Course Profile Canadian History in the
Twentieth Century, Grade 10, Academic, Catholic
Unit 1: 1900-1928: Birth of an Identity – Growth, Sacrifice, and Dreams of Peace
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5 | Activity 6 | Activity
7
Unit Developer: Marion Austin, London Catholic District School Board
This opening unit introduces students to the study of twentieth century Canadian history by looking at the period from 1900 to 1928. The unit is divided into five main areas: Canada at the Turn of the Century; World War I - The Course of Events; World War I - On the Homefront; Economic Development; and the Growth of Pressure groups. Interwoven throughout the unit, students look at the development of both Canada’s autonomy from Britain and international relations. Students are called upon to respect and celebrate the rich historical and cultural heritage of Canadian society and to promote the dignity of the individual as a gift from God. In particular, students develop an awareness of the Catholic Church’s views on immigration, war, and labour unions. The unit culminates with students creating a newspaper which reports the major events of the time period.
Ontario Catholic School Graduate Expectations: CGE1c, CGE2a, CGE2b, CGE2d, CGE3c, CGE4f, CGE5a, CGE5e, CGE5g, CGE7d, CGE7e, CGE7g.
Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations: CG.01, CGV.02, CGV.04, CCV.01, CCV.02, CCV.03, CHV.01, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.
Specific Expectations: CG2.01, CG2.03, CG3.02, CG4.01, CG4.02, CG4.03, CG4.04, CC1.01, CC1.04, CC2.01, CC2.02, CC2.06, CC3.01, CH1.02, CH2.01, SP1.01, SP1.02, SP1.03, SP2.01, MI1.01, MI2.01, MI2.02, MI2.03, MI3.01, MI4.03.
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Activity 1 |
Introduction to the Study of History |
75 minutes |
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Activity 2 |
Canada At the Turn of the Century |
150 minutes |
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Activity 3 |
World War I – Causes, Battles |
270 minutes |
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Activity 4 |
World War I – On the Homefront |
270 minutes |
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Activity 5 |
Canada’s Economic Growth |
225 minutes |
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Activity 6 |
Influences on Canadian Life: 1919-1928 |
150 minutes |
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Activity 7 |
Culminating Activity – The Newspaper |
225 minutes |
This introductory unit overlaps in time with the Grade 8 History unit - Canada: A Changing Society. There is also an overlapping of some of the expectations. However, students may not have been exposed to topics such as World War I, women’s suffrage, and the labour movement. In the future, teachers may wish to administer a diagnostic test to determine the prior knowledge of their students.
· Internet protocol - check the school policy regarding the use of the Internet.
· Check Individual Education Plans (IEPs) for identified students and suggested accommodations.
· Book computer lab time for Activities 3 and 7
· Reserve Library/Resource Centre for research related to Activities 3 and 7
· Check web sites for information needed in activities
· brainstorming, questioning, discussion, concept clarification, lecturing note-taking
· brainstorming, inquiry process, small group discussions, classifying, collaborative learning, computer-assisted learning, graphing, research, oral presentations
· note-making, computer-assisted learning, map-making, creating graphs, research, oral presentations, written interpretation
· Rubrics; Roving Conferences; Informal Teacher Observation.
· Rubrics; Paper and Pencil Test
Approved textbooks
D. Santor. Canadiana Scrapbook Series. Prentice-Hall, 1978.
D. Quilan. Canadian Challenge. Oxford, 1999.
D. DesRivieres, et al. Decades Forces of Change, 1896-1960. Prentice-Hall, 1996.
D. DesRivieres, et al. War and Peace: Canada’s Global Role. Prentice-Hall, 1996.
Catechism of the Catholic Church. Doubleday, 1995.
Internet: See activities for possible web sites.
See activities for suggested videos.
Time: 75 minutes
In this activity, students are introduced to the study of history. Through discussion, they begin to develop their understanding of what history is and why it is important to study. Students are also made aware of the problems historians experience in areas such as chronology, perception, bias, and fragmentation.
Ontario Catholic Graduate Expectations: CGE2d, 3c, 5a.
Strand(s): Methods of Historical Inquiry
Overall Expectations: MIV.01.
Specific Expectations
MI1.01 - use terms related to historical organization and inquiry correctly;
MI3.01 - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion.
· Teachers should review all of the terminology involved in this activity.
· Prepare pieces of pictures for fragmentation activity (about 30).
· Find a story to use for distortion activity. Story should be complex enough that distortion occurs naturally (e.g., use of numbers, list of items, etc.).
· Check IEPs for identified students and suggested accommodations.
Students are familiar with much of the material in this activity from both the Grade 7 and Grade 8 History units (e.g., bias).
1. Before beginning this unit, it is important that the teacher read over Unit 6 to begin planning the final assignment. This is a written essay and oral presentation. Teachers need to examine the process and to plan for classroom time.
2. For this particular unit, it is necessary that teachers become familiar with the requirements of the culminating activity. Students should be given both the assignment and the rubric (Appendix 1.7.1) early in the unit to allow them to begin to collect information and plan their newspaper.
3. The teacher poses the question: “What is History?” and, using students’ responses, creates a web.
4. Students are asked to offer examples of different kinds of history (e.g., personal, institutional - school, Catholic Church, local, national, world). The teacher selects one example (e.g., Catholic Church) and asks students to brainstorm a list of what would be important to know about this institution.
5. Students brainstorm in small groups the question: “Why is it important to study history?” As a class generate a list of reasons and discuss and record their responses in notes.
6. The teacher introduces the problems in studying history by engaging students in a series of mini-activities. Possible activities could include the following:
i) Distortion: Pass a Story Through Generations - Students are placed in groups five or six. The teacher in private tells a story to one person from each group who in turn privately tells the story to one person in the group who in turn passes the story. When the final member of the group receives the story, he/she reports it aloud to the class. Students discuss what happened to the story and why. Discuss how distortion is a problem for historians.
ii) Fragmentation: In groups, students receive small fragments of larger pictures (e.g., part of an orange, a computer chip, a nose, etc.). The task is to determine what the larger picture was. Students discuss how fragmentation is a problem for historians.
iii) Perception: Using the example of why several people all viewing the same event (e.g., a car accident) often give different accounts, discuss how perception affects the historian’s work.
iv) Bias: Discuss what it means to be biased. Present the following short account to the students: “In 1534, Jacques Cartier sailed up the St. Lawrence River. He landed near present-day Quebec City and set up camp. In the evening his party was attacked by Indians and five members of his party were massacred.” Ask students if they see any evidence of bias in this account. Who probably wrote it? Why do you think so?
7. Students record in their notes definitions of the terms used above.
8. Students write two short paragraphs about an event involving some conflict or competition (e.g., losing your baseball cap to a teacher because you wore it inside). The first paragraph will offer one point of view (student’s) and the second paragraph will offer the second point of view (teacher’s).
· Formative assessment of written definitions by teacher – check for accuracy and completion.
· Summative evaluation of bias paragraphs by teacher using the Rubric for Bias Assignment (Appendix 1.1.1).
· Ensure that, in the distortion activity, student is not the last one to publicly repeat story.
· Use a scribe to record definitions in notebook.
· Additional time to complete bias assignment.
· Consult with Resource teachers.
Magazines that can be cut up for pictures.
Appendix 1.1.1 – Rubric for Bias Assignment
Appendix 1.7.1 – Rubric for Newspaper Assignment
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Categories/ |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/Understanding |
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Understanding of bias concepts. |
- demonstrates a limited understanding of bias concepts |
- demonstrates some understanding of bias concepts |
- demonstrates a considerable understanding of bias concepts and can apply the understanding |
- demonstrates a high degree of understanding of bias concepts and can apply the understanding |
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Thinking/Inquiry |
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Use of critical thinking skills |
- applies creative thinking skills in presenting bias scenario with limited effectiveness |
- applies creative thinking skills in presenting bias scenario with moderate effectiveness |
- applies creative thinking skills in presenting bias scenario with considerable effectiveness |
- applies creative thinking skills in presenting bias scenario with a high degree of effectiveness |
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Communication |
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Communicates information through writing. |
- communicates concepts of bias through writing with limited effectiveness |
- communicates concepts of bias through writing with some effectiveness |
- communicates concepts of bias through writing with clarity |
- communicates concepts of bias through writing with a high degree of clarity |
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Application |
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Application of bias concepts. |
- demonstrates limited skill in applying bias concepts |
- demonstrates some understanding of bias concepts |
- clearly understands and uses the bias concepts |
- understands and uses bias concepts effectively |
Overall Level: Student Name:
Comments:
Strengths:
Areas to Review:
Next Steps:
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Time: 150 minutes
In this activity, students begin their study of Canada’s history in the twentieth century. Students examine immigration statistics to determine where immigrants came from and what their destinations in Canada were. The Catholic Church’s present-day views on immigration are also studied. To become familiar with Canada at the turn of the century, students complete an organizer comparing Canada in 1900 to the present. This activity gives students information which may be used in their newspaper.
Ontario Catholic Graduate Expectations: CGE3c, 4f, 7g.
Strand(s): Change and
Continuity; Social, Economic, and Political Structures; Methods of Historical
Inquiry
Overall Expectations: CCV.01, SPV.01, MIV.02.
Specific Expectations
CC1.01 - identify the major groups that have immigrated to Canada from 1900 to the present and describe their circumstances (e.g., push and pull factors) that led to their immigration;
SP1.01 - assess Canada’s economic growth at the start of the twentieth century;
MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps.
· Locate statistics for graphing exercise. (See Resources for suggestions.)
· Obtain additional classroom resources to complete the comparison organizer.
· Teachers may wish to administer a diagnostic test to determine the student’s level of understanding of the Laurier Era.
· In the Grade 9 Geography program, students studied the push and pull factors of immigration.
· Students are familiar with graph construction.
· Students are familiar with Canada at the turn of the century through the Grade 8 unit - Canada: A Changing Society.
1. The teacher asks students what they believe life was like in Canada in the year 1900. List suggestions. How has Canada changed?
2. Students complete an organizer comparing Canada in the year 1900 and the present. A sample organizer has been provided (Appendix 1.2.1). To find information, students use their text, an atlas, and classroom resources.
3. The teacher leads a discussion on immigration to Canada in the years prior to World War I. The discussions focusses around the following questions:
i) What does it mean to immigrate?
ii) Why would people want to emigrate? Elicit personal stories from students to illustrate the push and pull factors of immigration.
iii) Why would people want to come to Canada in 1900?
iv) What role did the policies of Laurier and Clifton play in encouraging people to come to Canada?
v) To what part of the country would they most likely come?
4. Students analyse immigration statistics by creating graphs to show both the point of origin and the final destinations of the in-coming immigrants. Once students have completed the graphs, the following questions could aid them in their analysis:
i) From which part of the world did the majority of the immigrants come?
ii) Where are they going to? Give reasons why.
iii) From which parts of the world are there very few immigrants? Give reasons why.
5. Students
examine the following statement from the Catechism of the Catholic Church:
The more prosperous nations are obliged, to the extent that they are able,
to welcome the foreigner in search for the security and their means of
livelihood which he cannot find in his country of origin. Public authorities
should see to it that the natural right is respected that places a guest under
the protection of those who receive him. (2241)
Students discuss to what extent Canada’s immigration policies in the early twentieth century and today are in keeping with the teaching of the Catholic Church.
· Formative assessment by the teacher of the graphic organizer for accuracy and completeness.
· Formative assessment by a peer of the graphs for accuracy and completeness (Appendix 1.2.2).
· Students with writing difficulties may benefit from teacher assistance in organizing information and completing the organizer.
· Use a peer helper in construction of the graph.
· Give more time to complete work.
· Gifted students may extend the organizer by adding more categories or by researching to provide more in-depth information.
Approved classroom textbooks.
Classroom Resources - Canadian
Scrapbook Series
A Nation Beckons 1896 - 1914. Prentice-Hall, 1978.
Canadian Challenges - World Affairs Defining Canada’s Role. Oxford
University Press, 1998.
Decades Forces of Change, 1896 - 1960. Prentice-Hall, 1996.
Catechism of the Catholic Church. Doubleday, 1995.
Sources: for Immigration Statistics – Atlas, Decades Forces of Change, 1896 - 1960, pp. 8, 9, 12; for Canadian Challenges – World Affairs Defining Canada’s Role. p.3.
Spotlight Canada. Oxford University Press, 1996. p.56
http://www.statcan.ca/english/Pgdb/People/Population/demo03.htm
Population and growth components 1851 – 1996
http://cicnet.cig.ca/english/pub/facts97e/la.html
Immigration - Historical Perspectives 1860 - 1997.
Video Sources
The Immigration Experience. National Film Board.
Prairie Women. National Film Board. (NFB)
Appendix 1.2.1 – The Turn of the Century Organizer
Appendix 1.2.2 – Checklist for Graphs
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Area of Development |
1900 |
Today |
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World population |
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Location of largest Canadian city and its population |
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Average age of death world wide |
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Military conflicts |
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Most dominant world power |
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Main methods of communication |
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Transportation methods: Trans-Atlantic, Canada coast-to-coast |
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Homelands of new immigrants to Canada |
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Canada’s relationship to Great Britain |
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Canada’s relationship to the USA |
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Major industries |
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Types of employment |
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Family life |
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Entertainment |
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Clothing |
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Assignment:
Due Date:
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1. Descriptive Title which answers |
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- What? Where? When? |
Yes |
No |
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2. Axis Labels |
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- Both axes labelled |
Yes |
No |
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- Numbers with units |
Yes |
No |
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3. Bar Graph |
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- Bars drawn with ruler |
Yes |
No |
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- Appropriate colours |
Yes |
No |
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or |
3. Line Graph |
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- Smooth curve drawn |
Yes |
No |
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- Data dots are inconspicuous |
Yes |
No |
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or |
3. Divided Circle Graph |
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- Calculations are correct |
Yes |
No |
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- Divisions drawn with a ruler |
Yes |
No |
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- Appropriately shaded |
Yes |
No |
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4. Attention to Detail |
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- Data plotted accurately |
Yes |
No |
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- Ruler used for axes |
Yes |
No |
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- Neatness |
Yes |
No |
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- Graph centred on page |
Yes |
No |
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Mark for Graphing Skills |
/10 |
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Time: 300 minutes
In this activity, students begin their study of World War I. From a global perspective, students study the causes, events, and results of World War I. In particular, they examine Canada’s role in this war and how our status changed as a result of this involvement. Students also examine the concept of a “just war” from the Catholic perspective. Much of the information from this activity may be included in the culminating activity newspaper.
Ontario Catholic Graduate Expectations: CGE1d, 2a, 2d, 5d, 7d, 7e.
Strand(s): Communities: Local, National, and Global; Methods of Historical Inquiry.
Overall Expectations: CGV.02, CGV.03, CCV.03, MIV.02.
Specific Expectations
CG2.03 - evaluate the influence of Great Britain and Europe on Canadian policies from 1900 to the present;
CG4.01 - explain how Canada became involved in World War I and World War II, after researching the causes of the two wars;
CG4.02 - demonstrate a knowledge of Canada’s military contributions in World War I and World War II
CG4.03 - evaluate Canada’s role in the Allied victories of World War I and World War II;
CC3.01 - summarize the early evolution of Canadian political autonomy from Great Britain for the period from World I to the present;
MI1.01 - use terms related to historical organization and inquiry correctly;
MI2.02 - use computer-stored information and the Internet effectively to research Canadian history topics;
MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps.
· Obtain video. (See Teaching/Learning Strategy 4.)
· If students use the Internet for work on the timeline and comparison organizer book the computer lab and review school policies regarding the use of the Internet.
· Provide samples of editorials from the local newspaper.
· From the Grade 7 History unit - Conflict and Change students have an understanding of the nature of conflict, types of conflict, and strategies for resolving conflict.
· Students through the Grade 7 program have studied the Seven Years War and the War of 1812.
· From the Grade 8 History unit - Canada: A Changing Society students have examined Canada’s participation in World War I.
· Students have written “Letters to the Editor” in the Grade 9 Geography unit - Canada’s Economic Diversity.
1. To help students understand the difference between a remote and an immediate cause, teachers may use an example such as the following: “Two friends have lived together in an apartment for five years. One day, one of the roommates forgot to put the cap back on the toothpaste. When the other roommate found it, he/she began to yell and scream. As a result, an enormous fight erupted. It looked like the friendship was irretrievably broken.” Through discussion of the scenario, students arrive at the conclusion that the toothpaste cap was not the only cause of the argument - just the event that started it. There were probably other reasons. Students identify some possible remote causes. From this example, the teacher moves the discussion to the fact that countries often act in a very similar manner. Students are asked to give examples where this is the case.
2. Using the information from the discussion, students use their texts to research the remote and immediate causes of World War I (e.g., nationalism, imperialism, militarism, the alliance system, and the assassination at Sarajevo). To become familiar with the members of the alliance system, students complete a map showing the members of the Triple Alliance and the Triple Entente.
3. Students brainstorm the question: Why did Canada become involved in a war which really did not seem to concern her? Create a web using student responses. The teacher discusses the importance of the historical connection between Canada and Britain. Students discuss whether or not Canada should have been automatically involved when Britain declared war.
4. To help students in their understanding of war, view a video such as Classroom Video World War I Canada’s Role (31 minutes) or All Quiet on the Western Front. Students complete a teacher-prepared work sheet.
5. Students conduct research using their texts and classroom resources such as The Canadian Scrapbook - Canadians At War 1914 - 1918 to complete a timeline which lists important events such as battles and the use of new technologies (e.g., tanks, poison gas, the airplane) and an organizer which examines four major battles (Ypres, Somme, Passchendale, and Vimy Ridge). Appendix 1.3.1 is a sample of a possible organizer. If possible, students use the Internet to research these assignments. There is a wealth of excellent material available.
6. The teacher introduces the concepts of stalemate and attrition. Students brainstorm how these concepts apply to World War I. Students speculate on what would break a stalemate. The teacher introduces the events surrounding the entrance of the United States and how their involvement affected the outcome of the war. Students compose notes on the events leading up to the end of the war and the Treaty of Versailles. Students also note what Canada’s role was at the peace talks: How had Canada’s world status changed? Why?
7. The teacher explains the doctrine of a “just war” as presented in the Catechism of the Catholic Church, Section 2309, and the class discusses the issue of whether or not World War I was a just war. Students write their thoughts on this issue in the form of an editorial. (Students may decide to use this editorial in their newspaper.)
· Roving conferences used by the teacher to ensure that students are on task, and to help the students with any concerns they have.
· Informal observation by the teacher ensuring that students are completing worksheet while the film is being viewed.
· The teacher checks the comparison organizer for completion and accuracy.
· Formative teacher assessment of written responses - check for accuracy and completeness.
· Summative teacher evaluation of student’s editorial response using the Rubric for Editorial Assignment (Appendix 1.3.2).
· Provide individual support in locating countries on world map.
· The teacher may provide a summary of terms in more simplified language.
· Use taped instructions or questions.
· Students having trouble synthesizing information may need one-on-one help by the teacher or a peer.
· Editorial assignment may be modified through the use of an outline template on the computer.
· Gifted students may write an editorial on a present-day conflict and submit it to a local newspaper.
Approved classroom textbooks
Classroom resources - Santor, D. Canadiana
Scrapbook - Canadians At War 1914-1918.
Henderson, I. Canadian Challenges - World Affairs Defining Canada’s Role.
Henderson, I., et al. Global Links Connecting Canada.
DesRivieres, D., et al. War and Peace: Canada’s Global Role. Prentice-Hall,
1996.
Web Sites
The Canadian Great War Home Page
http://www.rootsweb.com/~ww1can/
Canadian History Time Line
http://web.securenet.net/members/chastie/Hisintro.html
The Dominion Institute
http://www.dominion.ca
The Great War
http://www.infosites.net/general/the-great-war/
The Great War
http://www.wtj.com/wars/greatwar/
The Great War and the Shaping of
the 20th Century
http://www.pbs.org/greatwar/maps/
Hellfire Corner _ Great War Web
Pages, Tom Morgan’s Somme Diary, Canadian Tom Arnott - Soldier 214384, France
and Flanders
http://www.fylde.demon.co.uk/welcome.htm
Jack Turner’s War
http://collections.ic.gc.ca/turner/
National Archives of Canada -
Canadian Expeditionary Force of World War I
http://www.archives.ca/index.html
Robert Lindsay Mackay’s First
World War Diary
http://www.finsysgp.com/macbob/RLM_Diary.html
Trenches on the Web
http://www.worldwar1.com/
Veterans Affairs Canada
http://www.vac-acc.gc.ca/
Video Sources
All Quiet on the Western Front, The Battle of Vimy Ridge Series, Aces: A Story of the First Air War, Far From Home: Canada, and The Great War. National Film Board of Canada.
Canada and World War I, Causes of World War I, The Western Front. Classroom Video.
Appendix 1.3.1 – Comparison Organizer for Battles of World War I
Appendix 1.3.2 – Rubric for Editorial Assessment on a “Just War”
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Battle |
When |
Events of Battle |
Role Played by Canadians |
Importance to the Outcome of the War |
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Ypres |
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The Somme |
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Vimy Ridge |
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Passchendale |
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Categories/ |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/Understanding |
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Understanding of concept of a “just war” |
- demonstrates a limited understanding of concept of a “just war” |
- demonstrates some understanding of concept of a “just war” |
- demonstrates a considerable understanding of concept of a “just war” and can apply the understanding |
- demonstrates a high degree of understanding of concept of a “just war” and can apply the understanding |
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Thinking/Inquiry |
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Use of critical thinking skills |
- applies creative thinking skills in writing of editorial with limited effectiveness |
- applies creative thinking skills in writing of editorial with moderate effectiveness |
- applies creative thinking skills in writing of editorial with considerable effectiveness |
- applies creative thinking skills in writing of editorial with a high degree of effectiveness |
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Communication |
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Communicates information through writing |
- illustrates concept of a “just war” through writing of the editorial with limited effectiveness |
- illustrates concept of a “just war” through writing of editorial with some effectiveness |
- illustrates concept of a “just war” through writing of editorial with clarity |
- illustrates concept of a “just war” through writing of editorial with a high degree of clarity |
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Application |
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Application of concept of a “just war” |
- demonstrates difficulty in applying concept of a “just war” |
- demonstrates some ability in applying concept of a “just war” |
- clearly able to apply the concept of a “just war” |
- applies the concept of a “just war” effectively |
Overall Level: Student Name:
Comments:
Strengths:
Areas to Review:
Next Steps:
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Time: 270 minutes
In this activity, students consider the impact of World War I on Canadians at home. Their examination includes a study of how people at home helped with the war effort and the increased role of the government. Students also examine the impact of the introduction of conscription - especially on French-Canadians. Students may decide to report on some of these issues in their newspaper.
Ontario Catholic Graduate Expectations: CGE2a, 5a.
Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Methods of Historical Inquiry.
Overall Expectations: CGV.02, CGV.04, CHV.02, SPV.02, MIV.02, MIV.03.
Specific Expectations
CG3.02 - describe how the conscription crisis of World Wars I and II created tensions between English Canada and Quebec;
CG4.04 - describe how Canadians of various ethnocultural backgrounds, individually and as communities contributed at home and overseas to the war effort during World War I and World War II;
SP2.03 - demonstrate an understanding of the role of government in wartime and explain why the government acted as it did;
MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps;
MI3.01 - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion.
· Teacher collects samples of propaganda posters to display.
· Teacher obtains picture referred to in Teaching/Learning Strategy 4.
· Collect additional background information students may need for the conscription debate.
· Prepare paper and pencil test.
From the Grades 7 and 8 History programs, students have studied key French-Canadian historical issues: the Seven Years War, Rebellion in Lower Canada, Confederation, Red River Rebellion of 1870, and the North West Rebellion of 1885.
1. In small groups, students brainstorm how people at home helped with the war effort. The class discusses the efforts of people at home in Canada. Using their texts and other sources, students compose notes identifying different groups and their contributions.
2. Students read about the growth of government in wartime. In their notes, students summarize the reasons why the Canadian government became a larger factor in people’s lives during World War I. Students list examples of increased government involvement in citizen’s lives (e.g., conscription, income taxes, rationing, censorship, etc.).
3. The class discusses the concept of propaganda and the use of government propaganda in time of war. After studying examples of World War I propaganda posters, students create their own poster.
4. Through the use of a picture of Canadian soldiers leaving home early in the war to fight (See Canadiana Scrapbook - Canadians At War 1914 - 1918 - The Call to Arms, pp. 2-3) students list adjectives to describe the mood and suggest reasons why men would be eager to fight. Class discusses what would cause a change in this eagerness to fight and how this would affect the armed forces. Students offer suggestions on how to deal with declining numbers of enlistments. The teacher introduces the concept of conscription. Students speculate on which groups in Canada would be opposed to conscription such as farmers. The teacher focusses discussion on French-Canadians: Why would this group be opposed to conscription?
5. The teacher divides the class in half and asks one group to research reasons why conscription should be introduced in Canada in 1917. The other half of the class examines reasons why conscription should not be introduced. Students conduct their research using the class text and other print sources provided by the teacher. After the research is completed, one side role plays the elected members of the Robert Borden government while the other side role plays the elected members of the opposition Liberals.
· Informal teacher observation and feedback to students; monitor student progress in both small groups and individual work and record anecdotal notes when needed.
· Informal teacher assessment using probe questions to collect evidence of the students’ understanding of the increased role of government during wartime.
· Summative evaluation by the teacher of propaganda poster through use of a rubric (Appendix 1.4.1).
· Formative assessment by the teacher of students’ performance in the debate through a checklist (Appendix 1.4.2).
· Paper and pencil test prepared by the teacher for summative evaluation of the concepts taught in the preceding activities on World War I.
· Allow shorter written responses.
· Responses could be taped or given orally.
· Use a peer helper to scribe the notes.
· Provide extra time to complete poster or write test.
· Use alternative forms of testing, e.g., use of a scribe, taped responses.
Approved classroom textbooks.
Classroom resources – Santor, D. Canadiana Scrapbook - Canadians at War 1914 - 1918.
Coomber, J. and R. Evans. Women Changing Canada.
Henderson, I., et al. Canadian Challenges - World Affairs Defining Canada’s Role.
Web Sites
http://www.rootsweb.com/~ww1can/ On the Homefront
Video Sources
The Kid Who Couldn’t Miss, (Billy Bishop). NFB.
And We Knew How to Dance: Women in World War I. NFB.
Appendix 1.4.1 – Rubric for Propaganda Poster
Appendix 1.4.2 – Checklist for Debate Presentation
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Categories/ |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge/Understanding |
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Understanding of propaganda concepts |
- demonstrates a limited understanding of propaganda concepts |
- demonstrates some understanding of propaganda concepts |
- demonstrates considerable understanding of propaganda concepts and can apply the understanding |
- demonstrates a high degree of understanding of propaganda concepts and can apply the understanding |
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Thinking/Inquiry |
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Use of critical thinking skills |
- applies creative thinking skills with limited effectiveness |
- applies creative thinking skills with moderate effectiveness |
- applies creative thinking skills with considerable effectiveness |
- applies creative thinking skills with a high degree of effectiveness; |
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Communication |
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Communicates information through the use of symbols and visuals |
- communicates information through the use of symbols and visuals with limited effectiveness |
- communicates information through the use of symbols and visuals with some effectiveness |
- communicates information through the use of visuals and symbols with clarity |
- communicates information through the use of symbols and visuals with a high degree of clarity |
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Application |
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Application of propaganda concepts |
- demonstrates difficulty in applying propaganda concepts |
- demonstrates some understanding of propaganda concepts |
- clearly understands and uses propaganda concepts |
- understands and uses propaganda concepts effectively |
Overall Level: Student Name:
Comments:
Strengths:
Areas to Review:
Next Steps:
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
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Name |
Preparation |
Presentation |
Application |
Speech |
Rebuttal |
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The following are possible suggestions of what the teacher may assess.
Preparation – research, organization
Presentation – vocal quality, confidence, gestures, effectiveness
Application of Knowledge – points made, fielding of questions, justification of arguments
Speech – organization, logical sequence, understandable, main issues addressed
Rebuttal – effectiveness, points made logically
Time: 270 minutes
In this activity, students take a look at the Canadian economy from a variety of perspectives including the growth of labour unions, the role of the Canadian Manufacturers Association, the impact of new technologies, and the growth of consumer products. In their study of labour unions, students examine the views of the Catholic Church. Students may decide to include a section in their newspaper advertising the new consumer products.
Ontario Catholic Graduate Expectations: CGE1d, 2a, 7e.
Strand(s): Continuity and Change; Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations: CCV.02, CHV.01, SPV.01, MIV.02.
Specific Expectations
CC2.01 - explain how and why developments in transportation and communication technology affected life during the twentieth century;
CC2.02 - demonstrate an understanding of the relationship between invention and the economy;
CC2.06 - compare how Canadians worked during the industrial era with how they worked during the post-industrial era;
CH1.02 - research and evaluate the role of the labour movement in Canadian society;
SP1.02 - describe the founding of the Canadian Manufacturers Association and assess its contribution to
the Canadian economy;
SP1.03 - compare economic conditions of the 1920s and 1930s, and describe the impact of those
conditions on Canadians, individually and collectively;
MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps.
· Gather additional classroom resources on labour unions and the Winnipeg General Strike.
· Prepare student copies of the Papal Encyclical Rerum Novarum or Section 2435 from the Catechism of the Catholic Church.
· Assemble background information on the Canadian Manufacturers Association.
From the Grade 8 History unit - Canada: A Changing Society students have studied the following: the effects of technology, working conditions of Canadian workers, and events in the Canadian labour movement (development of unions, Winnipeg General Strike)
1. The teacher leads discussion by asking students to describe what they think it is like to work in a factory today and then what it would be like to work in a factory in 1918. Students generate a list of reasons as to why conditions have changed. Class creates and completes a comparison chart for their notes.
2. The class discusses the concept of a labour union. Students brainstorm on the purposes of a labour union and name examples of labour unions today. Using their textbook or resources provided by the teacher, students read on the early Canadian labour unions and the Winnipeg General Strike of 1919. Through class discussion, students become familiar with the concepts of collective bargaining and “general strike”. Students research and compose notes about the causes, events, and results of the Winnipeg General Strike.
3. Students study the view of the Catholic Church on labour unions. The teacher may make reference to the Papal Encyclical Rerum Novarum (1891) and to Section 2435 of the Catechism of the Catholic Church which states in part: “Recourse to a strike is morally legitimate when it cannot be avoided, or at least when it is necessary to obtain a proportionate benefit. It becomes morally unacceptable when it is accompanied by violence, or when objectives are included that are not directly linked to working conditions or are contrary to the common good.” Using Section 2435, students, in small groups, discuss whether or not the Winnipeg General Strike of 1919 was “morally legitimate”. Students present decisions to class.
4. Using their textbooks or resources provided by the teacher, students research and compose notes describing the founding of the Canadian Manufacturers Association. In their research, students examine the activities of the CMA and assess its contribution to the Canadian economy.
5. Students generate a list of consumer products that we use today which their grandparents would not have had. The teacher leads students in a discussion as to why their grandparents would not have had these products. Students examine their texts or a source such as the Canadiana Scrapbook - The Confident Years: Canada in the 1920s and list new consumer products which appeared in Canada during the 1920s. Students speculate how the introduction of these new goods would impact on the economy. Students compose notes describing the growth of the Canadian economy during this time period.
6. The teacher asks students how the computer has affected their lives. Using students’ responses, the teacher constructs a chart showing the benefits and the problems that have resulted from the invention of the computer. Students individually research and create a similar chart which shows the impact of the automobile in the 1920s.
· Informal teacher assessment using probe questions to collect evidence of the students’ understanding of the differences in working conditions.
· The teacher checks students’ notes on the Winnipeg General Strike for completeness and accuracy.
· Informal teacher observation for formative assessment of students’ group work discussing the Church’s view on labour unions.
· The teacher checks students’ notes on the Canadian Manufacturers Association for completeness and accuracy.
· The teacher checks students’ notes on the growth of the Canadian economy for completeness and accuracy.
· Informal teacher assessment using probe questions to collect evidence of students’ understanding of the impact of the automobile.
· Students with writing difficulties may benefit from teacher assistance in organizing information and structuring their notes.
· Some students may require a scribe to assist with note taking.
· Students may use computer for note-making.
· Provide assistance with completing chart on the benefits and problems of the automobile.
· Ensure front of the class seating to assist in note-making.
Approved classroom texts.
Classroom Resources – Bondy, R. and W.
Mattys. Canadiana Scrapbook - The Confident Years: Canada in the1920s.
Prentice- Hall, 1978.
Kolpin, R. Canadian Challenges - Global Links Connecting Canada. Oxford,
1999.
DesRivieres, D., et al. Decades Forces of Change, 1896-1960.
Prentice-Hall, 1996.
Web Sites
Winnipeg General Strike
http://www.geocities.com/CapitolHill/5202/win1919.htm
Industrial Workers of the World
(The Wobblies)
http://www.iww.org/
National Interfaith Committee on Worker Justice
http://www.igc.org/nicwj/index.htm
History of General Motors
http://www.gmcanada.com/english/about/hist_time.html
Henry Ford
http://www.hfmgv.org/histories/hf/henry.html#top
Video Sources
Imperfect Union: Canadian Labour and the Left - Part 1. NFB.
On Strike: The Winnipeg General Strike, 1919. NFB.
Time: 150 minutes
In this activity, students examine the influences of both Britain and the United States on Canada. They also examine what a pressure group is and compare the Women’s Christian Temperance Union to a modern-day pressure group. Students continue to collect information for their culminating activity.
Ontario Catholic School Graduate Expectations: CGE1d, 2d, 4f.
Strand(s): Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations: CGV.02, CHV.01, SPV.02, MIV.02.
Specific Expectations
CG2.01 - produce research reports on the ways in which and the extent to which American culture and lifestyle has influenced Canadian identity from 1900 to the present;
CH1.01 - assess the contributions of the women’s movement;
SP2.01 - research and describe the role of early twentieth-century pressure groups in promoting social
support programs;
MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps.
· Collect information on pressure groups.
· Gather additional classroom material on the United States in the 1920s.
· From Activity 4, students have gained some insights into the influence of Britain.
1. Using their texts and other class resources, students create a list of American influences on Canadian life in the 1920s (e.g., motion pictures, slang, sports, dress, music). Class discusses the positive and negative results of this influence. The teacher introduces the question of American participation in the Canadian economy. Students suggest advantages and disadvantages of this participation. Using their texts, students research American economic involvement by examining the reciprocity issue, the election of 1911, and the development of American branch plants.
2. Students offer suggestions to the question: If Canada was being influenced by the Americans then which country was losing its influence? Students brainstorm the reasons why Canada was moving away from the influence of Britain. Students research and create a timeline which shows the events which moved Canada away from Britain. The timeline should include: Canada’s signing of the 1919 Versailles Peace Treaty, Canada joining the League of Nations, signing the 1923 Halibut Fishing Treaty with the United States, and the Balfour Declaration in 1926.
3. The teacher introduces the concept of a pressure group. Students are asked for examples of modern-day pressure groups and their purposes. The teacher introduces students to an early twentieth-century pressure group - the Women’s Christian Temperance Union (WCTU). Students are asked to create an organizer comparing the WCTU to a modern-day pressure group. Comparison topics could include: purposes, tactics used in applying pressure, public and governmental responses, and overall effectiveness of the groups in bringing about change.
· The teacher checks students’ notes on the American influence of the economy – check for completion and accuracy.
· Informal teacher assessment using probe questions to collect evidence of the students’ understanding of Canada’s increasing independence from Britain.
· The teacher checks the students’ organizers for completion and accuracy.
· Provide assistance with completing the timeline.
· Provide peer help with completing notes e.g., scribing notes.
· Gifted students may be encouraged to contact a pressure group to gain more information and report findings to the class.
· Prepare an outline to assist students with note-taking.
Approved classroom textbooks
Classroom resources - Canadiana Scrapbook - A Nation Beckons 1896-1914, The Confident Years: Canada in the 1920s.
Canadian Challenges – Kolpin, R. Global
Links Connecting Canada.
Coomber, J. and R. Evans. Women Changing Canada.
DesRivieres, D. Decades Forces of Change, 1896-1960.
Web Sites
Women’s Christian Temperance Union (American) http://www.wctu.org/history.htm
Video Sources
Canada and the USA. Classroom Video.
The Good Bright Days (1919-1927). NFB.
Women on the March. NFB.
Time: 225 minutes
In this culminating activity, students produce a newspaper which reflects the important events of the previous twenty-five years. It is an opportunity for students to gain an overview of the entire period. This activity should be ongoing throughout the entire unit. The teacher has the flexibility to decide whether to give students class time during the unit or at the end.
Ontario Catholic School Graduate Expectations: CGE2d, 4f, 7g.
Strand(s): Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations: CGV.04, CCV.02, CCV.03, CHV.01, CHV.02, SPV.01, MIV.02, MIV.04.
Specific Expectations
CG3.02 - describe how the conscription crises of World Wars I and II created tensions between English Canada and Québec;
CG4.02 - demonstrate a knowledge of Canada’s military contributions in World War I and World War II (e.g., Ypres, Somme, Dieppe, D-Day, Sicily);
CG4.03 - evaluate Canada’s role in the Allied victories of World War I and World War II (e.g., Vimy Ridge, D-Day, liberation of Holland, release of prisoners from Nazi concentration camps);
CG4.04 - describe how Canadians of various ethnocultural backgrounds, individually and as communities, contributed at home and overseas to the war effort during World War I and World War II;
CC2.01 - explain how and why developments in transportation and communication technology (e.g., cars, airplanes, telephone, radio) affected life during the twentieth century;
CH1.02 - research and evaluate the role of the labour movement in Canadian society;
CH2.01 - explain how significant individuals contributed to the growing sense of Canadian identity during World War I;
SP1.03 - compare economic conditions of the 1920s and 1930s, and describe the impact of those conditions on Canadians, individually and collectively;
MI2.01 - use school and public libraries, resource centres, museums, historic sites, and community and government resources effectively to gather information on Canadian history;
MI2.02 - use computer-stored information and the Internet effectively to research Canadian history topics;
MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps;
MI4.03 - express ideas and arguments in a coherent manner during discussions and in debates, or graphic displays.
· Book Library/Resource Centre and computer lab to enable students to carry out research.
· Provide samples of newspapers.
· Students need to know how to organize a newspaper.
1. The newspaper which the students are asked to create should be a reflection of key events of the first twenty-five years of the 20th century. The date of publication is December 31, 1925. The paper should be four to six pages in length. It is suggested that students be given time to work on this assignment through the course of the unit. This allows those students who do not have easy access to a computer to use the school’s facilities. Teachers should also review the skills needed to complete the newspaper assignment such as paragraph writing.
2. The newspaper contains the following elements (teachers may add or delete elements):
i) Proper format of a newspaper (e.g., title, dates, sections)
ii) International, national, and local news items (e.g., World War I, Winnipeg General Strike)
iii) Biography of a prominent Canadian (e.g., Robert Borden, Henri Bourassa, Nellie McClung)
iv) An editorial
v) A timeline of important events
vi) Comparison between Canada and the United States
vii) Fads, Fashions, and Entertainment
viii) Advertising
ix) Arts Review (e.g., poetry of Pauline Johnson, writings of Nellie McClung)
ix) Student/Teacher Choice
· Summative teacher evaluation of the newspaper through a rubric (Appendix1.7.1)
· Modify the requirements for the newspaper in terms of length and detail.
· Assist the student with research and organization of the material.
· Allow the student extra time to complete the newspaper.
Extensive resources and Internet sites have been given at the end of each activity.
Appendix 1.7.1 – Newspaper Rubric
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Categories/ |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Knowledge and Understanding |
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Demonstrates an understanding of the events influencing Canada in the first 25 years. |
- demonstrates limited understanding of the events influencing Canada |
- demonstrates some understanding of the events influencing Canada |
- demonstrates considerable understanding of the events influencing Canada |
- demonstrates thorough and insightful understanding of the events influencing Canada |
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Thinking/Inquiry |
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Collect, organize and synthesize information from a variety of sources |
- collects, organizes and synthesizes information with limited effectiveness |
- collects, organizes and synthesizes information with moderate effectiveness |
- collects, organizes and synthesizes information with considerable effectiveness |
- collects, organizes, and synthesizes information with a high degree of effectiveness |
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Communication |
||||
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Use of written language Use of symbols and visuals |
- uses written language with limited effectiveness uses symbols and visuals with limited accuracy and effectiveness |
- uses written language with some effectiveness uses symbols and visuals with some accuracy and effectiveness |
- uses written language with a high degree of effectiveness uses symbols and visuals with considerable accuracy and effectiveness |
- uses written language with a high degree of effectiveness uses symbols and visuals with a high degree of accuracy and effectiveness |
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Applications |
||||
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Transfer of concepts to a new context |
- transfers concepts to a new context with limited effectiveness |
- transfers concepts to a new context with moderate effectiveness |
- transfers concepts to a new context with considerable effectiveness |
- transfers concepts to a new context with a high degree of effectiveness |
Overall Level: Student Name:
Comments:
Strengths:
Areas to Review:
Next Steps:
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.