Course Profile Canadian History in the
Twentieth Century, Grade 10, Applied, Catholic
Unit 1: 1900-1928 – Forming an Identity in a New Century
Unit Developer: John Ruypers, London District Catholic School Board
In this unit students are introduced to the methods of historical inquiry and to some of the major challenges Canada faced in the period 1900–1928. Students examine the development of a Canadian identity through the contributions of various individuals and groups, within Canada and without. Issues such as immigration, technological change, French-English relations, conscription, the role of women in society, and the impact of changes in the economy are studied and discussed. Students respond to moral issues in the light of Gospel values. A student-created scrapbook for the period 1900-1928 is the unit's culminating activity.
Ontario Catholic School Graduate Expectations: CGE1d, 1h, 1i, 2c, 2e, 3b, 3d, 3f, 4a, 4f, 5a, 5e, 7f, 7g, 7h.
Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations: CGV.01, CGV.02, CGV.03, CGV.04, CCV.02, CCV.03, CHV.01, CHV.02, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.
Specific Expectations: CG2.01, CG2.03, CG3.02, CG4.01, CG4.03, CG4.04, CC1.01, CC1.03, CC2.02, CC2.03, CC2.04, CC3.01, CH1.01, CH1.02, CH2.01, CH2.03, SP1.01, SP1.03, SP2.01, SP2.03, MI1.01, MI1.02, MI2.01, MI2.02, MI2.03, MI2.04, MI3.01, MI3.02, MI3.03, MI3.04.
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Activity 1 |
What is History? |
60 minutes |
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Activity 2 |
Canadian Society in the Early years of the twentieth Century |
150 minutes |
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Activity 3 |
Canada’s Involvement in World War I |
240 minutes |
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Activity 4 |
Canada’s Identity in World War I and the 1920s |
240 minutes |
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Activity 5 |
Changes in the Canadian Economy: 1919-1928 |
260 minutes |
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Activity 6 |
Changes in Canadian Life: 1919-1928 |
250 minutes |
· The expectations contained in the Grades 7 and 8 History Curriculum, including inquiry, research, and communication skills.
· Instructions in the use of the Internet, including the school policy regarding the use of the Internet.
· Ensure that pictures of historical events and personalities are present in the classroom for Activity 1.
· Contact teacher - librarian to co-plan the activities described in this unit.
· Find samples of primary sources from the 1900-1914 time period for Activity 2.
· Be prepared to introduce and explain the culminating activity as it is described in Activity 2.
· Find a blank map of Europe 1914 and prepare one overhead map of the same.
· Check on availability of World War I web sites before assigning them to students
· Check Individual Education Plans (IEPs) for identified pupils
· Review specific Catholic faith sources for use in Activities 2, 3, and 5.
· Whole group: brainstorming, discussing, analysing, probe questioning, note-taking
· Small group: brainstorming, researching, collaborative learning, presenting, computer-assisted learning
· Individual: interpretive writing requiring critical analysis, response writing, computer-assisted learning, role-playing, map-making, oral reporting
Diagnostic and Formative Assessment: anecdotal notes, checklists, probe questioning, informal observations, rubrics, student-teacher conferences, parent-teacher conferences, roving conferences
Summative Evaluation: rubrics, rating scales, pen and paper tests
Approved textbooks
Bondy, Robert J. and William C. Mattys. The Confident Years: Canada in the 1920s Canadiana Scrapbook. Scarborough, Ontario: Prentice Hall, 1978.
Broadfoot, Barry. Pioneer Years. Toronto: Doubleday, 1976.
Bruce, Jean. The Last Best West. Toronto: Fitzhenry and Whiteside, 1976.
Canadian Encyclopedia. Edmonton: Hurtig Publishing, 1988.
Canadian Oxford School Atlas 7th edition. Quentin Stanford, ed. Toronto: Oxford University Press, 1998.
Catechism of the Catholic Church. Toronto: Doubleday, 1995.
Do Justice! The Social Teaching of the Canadian Catholic Bishops. Editor E.F. Sheridan. Toronto: Pauline Press, 1987.
Fairbairn, Douglas and Graham Brown. A Nation Beckons: Canada 1896-1914 Canadiana Scrapbook. Scarborough, Ontario: Prentice Hall, 1978.
Robertson, Heather. Salt of the Earth. Toronto: James Lorimer, 1974.
Santor, Donald M. Canadians at War 1914-1918 Canadiana Scrapbook. Scarborough, Ontario: Prentice Hall, 1978.
Battle of Vimy Ridge. National Film Board. 4 volume set. 25 minutes each video.
The Kid Who Couldn’t Miss (Billy Bishop). National Film Board. 58 minutes.
World War I: Canada’s Role. Burnaby, BC: Classroom Video. 28 minutes.
Web Sites
Cited in activities
Time: 60 minutes
Students brainstorm “what is history”. They base their answers on their personal knowledge and on the visual materials on display in the classroom. Students create categories of history and observe the wide scope of history. Each student becomes aware of the personal nature of history by writing a paragraph describing an event or events in his or her personal life. Working from the content of the paragraph, each student becomes more aware of the concepts of cause-and-effect and point of view.
Ontario Catholic School Graduate Expectations: CGE5e.
Strand(s): Methods of Historical Inquiry
Overall Expectations: MIV.01.
Specific Expectations
MI1.01 - use terms related to historical organization and inquiry correctly (e.g., chronology, cause and effect, short- and long-term consequences, interpretation);
MI2.03 - record and organize information effectively;
MI4.03 - express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays.
· Have visual depictions of historical events and/or historical artifacts present in the room.
· From the Grades 7 and 8 curriculum, students have a knowledge of Canadian history prior to the early 20th century. Students know how to categorize lists and how to write a paragraph.
· From the Grades 7 and 8 curriculum, students have an understanding of points of view about an historical issue and an understanding of causation.
1. The students generate a list of words and phrases to describe “what is history”. The teacher may record the words on the board or on an overhead. The teacher may wish to encourage students to search for a wide variety of words and phrases. Students may be encouraged in their word searches by historical pictures provided by the teacher. There should be enough variety so that the words and phrases may be grouped into categories such as political, social (including sports and dress fashions), military, religious (including the history of the Catholic Church), economic, scientific, and personal. Students group the list of words into categories. By means of this exercise, students become aware of the wide scope of history.
2. History may be viewed as a series of stories. Everyone has a story or a history. The teacher may tell the students a story from his or her life. Each student writes a paragraph describing a “story” from his or her life. The story may be from any part of the student’s life, but must include a cause-and-effect sequence. The story is read only by the teacher and not by the rest of the class.
3. History studies change and change involves cause-and-effect relationships. The teacher reviews the concept of cause-and-effect relationships. The teacher asks the students to present examples of cause-and-effect and examples of multiple causation. The best examples are listed on the board or overhead.
4. The teacher reviews the concept of point of view or bias. The teacher asks the students to present examples of events in which there is more than one point of view. The best examples are listed on the board or overhead.
5. After completing their personal story, each student writes down an example of cause-and-effect found in the personal story. Each student also rewrites the episode(s) described in the story from a different point of view.
6. After a review of the expectations related to Grade 10 History, students write down their individual goals related to this course.
· Informal teacher assessment of categories to ensure completeness and accuracy
· Informal teacher assessment of students’ understanding of concepts such as cause-and-effect, bias, and point of view during classroom discussions. Teacher observations are recorded in anecdotal notes.
· Diagnostic and formative assessment of each of the written stories using the following criteria: content, writing style, the ability to demonstrate an understanding of cause-and-effect and point of view. See Appendix 1.1.1 – A Checklist for the Student Paragraphs.
· Diagnostic assessment of students’ written goals related to the course
· For students with writing difficulties, teacher or peer tutor assistance may be necessary in writing the paragraph. Help may be given in spelling, agreement of subject and verb, verb tenses, thought sequences expressed in complete sentences, and links between sentences. An outline of the paragraph may be provided.
· Some students may need the use of a word processor to complete their paragraphs.
· Some students may need more than the average class time to complete their written paragraphs.
Pictures of historical events
Student name: _________________________________________
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Knowledge or Skill exhibited: |
Low Degree |
Mid-Degree |
High Degree |
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The student uses appropriate content. |
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The student uses a grammatically correct writing style. |
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The student is able to identify cause-and-effect. |
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The student is able to demonstrate a different point of view. |
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Suggestions for improvements: |
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Time: 150 minutes
Students are introduced to primary and secondary historical sources from the period 1900-1914. Students learn to distinguish between fact and inference in primary and secondary sources. They learn to draw conclusions based on adequate and relevant supporting evidence. Students learn about Canada’s identity at the beginning of the twentieth century. They identify major groups who immigrated to Canada and describe significant factors that led to their decisions to emigrate. They discuss attitudes toward immigrants to Canada based on the teaching of the Catholic Church. Students describe Canada’s economic growth at the start of the twentieth century. They are introduced to the unit’s culminating activity: a scrapbook depicting life in Canada during the first 28 years of the twentieth century.
Ontario Catholic School Graduate Expectations: CGE2c, 7f.
Strand(s): Methods of Historical Inquiry; Change and Continuity; Social, Economic, and Political Structures
Overall Expectations: CCV.01, SPV.01, MIV.03, MIV.04.
Specific Expectations
CC1.01 - identify the major groups that have immigrated to Canada from 1900 to the present and describe significant factors that led to their decisions to immigrate;
SP1.01 - describe Canada’s economic growth at the start of the twentieth century;
MI1.01 - use terms related to historical organization and inquiry correctly;
MI1.02 - use who, what, where, when, why and how questions effectively when researching historical topics and issues;
MI3.02 - distinguish between primary and secondary sources of information, and use both appropriately in historical research;
MI3.03 - distinguish between fact and inference in primary and secondary sources;
MI3.04 - demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence.
· Obtain samples of primary sources from the 1900-1914 time period. Attempt to find photographs of pioneer immigrants in this time period. Find examples of advertising posters for immigrants to Western Canada and photographs or written statements describing economic growth in the early twentieth century. Provide examples of factual material and opinion material. Some sources may be found in textbooks and in the scrapbook A Nation Beckons: Canada 1896-1914. Others may be found in books such as Barry Broadfoot’s The Pioneer Years, Jean Bruce’s The Last Best West, and Heather Robertson’s Salt of the Earth.
From the Grades 7 and 8 curriculum, it is expected that the students have an understanding of primary sources and the difference between historical fact and opinion. Students also have general understanding of the Laurier period based on the Grade 8 curriculum.
1. Students, in small groups of two or three, examine selected primary sources from 1900-1914. The primary sources are prepared by the teacher and may include newspaper stories, journal entries, letters, photographs, and advertisements from the period. Students analyse the sources. They list factual material and opinion material they have found in the sources.
2. After examining the primary sources, students are asked to distinguish between a primary source and a secondary source.
3. A representative from each group informs the class about what information his or her group has learned by examining the selected primary sources from the 1900-1914 time period. The teacher summarizes the conclusions in writing on the board. All students copy the board notes.
4. Students complete a chart (Appendix 1.2.1) in which they describe various immigrant groups and the reasons (e.g., push and pull factors) why the groups came to Canada in the early twentieth century. Students complete the chart by performing research in textbooks and other sources. Among the groups to be researched are Ukrainians, the Japanese, the Polish, Germans, the Doukhobors, and the Hutterites. Working with criteria such as neatness, accuracy, and completeness, each students does a self-assessment of his/her chart on Immigration to Canada in the Early Twentieth Century.
5. Students examine the following statement from the Catechism of the Catholic Church: “ The more prosperous nations are obliged, to the extent they are able, to welcome the foreigner in search of the security and the means of livelihood which he cannot find in his country of origin” [Section 2241]. The teacher also refers to Do Justice!, Document 39 which contains the Canadian Catholic Bishops’ statement on immigration. The class discusses the following statement: God “intends the earth and all it contains for the use of every human being and people” [Do Justice!, page 272]. The class reflects upon the Gospel value to help our fellow human beings who are in need. Students discuss to what extent Canada’s immigration policies in the early 20th century and today are in keeping with the teaching of the Catholic Church.
6. Students create their own charts to depict Canadian economic growth at the start of the twentieth century. Material is found in textbook and/or teacher-created documents. Students may use the following headings in their charts: agriculture (various types), mining, forestry, railways, electricity, and manufacturing. The charts should illustrate Canadian growth under each of the headings in the period 1900-1914.
7. Students are introduced to the unit’s culminating activity. In this activity, students produce a scrapbook depicting Canada in the first 28 years of the twentieth century. Students are asked to perform the following tasks: write a two-paragraph report on a Canadian prime minister; write a one-paragraph profile of one other important person and his/her contributions to Canada; create a timeline which lists twenty important Canadian events; find three photographs, and produce a written paragraph to explain the importance of each picture; explain in pictures, charts, and/or words an important change in technology; explain in a minimum of one paragraph one cause-and-effect relationship; make a comparison between an event, person, or group in the 1900-1928 time period and an event, person, or group in the present time period; correctly document the sources of their research; use at least one computer database and one library book in their research; identify a primary source and a secondary source. Students are given a checklist for the culminating activity to ensure that they are aware of all tasks required in the completion of the project (see Appendix 1.2.2). The students are also given a copy of Rubric for the 1900-1928 Scrapbook (Appendix 1.2.3) so that they are cognizant of the four achievement levels and the criteria by which they are evaluated.
· Roving conference by the teacher to ensure the students are on task while in small groups and to aid students with any concerns they may have.
· Informal teacher assessment using probe questions to collect evidence of the individual student’s understanding of the difference between fact and opinion and the difference between a primary and secondary source. The teacher checks students’ notes for completeness and accuracy. Anecdotal notes are made by the teacher when necessary.
· Student self-assessment of the immigration chart. Student uses the criteria of neatness, accuracy, and completeness. Teacher does a diagnostic assessment of the immigration chart.
· Informal teacher assessment of students’ understanding and application of Catholic values by using probe questions during the class discussion.
· Formative teacher assessment of the student economic growth charts. The teacher uses a checklist to record accuracy and completeness in the charts.
· The teacher, peer helpers, and/or peer tutors need to circulate through the groups to help students with terminology and to ask appropriate questions to cue and prompt students in the correct direction.
· ESL students and students with special needs require specific help with vocabulary words. Students require detailed explanations on the meaning of factual material, opinion material, primary sources, and push and pull factors.
Approved Textbooks.
Catechism of the Catholic Church [Section 2241]
Do Justice!, pp. 271-274.
Primary sources may be found in the following resources: A Nation Beckons: Canada 1896-1914 Canadiana Scrapbook, Barry Broadfoot’s The Pioneer Years, and Jean Bruce’s The Last Best West.
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Immigrant Group |
Reasons for Leaving Homeland |
Reasons for Coming to Canada |
Place of Settlement in Canada |
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Ukrainians |
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Japanese |
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Polish |
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Germans |
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Doukhobors |
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Hutterites |
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Task to be completed in the 1900-1928 Scrapbook |
Check |
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A timeline depicting twenty important events in the period 1900-1928. Do your best to stretch the timeline over as many years as possible |
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A first picture and a one-paragraph written explanation of the importance of the picture |
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A second picture and a one-paragraph written explanation of the importance of the picture |
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A third picture and a one-paragraph written explanation of the importance of the picture |
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A two-paragraph report on the accomplishments of one of the following prime ministers: Wilfrid Laurier, Robert Borden, or William Lyon Mackenzie King |
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One or two paragraphs which explain a cause-and-effect relationship in the 1900-1928 time period |
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An explanation in picture, chart, and/or words of an important change in technology in the 1900-1928 time period |
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A one-paragraph description of an important Canadian (aside from a prime minister) in the 1900-1928 time period. The paragraph should explain what important contribution was made to Canada by this person. |
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A one-paragraph comparison of a person, group, or event in the 1900-1928 time period and a person, group, or event in our present time period |
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The identification of one primary source |
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The identification of one secondary source |
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The use of one library book |
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The use of one computer database source |
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Criteria |
Level 1 |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Ability to
select important dates and events and to place them on a timeline in
chronological order |
- a few dates
and events were selected and some were placed in chronological order |
- some events
and dates were selected and placed in chronological order |
- twenty
important events were selected and placed on the timeline effectively |
- twenty
important events were selected and placed on the timeline very effectively |
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Ability to
draw conclusions based on relevant pictures or photographs from the 1900-1928
time period |
- few
conclusions were drawn - selected
pictures had limited relevance |
- some
conclusions were drawn - selected
pictures had some relevance |
- good
conclusions were effectively drawn - selected
pictures were relevant |
- good
conclusions were very effectively drawn - selected
pictures were very relevant |
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Ability to
research information about a prime minister and another Canadian personality
in the 1900-1928 time period |
- research was
limited -
interpretation of the researched material was limited |
- research was
moderate -
interpretation of the researched material was moderate |
- research was
considerable -
interpretation of the researched material was good |
- research was
very considerable -
interpretation of the researched material was very good |
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Ability to
communicate in written paragraph form in the scrapbook |
- written
communication demonstrated limited effectiveness |
- written
communication demonstrated some effectiveness |
- written
communication demonstrated considerable effectiveness |
- written
communication demonstrated a high degree of effectiveness |
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Ability to
apply the concept of cause-and-effect to a situation in the 1900-1928 time
period |
- the
application of the concept demonstrated limited effectiveness |
- the
application of the concept demonstrated moderate effectiveness |
- the application
of the concept demonstrated considerable effectiveness |
- the
application of the concept demonstrated a high degree of effectiveness |
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Ability to
distinguish between a primary source and a secondary source of information |
- a limited
knowledge of the terms primary and secondary sources was demonstrated |
- some
knowledge of the terms primary and secondary sources was demonstrated |
- considerable
knowledge of the terms primary and secondary sources was demonstrated |
- thorough
knowledge of the terms primary and secondary sources was demonstrated |
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Ability to
make a comparison between a person, group, or event in the 1900-1928 time
period and a person, group, or event in the present time period |
- the
comparison demonstrated limited effectiveness |
- the
comparison demonstrated moderate effectiveness |
- the
comparison demonstrated considerable effectiveness |
- the
comparison demonstrated a high degree of effectiveness |
Overall Level: Student
Name:
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: 240 minutes
In this activity students study Canada’s involvement in the global community. They investigate how outside forces and events have influenced Canada’s policies. In the light of Gospel values, students discuss technological changes in warfare and the ethics of warfare. The students come to a better understanding of causation by examining the difference between a remote and an immediate cause.
Ontario Catholic School Graduate Expectations: CGE2a, 3f.
Strand(s): Communities: Local, National, and Global; Change and Continuity; Methods of Historical Inquiry
Overall Expectations: CGV.02, CCV.02, MIV.01, MIV.02.
Specific Expectations
CG2.03 - describe 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;
CC2.03 - describe the technological innovations that have changed the way war has been fought in the twentieth century;
MI1.01 - use terms related to historical organization and inquiry correctly (e.g., chronology, cause-and-effect, short- and long-term consequences, interpretation);
MI1.02 - use who, what, where, when, why, and how questions effectively when researching historical topics and issues;
MI2.02 - use technology (e.g., computer databases, Internet) effectively when researching Canadian history topics;
MI2.03 - record and organize information effectively using notes, lists, concepts, webs, timelines, organizers, charts, maps, graphs, and mind maps.
· In preparing to discuss the causes of World War I, the teacher needs to be aware that some students may not be familiar with a number of key terms. The teacher should plan to explain terms such as terrorism, colony, alliance, ultimatum, and mobilization by using examples and analogies. For example, the class may be asked to brainstorm examples of terrorism in today’s world and to discuss those examples.
· Prepare a blank map of Europe, 1914 for student use and an overhead map for teacher use.
· In conjunction with the teacher-librarian develop a strategy to teach students about the use of the Internet for research purposes.
· Preview World War I web sites to aid students in their guided research.
The students need to know some background information about Canada’s history as a colony of Great Britain and the role of Britain in the political life of Canada. The students need this knowledge in order to understand the reasons why Canada entered World War I. The students have general knowledge of Canada’s participation in World War I from the Grade 8 curriculum.
1. To fully understand Canada’s participation in World War I, students research the causes of World War I in Europe by using textbooks and other sources such as computer databases and the Internet.
2. Students are introduced to the concept of the difference between a remote cause and an immediate cause. The teacher may tell a story or anecdote from his/her personal life to illustrate the difference between a remote and immediate cause. The teacher illustrates the concepts on the board using a mind map. By the use of a mind web diagram, the students are also made aware of the multiplicity of causes related to the start of World War I.
3. The teacher distributes a blank map of Europe in 1914. On the map, students fill in the appropriate names of the countries involved in World War I. Then the students colour code the countries of the Triple Entente and the Triple Alliance. With teacher guidance, the students draw in the Western Front of World War I and label it.
4. Using the Socratic method and an overhead map of Europe in World War I, the teacher reviews the remote and immediate causes of World War I. The teacher may draw symbols and arrows on the overhead map to indicate troop movements and events. Students complete notes on the remote and immediate causes of World War I.
5. The teacher discusses with the class the importance of the historical connection between Britain and Canada. The class reviews prior knowledge of Canada as a colony of Britain. The class is made aware of the “people” connection between Canada and Britain: in 1914, many Canadians had relatives living in Great Britain. The class discusses the question whether or not Canada should have entered World War I.
6. As part of this discussion, students should examine the Just War theory. 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. In the light of Gospel values, students reflect on what moral laws should be followed in time of warfare. The teacher may refer to Sections 2312-2314 in the Catechism of the Catholic Church. The class also debates the issue of which country (or countries) was most responsible for the start of World War I.
7. Students perform research in textbooks, library books, Internet, and encyclopedias on the technological innovations of World War I: the machine gun, the airplane, the tank, and poisoned gas. The students describe in written, pictorial, and oral fashion some of the technological innovations used in World War I.
8. The teacher prepares a worksheet which presents students with questions related to most of the material covered in Activity 3. A sample worksheet is found in Appendix 1.3.1.
· Formative teacher assessment using a roving conference technique to make certain that student notes on the causes of World War I are accurate and complete. The teacher may use a checklist or anecdotal notes to record observations.
· Formative teacher assessment of students’ maps using criteria of neatness, accuracy, and completion
· Formative teacher assessment using a roving conference technique to make certain that student notes on remote and immediate causes are accurate and complete. The teacher uses a checklist or anecdotal notes to record observations.
· Informal teacher assessment of student understanding and application of Catholic values related to warfare by using probe questions during class discussion
· Informal teacher assessment using probe questions to determine students’ understanding of technological innovations during World War I
· Summative teacher evaluation of student answers on the worksheet
· Pair students to assist with tasks such as Internet research.
· Prepare an outline to assist students with note taking.
The Aerodrome: Aces and
Aircraft of World War I.
Catechism of the Catholic Church [Section 2309]
The Dominion Institute
http://www.dominion.ca
The Great War and the Shaping
of the 20th Century.
Santor, Donald M. Canadians at War 1914-1918 Canadiana Scrapbook. Scarborough: Prentice Hall, 1978.
Textbooks and Atlases
World War I: Canada’s Role. Classroom Video. Burnaby, British Columbia.
Student’s name:_________________________________
Please answer the questions in the spaces provided on this sheet.
1. Describe one of the remote causes of World War I:
2. Explain what is meant by a “terrorist”:
3. What action by a terrorist on June 28, 1914 can be described as an immediate cause of World War I? Explain.
4. What country was the main ally or supporter of Serbia in 1914?
5. What actions by Russia made Germany declare war on Russia in 1914?
6. Why did Germany declare war on France in 1914?
7. By what plan did Germany attack France? Describe the plan.
8. Why did Britain declare war on Germany in 1914?
9. Why did Canada enter World War I? Explain.
10. Name two European countries which were allies of Canada and Great Britain in World War I:
11. Explain what is meant by the “Western Front”:
12. In your opinion, what was the most important weapon in World War I? Give a reason for your choice.
Time: 240 minutes
In this activity, students become aware of the historical reasons why many French-Canadians were opposed to compulsory military service for a war fought overseas. Students examine some of the roots of French-Canadian dissatisfaction as highlighted in the 1917-1918 conscription crisis. The contributions of various groups to Canada’s war effort are examined. Students gain a further understanding of the Canadian identity by researching and role playing Canadians from the era of World War I and from the decade following the war.
Ontario Catholic School Graduate Expectations: CGE5e, 7g.
Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Methods of Historical Inquiry
Overall Expectations: CGV.01, CGV.03, CGV.04, CHV.02, MIV.02, MIV.04.
Specific Expectations
CG3.02 - explain how the conscription crises of World Wars I and II created tensions between English Canada and Quebec;
CG4.04 - describe how Canadians of various backgrounds, individually and as communities, contributed at home and overseas to the war effort during World War I and World War II;
CH2.01 - demonstrate an understanding of how significant individuals contributed to the growing sense of Canadian identity during World War I;
SP2.03 - demonstrate an understanding of the role of government in wartime and explain why the government acted as it did;
MI1.02 - use who, what, where, when, why, and how questions effectively when researching historical topics and issues;
MI4.03 - express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays;
MI4.04 - demonstrate after participating in dramatizations of historical events, insights into historical figures’ situations and decisions.
· Prepare summary notes dealing with arguments in favour of, and against, conscription in 1917. These notes are used by students as a supplement to textbook material.
· Be prepared to provide paper for students’ propaganda posters.
· Be prepared to set aside research material in the classroom and/or Library/Resource Centre to assist students in their research of a designated event or individual for role-playing purposes.
· Obtain examples of World War I propaganda posters from textbooks or other sources.
· Some of the student role playing prepared in this activity is presented during Activity 5.
The students need to know some background knowledge about French-English relations in the 18th and 19th centuries.
1. The teacher reviews with students the history of French-English relations in Canada prior to the twentieth century. The teacher asks students to examine the response of French Canada to the Boer War and World War I. Using historical data from the time of the Battle of the Plains of Abraham (1759), the class discusses the reasons why many people in French Canada were opposed to involvement in wars outside of Canada’s borders.
2. The teacher introduces the concept of conscription or government-enforced military service. The teacher divides the class in half and asks one half of the class to research reasons why conscription should be introduced in Canada in 1917. The other half of the class researches reasons why conscription should not be introduced in Canada in 1917. The research may be performed in textbooks and other print sources provided by the teacher. The teacher may need to guide students in their research. The teacher informs the side of the class researching the opposition to conscription that many of their arguments were the arguments of a majority of French-Canadians. After the research is completed, one side of the class role plays the elected members of the Robert Borden government in 1917 and presents arguments in favour of conscription. The other side of the class role plays the elected members of the opposition Liberals in 1917 and presents arguments against conscription.
3. After the completion of the conscription debate, the teacher leads the class in a debriefing. The major points discussed in the debate are reviewed and explained. The teacher does the review in a Socratic fashion with the entire class. The class then discusses of the effects of conscription on French-English relations during World War I and after.
4. In their textbooks or other sources, students read about the contributions of various groups to Canada’s war effort. Students read about the contributions of Canadian women to the war effort. The teacher may use selected segments from the videos Battle of Vimy Ridge and The Kid Who Couldn’t Miss (Billy Bishop) to present students with information about the contributions of various groups and individuals to Canada’s war effort. The video World War I: Canada’s Role contains a segment on the achievements of Canadian women during World War I. Students compose notes on the contributions of various groups to Canada’s war effort.
5. In order to understand how the role of government changed during World War I, students read in their textbooks about the changing role of government in the period 1914-1918. In their notebooks, students list 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 citizens’ lives (conscription, income taxes, rationing, censorship). The class discusses the concept of propaganda and the use of government propaganda in time of warfare . After studying examples of World War I propaganda posters, each student creates his/her own propaganda poster.
6. Students, individually or in groups of two, research a designated individual and then explain to the class how the individual contributed to a sense of Canadian identity in the first three decades of the twentieth century. Some students work individually. Other students work in pairs with one student role-playing the historical individual and the other student role playing a modern television interviewer. Then the two roles may be reversed. See Appendix 1.4.1 – Assignment Sheet for Student Role Playing for a list of twenty-one roles. In explaining this strategy to students, the teacher should present a model of role-playing. The teacher also gives the students a copy of Appendix 1.4.2 – A Rubric for Role Playing and discusses the components of successful role playing. The teacher should have material available in the classroom or Library/Resource Centre to assist students in their research.
7. At the completion of each role play described above, the class composes notes on the Canadian personality presented. The notes should summarize how the individual contributed to a sense of Canadian identity. The accomplishments of Canadians at the Battle of Ypres and the Battle of Vimy Ridge, the accomplishments of Canadians on the home front, as well as the accomplishments of Sam Hughes, Billy Bishop, Arthur Currie, John McCrae, and Robert Borden provide students with an understanding of the development of a Canadian identity during World War I.
· Formative teacher assessment of student’s knowledge and debating skills by means of a checklist or anecdotal notes. Aside from observing the contributions of those students who participated in the debate, the teacher can assess the understanding of non-contributing students by asking them probe questions in the debriefing session.
· Formative assessment by the teacher of student notes on the topic of the contributions of various groups to Canada’s war effort
· Formative assessment by the teacher of student lists describing increased government actions during wartime. By checklist or anecdotal notes the students’ lists are assessed for accuracy and completeness.
· Formative assessment by the teacher of propaganda poster created by student. The poster is assessed on the student author’s understanding of government propaganda.
· Summative evaluation by teacher of the role. Use a rubric. See Appendix 1.4.2.
· Some students may require teacher or peer help in preparing arguments for the mock conscription debate.
· Some students require teacher or peer guidance in researching material for the role playing.
· Some students may require teacher and/or peer assistance in completing their propaganda posters and class notes.
Approved textbooks, library books, and use of the school Library/Resource Centre
Canadian Encyclopedias
Canadians at War 1914-1918
Canadiana Scrapbook.
Battle of Vimy Ridge. Four volume set. National Film Board.
The Kid Who Couldn’t Miss. National Film Board film on Billy Bishop.
World War I: Canada’s Role. Burnaby, British Columbia: Classroom Video.
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The Canadian person who is role played: |
Name(s) of the student or pair of students who do the role
playing: |
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A female factory worker during World War I |
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A Ukrainian farmer in Canada during World War I |
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A homemaker in Canada during World War I |
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A female army nurse during World War I |
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A Canadian soldier at the Battle of Ypres |
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A Canadian soldier at the Battle of Vimy Ridge |
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Wilfrid Laurier |
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Robert Borden |
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Sam Hughes |
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Billy Bishop |
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Arthur Currie |
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John McCrae |
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Tom Longboat |
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Nellie McClung |
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Emily Stowe |
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Emily Murphy |
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Agnes Macphail |
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William Lyon Mackenzie King |
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Sam McLaughlin |
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Frederick Banting |
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Charles Saunders |
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Criteria |
Level 1 |
Level 2 |
Level 3 (70-79%) |
Level 4 |
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Ability to research the most important and relevant information about your event or person |
- a limited amount of important information provided |
- some important information provided |
- considerable important information provided |
- all or almost all of the important information provided |
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Ability to demonstrate understanding of the facts and terms related to your topic |
- a limited knowledge of facts and terms demonstrated |
- some knowledge of facts and terms demonstrated |
- considerable knowledge of facts and terms demonstrated |
- a thorough knowledge of facts and terms demonstrated |
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Ability to take on the role of a character and to speak in the words of that character |
- limited ability to take on the role of a character demonstrated |
- some ability to take on the role of a character demonstrated |
- considerable ability to take on the role of a character demonstrated |
- a high degree of ability to take on the role of a character demonstrated |
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Ability to project your voice and to speak clearly during the role playing |
- limited ability to project the voice and to speak clearly demonstrated |
- some ability to project the voice and some ability to speak clearly demonstrated |
- considerable ability to project the voice and considerable ability to speak clearly demonstrated |
- high degree of ability to project the voice and a high degree of ability to speak clearly demonstrated |
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Ability to make eye contact with the audience while speaking |
- limited ability to make eye contact with the audience demonstrated |
- some ability to make eye contact with the audience demonstrated |
- considerable ability to make eye contact with the audience demonstrated |
- a high degree of ability to make eye contact with the audience demonstrated |
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Ability to answer teacher’s and/or peers’ questions related to your presentation |
- limited ability to answer questions related to the presentation demonstrated |
- some ability to answer questions related to the presentation demonstrated |
- considerable ability to answer questions related to the presentation demonstrated |
- a high degree of ability to answer questions related to the presentation demonstrated |
Overall Level: Student Name:
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: 260 minutes
Students examine the changing economic conditions of the 1920s and investigate how those changing economic conditions affected Canadians. In the context of Catholic social justice, students learn about the reasons for the growth of the labour movement in Canada. They compare the role of consumer products in the Canadian economy of the 1920s and the Canadian economy of today. By studying the automobile’s effect on transportation, students become aware of the relationship between invention and the economy. An analysis of American branch plants in Canada during the 1920s leads to an investigation of the advantages and disadvantages of American participation in the Canadian economy.
Ontario Catholic School Graduate Expectations: CGE3b, 7e.
Strand(s): Change and Continuity; Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations: CCV.02, CHV.01, SPV.01, MIV.01.
Specific Expectations
CC1.03 - explain how the lives of adolescents and women have changed as a result of post-World War I urbanization and the post-World War II population shift to the suburbs;
CC2.02 - describe the relationship between invention and the economy (e.g., the invention of the car and its effect on transportation);
CC2.04 - assess the scientific and technological innovations created by Canadian inventors;
CH1.02 - evaluate the role of the labour movement in Canadian society;
SP1.03 - demonstrate knowledge of the advantages and disadvantages of American participation in the Canadian economy;
MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps;
MI4.03 - express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays.
· Some of the student role playing dealing with the 1920s and prepared in the previous activity are presented during time allotted to Activity 5.
· Plan to invite a member of a local labour union to speak to the class.
· Become familiar with the Catholic Church’s position on labour unions and strikes.
· Schedule some class time to help students with their culminating activity.
The students will need to know cause-and-effect relationships as studied in previous activities.
1. Some of the student presentations and/or role playing related to the 1920s and prepared in Activity 4 are presented in the time frame of Activity 5. Information from the Frederick Banting and Charles Saunders role playing may be used to discuss the impact of Canadian inventions on society.
2. The class discusses the concept of a labour union. The teacher asks the class to brainstorm the purposes of labour unions. The teacher asks the students to name examples of labour unions today. A member of a local labour union may be invited to speak to the class. The speaker may present information about labour unions today and about employment opportunities in the workplace.
3. Students read about early Canadian labour unions and the Winnipeg General Strike of 1919 in their textbooks. The class discusses the concepts of collective bargaining and “general strike”. Students examine prices and wages in the years immediately after World War I and problems faced by returning war veterans. Students compose notes on the causes of the Winnipeg General Strike and the results of the Strike.
4. Students study the view of the Catholic Church on labour unions. As background information, the teacher may read “Supporting Labour Unions a Christian Responsibility”, Document 59 in Do Justice! 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, the class discusses whether or not the Winnipeg General Strike of 1919 was morally legitimate.
5. Students read about Canadian economic growth during the 1920s in their textbooks. After examining material in their textbook or another source such as a 1920s scrapbook, students list new consumer products which appeared in Canada during the 1920s. Students also compose a list of new consumer products which have appeared in Canada during their lifetimes. The teacher leads the class in a discussion of why a large number of new consumer products were present in the society of the 1920s and why they are present in the society of today. The discussion should focus on such factors as inventions, consumer demand, mass production techniques, advertising, and the affluence of consumers. The students write a paragraph describing how the life of a young person or a woman would be different in the 1920s compared to the period before World War I.
6. The class examines one mass-produced consumer product from the 1920s: the automobile. The class researches the price of an average automobile in the 1920s and the wages of an average working person. The class investigates the reasons why automobiles became affordable for average families in the 1920s. The class discusses the concepts of mass-production and assembly-line production. In small groups, students construct flow charts illustrating the economic effects of the invention of the automobile. The flow charts should deal with the expansion of industries (e.g., oil refineries, rubber and glass plants, repair shops, highway construction, motels, etc.).
7. By the use of diagrams on the board, the teacher explains the concept of a branch plant. The class discusses the reasons why American branch plants were set up in Canada during the 1920s and the consequences of branch plants in Canada. The class examines what happened to Canadian-made cars such as the McLaughlin and the Gray-Dort during the 1920s.
· Formative teacher evaluation of student notes on causes and results of the Winnipeg General Strike. Information dealing with the accuracy and completeness of the notes can be recorded by means of a checklist.
· Informal teacher assessment of the students’ understanding of Catholic teaching by using probe questions during the class discussion
· Informal teacher observation of student lists of 1920s consumer products and contemporary consumer products. Informal teacher assessment of student understanding of consumer products by using probe questions. Formative teacher assessment of student paragraph using as criterion the student's understanding of change in society from the period before World War I compared to the period of the 1920s. A checklist or anecdotal notes may be used by the teacher. A checklist such as the following may be used:
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Knowledge or Skill Exhibited |
Low Degree |
Mid-Degree |
High Degree |
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The student was able to write a proper introductory sentence in which the two points of comparison were clearly mentioned. |
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In the body sentences of the paragraph the student was able to demonstrate an understanding of change. |
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The student was able to use information relevant to the topic in the paragraph. |
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The student used correct sentence structure. |
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The student was able to write a proper concluding sentence in the paragraph. |
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· Formative teacher assessment of flow charts using as a criterion the student’s understanding of multiple effects related to an invention
· Students with writing difficulties need teacher and/or peer assistance in completing their written paragraphs. Students may need help with spelling, verb tense, agreement of subject and verb, thought sequence expressed in complete sentences, and links between sentences.
· Some students may need access to a word processor to complete their written paragraphs.
Approved textbooks and library books
Catechism of the Catholic Church [Section 2435]
Do Justice! [Document 59]
Bondy, Robert J. The Confident Years: Canada in the 1920s Canadiana Scrapbook. Scarborough: Prentice Hall, 1978.
Time: 250 minutes
Through this activity, students gain knowledge about American cultural influences on Canadian life and about the historic influence of Great Britain upon Canadian life. Students become aware of the role played by a pressure group, such as the Women’s Christian Temperance Union, and of the role played by the women’s movement in general during the 1920s. The students are provided with opportunities to make comparisons between social and political developments in the society of the 1920s and social and political development in today’s society. Students complete their culminating task – a scrapbook describing life in Canada during the first 28 years of the twentieth century. Students demonstrate their mastery of the information and skills which they have acquired in this unit.
Ontario Catholic School Graduate Expectations: CGE5e, 5g.
Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations: CCV.01, CHV.01, MIV.01.
Specific Expectations
CG2.01 - explain how American culture and lifestyle have influenced Canadians from 1900 to the present;
CC3.01 - identify why certain documents are important in the evolution of Canada’s political autonomy;
CH1.01 - summarize the contributions of the women’s movement;
SP2.01 - identify and describe the early twentieth-century pressure groups that were established to promote social support programs;
MI1.01 - use terms related to historical organization and inquiry correctly;
MI1.02 - use who, what, where, when, why, and how questions effectively when researching historical topics and issues;
MI2.02 - use technology (e.g., computer databases, Internet) effectively when researching Canadian history topics;
MI2.03 - record and organize information effectively using notes, lists, concepts, webs, timelines, organizers, charts, maps, graphs, and mind maps;
MI3.02 - distinguish between primary and secondary sources of information, and use both appropriately in historical research;
MI3.04 - demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence.
· Consider the possibility of inviting to the class a member of a modern pressure group such as Mothers Against Drunk Driving.
· Provide class time to help students in completing their culminating activity.
The students have some knowledge about American and British influences in Canadian life.
1. Using textbooks and other sources, students compose a list of American influences on Canadian life in the 1920s. The student list may include such items as motion pictures, slang speech, dress styles, music, and consumer products. The students compose another list of American influences upon Canadian life in the present. The teacher leads the class in a discussion about the possible positive and negative aspects of American influence in Canada.
2. Students become aware that while Canada was being influenced by the American culture in the 1920s the Canadian government was taking steps to become more independent of Great Britain. Students read about, and compose notes on, the following steps to independence: Canada’s signing of the 1919 Versailles Peace Treaty, Canada joining the League of Nations, Canada signing a 1923 Halibut Treaty with the United States, and Britain recognizing Canada’s right to its own foreign policy by the 1926 Balfour Declaration. The class discusses the influence Britain still exerts over Canada today. The office of the Governor-General of Canada may be discussed. The class examines the question: should Canada today break all remaining ties with Great Britain?
3. Using information from the role-playing exercise in Activity 4, the class discusses the changing role of women in the 1920s. Students compose notes on the contributions toward equality for women made by people such as Nellie McClung, Emily Stowe, Emily Murphy, and Agnes Macphail.
4. The teacher introduces the concept of a pressure group. The example of Mothers Against Drunk Driving (MADD) may be used. The class discusses the purpose of pressure groups in society. The teacher introduces students to an early twentieth century pressure group, the Women’s Christian Temperance Union (WCTU). Students perform research on both pressure groups. A spokesperson for MADD may be invited to speak in the classroom. Students develop a comparison organizer in order to compare the WCTU and MADD.
5. The teacher reviews the correct formulas for citing researched material. Students, using the skills and knowledge gained in this unit, devote some of their class time to completing the culminating activity which is described in Activity 2 and Appendices 1.2.2 and 1.2.3.
6. Students write a paper and pencil test on the subject matter of Canada in the 1920s.
· Formative teacher assessment of student lists of American influences on Canadian life. Anecdotal notes may be composed by the teacher.
· Formative teacher assessment of student notes on the steps to Canadian independence in the 1920s. Notes are checked for completeness and accuracy. Informal teacher assessment of student knowledge of Canada’s growing independence from Britain by probe questions. Anecdotal notes may be used to record observations.
· Formative teacher assessment of student notes on the contributions of the women’s movement in the early twentieth century. Roving teacher conference checks for accuracy and completeness.
· Formative teacher assessment of comparison organizers dealing with comparison of the Women’s Christian Temperance Union and Mothers Against Drunk Driving. Teacher may use a checklist to assess the organizer based on the following criteria: make-up of pressure group, techniques used by pressure group, goals of pressure group, results achieved by pressure group.
· Summative teacher assessment of the culminating activity by the use of the Culminating Activity Rubric and Checklist. See Appendices 1.2.2 and 1.2.3.
· Summative teacher assessment of student understanding of concepts and knowledge by means of a pencil and paper test on the subject matter of the 1920s.
· Prepare an outline to assist students with note-taking.
· Provide teacher and/or peer assistance in completing the comparison organizer and the culminating activity.
Approved textbooks
The Confident Years: Canada in
the 1920s Canadiana Scrapbook.
Encyclopedias
MADD Canada
http//www.madd.ca