. What is one place outside the

country you’d like to visit? What would you do there?

7. How do you think Mother Joseph and the Sisters felt when they landed in Fort

Vancouver Washington?

8. Mother Joseph and the Sisters established the first school and hospital in the Pacific

Northwest. What do you think school was like in their time?

9. How do you think the native people in Montana felt when Mother Joseph and the

Sisters arrived in their community? Do you think they wanted the Sisters help?

10. Mother Gamelin, Mother Bernarda and Mother Joseph have left a large legacy of

ministries, hospitals, and schools around the world. What would you like your legacy

to be?

11. What are three examples of primary sources that were used in the documentary?

Why was each source used?

Name: ________________________________________________Date: ________________________

Providence Women on the Frontier: During the Film

Discussion Questions

1. Emilie Gamelin in her youth organized charitable works around the city of Montreal

such as soup kitchens to help people in need. Think of a time you helped someone

in need. What did you do and how did your actions make you feel?

2. In five years, by the age of 28, Emilie Gamelin lost her three sons and her husband.

How do you think these losses changed her?

3. After the death of her husband and sons, Emilie Gamelin became active in

improving her community by helping the elderly, the homeless, and the sick in

Montreal. How would you like to improve your community?

4. If you devoted your life to ministry work as the Sisters of Providence did, what would

be the benefits? What would be some of the costs of such a life?

5. Esther Pariseau’s (later Mother Joseph’s) father wrote a passionate letter

recommending her to the Sisters of Providence. Describe a time when someone

praised you. How did this make you feel?

6. Mother Bernarda led the Sisters on a voyage to South America. They ended up

landing in Chile and establishing ministries there. What is one place outside the

country you’d like to visit? What would you do there?

7. How do you think Mother Joseph and the Sisters felt when they landed in Fort

Vancouver Washington?

8. Mother Joseph and the Sisters established the first school and hospital in the Pacific

Northwest. What do you think school was like during that time?

9. How do you think the native people in Montana felt when Mother Joseph and the

Sisters arrived in their community? Do you think they wanted the Sisters help?

10. Mother Gamelin, Mother Bernarda and Mother Joseph have left a large legacy of

ministries, hospitals, and schools around the world. What would you like your legacy

to be?

11. What are three examples of primary sources that were used in the documentary?

Why was each source used?

After the Film – Research Project on Mother Joseph

Students will write a three to five paragraph research essay on Mother Joseph, including

evidence from at least three sources (research links are on the cover page of the

learning guide.) Students should include a resource list with their essays.

Essay Outline:

Paragraph 1: Introduction

Background information on Mother Joseph (i.e., date of birth, place of birth,

date of death, interesting fact, major accomplishments, etc.).

Specific research question.

Paragraph 2: Body Paragraph

Specific piece of information that answers research question.

Evidence from 1-2 primary/secondary sources.

Concluding thought – what the source tells you about your research question.

Paragraph 3: Body Paragraph

Specific piece of information that answers research question.

Evidence from 1-2 primary/secondary sources.

Concluding thought – what the source tells you about your research question.

Paragraph 4: Body Paragraph

Specific piece of information that answers research question.

Evidence from 1-2 primary/secondary sources.

Concluding thought – what the source tells you about your research question.

Paragraph 5: Conclusion

Research question stated in a new way

Summary of findings (the details you wrote about in your body paragraphs)

Final thought about Mother Joseph from research findings.

Students should write a first draft, revise their work, and complete a typed final draft.

Lessons around citation should also be integrated in this research project.

ESL or Literacy Modifications: To support ESL/ELL students in writing their paragraphs,

provide a model essay like the one enclosed for students to use as a guide. Allow

students to write parts of their essays in their native language. Provide sentence stems to

help students generate sentences for their paragraphs. Younger students’ paragraphs

may focus on summarizing evidence from primary.

Name: ________________________________________________Date: ________________________

Providence Women on the Frontier: After the Film

Research Essay Using Primary and Secondary Sources

Part A: Brainstorm

1. You will soon write a research essay on Mother Joseph to explore one aspect of

her life in more detail. Pick three topics you might want to focus on in your essay

and complete the brainstorming chart.

Research Topics

childhood, family, work, community, sacrifice, friendship, charity, faith, religion, legacy, travel, ministry, education

Topics Why are you interested in the

topic? How is this topic connected to

Mother Joseph? What do you hope to learn about

Mother Joseph by researching this topic?

1.

2.

3.

2. Pick one topic you are most interested in. Your essay will focus on this topic. Next,

write a research question for this topic. This question will help you learn more

about Mother Joseph. Your question should start with what, why, or how.

Example Research Topic Question: How did Mother Bernarda establish schools

and orphanages in Chile?

My essay topic: __________________________

My research topic question: ___________________________________________________

______________________________________________________________________________

Part B: Research – Primary and Secondary Sources

Explore the primary and secondary sources from the research websites. Pick 2

primary sources and 2 secondary sources that will help answer your research

question. Next, complete the analysis chart.

Source #1

Title

Author

Type of source (primary or secondary). How do you know?

Date published

Publisher of source

How do you know that this source is accurate or true?

How does this source help answer your research question? What does it show or tell you?

Source #2

Title

Author

Type of source (primary or secondary). How do you know?

Date published

Publisher of source

How do you know that this source is accurate or true?

How does this source help answer your research question? What does it show or tell you?

Source #3

Title

Author

Type of source (primary or secondary). How do you know?

Date published

Publisher of source

How do you know that this source is accurate or true?

How does this source help answer your research question? What does it show or tell you?

Source #4

Title

Author

Type of source (primary or secondary). How do you know?

Date published

Publisher of source

How do you know that this source is accurate or true?

How does this source help answer your research question? What does it show or tell you?

Part C: Essay Draft Checklist

Use the following checklist to write a first draft of your research essay. After you’ve

completed each item on the list, put a check next to it.

Paragraph One: Introduction

o I included background information on Mother Joseph.

o I included my specific research question.

Paragraph Two: Body Paragraph

o I answered my research question with a specific piece of information.

o I included evidence from 1-2 primary/secondary sources to explain my

answer.

o I included a concluding thought, explaining what the source tells me

about my research question.

Paragraph Three: Body Paragraph

o I answered my research question with a new piece of information.

o I included evidence from 1-2 primary/secondary sources to explain my

answer.

o I included a concluding thought, explaining what the source tells me

about my research question.

Paragraph Four: Body Paragraph

o I answered my research question with a new piece of information.

o I included evidence from 1-2 primary/secondary sources to explain my

answer.

o I included a concluding thought, explaining what the source tells me

about my research question.

Paragraph Five: Conclusion

o I restated my research question in a new way.

o I summarized my findings from my body paragraphs

o I included a final thought about my research question—the big thing I

learned.

Resource List

o I included the title of each resource I used in my essay.

o I included the name of the author for each resource.

o I included the date the resource was published and the name of the

publisher.

Model Essay

Title: How did Mother Bernarda Establish Schools and Orphanages in Chile?

Paragraph One: Let me tell you about an amazing woman you might not know about but who has made a big difference in the world. Her

name is Mother Bernarda, and she was born on December 29, 1832 in Quebec, Canada. On May 11, 1850, she joined the Sisters of

Charity of Providence. Years later, she traveled to Oregon and Chile where she started schools, orphanages, and hospitals. How did

Mother Bernarda end up in Chile and start to build schools and orphanages there?

Paragraph Two: Mother Bernarda and the Sisters arrived in Chile by accident. The Fig Tree newspaper stated that the Sisters were sent

to the West from Montreal in 1852 and they arrived in Oregon City. But they soon noticed that they were in the wrong place. They stayed

for two months before returning to Montreal. However they weren’t able to cross the Panama Canal so they went around the tip of South

America and landed in Chile. The Sisters might never have gotten to Chile if they could have crossed the Panama.

Paragraph Three: Some people say that the Sisters arrived in Chile by the result of a prayer. The film Providence Women on the Frontier

explains this legend. According to the film, the people of Valparaiso, Chile had been praying for a group of religious women to come to

their town and take care of the orphan children. When they saw the Sisters come off the ship, they couldn’t believe that their prayers had

come true. Perhaps God was listening to the people of Valparaiso and, he was the one who steered the Sisters to Chile.

Paragraph Four: Around the time the Sisters arrived, the town of Valparaiso had many orphans who needed taking care of. The

government wanted the Sisters to provide care to the orphans. A minister called Antonio Varas wrote, “The Foundling Home urgently

needs a better system of functioning. It is necessary that this house not only takes care of the sucklings but also of the education of the

children up to a certain age, which is not now the practice.” The Sisters were soon invited to help the “foundlings” or orphans in the town.

They gladly accepted and went on to establish many schools and orphanages.

Paragraph Five: So how exactly did Mother Bernarda and the Sisters of Providence, all the way from Montreal, establish schools and

orphanages in Valparaiso, Chile? After arriving in Oregon in 1852 and noticing that there weren’t people there they could help, they

decided to return to Montreal. Unable to cross the Panama, they went toward the tip of South America and landed in Chile. Perhaps God

was also on their side, answering the prayers of the people in Valparaiso to bring a “group of religious women” to care for the orphan

children in their town. The people of Valparaiso welcomed the Sisters with open arms to help care for the orphans. Mother Bernarda and

the Sisters ended up building lots of orphanages and schools in Chile. Many people might not know about Mother Bernarda, but she

touched many people’s lives through her work with the Sisters.