Course Profile Canadian History in the
Twentieth Century, Grade 10, Academic, Public
Unit 1: Growth, Sacrifice, and Dreams of Peace
Time: 24 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5
In this unit students explore Canada’s history in the first three decades of the twentieth century with emphasis on Canada's emerging identity. The unit begins with an exploration of events that shape a person and a nation, and moves to a study of Canada at the turn of the century with emphasis on immigration and immigration policy as a factor in Canadian identity. This element is followed by an exploration of the extent to which Great Britain and the United States influenced the young nation. Students then research the impact of World War I on Canada. The final activity of the unit is an examination of the aftermath of war and the mood of the 1920s. Through the production of a radio show on the 1920s, a poster on World War I, writing in role, and drawing political cartoons, students explore events that helped define Canada socially, politically, and economically from 1900 to 1928. Students review, are introduced to and given an opportunity to practise and apply the skills of historical research, detecting and presenting point of view in written and role playing activities, oral, written, and visual presentations and argumentative defences leading to the unit culminating activity which will incorporate these in a summative performance. In Unit 1, students are introduced to the concept of “defining moment” which will be woven throughout the course and lead to the course Culminating Activity. As part of this process, students are to maintain a research folder called My Canada Folder in which they will keep their reflections, research material, resource lists, bibliography and any other material relevant to the Course Culminating Activity.
Strand(s): all strands
CGV.01D - demonstrate understanding of the elements of Canadian Identity;
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada's policies;
CGV.03D - demonstrate an understanding of the main steps in the development of French-English relations;
CGV.04D - demonstrate an understanding of Canada’s participation in war, peace, and security;
MHV.01D - ask questions, identify problems, and effectively use historical research methods to investigate topics and issues in history;
MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information, and then organize this information in a meaning way;
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communicate effectively the results of research in presentations, and demonstrate an ability to apply insights from history to other situations;
CCV.01D - demonstrate understanding of changing demographic patterns within Canada since 1900;
CCV.02D - demonstrate an understanding of the impact of technological developments on Canadians;
CCV.03D - explain how and why Canada’s international status and foreign policy have changed since 1914;
CHV.01D - demonstrate an understanding of contributions of various social and political movements to Canadian history during the twentieth century;
CHV.02D - demonstrate an understanding of how individual Canadians have contributed to the development of Canada and an emerging sense of Canadian identity;
SPV.01D - evaluate how and why changing economic conditions and patterns have affected Canadians;
SPV.02D - demonstrate an understanding of the changing role of Canadian governments from WWI to the present including the evolution of Canada’s social support system.
CG1.01D - explain to what extent certain national symbols represent Canada and all Canadians;
CG1.02D - produce an evaluation of the contributions to Canadian society by its regional, linguistic, ethnocultural, and religious communities;
CG1.03D - demonstrate an understanding of how artistic expression reflects Canadian identity;
CG2.01D - produce research reports on the ways in which and the extent to which American culture and lifestyle have influenced Canadian identity from1900 to the present;
CG2.02D - summarize Canada's changing relationship with the United States from1900 to the present;
CG2.03D - evaluate the influence of Great Britain and Europe on Canadian policies from 1900 to present;
CG3.02D - describe how the conscription crises of World Wars I and II created tensions between English Canada and Quebec;
CG4.01D - explain how Canada became involved in World War I and World War II, after researching the causes of the two wars;
CG4.02D - demonstrate a knowledge of Canada’s military contributions in World War I and World War II;
CG4.03D - evaluate Canada's role in the Allied victories of World War I and World War II;
CG4.04D - 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 contributed to the war effort;
CG4.06D - explain the influence on Canadian society from 1914 to the present of pacifists, the human rights movement, and the civil rights movement;
CC2.01D - explain how and why developments in transportation and communication technology affected life in the twentieth century;
CC2.02D - demonstrate an understanding of relationship between invention and the economy;
CC1.04D - evaluate the impact on Canadian society of post-World War I urbanization and post-World War II population shifts to the suburbs;
CC2.01D - explain how and why developments in transportation and communication technology affected life during the twentieth century;
CC2.05D - assess scientific and technological innovations discovered or created by Canadian scientists and inventors;
CH1.01D - assess the contributions of women's movement;
CH1.02D - research and evaluate the role of the labour movement in Canadian society;
CH2.01D - explain how significant individuals contributed to the growing sense of Canadian identity during World War I;
CH2.02D - assess the contributions of selected individuals to the development of Canadian identity since World War I;
SP1.01D - assess Canada’s economic growth at the start of the twentieth century;
SP1.03D - compare economic conditions of the 1920s and 1930s, and describe the impact of those conditions on Canadians, individually and collectively;
SP1.05D - compare advantages and disadvantages of American participation in Canadian economy;
SP1.07D - assess the contributions made by Canadian industrialists to the development of the Canadian economy;
SP2.01D - research and describe role of early twentieth century pressure groups in promoting social support programs;
MH1.01D - use terms related to historical organization and inquiry correctly;
MH1.02D - formulate different types of questions to focus their historical research;
MH2.01D - use school and public libraries, resource centres, museums, historic sites, and community and government resources effectively to gather information on Canadian history;
MH2.02D - use computer stored information and the Internet effectively to research Canadian history topics;
MH2.03D - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps;
MH3.01D - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.04D - use relevant and adequate evidence to draw conclusions;
MH4.02D - demonstrate competence in research and writing;
MH4.03D - express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays;
MH4.04D - demonstrate, after participating in dramatizations of historical events, insights into historical figures’ situations and decisions;
MH1.03D - formulate a thesis statement and effectively use it to research an historical topic;
MH3.01D - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.02D - distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research;
MH3.03D - distinguish between fact and inference in primary and secondary sources;
MH4.01D - make reasoned generalizations or appropriate predictions based on research.
|
Activity 1 |
Defining Moments: Events That Shaped Us |
40 minutes |
|
Activity 2 |
The Twentieth Century Belongs to Canada |
80 minutes |
|
Activity 3 |
External Forces: Great Britain and the United States |
160 minutes |
|
Activity 4 |
Canada at War 1914-1918 |
500 minutes |
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Activity 5 |
What Made the Twenties Roar? |
660 minutes |
This unit builds upon concepts and skills developed in The Ontario Curriculum, Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8, 1998 and knowledge from the Grade 9 Geography curriculum on immigration. Expectations related to methods of historical inquiry and historical events up to 1918 are utilized. As well, students are expected to utilize communication skills addressed in the Language curriculum.
Teachers need to read over all the activities before beginning the unit as important skills and concepts are introduced and developed in sequence. The teacher also needs to have a clear vision of the Culminating Activity and how the subtasks are incorporated into it. Rubrics for assessment and evaluation should be consistently used for formative assessment before the Culminating Activity in order for the student to work toward best practice. Planning by the teacher is necessary in order to ensure the availability of resources, both in class and in library resource centres. In order to meet time frames advised, it is expected that students will complete some tasks included in the Teaching/Learning Strategies outside of class. Teachers select appropriate tasks for completion outside of class.
Students act as historical detective to determine defining moment by viewing a video, asking questions and writing responses. Students examine criteria on population and immigration policy and present their findings. Students analyse and create cartoons, recognize bias, and make conclusions about Canada’s relations with Britain and the US. Students apply a model of analysis of causation to World War I, research events of World War I, write argumentatively about the causes, write in role, and create and present a poster. A radio show on the 1920s is the unit culminating activity in which students research, write and script information on the 1920s.
|
Activity |
Skills |
Assessment/Evaluation |
|
1 |
Express ideas in oral discussion on defining moment Defend position on defining moments |
Formative Checklist Formative rubric for paragraph/argumentative essay |
|
2 |
Demonstrate understanding and knowledge of immigration In groups, record and organize information and report orally on treatment of minorities |
Teacher observation Group Work checklist. |
|
3 |
Record and organize information on foreign policy Analyse political cartoons as primary source Express ideas in graphic display of political cartoon Test on knowledge of content and cartoon analysis |
Formative checklist by self/peer for notes Formative teacher observation Formative teacher/self designed rubric for cartoon Summative test by teacher |
|
4 |
Record and organize information on causes of war and map of Europe Defend position on causes of war Presenting point of view in a letter Analyse primary sources, distinguish between fact/inference Expressing idea in poster creation and presentation Recall knowledge of WW1 |
Checklist Formative teacher/student rubric for argumentative essay Formative teacher/student rubric for writing in role Teacher observation Formative rubric for poster Summative test by teacher |
|
5 |
Locate, record, make conclusions, defend thesis in role in radio show Select and defend thesis in writing on 1920s |
Summative rubric peer/teacher for radio show Summative teacher rubric for paragraph/argumentative essay |
Refer to the Course Overview for general texts. Below are listed specific resources used in this Unit.
Alexander, Ken. Towards Freedom: The African-Canadian Experience. Toronto: Umbrella Press, 1996.
Canadiana Scrapbook, A Nation Beckons: Canada 1896-1914. Scarborough: Prentice Hall, 1978.
Canadians At War: 1914-1918. Scarborough: Prentice Hall. 1978.
Jarvis, G., et. al. Decades: Forces of Change, 1896-1960. Scarborough: Prentice Hall, 1996.
Jarvis, G., et. al. War and Peace: Canada's Global Role. Scarborough: Prentice Hall, 1996.
Quinlan, Don, ed. World Affairs: Defining Canada. Don Mills: Oxford University Press. 1998.
Quinlan, Don, ed. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999.
Quinlan, Don, ed. Women: Changing Canada. Don Mills: Oxford University Press, 1997.
Some Missing Pages: The Black Community in the History of Quebec and Canada. Quebec: Gouvernement du Quebec, 1995.
The Confident Years: Canada in the 1920's. Scarborough: Prentice Hall, 1978.
Canada and the Great War, 1914-1918: A Nation Born. Veterans Affairs Canada, 1999.
Good Bright Days. NFB.
Heritage Minutes. CRB Foundation, Kingston.
1998 Canadiana Encyclopedia. CD-ROM. Toronto: McClelland & Stewart, 1998.
Strangers at the Door. NFB.
Turn of the Century. NFB.
World War I. CD-ROM. Flag Tower. 1995.
Canadian War Museum
www.civilization.ca/cwm
History of African Canadians
http://citd.scar.utoronto.ca/Multi_history/Blacks/Black
National Archives of Canada
http:www.archives
“Passage from India” (27 min.) (A Scattering of Seeds Series) Toronto: White Pines Pictures. 1997
White Pines Pictures
www.whitepinespictures.com/seeds/series/
Stats Canada
www.statcan.ca
United Nations Human Development
Index: United Nations Publications (see United Nations Homepage)
www.un.org
Internment of Ukrainians in
Canada
www.infoukes.com/history/internment/
Veterans Affairs
www.vac-acc.gc.ca
War Poets
www.cc.emory.edu/ENGLISH/Lost
Women in Canadian History
http://library.usask.ca/herstory/herstory.html
World War I
www.worldwar1.com
The Canadian Military Heritage
Project
www.rootsweb.com/~canmil/ww1ind.htm
D-Net
www.airforce.dnd.ca/eng/ww_1htm
War Poster Collection
http://imago.library.mcgill.ca/warposters/menu.htm
Boer War: Heritage Resources
www.saintjohn.nbcc.nb.ca/~Heritage/boerwar/index.htm
Alaska Boundary Dispute
www.ac.wwu.edu/~jay/pages/dan.html
Museum curators
Ontario Multicultural History Society
Time: 40 minutes
Students develop questions to illustrate the technique of historical questioning (e.g., 5Ws: who, what, when, where, why). Using a Heritage Minute video as a resource, students act as detectives to apply the technique of historical questioning in order to determine the significance of the event in the video. This will lead to the establishment of criteria for, and a definition of a “defining moment”. Students apply the causal relationship between events to defining moments in their own lives. The identification of defining moment is critical as it is related to the Course Culminating Activity in Unit 6 and will be woven into the course as students use the My Canada Folder at the end of each unit to gather resources for their course culminating demonstration.
Strand(s): Communities, Local, National and Global, Methods of Historical Inquiry
Overall Expectations
CGV.01D - demonstrate an understanding of Canadian identity;
MHV.01D - ask questions, identify problems, and effectively use historical research methods to investigate topics and issues in history;
MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately record and organize information in a meaning way;
MHV.03D - analyse and evaluate information when researching historical topics.
Specific Expectations
CG1.01D - explain to what extent certain national symbols represent all Canada and Canadians;
MH1.01D - use term related to historical organization and inquiry correctly;
MH1.02D - formulate different types of questions to focus their historical research.
Have a video clip like a Heritage Minute available. (e.g., Maurice Ruddick or a summary of a high impact historic event from a text.)
From the Grade 8 History Curriculum students should be familiar with developing questions and the use of questions to gather and clarify information.
1. Students assume the role of historical detective and generate a list of questions that they use to discover the significance of an historical event shown in a short video clip. Review the 5Ws with students prior to viewing.
2. The teacher shows Heritage Minute selected or a similar brief historical video clip that illustrates a recognizable important historical event.
3. Following the video, the class debriefs by identifying what they have discovered about this event and its significance using their questions. The teacher ensures that discussion focusses on background (past events) as well as the immediate issue depicted in the video. This is to ensure that students in their individual assignment (below) will explore events or decisions that may have been made prior to their birth or in infancy (e.g., moving to Canada).
4. The teacher leads students in a discussion to determine “why this event is important” and establish a criteria of what makes things/events important leading to the definition of an event or action as a defining moment (e.g., A “defining moment” is an event/action/decision that results in a significant change for a person country, institution.) Students may require further concept clarification of what "significance" means. The teacher assists students in making comparisons with things that they consider significant, such as winning a Juno Award or the Stanley Cup.
5. Students apply this definition of defining moments to identify three defining moments in their own lives and justify their selection in a proper paragraph using the appropriate language conventions. If required, teachers model proper paragraph structure to frame student responses.
6. The teacher introduces the course culminating activity and components of My Canada Folder, Appendices 1.1.3, 1.1.4, and 1.1.5.
4. Formative teacher assessment of oral class discussion using checklist, Observational Checklist for Assessing Group Discussion, Appendix 1.1.1.
5. Formative teacher assessment of the written report on Defining moments using the rubric, Argumentative Paragraph/Essay, Appendix 1.1.2.
· Alterations in length or format will be made for students with writing difficulties. A writing scaffold may be necessary for some students to complete the paragraph. A writing scaffold allows students to write for a variety of purposes and audiences. For example, some students might need a “starter sentence” for a writing response or a paragraph frame consisting of a topic sentence and linking transition words for exposition. Writing scaffolds guide students in the arrangement of ideas in logical order and assist them in presenting information in a variety of sentence patterns and conventions of standard Canadian English with the aim of accuracy.
· The teacher should ensure that students with auditory processing difficulties are provided with summary of the text in the video or provision is made for them to view the video more than once.
· ESL students may write in first language and then they can translate.
Heritage Minutes. Kingston: CRB Foundation. 1993.
Time: 80 minutes
Using the current context as “Canada defined as the #1 country in the United Nations Report” students compare Canada today with Canada at the turn of the 20th century in order to identify what has happened since 1900. Students use questions to identify criteria, apply them to Canada 1900-1913 and formulate a hypothesis about Canada’s future. In Grade 8, students should have explored Western expansion, Sifton’s immigration policy, and life on the prairies for immigrants and Aboriginal groups. Building on this knowledge, students review the impact of immigration, and more specifically the effects on Aboriginal groups and immigrants of colour and Canada's racist immigration policies. This should allow for a later understanding of post World War II policies and Canada's path to multiculturalism in the 1970s. Students write in role in this activity.
Strand(s): all strands
Overall Expectations
CCV.01D - demonstrate an understanding of the changing demographic patterns within Canada since 1900;
MHV.01D - ask questions, identify problems and effectively use historical research methods to investigate topics and issues in history;
MHV.02D - use a variety of information sources effectively when researching historical topics, accurately record relevant information, and then organize this information in a meaningful way;
MHV.03D - analyse and evaluate information when researching historical topics.
Specific Expectations
CC1.01D - explain how and why developments in transportation and communication technology affected life in the twentieth century;
CC1.02D - demonstrate an understanding of the relationship between invention and the economy
SP1.01D - assess Canada’s economic growth at the start of the twentieth century;
MH1.03D - formulate a thesis statement and effectively use it to research an historical topic;
MH3.01D - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.02D - distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research;
MH4.01D - make reasoned generalizations or appropriate predictions based on research.
· The teacher obtains the video Turn of the Century or similar resource.
· The teacher obtains a copy of the UN report on Canada or an article that summarizes the criteria for Canada's ranking as #1 country to live in (Toronto Star, July 11, 1999, www.thestar.com) or www.undp.org/hdro/.
· The teacher provides a copy of the speech delivered by Laurier to The Canadian Club of Ottawa, 18 January 1904. A quotation may be found in John Robert Columbo’s New Canadian Quotations, p. 393 or Mark Kingwell and Christopher Moore, Canada Our Century, Doubleday, 1999, p.69. The teacher may need to review using primary documents.
· The teacher obtains video resource illustrating discrimination toward immigrants during this time period e.g., excerpts from Enemy Aliens or see Heritage of Struggle or locate text reading which illustrates discrimination.
· A text containing descriptions of life in Canada between 1900-1913 should be available as a resource.
· The teacher provides immigration and emigration statistics for 1900-1913.
· The teacher provides student instructions on writing in role.
From the Grade 8 History and the Grade 9 Geography curriculum, students should be familiar with the importance of immigration, immigration patterns, concepts such as push/pull factors, and Canada's Immigration Law. Teachers may need to review note-taking skills.
1. Students hypothesize on why Canada might be considered a great country to live in. Students then read an article on the UN Human Development Index that places Canada as the number one country to live in.
2. As a group, students brainstorm the criteria, which are used to establish this determination. Categories that emerge should include population, economic growth, technology, and social issues such as health and education.
3. Students are given the Laurier speech of 1904, a primary document, and discuss what they think he meant by the idea that “Canada will fill the Twentieth Century”. Based on the meanings inferred, students formulate a hypothesis on what changes will need to occur in Canada in order for Canada to fulfill Laurier’s prediction (e.g., “Canada will need to increase its population by millions in order to fulfill Laurier’s prediction”). The teacher teaches what a hypothesis is, how to formulate one and demonstrate the skill. Students may practise this skill using any context before proceeding to the hypothesis on changes needed in Canada.
4. Students view the video Turn of the Century or read relevant sections in a text resource. While viewing or reading, students make notes of topics (categories), which are discussed in the video and also make notes on the changes illustrated. These would include economy, (e.g., agriculture, industry, transportation), population, foreign affairs. Students read relevant text material on the same era to supplement their notes.
5. The teacher leads a summary discussion to compile a list of categories generated by students.
6. The category of demographics/population should emerge as significant in determining what Canada was like in the 1900-1913 period. The teacher focusses on this category for the reason given in the Description.
7. The teacher reviews terms such as immigration/emigration and push/pull factors by providing contemporary examples that clearly illustrate the meanings. The teacher reviews statistics for 1900-1913 and students speculate on reasons why people are coming from specific areas; why people are leaving; how these trends are affecting Canada and Canadians.
8. Students brainstorm a definition of discrimination in a class discussion. Students demonstrate an understanding of the concept by orally giving examples. The teacher uses a short current news article or case study to illustrate the concept of discrimination. In pairs, students identify the cause of the discrimination illustrated. Students read the immigration policy in effect as result of Sifton and Oliver (c. 1911) that indicates the restrictions on non-whites. As a class, assess the impact these restrictions might have had on Canada. Students evaluate the extent to which these policies discriminate. Show video clip illustrating discrimination, e.g., Asian Exclusion League segment in Enemy Aliens. The teacher leads discussion on how this event compares to current article used.
9. Students are assigned to investigate the treatment of a minority group in Canada or a group trying to enter Canada and their treatment if they managed to enter Canada. Groups should include: African Canadian and Americans seeking farmland (male or female); Aboriginal people living on reserves; Aboriginal children in residential schools; Indian passengers on the Komagata Maru; Chinese immigrants in BC; and Japanese immigrants in BC. Groups report of the government policies and experiences of minority groups and compare to Canadian attitudes to minority groups today.
10. The teacher directs students to reflect and discuss immigration policy as an area of change and development necessary to defining Canada in the 20th century. Students may add reflections to My Canada Folder.
7. Formative teacher assessment of student knowledge on immigration based on class discussions.
9. Formative, teacher or peer assessment of group skills using a checklist, Appendix 1.1.1 – Observational Checklist for Assessing Group Discussions or a rubric Appendix 1.2.2 – Group Work Effectiveness and the oral report using a check list or rubric.
· Written material may be altered for students with reading or writing difficulties. For example, case study may be read aloud to class, or in small group.
· Provide teacher/peer tutor assistance in research and data collection for writing in role.
· A script of Turn of the Century should be available for students with auditory processing difficulties. Jigsaw to complete organizer to alleviate aural demands.
· ESL students could write letter in role in first language and then translate with assistance.
A variety of textbooks covering Canada 1900-1913
Immigration Policy 1911
Some Missing Pages. The Black Community in the History of Quebec and Canada. Quebec: Gouvernement du Quebec, 1996.
Alexander, K. and A. Glaze. Towards Freedom, The African-Canadian Experience. Toronto: Umbrella Press.
Columbo, J.R. New Canadian Quotations. Edmonton: Hertig Publishers Ltd., 1997.
"Peopling the Prairies", Unit 6 in We are Canadians. CRB Foundation.
Non-print
Turn of the Century. NFB. 26 minutes
Enemy Aliens. NFB.
Stats Canada Web Site
www.statcan.ca
"United Nations Human
Development Index", United Nations Home Page
www.un.org.
Toronto Star
www.thestar.com
Time: 160 minutes
This activity uses the categories derived from the video Turn of the Century or readings. Foreign policy as illustrated by relations with Great Britain and the United States is a key factor in the development of Canada as an independent nation. Students assess issues such as the Boer War, Reciprocity, the Alaska Dispute and the Naval Bill. Students analyse political cartoons as primary documents, and written sources to identify points of view and bias. They will then create their own cartoon to apply this understanding to a major area of tension in Canada’s external relations. This will form a foundation for the Culminating Activity’s analysis of Canadian/American relations.
Strand(s): Communities: Local, National, and Global, Social, Economic, and Political Structures, Methods of Historical Inquiry
Overall Expectations
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have shaped Canada’s policies;
SPV.01D - evaluate how and why changing economic conditions and patterns have affected Canadians
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communicate effectively the results of research in presentations and demonstrate an ability to apply insights from history to other situations.
Specific Expectations
CG2.02D - summarize Canada’s changing relationship with United States from 1900 to the present;
CG2.03D - evaluate the influence of Great Britain and Europe on Canadian policies from 1900 to the present;
SP1.05D - compare the advantages and disadvantages of American participation in the Canadian economy;
MH3.01D - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.03D - distinguish between fact and inference in primary and secondary sources;
MH4.01D - make reasoned generalizations or appropriate predictions based on research;
MH4.03D - express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays.
· Teachers obtain several examples of political cartoons related to the content issues.
· Teachers provide one or more texts containing descriptions of Canadian relations with Great Britain and the United States, 1900-1913.
· Teachers provide instructions on how to analyse political cartoons. Recent history texts have examples of cartoon analysis in them.
The Grade 8 curriculum specifies communicating results of inquiry using political cartoons. Teachers may need to review the distinction between fact and inference, how to analyse a cartoon, and how to recognize bias.
1. The teacher uses this opportunity to review cartoon analysis and bias recognition if required. The teacher uses a contemporary political cartoon on Canadian-US relations to introduce both the skill of analysis and the content component of foreign relations. Many contemporary texts have a skill section with examples on political cartoons.
2. Students orally interpret the cartoon and draw conclusions about what the issue illustrates in Canadian-US relations. The conclusions should be related back to the information acquired in viewing the video, Turn of the Century, and any related reading.
3. Students are assigned an appropriate text reading that describes the issues of the Alaska Boundary Dispute, Reciprocity, The Boer War and The Naval Bill. While reading they will fill a data collection chart such as the following:
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Issue/ |
Position of Canada |
Position of Great Britain |
Position of |
Result |
|
Reciprocity |
|
|
|
|
|
Alaska |
|
|
|
|
|
Boer War |
|
|
|
|
|
Naval Bill |
|
|
|
|
4. The teacher checks for completeness. In class discussion, arrive at consensus on the influence these two countries had on Canadian decisions in this time period.
5. Students, in groups, analyse several cartoons from the era 1900-1913 related to Canada’s relationship with the US and Great Britain as revealed through selected issues such as the Alaska Boundary Dispute, Reciprocity, the Boer War, or The Naval Bill and record conclusions. Students present group interpretations to the class, provoke discussion and do a synthesis of key knowledge components.
6. Each student creates a political cartoon illustrating a clear position on Canada’s foreign relations in the era 1900-1913. The students also submit a written interpretation of their cartoon for teacher assessment.
7. The teacher concludes the activity by having the class discuss the issues, make summary generalizations about Canada’s foreign relations and make predictions about how Canada may need to change in the future. Students prepare entries for My Canada Folder.
8. The teacher assesses the skill and content with a quiz incorporating cartoon analysis.
4. Formative teacher or peer assessment of completeness of notes on foreign relations.
6. Formative teacher assessment of political cartoon and written interpretation using teacher and student designed rubric.
8. Summative teacher evaluation of quiz based on knowledge and understanding of foreign relations and cartoon analysis.
· Have students use computer drawing programs to create the political cartoon.
· Provide a scaffold for expressing interpretation or inference for oral/written products ( “I think the cartoonist wants us to know... because....”).
· As illustration, teachers can partially complete data collection chart.
· Some students may need a monitoring appointment to check for completeness and comprehension of reading.
· Quiz must adhere to any accommodation featured in IEPs, e.g., extra time, scribing, computers.
A variety of text
Web sites listed in unit overview
Time: 500 minutes
Canada was at war as soon as Great Britain declared war on Germany. In this activity, students examine the causes of World War I, evaluate these causes, write in role about trench warfare, and create a poster on a component of World War I, make an oral presentation on the contents of the poster, and write a content test. In presenting the poster to the class, students are given an appreciation of the nature of Canada's involvement and contribution to the war, as well as the impact of war on Canadians at home and abroad.
Strand(s): all strands
Overall Expectations
CGV.02D - demonstrate an understanding of the ways in which outside forces and events have influenced Canada's policies;
CGV.03D - demonstrate an understanding of the main steps in the development of French-English relations;
CGV.04D - demonstrate an understanding of Canada's participation in war, peace, and security;
CCV.02D - demonstrate an understanding of the impact of technological developments on Canadians;
CCV.03D - explain how and why Canada’s international status and foreign policy have changed since 1914;
CHV.02D - demonstrate an understanding of how individual Canadians have contributed to the development of Canada and an emerging sense of Canadian identity;
SPV.02D - demonstrate an understanding of the changing role of Canadian governments from World War I to the present including the evolution of Canada’s social support system;
MHV.01D - ask questions, identify problems and use historical research methods to investigate topics and issues in history;
MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information, and then organize this information in a meaning way;
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communicate effectively the results of research in presentations and demonstrate an ability to apply insights from history to other situations.
Specific Expectations
CG2.03D - evaluate the influence of Great Britain and Europe on Canadian policies from 1900 to the present;
CG3.02D - describe how the conscription crises of World Wars I and II created tensions between English Canada and Quebec;
CG4.01D - explain how Canada became involved in World War I and World War II, after researching the causes of the two wars;
CG4.02D - demonstrate a knowledge of Canada's military contributions in World War I and World War II;
CG4.03D - evaluate Canada's role in the Allied victories of World Wars I and II;
CG4.04D - 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;
CG4.06D - explain the influence on Canadian society from 1914 to the present of pacifists, the human rights movement and the civil rights movement;
CH2.01D - explain how significant individuals contributed to the growing sense of Canadian identity during World War I;
CC2.01D - explain how and why developments in transportation and communication technology affected life during the twentieth century;
MH1.01D - use terms related to historical organization and inquiry correctly;
MH1.02D - formulate different types of questions to focus their historical research;
MH2.01D - use school and public libraries, resource centres, museums, historic sites and the community and government resources effectively to gather information on Canadian history;
MH2.02D - use computer stored information and the Internet effectively to research Canadian history topics;
MH2.03D - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps;
MH3.01D - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.04D - use relevant and adequate supporting evidence to draw conclusions;
MH4.02D - demonstrate competence in research and writing;
MH4.03D - express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays;
MH4.04D - demonstrate, after participating in dramatizations of historical events, insights into historical figures’ situations and decisions.
· Teachers should refer to the Grade 8 Curriculum documents to familiarize themselves with the content covered on World War I. Contacting feeder schools might be valuable in coordinating this activity thus avoiding duplication of content or making assumptions about prior knowledge.
· Teachers may wish to create or borrow a model of causation that provides a template to apply to the European context of 1914. One called The Story of Casey is included in Appendix 1.4.2.
· Teachers provide textbook material for students to use to gather historical data on the causes of World War I and events of the war both at home and overseas.
· Teachers book appropriate research facilities, e.g., library resource centre, computer lab. If CD-ROMs or the Internet are included in the research, teachers should ensure that students are familiar with their use. Some instruction on how to evaluate an Internet site may be needed at this point.
· Teachers obtain a video such as All Quiet on the Western Front, Gallipoli, or Canada and the Great War 1914-1918: A Nation Born, that illustrates the conditions of war.
· Teachers obtain examples of historical posters to show the class. Many texts have colour examples of World War I posters in them or use http:imago.library.mcgill.ca/warposters/menu.htm.
· Teachers prepare instructions for posters and review assessment rubric.
· Teachers prepare a content test.
In Grade 8 students should have explored “Canada: A Changing Society,” which chronicles events up to 1918. Students should have an understanding of Canada's participation and contribution to World War I. Students should be familiar with oral presentations and poster making.
1. The teacher uses a model to teach causation. This activity should clearly identify “direct” or immediate and “indirect” or background causes. It should incorporate the concept criteria of Militarism, Alliances, Imperialism and Nationalism (see Appendix 1.4.2). The teacher clearly defines all of the concepts.
2. Students read a text and using the criteria from the model, record the indirect and immediate causes of World War I in the appropriate concept category, e.g., arms race under militarism. Students also identify the immediate cause of the war. Students complete a map of Europe in 1914 indicating the alliance partners. A class discussion follows completion to clarify all causes. The teacher assesses both the map and concept categories for completion.
3. Students write an argumentative paragraph in which they clearly defend their point of view on which of the causes was the most important. The teacher evaluates the paragraph using Argumentative Paragraph/Essay rubric – Appendix 1.1.2.
4. The teacher reviews how Canada entered the war as a direct result of Britain declaring war. Students should draw conclusions about this circumstance and suggest how this might change in the future and how it would affect Canadian autonomy.
5. The teacher shows excerpts from a video such as All Quiet on the Western Front to illustrate conditions during trench warfare. Students read and make notes on the major battles of the war. Based on insights gained from the video and using text, scrapbook or Internet resources for further information, students write a letter from a soldier at the front to a friend or family member describing the experience. Examples of letters are to be found in scrapbook resources and Veterans Affairs website. The video I Think of You Often could be shown. Students are assigned specific battle sites (Ypres, Passchendaele, Vimy, the Somme, Sanctuary Woods, Amiens, so that many of the sites that involved Canadians are described with researched details) and select role (nurse, officer, soldier, Red Cross staffer). As an alternative, students may write a letter to their MP speaking for or against conscription.
6. To move from the war itself to the impact of war on Canada at home, the teacher leads a discussion regarding the impact of modern global events on Canada, such as disaster relief, peace keeping. Students then speculate on the “global” nature of World War I and how it might affect countries like Canada. The concept of the “Home front” is introduced and defined.
7. In small groups students examine examples of primary source photos and documents on World War I home front topics using text and scrapbook sources. Students observe and draw conclusions about the effects of war illustrated in the examples. This prepares students for the major task for this activity which is the creation of a poster on some dimension of the home front during World War I. Students are to do individual research using text, computer and Internet sources to create a poster about a topic relevant to World War I home front activities. The teacher can use the guidelines in Appendix 1.4.3 – Web Analysis sheet, to familiarize students with using Internet sources. The teacher shows examples of posters to model the expectations for the activity. A clearly laid out criteria of expectations should be established for the poster and the evaluation rubric should be presented when the activity is introduced (Appendix 1.4.1 – Visual Product: Poster/collage Rubric). The poster and oral presentation should cover background, the Canadian role, and the significance of the topic to the war or war effort and its impact on Canadian Identity. Suggested topics are: role of women, votes for women, recruitment, War bonds, conscription, pacifism, multicultural contributions, Robert Borden election poster, Henri Bourassa against conscription, Billy Bishop as a hero, a war artist or poet, a poster for or against the Versailles Treaty. The poster should include written and pictorial information taken from both primary and secondary sources.
8. Students present their poster and findings in an oral presentation. Peers take notes during the presentations.
9. After all presentations are completed, students write a content test.
10. To complete this activity, students review the knowledge acquired in this activity on Canada’s role in the war and prepare a written commentary to show how Canada’s participation affected Canadian identity. The written commentary should focus on how the war helped to define Canada. Students include their written work and any documents in their My Canada Folder. Students’ written work may be evaluated throughout the course using a holistic rubric, Appendix 1.5.2 – Reflective Learning: An Holistic Rubric.
2. Formative teacher or peer assessment of notes and map for completion and accuracy using an appropriate checklist.
3. Formative teacher assessment of argumentative paragraph using Argumentative Paragraph/Essay – Appendix 1.1.2.
4. Summative teacher evaluation of letter in role using Writing in Role – Appendix 1.2.1.
8. Formative teacher and peer assessment of poster using Visual Product Rubric – Appendix 1.4.1.
9. Summative teacher evaluation of test based on World War I.
· Text readings may be altered to accommodate student needs Special Ed. (teacher may be involved to monitor completion and comprehension) and is to be given copy of assignment prior to students so that suggestions for alteration and expectations are communicated.
· Students may need instruction in listening skills. Consult with Resource teacher.
· An example of language for causation can be given to students e.g., “Because...World War I occurred” or “As a consequence of ... World War I occurred.”
· Teacher or peer tutor assistance may be utilized for research.
a variety of texts
Quinlan, Don, ed. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999.
Quinlan, Don, ed. World Affairs: Defining Canada. Don Mills: Oxford University Press, 1998.
Quinlan, Don, ed. Women: Changing Canada. Don Mills: Oxford University Press, 1997.
Ruck, Calvin. The Black Battalion, 1916-1920: Canada’s Best Kept Military Secret. Halifax: 1987.
Santor, Donald. Canadians at War, 1914-1918. Scarborough: Prentice Hall, 1978.
Non-print
World War I. CD-ROM. Flag Tower: 1995.
Canada and the Great War, 1914-1918: A Nation Born. Veterans Affairs Canada, 1999.
World War I
www.worldwar1.com
Veterans Affairs
www.vac-acc.gc.ca
Canadian War Museum
www.civilization.ca/cwm
War Poets
www.cc.emory.edu/ENGLISH/Lost Poets
Time: 660 minutes
In this Unit 1 culminating activity, students research, script, stage and perform a radio program based on life in the 1920s. In groups, the students select or are assigned a topic. The presentation will focus on an assessment of whether the Twenties did roar, and whether Canada was merely an echo of the United States or had an identity of its own. Evaluation will be based on group and individual performances for the radio show and on a written script and written justification of title for the 1920s.
Strand(s): all strands
Overall Expectations
CGV.02D - demonstrate understanding of the ways in which outside forces and events have shaped Canada’s policies;
CCV.02D - demonstrate an understanding of the impact of technological developments on Canadians;
CHV.01D - demonstrate an understanding of the contributions of various social and political movements to Canadian history during the twentieth century;
CHV.02D - demonstrate an understanding of how individual Canadians have contributed to the development of Canada and an emerging sense of Canadian identity;
SPV.01D - evaluate how and why changing economic conditions and patterns have affected Canadians;
MHV.01D - ask questions, identify problems, and effectively use historical research methods to investigate topics and issues in history;
MHV.02D - use a variety of sources;
MHV.03D - analyse and evaluate information;
MHV.04D - communicate effectively the results of research in presentations, and demonstrate an ability to apply insights from history to other situations.
Specific Expectations
CG1.02D - produce an evaluation of the contributions to Canadian society by its regional, linguistic, ethnocultural, and religious communities;
CG1.03D - demonstrate an understanding of how artistic expression reflects Canadian identity;
CG2.01D - produce research reports on the ways in which and the extent to which American culture and lifestyles have influenced Canadian identity from 1900 to the present;
CG2.02D - summarize Canada's changing relationship with the United States from 1900 to the present;
CC1.04D - evaluate the impact on Canadian society of post-World War I urbanization and post-WW II population shifts to the suburbs;
CC2.01D - explain how and why developments in transportation and communication technology affected life during the twentieth century;
CC2.02D - demonstrate an understanding of the relationship between invention and economy;
CC2.05D - assess the scientific and technological innovations discovered or created by Canadian scientists and inventors;
CC2.06D - compare how Canadians worked during the industrial era with how they worked in the post-industrial era;
CH1.01D - assess the contributions of women's movement;
CH1.02D - research and evaluate the role of the labour movement in Canadian society;
CH2.02D - assess the contributions of selected individuals to the development of Canadian identity since World War I;
SP1.01D - assess Canada’s economic growth at the start of the twentieth century;
SP1.03D - compare economic conditions in the 1920s and 1930s and describe those conditions on Canadians;
SP1.05D - compare advantages and disadvantages of American participation in Canadian economy;
SP1.07D - assess the contributions made by Canadian industrialists to the development of the Canadian economy;
SP2.01D - research and describe role of early twentieth century pressure groups in promoting social support programs;
MH2.01D - use school and public libraries, resource centres, museums, historic sites and community and government resources effectively to gather information on Canadian history;
MH2.02D - use computer stored information and the Internet effectively to research Canadian history topics;
MH2.03D - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps;
MH3.01D - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.02D - distinguish between primary and secondary sources of information, demonstrate an understanding of how to use each appropriately in historical research;
MH4.02D - demonstrate competence in research and writing;
MH4.03D - express ideas and arguments in coherent manner during discussions and debates, or in graphic displays.
· Teachers consult with the teacher/librarian and any other teacher who may provide students with assistance in conducting research (e.g., Art, Technology, English, Music) to ensure that adequate resource material is available for student use.
· Teachers provide textbook, scrapbook, or video material in class for students to use for research.
· Teachers obtain the video Good Bright Days – 1919-1927 or a print resource, which gives an overview of the 1920s.
Students have defended a point of view, written in role, and conducted research in prior activities in this unit.
1. The teacher has students in pairs speculate on how Canadians might feel and what they might want to do just after enduring a crisis such as World War I. Each pair of students orally reports to the class and a composite list is created.
2. The teacher introduces the idea of giving a decade a name that alleges to reflect the prevailing mood of the times, and one of the names given to the 1920s was The Roaring Twenties. Students brainstorm as a group as to what this phrase means. Students record possible meanings of the term.
3. In small groups analyse pictures, headlines, song lyrics from 1919-29 to make inferences about events and the mood of Canadians. Example pictures and headlines might include the Winnipeg General Strike, labour unrest, returning soldiers, change in the role of women, the Person's Case, Laurier's death. Students speculate on how Canadians may have felt about these issues. Students compare their inferences from these events to the brainstorm list generated in Strategy 2 above.
4. Students view video Good Bright Days, or read a concise text overview of the 1920s. While viewing/reading, students complete a data collection sheet on the topics covered in the video/reading. e.g., returning soldiers, politicians, urbanization, technology, leisure/entertainment, women, foreign relations. Orally debrief data collected. Students generalize on the "mood" inferred in the video/reading. This will be used to introduce the topics for study in the Culminating Activity.
5. The teacher introduces the Culminating Activity. Students should be given the criteria of expectations and the evaluation tools to be used (see Appendix 1.5.1). Expert groups of three or four (depending on class size) are recommended.
|
Expert Group |
Areas of Research |
Personalities |
|
Consumerism and Abundance |
Products, fashion, commercials |
Eaton’s employee, advertising executive |
|
Entertainment |
Film, music, sport, dance |
Mary Pickford, The Dumbells, Elks Jazz Band, Percy Williams, Ethel Catherwood |
|
Inventors, Inventions, Entrepreneurs |
Automobiles, radio, snowmobile |
H. Ford, J. Bombardier, Ted Rogers, Herbert Holt |
|
The Arts |
Painting, literature, architecture |
Emily Carr, Stephen Leacock, Mazo de La Roche |
|
Social Issues/policies |
Prohibition, bootlegging, gangsters, Aboriginal status |
Rocco Perri, Besse Starkman |
|
Women’s Rights |
Suffrage, “Person’s Case”, representation, work, Woman’s Christian Temperance Union (WCTU) |
Nellie McClung, Emily Murphy, member of Coloured Women’s Club of Montreal |
|
Lifestyles |
Life in the city and the country |
City mayor, farmer, Aboriginal or person of colour, young person, child, parent |
|
Economy: workers and management |
Winnipeg General Strike, mining, pulp and paper, banking |
Striker, bank manager, fisherman, rail worker |
|
Hosts |
Introduce the show, the segments and do a closing |
|
Radio show: Each student in an expert group conducts research on the topic. After research is completed, students collaborate to write the script for their segment of the radio show. The content of the script includes an overview of key elements of their topic, an interview with a significant individual relevant to their topic, an analysis of whether the Twenties “roared” and an assessment of the extent to which Canada echoed the United States or had a distinct quality.
The hosts or emcees will write a script to introduce the show, consult with expert groups to write an introduction for each segment and prepare a summary of the presentations which clearly indicates their point of view on the issues of "roaring" and American influence. The hosts will conclude by inviting the listeners to submit a response to the viewpoints expressed in the program. This response, of 200 words, clearly expresses their position on the following questions: Did the 1920s roar? Did Canada have a distinct expression of the mood of the 1920s or did it echo the United States? While watching the radio show, students fill in a data collection chart such as follows:
|
Topic |
Facts/Evidence |
Personality role |
Viewpoint on “roaring” and US influence |
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Students can be given time to question other group members before beginning their essay in which they justify their position.
6. Students write and submit response using the guidelines for the argumentative paragraph/essay.
7. Students need to reflect on their learning and make decisions on material to add to their My Canada Folder. Expanded discussion on the role of the folder is advised here as it will be assessed throughout the course. Review the checklist with the class, clarify, and give examples where necessary. At this point, in particular, direct students to identify aspects of Canadian identity that emerged in the unit and events or people that they would judge to be defining.
8. Students should reflect on their learning after each culminating unit activity by using a holistic rubric, Appendix 1.5.2 – Reflective Learning.
5. Summative teacher evaluation of Radio Show using Radio Show – Appendix 1.5.1.
6. Summative teacher evaluation of radio show response paper using Argumentative Paragraph/Essay – Appendix 1.1.2.
7. Formative teacher assessment of My Canada Folder using My Canada Folder Tracking Sheet – Appendix 1.1.5.
· Written material may be altered for students with reading difficulties. Scribing or audio taping could be used.
· Teacher or peer tutor assistance may be used in research.
· Length of written work may be altered for students with writing difficulties. IEPs may require students to work with Special Ed. Teacher/Resource teacher for monitoring of written assignments such as essays.
· Expectations for and the checklist for My Canada Folder could to be given to Special Ed/ Resource Teachers who will be monitoring the IEPs of your students.
a variety of texts
Alexander, Ken. Towards Freedom: The African-Canadian Experience. Toronto: Umbrella Press, 1996.
Bondy, Robert. The Confident Years: Canada in the 1920s. Scarborough: Prentice-Hall, 1978.
Jarvis, G., et al. Decades: Forces of Change, 1896-1960. Scarborough: Prentice-Hall, 1996.
Non-print
Good Bright Days. NFB.
Women in Canadian History
http://library.usask.ca/herstory/herstory.html.
http://nellie.epsb.net/pages/nmclinks.htm
The Famous 5 Foundation-Person’s
case
www.canuck.com/famous5/html/person_s_case.html
http://web.idirect.com/~ccrc/ROARING TWENTIES.html
Sports in Canada: an important part of
our heritage
www.heritageproject.ca/learning/minute/sports/default.htm
|
Date:____ Time:____ |
Volunteers information for others. |
Contributes information or ideas when called upon. |
Questions the ideas of others. |
Modifies views when faced with new or conflicting evidence. |
Considers facts before reaching conclusions. |
Shows respect for ideas of others. |
Supports ideas and observations with facts or details. |
Listens to others' views without interrupting. |
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Adapted from Making The Grade, O.S.S.T.F., 1987
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Criteria |
weighting |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Structure-Introduction - introduces main points |
|
- simple
opening statement |
- thesis
stated but unclear |
- thesis is
stated but somewhat unclear |
- thesis is
precisely stated |
|
Structure-Conclusion |
|
- abrupt
ending; limited summarizing of main points |
- thesis
summarized but unclear |
- thesis
summarized but somewhat unclear |
- thesis
clearly summarized |
|
Supporting Reasons or Arguments |
|
- arguments
are unrelated |
- arguments
are unclear and not logically related to the main idea |
- arguments
are usually clear and logically related to the main idea |
- arguments
are quite clear and logically related to the main idea |
|
Evidence and Examples |
|
- limited
support of points, evidence mostly irrelevant |
- some points
have been supported, some evidence not relevant |
- most points
have been supported with relevant evidence |
- each point
has been supported with relevant evidence |
|
Mechanics of Writing |
|
- grammar and
spelling used with limited accuracy and effectiveness |
- grammar and
spelling used with some accuracy and effectiveness |
- grammar and
spelling used with considerable accuracy and effectiveness |
- correct
grammar and spelling used with accuracy and effectiveness almost all of the
time |
|
Additional Criteria |
|
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Comments and Suggestions for
Improvement |
|||||
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
The following is a version of the COMPLEX PRESENTATION rubric.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Clear expression of ideas |
- communicates information as isolated pieces in a random fashion |
- communicates important information but not a clear theme or overall structure |
- clearly communicates main ideas or theme |
- clearly and effectively communicates ideas, themes or viewpoint |
|
Provision of supporting evidence |
- defining moment unclear with few supporting details |
- defining moments apparent but unclear at times. Some supporting detail |
- clear defining moment presented with solid detail |
- clear defining moment presented supported by rich persuasive detail |
|
Establishing relationships and
connections |
- little effort to justify the selection of a defining moment |
- justification of defining moment minimal with little evidence |
- some evidence presented to justify selection of moment based on studies from earlier parts of course |
- specific evidence presented to justify selection of moment based on studies from earlier parts of the course |
|
Communication appropriate to
media/final product format |
- limited effort for presentation is
shown; limited attention paid to language and style |
- some attention to language style
|
- effort and thoughtful preparation clearly shown
|
- presentation is smooth and presenters appear well rehearsed
|
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
This folder belongs to: Date:
|
Criteria |
Unit ______ |
Comments |
|
Defining Moments identified |
1. Yes 1. No |
|
|
Reflections 2. Demonstrate insight into chosen events defining nature |
2. no reflections 2. limited insight 2. some insight 2. thorough insight |
|
|
Research Notes 3. Accurate and detailed notes taken |
3. none 3. limited 3. some 3. thorough |
|
|
Sources 4. Variety of primary and secondary sources (print and electronic) |
4. none 4. limited 4. some 4. considerable |
|
|
Organization 5. Placement of material in portfolio |
5. none 5. fair 5. good 5. excellent |
|
|
Appearance 6.Presentation of portfolio |
6. limited effort 6. some effort 6. good effort 6. professional effort |
|
Note: Please include this sheet in your My Canada Folder
|
Unit Criteria |
1 |
2 |
3 |
4 |
5 |
6 |
|
Defining Moments Identified |
Yes |
Yes |
Yes |
Yes |
Yes |
Yes |
|
Reflections |
none |
none |
none |
none |
none |
none |
|
Research |
none |
none |
none |
none |
none |
none |
|
Sources |
none |
none some |
none |
none |
none |
none |
|
Organization |
none |
none |
none |
none |
none excellent |
none |
|
Appearances |
limited |
limited |
limited |
limited |
limited |
limited |
The following rubric, adapted from The Essentials Project, Toronto District School Board, deals with written role-taking for purposes of an empathetic reconstruction of the past. Rubrics which involve role-playing primarily for dramatic or literary purposes would have some but not all of the criteria used in this rubric.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Evidence of historical argument |
- little evidence of analysis (e.g., cause-effect relationships) displayed |
- some evidence of analysis of situation shown with a mix of personal and historical detail |
- evidence of analysis shown and the reader/listener can distinguish between historical and personal details presented |
- arguments presented in presentation balance personal and historical details and analysis clearly to the reader/listener |
|
Understanding of historical context |
- references are contemporary; role not clearly set in past |
- some evidence that role is in an historical context |
- role clearly viewed as being part of a particular time and place with considerable knowledge of topic |
- role consistently viewed as being part of a particular time and place using rich detail to describe historical context |
|
Assumption of role |
- limited attempt to be in role |
- attempt to be in role clearly seen, though the role-taking may not be consistent |
- role-taking is consistent |
- role-taking is consistent and personal so that the reader/listener feel “transported back in time” |
|
Organization of presentation/ |
- limited effort to organize so that communication lacks coherence |
- some organization shown with conventions of speech and writing are observed at least some of the time |
- organization shown with conventions of speech and writing are observed most of the time |
- organization is clear and conventions of oral and written communication consistently observed |
|
Persuasiveness |
- little sense of audience shown, little impact |
- some sense of audience shown with some impact |
- product has impact on audience |
- product engages audience and is believable |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Working toward achievement of group
goals |
- limited evidence of commitment towards group goals |
- communicates commitment to group goals; some participation in assigned roles is evident |
- communicates commitment to group goals and effectively carries out assigned roles |
- actively identifies group goals and works effectively to meet them |
|
Effective demonstration of
interpersonal skills |
- limited participation in group interactions, even when prompted or demonstrates insensitivity to feelings or knowledge base of others |
- participates in group interactions when prompted or expresses ideas and opinions with moderate consideration for feelings or knowledge base of others |
- participates in group interactions without prompting or expresses ideas and opinions with sensitivity to feelings or knowledge base of others |
- actively promotes effective group interaction and the expression of ideas and opinions that is sensitive to the feelings and knowledge base of others |
|
Contributions to group maintenance |
- limited attempt to identify changes necessary to the group process even when prompted or refuses to work toward carrying out these changes |
- when prompted, helps identify needed changes to group process or is only moderately involved in carrying out changes |
- helps identify changes or modifications needed to carry out group process and works toward carrying out these changes |
- actively helps the group to identify changes or modifications needed to carry out group process and works toward carrying out these changes |
|
Effective performance of group roles |
- accepts few opportunities or requests to perform more than one role in the group |
- makes some attempt to perform more than one role in their group with moderate success with additional roles |
- effectively performs two roles within the group |
- effectively performs a variety of roles within the group |
* Any rubric for group work effectiveness comes into play for complex projects in which groups work over a lengthy period of time. Such rubrics can be used for teacher, self and peer assessment with the appropriate teaching, modelling, practice, and reflection.
Rubrics are inappropriate for simpler group tasks of short duration. In such cases, teacher might wish to use a checklist based on the above criteria or use criteria from the Observational Checklist for Assessing Group Discussions - Appendix 1.1.1).
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Clear expression of ideas |
- communicates information as isolated pieces in a random fashion |
- communicates important information but not a clear theme or overall structure |
- clearly communicates main idea, theme or point of view |
- clearly and effectively communicates main idea, theme, or viewpoint to audience. |
|
Presentation of a point of view |
- limited evidence of a point of view |
- point of view apparent but unclear at times |
- clear point of view |
- provides support of point of view using rich or persuasive detail |
|
Evidence of Research |
- little evidence of research in product |
- text and/or symbols show some evidence of research |
- text and symbols show clear evidence of research |
- text and symbols show evidence of considerable research |
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Effective use of colour ,symbols and
graphics |
- colour and/or symbols and graphics unclear |
- colours and/or symbols and graphics not clearly supportive of the theme |
- colours and/or symbols and graphics support theme of poster |
- the message or purpose is obvious to the audience through the use of colour and symbols |
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Effective use of text and/or captions |
- text minimally displayed and purpose unclear |
- text is clearly displayed but does not support theme or message |
- text supports the purpose of the poster |
- text or caption delivers the message with impact |
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Overall impact and creativity |
- limited effort in presentation is shown; visuals and texts do not match each other in quality; limited innovation and appeal to the eye |
- visuals and texts are clear though their connection may not be obvious to the audience; design may show a hint of the unusual or innovative |
- effort and thoughtful preparation clearly shown with elements of innovation in the caption or in the visual components |
- the combination of visuals and text make for an eye-catching design with powerful impact |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
The Story of Casey
In September Casey drove through an intersection and was killed in a car crash. The police officer investigating the accident noted the night fog and wet, slippery road on the report. Casey had left the party at 2:00 am in an agitated state, but none of the friends at the party attempted to stop Casey from getting behind the wheel. Casey had recently failed university. That failure really disappointed Casey’s betrothed and they broke off their engagement.
What caused Casey’s accident? Explain at least three reasons in detail.
What were the “indirect” causes of the accident?
What was the “direct” cause of the accident?
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Questions to consider |
Student Response |
Teacher Check |
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Who put the page together? |
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What is the background, credentials or authority of the page author? |
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Is the information fact or opinion/inference? |
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Is there a distinct point of view or bias and are there multiple perspectives and a reasonable balance? |
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Is the information primary or secondary? Both? |
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Can the information be verified? |
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Is the information relevant to your search? |
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Do you need additional information? |
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Are there links to other relevant sites? |
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This rubric is an adaptation of the Complex Presentation rubric (see Civics Profile) and takes into account criteria for presentations using a variety of media. This assessment should be combined with the Group Work Effectiveness Rubric – Appendix 1.2.2.
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Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Clear expression of ideas |
- communicates information as isolated pieces in a random fashion |
- communicates important information but not a clear theme or overall structure |
- clearly communicates main idea or theme |
- clearly and effectively communicates main idea, theme, or viewpoint |
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Presentation of a point of view |
- limited evidence of point of view |
- point of view apparent but unclear at times |
- clear point of view |
- provides support of point of view using rich or persuasive detail |
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Scripting |
- script is limited; topics relevant to period but not dealt with in any detail |
- script relates to content of assignment though it is not complete nor completely accurate |
- script is complete and accurate with considerable knowledge of topics |
- script is complete with few errors; topics are thoroughly treated |
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Communication appropriate to
media/final product format |
- limited attention paid to language and style; limited effort to dramatize or match the conventions of radio shows |
- some attention to language and style; clear effort to dramatize or match the conventions of radio shows though it may not be consistently applied |
- effort and thoughtful preparation clearly shown; sounds like a radio show |
- presentation appears well rehearsed; media used creatively (e.g., use of humor, pitch, and dramatic pacing) |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
As students are expected to learn through practice and apply their learning early in courses to culminating activities and end-of-course culminating activities, especially in the history courses, teachers and students might used the following as s reflective/self-assessment tool throughout.
Blended criteria include: Achievement Categories: major stresses indicated
· awareness of own thinking Thinking/Inquiry and Application (T/I and A)
· makes effective plans Application and Thinking/Inquiry (A and T/I)
· evaluates effectiveness of own actions Application and Thinking/Inquiry (A and T/I)
Level 4
Student can explain in detail the thinking s/he went through in completing the task. They can make precise plans, carry these out, and can demonstrate positive reactions to feedback from teachers and peers. Consistently search for quality.
Level 3
Student can explain the thinking s/he went through in completing the task. They can make plans, carry out most of the subtasks, and can adjust actions in response to feedback from teachers and peers. Is aware of need for quality.
Level 2
Student can explain in vague terms the thinking s/he went through in completing the task. They can make plans though these are usually vague and general with little understanding of how to carry them out. Has difficulty accepting or recognizing some important sources of feedback. May resist suggestions.
Level 1
Cannot describe how performance has or can be improved. Makes little effort to identify goals or respond to feedback.
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.