Course Profile Canadian History in the Twentieth Century, Grade 10, Applied, Catholic

Unit 2: 1929-1945 – Values Tested: Crash, Depression, and War

Time: 20 hours

Unit Developer: Elizabeth Polihronidis, Toronto Catholic District School Board

Unit Description

This unit focusses on Canada’s responses to the forces of change, both domestic and international. Students understand the causes of the Crash of 1929, the Depression of the 1930s, and World War II. They assess the social, political, economic, and cultural impact of these profound events on Canada, and investigate the contributions of Canadian men and women to the Allied victory. They reinforce previously introduced historical skills and build on their knowledge of Canada’s growth as a nation. This unit also sets the stage for students’ understanding of Canada’s role as a middle power in the world. Students’ knowledge of their Catholic faith is enhanced through an examination of social justice issues in the 1930s and human rights issues at home and overseas during World War II. In the culminating activity, a series of newsreels, students research developments from 1929 through 1945 and create and film a series of vignettes based on the social, political, economic and cultural developments of the period. Students then prepare individual reports based on their collective knowledge.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1e, 1h, 2a, 2b, 2c, 2d, 3d, 3e, 4a, 4f, 5a, 5b, 5e, 5f, 7b.

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.02, CGV.03, CGV.04, CCV.03, CHV.01, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

Specific Expectations: CG2.01, CG2.03, CG2.05, CG2.06, CG3.02, CG4.01, CG4.02, CG4.03, CG4.04, CC2.03, CC3.01, CC3.04, CH1.01, CH1.04, CH2.02, CH2.03, SP1.02, SP2.02, SP2.03, SP2.04, SP2.05, SP2.07, MI1.01, MI1.02, MI2.01, MI2.02, MI2.03, MI2.04, MI3.02, MI3.04, MI4.01, MI4.02, MI4.03, MI4.04.

Activity Titles (Time + Sequence)

Activity 1	The Crash and Causes of The Great Depression	75 minutes
Activity 2	The Great Depression and its Impact on Canada	150 minutes
Activity 3	The Coming of War	75 minutes
Activity 4	The Course of the War	75 minutes
Activity 5	Canadian Contributions and the Impact of the War	150 minutes
Activity 6	Newsreels, Report	615 minutes

Prior Knowledge Required

· Students are required to have knowledge of the social, political, and economic developments of the 1920s; Canada’s involvement in World War I (WWI); the state of French-English relations following WWI; some knowledge of Canada’s evolving relationship with the US; some knowledge of Canada’s relationship with Britain; and a basic knowledge of the Treaty of Versailles.

· Skills required include note-making; organizing; small group work; research skills, reading, comprehension, and recognition of bias; ability to recognize and use different types of sources (primary and secondary); self-assessment; peer assessment.

Unit Planning Notes

Preparation is required for each of the activities involved. These preparations include:

· Activity 1: preparing the stock market game and a list of economic terms with which the students must be familiar; reviewing with students previously learned skills for note making;

· Activity 2: collecting “artifacts” for 1930s time capsule and preparing organizer chart;

· Activity 3: preparing background lesson on Hitler’s rise to power;

· Activity 4: preparing timeline activity and events to put on the timeline; selecting maps to be used to examine the course of WWII;

· Activity 5: preparing organizer for students to collect information about Canada’s military contributions; preparing a list of questions that students use to examine Canada’s contributions on the home front; preparing an organizer chart for students to present their findings on the impact of the war on Canada;

· Activity 6: meeting in advance with the librarian to set up a time for students to do research for the culminating activity; booking time in the computer lab for Internet research and for preparing the final report; preparing topic lists and questions for the activity; arranging to have a video camera and videotape to record the activity; photocopying Appendix 2.6.1 (and any chosen from web site e.g., 2.6.4 – 2.6.7) for student use.

For each activity, consideration should be given to the Individual Education Plan (IEP) of individual exceptional students for possible accommodations.

Teaching/Learning Strategies

Whole Group

· game/role playing

· lecture

Small Group

· reading/note making/presentation/report

· co-operative learning/small group discussion/analysis

Individual

· organizers/charts/maps

Assessment and Evaluation

Diagnostic/Formative Assessment/Evaluation

· self-assessment

· learning logs

· formal teacher observation (teacher checklist)

· student-teacher conferencing (anecdotal notes/teacher checklist)

Summative Evaluation

· presentation/performance (videotaping)

· graphic organizer

· formal written assignment

Resources

Print

Approved textbooks

Catholic Register Vol. V 1933-1938, Archives of the Roman Catholic Archdiocese of Toronto: 1997

Catholic Register Vol. VI 1939-1942, Archives of the Roman Catholic Archdiocese of Toronto: 1997

Grayson, Linda. The Wretched of Canada: Letters to R.B. Bennett 1930-1935.

Kagan, Elynor, ed. Decades: Forces of Change 1896-1960 (Canada 21). Scarborough: Prentice-Hall Ginn, 1996. ISBN 0-13-239997-0

Kagan, Elynor, ed. War and Peace: Canada’s Global Role (Canada 21). Scarborough: Prentice-Hall Ginn, 1996. ISBN 0-13-459439-8

Mennill, Pauline. The Depression Years: Canada in the 1930s (Canadiana Scrapbook). Scarborough: Prentice-Hall, 1978. ISBN 0-13-199018

Pius XI, “Mit Brennender Sorge” (encyclical – “With Burning Sorrow”)

Santor, Donald M. Canadians at War (Canadiana Scrapbook). Scarborough: Prentice-Hall, 1979.
ISBN 0-013-113514-7

Woodward, Kenneth L. “In Defense of Pius XII.” Newsweek (March 30, 1998). P. 35.

Kits/Videos/CDs

The Dionne Quintuplets. National Film Board of Canada. Title Code: 106C 0178 380 MSN: 13892

Canada at War. National Film Board of Canada (series of thirteen titles) Title Code: 193B 9162 146 MSN: 32854

World War 2: Canada’s Role. Burnaby BC: Classroom Video, 1992.

Kit: Canada’s Coming of Age 1939-1945. Veterans Affairs Canada, 1995.

The 2000 Canadian Encyclopedia, World Edition. CD-ROM. McClelland and Stewart, 1999.

Web Sites

100 Great Events in Canadian History
http://www.tceplus.com/timeline/100events_frame.html

A Priest's Tale: The Evolution of the Thinking of Eugene Cullinane CSB by Bernard M. Daly
http://home.golden.net/~wts/framed.html
(deals with Cullinane’s involvement in the CCF and the church’s reaction)

AsUVA 1930s project
http://xroads.virginia.edu/g/1930s/RADIO/audio_archive/radio/radio.html
(good variety of examples of popular culture of the 1930s [American])

The British Commonwealth Air Training Plan
http://www.lexicom.ab.ca/~nanton/bcatp.html

Canadian Warplane Heritage Museum Official Web Site
http://www.warplane.com/

CanPix
http://www.canadianprimeministers.com/rbba.html

Concentration and Death Camps
http://holocaust.about.com/education/holocaust/library/misc/blchart.htm

D-Day Recollections, by Jim Wilkins, The Queen’s Own Rifles of Canada, “B” Company
http://users.erols.com/wolfy/qor/html/body_wilkins.html

Dionne Quintuplets Archival Collection
http://www.city.north-bay.on.ca/quints/digitize/dqdp.htm
(Excellent site for information of the Dionnes. According to the site, all material is considered public domain)

Engendering Consent: World War II Propaganda Posters
http://web.arts.ubc.ca/history/ww2prop/prop.htm

The Great Depression
http://www2.excite.sfu.ca/pgm/depress.html
(A project by 94/95 Grade 11 students for Heritage Post Interactive about the depression of the 1930s in Vancouver.)

The Great Depression
http://www.authentichistory.com/depressi.html
(An American site but good for cultural influence of US on Canada; has songs which can be played and covers examples of popular culture [sports and radio entertainment].)

Elizabeth Elsie McGill (first woman aircraft designer)
http://www.corpserv.nrc.ca/corpserv/hall/u_i14_e.html
(Some information on technological developments (Hawker Hurricane) and on a woman “first”)

Greatest Films of the 1930s
http://www.filmsite.org/30sintro.html

The Holocaust Commission
http://www.holocaustcommission.org/index.html

The Hungry Thirties Relief Camps (On to Ottawa Trek)
http://www.workingtv.com/oto/hungry/ecbkgrnd.html

Japanese Air Balloon Bombings Against North America During World War II
http://collections.ic.gc.ca/balloons/

Life on a Western Canadian Prairie Farm
http://www.geocities.com/Athens/Olympus/4850/ZContent.htm

Marion Orr (Canadian Women Pilots)
http://trinculo.educ.sfu.ca/hpost_e/ipost2/4-7/woman.html

Nanton Lancaster Society and Air Museum
http://www.lexicom.ab.ca/~nanton/nanton.html
(The museum commemorates the British Commonwealth Air Training Plan.)

NFB Films for 1920-1945
http://www.nfb.ca/FMT/E/cate/H/Histo-Canad-1920-.html

Royal Canadian Legion
http://www.legion.ca/

St. Maximilian Kolbe
http://www.catholic.org/saints/saints/maximilian.html

Thank a Vet Program
http://www.veteranconnect.org/

Unfortunate Canadians During the Great Depression
http://www2.actden.com/writ_den/h15/Level3/page1.htm

Veteran’s Affairs
http://www.vac-acc.gc.ca/general/sub.cfm?source=history/secondwar

World War II
http://www.valourandhorror.com

Community Resources

Holocaust Centre, 4600 Bathurst St., Toronto (416) 635-2883

The Royal Canadian Legion, 359 Kent Street, Ottawa, ON K2P 0R7

Phone: 1-613-235-4391 Fax: 1-613-563-1670 or try your local Legion

Activity 1: The Crash and Causes of the Great Depression

Time: 75 minutes

Description

This activity is divided into two components. In the first component, students learn some basic terminology regarding the stock market and investment and play a stock market game as an introduction to the stock market crash of 1929. In the second component, students examine the domestic and international factors that brought about the Great Depression of the 1930s.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE2a, 2b.

Strands: Communities: Local, National, and Global; Social, Economic, and Political Structures; Methods of Historical Inquiry

Overall Expectations: CGV.02, SPV.01.

Specific Expectations

CG2.03 - describe the influence of Great Britain and Europe on Canadian policies from 1900 to the present;

SP1.02 - compare economic conditions at different times in Canada’s history and their impact on the daily lives of Canadian families;

MI1.01 - use terms related to historical organization and inquiry correctly.

Planning Notes

· The teacher prepares terms that the students need to know before playing the stock market game (stocks, investment, shares) and explain them to students as the game is being set up. The teacher should put a chart up on the board to keep a running track of the prices of each of the stocks as the game progresses. The teacher also needs to make and cut out the stocks/bonds, and currency ( in denominations of $10, $50, $100, $500 – see Appendices 2.1.3 and 2.1.4 on web site) and photocopy bankers’ calculation forms (Appendix 2.1.2 on web site) prior to the game. Three ordinary dice must be prepared in advance: one has equal numbers of “UPS” and “DOWNS” on its six sides; a second die has the six stocks/bonds on it (gold, silver, wheat, industry, pulp and paper, and bonds); a third has the numbers 10, 10, 20, 30, 40, 50 on its respective six sides, indicating the amount (in cents) that the stock goes up or down. Lastly, the teacher and students must set up four stations where the bankers/brokers sit to buy and sell stocks.

Prior Knowledge Required

· Students should be aware of the buying/investment/business expansion frenzy of the 1920s.

· Note-making skills

Teaching/Learning Strategies

1. The game is an extremely simple way to demonstrate to students that when one invests in the stock market there are no guarantees of profits. To understand and appreciate this unpredictability, students take part in a game where random luck determines losses and profits. Three or four students are chosen from the class to be bankers and each receives a bankers’/brokers’ calculation form (see web site for Appendix 2.1.2). As well, the stock certificates are divided up among the bankers/brokers for sale to the other students. The teacher distributes to each of the remaining students a sum of money ($1000). The students may then go to the bankers and spend their money on the purchase of stocks. Each stock is priced at $2.00/per share to begin with. The first buying session should take five to seven minutes and then sales are stopped. The teacher then rolls the dice and records the outcome of each of these rolls on the board, adding to or subtracting from the value of the stock. If the stock gets to $4.00, it splits, giving the owner twice the number of shares at a value of $2.00 per share. Should a stock get below 10 per share, it is taken off the board and cannot be revived. After five minutes, students have the opportunity to go back to the bankers to buy and/or sell. The process is repeated several times (allowing less time to buy/sell helps to increase the urgency and therefore the tension and involvement). The game need not be played for long before students begin to see the risk one takes by gambling one’s money on a stock that could drop off the market entirely.

2. Students take a moment to read in their texts about the crash of the Stock Market in 1929 and the immediate reactions to the crash.

3. The teacher then directs a discussion about what happened to the economy after the crash.

4. Using the diagram in Appendix 2.1.1, the teacher can ask students what happened and draw the diagram on the board as students speculate about how the problem worsened because of fear, layoffs, lack of money in the economy, fewer sales, production dropping, etc. drawing some conclusions about cause-and-effect. Students copy the diagram from the board or the teacher hands out copies.

5. The teacher directs the students to consider whether the crash of the stock market was the cause of the Depression. Students should also consider the moral questions arising from an economic system which encouraged such practices to the detriment of the poor.

6. Students read in their texts about some other issues they should consider when examining causes of the Great Depression: high tariffs in Canada, US, England, and Europe; Canada’s reliance on the US and other international markets which were also experiencing market failure; businesses over-expanding, over-producing, and over-borrowing; the problem of relying on primary industries, credit buying, and the purchasing of stocks on margin. Students complete the gathering and categorizing of this information for homework by reading and making notes on the causes of the Depression. As enrichment, the teacher may have students choose stocks from the newspaper and follow their rise and fall

Assessment/Evaluation Techniques

· Formal teacher observation/assessment of note-making skills

· Informal teacher observation of students’ in-class discussion

Accommodations

· Some students may be better served if they are provided with handouts for the diagram.

· Prepare an outline for making notes to assist students who require it.

· Some students might learn the text information better if they use an organizer chart.

· Some students may wish to work with a partner in the buying and selling of stocks.

· Individual exceptional students’ IEPs should be examined so that the activity can be altered to better suit their individual needs.

· Where expectations are to be modified (according to IEP), assessment should be fitted to suit.

Resources

Approved textbooks

Kagan, Elynor, ed. Decades: Forces of Change 1896-1960 (Canada 21). Scarborough: Prentice-Hall Ginn, 1996. ISBN 0-13-239997-0

Mennill, Pauline. The Depression Years: Canada in the 1930s (Canadiana Scrapbook). Scarborough: Prentice-Hall, 1978. ISBN 0-13-199018

Appendices

Appendix 2.1.1

See additional appendices on web site: 2.1.2 (banker calculation form); 2.1.3 (stock certificates); 2.1.4 (currency)

Appendix 2.1.1

Impact of 1920s Economic Policies

o Too many goods produced

o High tariffs

o Buying on Credit

o Buying stocks on Margin

o Reliance on primary products

o Reliance on Exports

The stock market crashes

Activity 2: The Great Depression and its Impact on Canada

Time: 150 minutes

Description

Activity 2 is divided into two sub-activities. In the first, students examine, assess, and interpret various “artifacts” from the 1930s in order to draw conclusions about the nature of the Depression’s impact on various aspects of the lives of Canadians. Included among the artifacts are items not directly related to the Depression but which are nonetheless important in the understanding of other events of the era. In the second part of the activity, students examine social, political, economic, and cultural, consequences of the Depression. Students consider the moral imperatives imposed by the Depression and the ethical issues surrounding capitalism as an economic system.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1d , 3d , 4a.

Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Political, and Economic Structures; Methods of Historical Inquiry

Overall Expectations: CGV.02, CCV.01, CHV.02, SPV.01, MIV.01, MIV.02, MIV.04.

Specific Expectations

CG2.01 - explain how American culture and lifestyle have influenced Canadians from 1900 to the present;

CG2.03 - describe the influence of Great Britain and Europe on Canadian policies from 1900 to the present;

CC3.01 - identify why certain documents are important in the evolution of Canada’s political autonomy;

CH1.04 - evaluate the role of movements which resulted in the founding of political parties such as Social Credit, Union Nationale, Cooperative Commonwealth Federation;

CH2.02 - describe the contributions of selected individual Canadians to the development of Canadian identity since WWI;

CH2.03 - compare the backgrounds, careers, and contributions of twentieth century Canadian prime ministers in both formal and anecdotal reports;

SP2.02 - explain why social support programs were established in Canada;

SP2.05 - explain how Canadian governments at various levels reacted to the economic conditions of the Depression in the 1930s;

SP2.07 - explain how the government has promoted Canada’s cultural distinctiveness;

MI1.01 - use terms related to historical organization and inquiry correctly;

MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, mind maps;

MI3.02 - distinguish between primary and secondary sources of information, and use both appropriately in historical research.

Planning Notes

· The teacher prepares a “time capsule” or “trunk” filled with primary source material.

· The teacher prepares an organizer chart for students to record their reactions to the documents they find in the time capsule which includes the categories economic, social/cultural, political, and other, as well as a place for students to write in the meaning or significance of the artifact and culture. (The teacher may wish to have the students create their own organizer chart as a skill development exercise)

· The teacher may consider in advance how the groups are to be divided up so that each group is able to meet with success.

· If there are samples of music in the time capsule, a tape player or CD player is needed.

Prior Knowledge Required

· Students are familiar with the term primary source and how historians use them to interpret the past.

· They should be aware of the general political situation in Canada coming out of the 1920s.

· They should understand what Canada’s political relationship was with Britain prior to 1931.

Teaching/Learning Strategies

1. Students are told that someone from the 1930s had made a time capsule to be opened after the century ended and the time capsule has just been discovered. The job of the students is to look at the documents and artifacts in the time capsule and speculate on what knowledge or meaning one can gain from them about the decade. Students should be divided into groups of about four and each group takes things from the capsule and collectively try to decide what they mean or what they imply about the events of the 1930s and the impact of the Great Depression. Sample artifacts might include:

· a letter to Prime Minister Bennett;

· documents such as the Regina Manifesto and the Statute of Westminster;

· pictures of soup kitchens and homeless men, women/children/men in relief camps;

· an excerpt from Pius XI’s encyclical “Mit Brennender Sorge” (With Burning Sorrow) 1937;

· pictures and documents involving the Dionne Quintuplets;

· a prosperity certificate;

· some lyrics of popular songs from the 1930s (and/or recordings of music from the period);

· articles and political cartoons from newspapers of the period;

· a news story on the founding of the CBC (including Bennett’s reasons);

· pictures of Prairie dust storms;

· the new political party platforms;

· biographies of Bennett and King;

· a copy of a movie poster;

· economic statistics/immigration statistics;

· some personal stories;

· news coverage or personal commentaries about the On-to-Ottawa Trek;

· a recording of a radio show.

2. Each student is given or creates an organizer chart to write down his/her information; the teacher may wish to caution students to use pencil in case changes have to be made. The charts should be divided into economic, social/cultural, political, and other categories and the students place each artifact in the correct category. In addition, the group identifies the meaning or significance of the artifact and records their impressions on the organizer chart.

3. Once all the groups complete their task, each group presents their “artifacts” (or a selection thereof) and conclusions to the rest of the class.

4. In the ensuing discussion, the teacher helps students to come to some specific conclusions about the meaning of the artifacts, trying as much as possible to draw on students’ ideas.

5. To close out the activity, the teacher directs students to consider the moral obligations put on a society and on individuals by such an economic disaster.

6. Students complete the activity by reading in their textbooks and taking point-form notes to supplement the classroom activity; notes should address any additional information not discussed in class but which falls under the categories in the students’ organizers.

Assessment/Evaluation Techniques

· The teacher moves from group to group during the first part of the activity conferencing with students and observing their work, contributions to the group, etc.

· Informal assessment is made of the groups’ presentations; teacher should provide feedback to students on their analysis and presentation skills.

· Formal assessment is made of the finished chart and the notes based on completion, accuracy and ability to draw conclusions.

Accommodations

· Additional assistance may be given by the teacher in categorizing; (e.g., clues may be written on to the artifacts to help students in recognizing where the artifact belongs on the chart).

· Some students may have difficulty with the writing and so may place the entire artifact on a larger board chart.

· Students experiencing difficulty with the analysis may be allowed to demonstrate their ability to analyse in a non-written form.

· Some students may require additional time to complete the organizer.

· Individual exceptional students’ IEPs should be examined so that the activity can be altered to better suit their individual needs.

· Where expectations are to be modified (according to IEP), assessment should be fitted to suit.

Resources

Approved textbooks

Catholic Register Vol. V 1933-1938. Archives of the Roman Catholic Archdiocese of Toronto: 1997.

Catholic Register Vol. VI 1939-1942. Archives of the Roman Catholic Archdiocese of Toronto: 1997.

Grayson, Linda. The Wretched of Canada: Letters to R.B. Bennett 1930-1935.

Kagan, Elynor. ed. Decades: Forces of Change 1896-1960 (Canada 21). Scarborough: Prentice-Hall Ginn, 1996. ISBN 0-13-239997-0

Mennill, Pauline. The Depression Years: Canada in the 1930s (Canadiana Scrapbook). Scarborough: Prentice-Hall, 1978. ISBN 0-13-199018

Pius XI, “Mit Brennender Sorge” (encyclical – “With Burning Sorrow”)

Kits/Videos

The Dionne Quintuplets. National Film Board of Canada. Title Code: 106C 0178 380 MSN: 13892

Web Sites

A Priest's Tale: The Evolution of the Thinking of Eugene Cullinane CSB by Bernard M. Daly
http://home.golden.net/~wts/framed.html

AsUVA 1930s project
http://xroads.virginia.edu/g/1930s/RADIO/audio_archive/radio/radio.html

CanPix
http://www.canadianprimeministers.com/rbba.html

Dionne Quintuplets Archival Collection
http://www.city.north-bay.on.ca/quints/digitize/dqdp.htm

The Great Depression
http://www2.excite.sfu.ca/pgm/depress.html
(A project by 94/95 Grade 11s for Heritage Post Interactive about the Depression of the 1930s in Vancouver.)

The Great Depression
http://www.authentichistory.com/depressi.html

Greatest Films of the 1930s
http://www.filmsite.org/30sintro.html

The Hungry Thirties Relief Camps (On to Ottawa Trek)
http://www.workingtv.com/oto/hungry/ecbkgrnd.html

Life on a Western Canadian Prairie Farm - Personal stories
http://www.geocities.com/Athens/Olympus/4850/ZContent.htm

NFB Films for 1920-1945
http://www.nfb.ca/FMT/E/cate/H/Histo-Canad-1920-.html

Unfortunate Canadians During the Great Depression
http://www2.actden.com/writ_den/h15/Level3/page1.htm

Appendices

See web site for sample artifact analysis organizer (2.2.1) and samples of some of the artifacts (2.2.2 – 2.2.8)

Activity 3: The Coming of War

Time: 75 minutes

Description

This activity allows students to understand the relationship that existed between the devastating inflation in Germany in the 1920s, the rise of fascism in Italy, the world wide Depression of the 1930s, the rise of a military government in Japan, and the coming of war in 1939. The focus is primarily on Europe with an examination of the political and economic situation in Germany that led to the rise of the Nazi dictator and the anti-Semitism and imperial aspirations that accompanied the rise to and the consolidation of power. Students use biographical information, maps, and documents to familiarize themselves with the individuals and circumstances leading to the formation of the Axis alliance and the eventual declaration of war on Germany. Students also assess the response of the Vatican to the rise of Hitler (tied to the artifact in the previous activity).

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1e, 1h, 2a.

Strand(s): Communities: Local, National, and Global; Change and Continuity; Methods of Historical Inquiry

Overall Expectations: CGV.02, CCV.03, MIV.02.

Specific Expectations

CG2.03 - describe the influence of Great Britain and Europe on Canadian policies from 1900 to the present;

CG2.05 - produce a timeline that charts and identifies significant historical events related to the holocaust and WWII;

CG4.01 - explain how Canada became involved in WWI and WWII, after researching the causes of the two wars;

MI1.01 - use terms related to historical organization and inquiry correctly;

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.

Planning Notes

· The teacher prepares notes for a lecture and Socratic lesson on the coming of war which includes the economic situation in Germany, the way in which Hitler gained power, his attitudes and ambitions, the reactions (or lack thereof) from the rest of Europe (e.g., Munich Agreement and Appeasement), why the German people in general accepted him, and the implications of his master race theory.

· The teacher ties into the lesson an explanation of the rise of fascism in Italy and the establishment of a military government in Japan.

Prior Knowledge Required

· the Treaty of Versailles and the borders in Europe following WWI

· the devastation of the First World War

· the global economic devastation of the Depression

· the meaning of the Statute of Westminster

· Pius XI’s response to what was going on with Catholicism in Germany

Teaching/Learning Strategies

1. The teacher begins the discussion by drawing on students’ prior knowledge of the situation in Europe following WWI as well as their knowledge of the terms of the Treaty of Versailles. The teacher proceeds to build on that knowledge by asking students to speculate about how Germany felt about the settlement and how they would deal with the reparations payments, considering both the Versailles Treaty and the Depression. Students consider how the rest of Europe might react to the possibility of another war. The teacher records the students’ answers on the board and proceeds to fill in the details, explaining how Hitler used the situation to rise to power, why and how he felt that Germany must be returned to a position of prominence. The steps to war are analysed by examining Hitler’s ambitions and actions with respect to the Rhineland, Austria, and Czechoslovakia.

2. The teacher presents the terms of the Munich agreement and students speculate on the implications of the agreement and of Europe’s and the world’s response to Hitler’s aggression. The non-aggression pact with the Soviets is also introduced and students are asked to respond.

3. Students then use their texts to create a map of Europe with its 1914 borders and show on the map Hitler’s progress from 1937-39.

4. The teacher explains the response of England and France when Hitler invades Poland and asks students to explain why Canada was not at war as soon as Britain declared war, as had been the case in 1914.

5. Students read related information in their texts and, in conjunction with the lecture, complete the organizer chart on the coming of war the exercise for homework.

Assessment/Evaluation Techniques

· Informal teacher observation of student involvement in class discussion

· Formal assessment of map for completion and accuracy

· Formal assessment of organizer for completion and accuracy

Accommodations

· Some students may need a map prepared for them to complete the map activity.

· Some students may wish to work with a partner in completing the organizer.

· Some students may need a copy of the board notes or may need to make use of a scribe.

· Some students may require additional time to complete the map and/or the organizer.

· Opportunity should be offered for students to redo the assignment if their first try is unsuccessful.

· Individual exceptional students’ IEPs should be examined so that the activity can be altered to suit their individual needs.

· Where expectations are to be modified (according to IEP), assessment should be modified to suit.

Resources

Approved classroom texts

Kagan, Elynor, ed. War and Peace: Canada’s Global Role (Canada 21). Scarborough: Prentice-Hall Ginn, 1996. ISBN 0-13-459439-8

Pius XI. “Mit Brennender Sorge” (encyclical – “With Burning Sorrow”)

Santor, Donald M. Canadians at War (Canadiana Scrapbook). Scarborough: Prentice-Hall, 1979.
ISBN 0-013-113514-7

Kits/Videos

Canada at War. National Film Board of Canada (series of thirteen titles) Title Code: 193B 9162 146 MSN: 32854 (Part 1: “Dusk”)

Canada’s Coming of Age 1939-1945. Kit. Veterans Affairs Canada, 1995.

World War 2: Canada’s Role. Burnaby, BC: Classroom Video, 1992.

Appendices

See web site for sample organizer (2.3.1) on the events leading to war.

Activity 4: The Course of the War

Time: 150 minutes

Description

Through an investigation of the events of the war years at home and overseas, students come to understand the nature of the world conflict, the demands that it put on all countries involved, and the sacrifices required to fight. Students understand the devastation of the war years through an investigation of the major battles, the Holocaust, and the general impact of the Axis’ grand scheme. The activity is divided into two parts. In the first part, students place events on a timeline; in the second part, they investigate the nature and impact of the Holocaust in an attempt to understand why it happened and what was done about it.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1e, 1h.

Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Political, and Economic Structures; Methods of Historical Inquiry

Overall Expectations: CGV.02, SPV.02.

Specific Expectations

CG2.05 - produce a timeline that charts and identifies significant historical events related to the Holocaust and WWII (e.g., anti-Semitism, rise of Nazism, Kristallnacht, establishment of ghettos, concentration camps and death camps) and describe Canada’s response to those events;

CC2.03 - describe the technological innovations that have changed the way war has been fought in the twentieth century (e.g., aircraft, radar, nuclear arms, laser technology, guided missiles);

CC3.04 - summarize Canada’s changing relationships with the United States;

CH2.02 - describe the contributions of selected individual Canadians to the development of Canadian identity since WWI;

CH2.03 - compare the backgrounds, careers, and contributions of twentieth century Canadian prime ministers, in both formal and anecdotal reports;

MI1.01 – use terms related to historical organization and inquiry correctly;

MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps.

Planning Notes

· The teacher creates a list of events to include in the timeline (see web site for sample).

· The teacher should prepare an organizer chart for an examination of the Holocaust which includes a timeline from Hitler’s initial plan to the final solution, the location of and events at various death camps, examples of other groups who were sent to the camps and why, examples of personal stories from the camps, and, finally, evidence of how various countries, including Canada, reacted to the initial mistreatment of Jews and later to the Holocaust (see web site for example).

· The teacher photocopies Appendix 2.4.1 (an examination of WWII human rights issues).

· The teacher should obtain a copy of the article “In Defense of Pius XII” by Kenneth Woodward in the March 30, 1998 issue of Newsweek (p. 35) and prepare a brief overview of Woodward’s argument. For contrast the teacher may wish to prepare a brief overview of the general arguments made by John Cornwell in his 1999 book Hitler’s Pope.

Prior Knowledge Required

· background of World War II

Teaching/Learning Strategies

1. The teacher hands out to students a blank timeline (or students create their own), and the list of events to be put in chronological order (see web site for sample). Students read their texts and other sources to discover where to place the events on the timeline.

2. The teacher has students create an organizer for gathering information on the Holocaust and hands out to students the organizer on human rights issues in WWII (2.4.1). The students work in pairs or in groups to gather information from their texts and from other classroom resources to complete the charts. For the first chart students gather information about Hitler’s intentions and his “final solution”. They identify the major camps and locations (the teacher may also wish to have the students place these camps on the maps made in Activity 3) and other groups targeted by the Nazis to go to the death camps (e.g., Polish, Ukrainian, Roma). From their reading, students extract personal stories of people sent to the camps. Lastly, students find information about the response of various countries to the Holocaust. Canada’s reactions should be noted here.

3. In the second chart, students exercise their abilities to research, record, and analyse by looking at human right issues in WWII. They record the basic facts and identify the injustices and human rights violations for the Holocaust, the internment of Japanese Canadians, and the dropping of the atomic bomb. For the latter two issues, students record the respective government reasoning and for all three issues, students record their personal responses. The teacher moves from group to group as students work to assist and encourage where necessary.

4. Each issue is discussed by the class, with emphasis put on the Church’s teachings about respect for human life.

5. As a follow up the teacher should present an overview from the March 30, 1998 issue of Newsweek wherein Kenneth Woodward discusses the blame laid on the Vatican for failing to stop the Holocaust. Here students have the opportunity to understand both a Catholic point of view of the Holocaust as well as the challenge of revisionism in history. The teacher may also wish to provide an overview of John Cornwell’s charges against Pius XII (Hitler’s Pope) or the results of the panel established in 1999 (by the Vatican) to examine the role of the Church with respect to the Holocaust. By examining these resources, students have the opportunity to examine several points of view.

6. If time and location permit, the teacher might arrange a trip to the Holocaust Centre, or students might contact the Centre for additional information.

Assessment/Evaluation Techniques

· Formal assessment of charts for expectations

Accommodations

· Some students may need to watch a video(s) to gather information and/or may need additional assistance in finding and/or recording the information.

· Some students may require additional time to complete the chart.

· Some students may prefer to work on their own rather than in groups and should be permitted to do so if their learning style is better met by doing so.

· The teacher may wish to organize appropriate grouping of students.

· Individual exceptional students’ IEPs should be examined so that the activity can be altered to suit their individual needs.

· Where expectations are to be modified (according to IEP), assessment should be fitted to suit.

Resources

Kagan, Elynor, ed. War and Peace: Canada’s Global Role (Canada 21). Scarborough: Prentice Hall Ginn, 1996. ISBN 0-13-459439-8

Santor, Donald M. Canadians at War (Canadiana Scrapbook). Scarborough: Prentice Hall, 1979.
ISBN 0-013-113514-7

Woodward, Kenneth L. “In Defense of Pius XII.” Newsweek (March 30, 1998). p. 35

Kits/Videos

Canada at War. National Film Board of Canada (series of thirteen titles) Title Code: 193B 9162 146 MSN: 32854 (Part 12: V Was for Victory)

World War 2: Canada’s Role. Burnaby, BC: Classroom Video, 1992.

Kit: Canada’s Coming of Age 1939-1945. Veterans Affairs Canada, 1995.

Web Sites

Concentration and Death Camps
http://holocaust.about.com/education/holocaust/library/misc/blchart.htm

The Holocaust Commission Map of Major Nazi Camps
http://www.holocaustcommission.org/educator_resources/death_camps_map.html

St. Maximilian Kolbe
http://www.catholic.org/saints/saints/maximilian.html

Community Resources

Holocaust Centre: 4600 Bathurst St. Toronto (416) 635-2883

Royal Canadian Legion: local branch

Appendices

Appendix 2.4.1

See web site for additional Appendices: timelines for teacher and students (2.4.2. and 2.4.3); list of events for students to put in timeline (2.4.4); organizer for study of Nazi death camps (2.4.5).
Appendix 2.4.1

Human Rights Issues in World War II

	The Holocaust	The Treatment of Japanese Canadians		The Dropping of Atomic Bombs on Hiroshima and Nagasaki
The Basic Facts
Violations of Human Rights/ Injustices
Your Response		Government Reasoning	Your response to government reasoning	US Reasons for Dropping the Bomb	What Would You Have Done? Why?
Your Response

Activity 5: Canadian Contributions and the Impact of the War

Time: 150 minutes

Description

This activity is divided into two parts. The first part is an analysis of Canadian military contributions to the Allied victory, on land, at sea, and in the air. The second part of the activity examines the contributions from Canada on the home front and assesses the impact of the war on Canada.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1e, 1i , 2a.

Strand(s): Communities: Local, National, and Global; Social, Economic, and Political Structures; Methods of Historical Inquiry

Overall Expectations: CGV.04, CCV.03, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

Specific Expectations

CG3.02 - explain how the conscription crises of World Wars I and II created tensions between English Canada and Quebec;

CG4.02 - compare Canada’s military contributions in WWI and World War II;

CG4.03 - evaluate Canada’s role in the Allied victories of WWI and WWII;

CG4.04 - describe how Canadians of various backgrounds, individually and as communities, contributed at home and overseas to the war effort during WWI and WWII;

CH2.02 - describe the contributions of selected individual Canadians to the development of Canadian identity since WWI;

CH2.03 - compare the backgrounds, careers, and contributions of twentieth century Canadian prime ministers, in both formal and anecdotal reports;

SP2.03 - demonstrate an understanding of the role of government in wartime and explain why the government acted as it did (e.g., implementing centralized planning, rationing and censorship);

SP2.04 - explain how and why the Canadian government restricted certain rights and freedoms in wartime, and describe the impact of these restrictions on the general population and the various groups within the Canadian population;

MI1.01 – use terms related to historical organization and inquiry correctly;

MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps.

Planning Notes

· The teacher may prepare a sample organizer for Canada’s contributions to the Allied victory, and sample charts for both the Canadian contributions on the home front and the impact of the war on Canada (see web site for examples – home front contributions - 2.5.1, battles chart - 2.5.2, contributions at sea and in the air - 2.5.3, and impact of war - 2.5.4).

· The teacher should prepare in advance the resources to be used in the completion of this activity (decide which sections of the text and other resources should be used).

Prior Knowledge Required

· finding and recording information, drawing conclusions based on information

· an awareness of the condition of French-English relations in Canada following WWI

Teaching/Learning Strategies

1. The teacher introduces the activity by talking to students about the roles Canada played in helping win the war, including military and economic contributions. Students, with assistance from the teacher, create an organizer on which they record information gathered about Canadian military contributions to the allied victory. For this comparison organizer, students gather information about WWII battles/campaigns in which Canadians were involved (Dieppe, Sicily, and Italy, D-Day, and the liberation of Holland). They are to compare the purpose, major events, outcomes, and overall contributions of each of these campaigns. Students complete these in class. The teacher may decide that given time restrictions the activity should be done as a class, with the charts on overhead; the students would then volunteer the information in each of the categories as they find it, and the teacher can record it on the overhead. This approach would allow for consistency and give additional opportunity for the teacher to assess individual students’ abilities as they respond. Another approach would be to divide up the categories and have individuals, pairs, or groups come up with information and record it on the chart for collective use.

2. Once the information has been gathered, students might wish to compare the significance of these campaigns with the significance of the Canadian battles of WWI.

3. Students may have stories about members of their own families and their respective roles in WWII to share with the class. A speaker from the local branch of the Legion may enhance student learning (time permitting). Students may wish to write a letter of appreciation to a veteran.

4. This part of the activity is to allow students to inquire about and record what Canadians at home did to contribute to the war and to assess the impact of the war on Canada. The class is divided into four groups. They determine the various kinds of things that happened on the home front to assist in the war effort. Each group examines one of the following: Women, Children, Government, Business.

5. Once the groups complete their tasks, they re-assemble so that an expert from each of the original groups is now in a new group (jig saw). Each of the experts then shares his/her findings so that each member of the new group has all the information. The teacher circulates through the groups to direct and prompt them and to help them remain on task. The teacher may decide to have students put their information in point-form notes or create an organizer.

6. The final task in this activity asks students to consider the wide range of impact that World War II had on Canada. Students examine the impact of the war on the economy, on the role of women, on the role of government, on French-English relations, on Canada’s role in the world, and, finally, the human costs. Students draw conclusions from information that they have already covered, and the teacher provides additional information, including statistics on the losses Canada suffered; the background and outcome of the Conscription Crisis, including King’s promises and the results of the plebiscite; and the status Canada achieves as a middle power. In a teacher-led discussion, students determine the impact of the war on Canada and record their findings in an organizer chart or point-form notes.

Assessment/Evaluation Techniques

· Formal assessment of point-form notes (if used) and organizer charts for completion and accuracy

· Informal observation of student contributions to group activity and class discussion with feedback to students

Accommodations

· Some students may deliver the information orally or on cassette tape.

· The teacher might provide a photocopy of the overhead to some students who have difficulty writing.

· Some students may require additional time either to gather the information or record it.

· Individual exceptional students’ IEPs should be examined so that the activity can be altered to suit their individual needs.

· Where expectations are to be modified (according to IEP), assessment should be fitted to suit.

Resources

Kagan, Elynor, ed. War and Peace: Canada’s Global Role (Canada 21). Scarborough: Prentice-Hall Ginn, 1996. ISBN 0-13-459439-8

Santor, Donald M. Canadians at War (Canadiana Scrapbook). Scarborough: Prentice-Hall, 1979.
ISBN 0-013-113514-7

Kits/Videos

Canada at War. National Film Board of Canada (series of thirteen titles) Title Code: 193B 9162 146 MSN: 32854

World War 2: Canada’s Role. Burnaby, BC: Classroom Video, 1992.

Kit: Canada’s Coming of Age 1939-1945. Veterans Affairs Canada, 1995.

Web Sites

The British Commonwealth Air Training Plan
http://www.lexicom.ab.ca/~nanton/bcatp.html

Canadian Warplane Heritage Museum Official Web Site
http://www.warplane.com/

CanPix
http://www.canadianprimeministers.com/rbba.html

D-Day Recollections, by Jim Wilkins, The Queen’s Own Rifles of Canada, “B” Company
http://users.erols.com/wolfy/qor/html/body_wilkins.html

Engendering Consent: World War II Propaganda Posters
http://web.arts.ubc.ca/history/ww2prop/prop.htm

Japanese Air Balloon Bombings Against North America During World War II
http://collections.ic.gc.ca/balloons/

Marion Orr (Canadian Women Pilots)
http://trinculo.educ.sfu.ca/hpost_e/ipost2/4-7/woman.html

Nanton Lancaster Society and Air Museum
http://www.lexicom.ab.ca/~nanton/nanton.html
(The museum commemorates the British Commonwealth Air Training Plan.)

NFB Films for 1920-1945
http://www.nfb.ca/FMT/E/cate/H/Histo-Canad-1920-.html

Thank a Vet Program
http://www.veteranconnect.org/

WWII and Canada
http://www.valourandhorror.com

Veteran’s Affairs
http://www.vac-acc.gc.ca/general/sub.cfm?source=history/secondwar
(good site - lots of coverage of various battles, etc.)

Appendices

See web site for sample organizers for students to complete on home front contributions (2.5.1), battles (2.5.2), contributions at sea and in the air (2.5.3), and the impact of the war on Canada (2.5.4)

Activity 6: Newsreels/Report

Time: 615 minutes

Description

In the culminating unit activity, students have the opportunity to exercise skills learned in this and the previous unit and employ knowledge acquired throughout Activities 1 through 5. In addition, students hone their skills of researching, recording, and communicating. Teachers assess the achievement levels of students in the four main categories of knowledge and understanding, thinking and inquiry, application, and communication. The activity involves the entire class in putting together and filming a newsmagazine type show or series of newsreels. The activity is broken into five components: research and inquiry of a set topic; preparation of a five-minute skit/scenario/role-play (newsreel); presentation of prepared performance; written report; and unit test.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1e, 2c, 3d, 4f, 5a, 5b, 5e, 5f , 7b, 1h, 2a, 2b, 2d.

Strand(s): Communities: Local, National, and Global; Social, Economic, and Political Structures; Methods of Historical Inquiry

Overall Expectations: CGV.02, CGV.04, CCV.03, CHV.01, SPV.01, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

Specific Expectations

CG2.01 - explain how American culture and lifestyle have influenced Canadians from 1900 to the present (e.g., music, dance, clothing, speech, movies, television);

CG2.03 - describe the influence of Great Britain and Europe on Canadian policies from 1900 to the present;

CG2.06 - describe Canada’s response to the Holocaust and the subsequent development of policies dealing with hate crimes and Nazi war criminals in Canada;

CC2.03 - describe the technological innovations that have changed the way war has been fought in the twentieth century;

CH1.04 - evaluate the role of movements that resulted in the founding of political parties such as Social Credit, Union Nationale, Cooperative Commonwealth Federation;

CH2.02 - describe the contributions of selected individual Canadians to the development of the Canadian identity since WWI;

CH2.03 - compare the backgrounds, careers, and contributions of twentieth-century Canadian prime ministers, in both formal and anecdotal reports;

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

MI2.01 - use school and public libraries, resource centres, museums, historic sites, and community and government resources effectively to gather information on Canadian history;

MI2.02 - use technology effectively (e.g., computer databases, Internet) effectively when researching Canadian history topics;

MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps;

MI2.04 - use computer based systems effectively to organize information for research, report preparation, and presentation;

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;

MI4.01 - make reasoned generalizations or appropriate predictions based on research;

MI4.02 - demonstrate competence in research and writing (e.g., gathering information, building an argument, supporting the argument with evidence, writing clearly, editing);

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.

Planning Notes

· The teacher must book the Library/Resource Centre and computer lab in advance for students to do their research and should at this point consult with the librarian about what sources are available, making a list in advance.

· Topics must be selected in advance (teacher may wish to use the suggestions in Appendix 2.6.1) so that the students may have some choice.

· The teacher must arrange to have a videotape and video camera available for taping the show (the teacher may want to contact the Media teacher in the school to make use of students in the media course to film the show as an assignment).

· If the classroom space is too confining, the teacher may wish to book a larger space in the school, such as the library or the cafeteria, to do the filming.

· The teacher considers the types of inquiry questions students look at for each of the topics in order to assist them in the research and preparation of their performance.

· The teacher prepares checklists and marking rubrics to keep track of student progress/achievement for each of the four stages: inquiry; preparation; delivery; written report (see appendices). While a sample is available, the teacher may wish to build the rubric with student input, allowing them to contribute to and better understand the expectations.

· The teacher prepares a unit test as the last part of the activity; the questions used on the test must reflect evaluation of students in all four categories of achievement.

Prior Knowledge Required

· inquiry skills (for formulating questions, researching and recognizing bias, analysing, interpreting, evaluating, and drawing conclusions); communication skills (written and oral)

· knowledge of how to use the Library/Resource Centre, and some rudimentary Internet skills

Teaching/Learning Strategies

1. The teacher begins by introducing the project and describing all its components, explaining the timeline and making sure that all the students are aware of the marking criteria. The teacher may wish to review both research and inquiry skills as well as note-taking skills. Students should also be reminded to use both primary and secondary sources in their research and be aware of potential bias in the sources. The teacher should provide an example and review the steps in detecting bias. Students choose partners (or a group depending on the nature of the topic) and select topics from the list (these topics are suggestions intended to help meet the expectations and teachers may choose others). Half of the class researches topics from the Depression era and the other half from WWII (see Appendix 2.6.1). The teacher may wish to show a sample of a newsreel from the era so that students have a general idea of the considerations.

2. With their partners and teacher assistance, students pose inquiry questions and note the location of their sources (see web site for sample – Appendix 2.6.6). The teacher may want to have students do the research in two separate stages so that they might exercise both their library skills and skills in Internet research. Students keep a log to track their progress; this log is used to help them complete a self-evaluation at the end of the activity (see web site for sample – Appendix 2.6.5).

3. Once the research is complete, students determine the content of their presentation, decide what costumes and props they need, prepare a script of five to seven minutes, and make a “set” for their portion of the show (old science fair boards are useful for this purpose).

4. The next stage of the project involves filming the individual segments. The two hosts of the show are to help organize the order and setup of each segment and, after conferring with each group, they prepare their introduction to the show, closing comments, as well as transitional commentaries to move from segment to segment of the show.

5. After the newsreels have been filmed (see Appendix 2.6.2 for evaluation rubric), students view the final product and, based on the information they have gathered, write a report about significant historical developments of the Depression and World War II (see Appendix 2.6.3 for report evaluation rubric). The report assignment might be presented as follows:

Based on the knowledge of the Depression and World War II you gained in this unit, write a report that addresses the following questions:

i) What were the main causes of the Depression?

ii) In what ways was Canada affected by the Depression?

iii) Suggest several reasons why the Second World War occurred.

iv) How important were Canada’s contributions to the Allied victory?

v) How was Canada changed by our involvement in World War II?

vi) How do the events of the 1930s and World War II remind us of our Christian and human responsibilities, individually and as a nation?

Requirements

· Your report should be between three and four pages in length.

· It should be typed - doubled spaced ( if you do not have a computer at home, see the teacher to arrange for access to one).

· Use the six questions above as headings inside the report.

· Your report should have a title page which includes the following:

· Title (History Report: the Depression and World War II) centred in the middle of the page;

· Your name;

· Your teacher’s name;

· The course code;

· Due date;

(The last four items should appear in the bottom right hand corner of the title page.)

6. As a final assignment, students complete a self-evaluation for both the process and product (see web site - Appendix 2.6.7); they can consider what they did best and what skills they need to work on to improve their efforts/results. In addition, students have the opportunity to tell the teacher how well they were able to learn by using this type of activity

Assessment/Evaluation Techniques

· Formal assessment of research skills to be done as students research their topics and after the students have handed in their research questions and sources (knowledge/understanding; thinking/inquiry)

· Evaluation of inquiry questions and resources used (thinking/inquiry)

· Formal evaluation of each student’s report (knowledge/understanding; thinking/inquiry) – see Appendix 2.6.3 for report evaluation rubric

· Evaluation of performance (communication; application)

· Self-evaluation of the research and performance

· Evaluation of set, props, and costumes used, for appropriateness (knowledge/understanding; application; communication)

Accommodations

· Some students may require additional time to write the report.

· Some students may need the use of a word processor and dictionary to complete their reports.

· Students having difficulty with developing and answering inquiry questions should be given additional assistance by the teacher.

· Students who have difficulty obtaining props or an appropriate costume may need specific suggestions appropriate to their roles.

· Students may require more time to complete the test or may need to take part or all of it orally.

· Opportunities should be offered to those identified students to redo the report or re-take the test if necessary after teacher feedback.

· If a student is unable to take part in an on-camera role, s/he might be given the job of assisting other students with research, learning scripts, and set-up.

· Individual exceptional students’ IEPs should be examined so that the activity can be altered to suit their individual needs.

· Where expectations are to be modified (according to IEP), assessment should be fitted to suit.

Resources

As this is a culminating activity, any of the sources listed at the beginning of the unit may be used here. As it is a research exercise and there are so many sources available through the Library/Resource Centre, students will certainly find others in doing their research. Consult list made in advance with the librarian.

Appendices

Appendices 2.6.1, 2.6.2, and 2.6.3

See web site for additional appendices: student question and resource organizer (2.6.4); student log (2.6.5); report questions (2.6.6); student self-evaluation (2.6.7).

Appendix 2.6.1

Topic List and Description for Newsmagazine Television Show

Depression Era Topics	World War II Era Topics
1.	Host - The role of the two hosts together is to talk to each of the groups, find out their topics, decide the order in which the vignettes should occur, decide on introductions and the concluding remarks for the entire show - They should come up with a name for the show and create a banner for the show’s name.	1.	Host - same as other host description
1. 2.	Impact of the Depression Across Canada - Students may wish to do this as news anchors or reporters on the road, and report how the Depression is affecting people across Canada. - The Prairies, having suffered the most during the Depression, should be the focus of the report.	1. 2.	The Axis Alliance - Students may wish to act as war correspondents, reporting on how the Axis came about. - They may want to use a map outlining how much of the world was involved in the war as a result of the Axis ambitions, taking their report to the height of Axis powers.
1. 2.	Relief Camps - Students may wish to approach this topic as a news story where the reporter interviews a man in a relief camp.	1. 2.	Government Propaganda and the Allied Cause - Students may wish to create their own posters (based on their research) as a backdrop for a commercial spot in which government spokespersons encourage Canadians to become involved in the war. - The appeal should go out to men, women, children, and businesses. - OR the students may set up an interview where a government spokesperson is asked to defend what the government is doing about the war, the Conscription issue, etc.
1. 2. 3. 4. 5.	Changing Politics and New Political Parties - Students may wish to present themselves as political analysts, discussing the platforms of each of the four parties (Conservative, Liberal, Social Credit, CCF, and Union National), examining the way in which government was changing as a result of the economic pressures of the Depression. - OR, if five students wanted to work on this topic, each one could be a leader of a political party (Bennett, King, Aberhart, Woodsworth, and Duplessis) and have a political discussion about what each party proposed as a way to solve the Depression.	1. 2.	The Holocaust - Students could assume the role of soldiers present at the liberation of one of the camps and be interviewed about what they saw there. - OR one of the students might play the role of a Holocaust survivor or someone who was in one of the Death/Concentration camps (based on true personal stories) being interviewed by a reporter.
1. 2.	Social/Cultural Impact - This topic might be approached by having students do a series of commercials which would “air” periodically throughout the show, advertising products of the period, (perhaps using the Dionne Quints), selling records, promoting movies, etc. (demonstrating American influence on culture). - OR students may wish to do an entertainment section on the show, reporting on the various radio shows, the matters of interest in entertainment (escapism), the founding of the CBC, and generally the way Canadians entertained themselves (they may wish to include sports here too), etc.	1. 2.	Technology and War - Students might assume the roles of special correspondents, examining how technology changed the way in which war was fought, for example, the use of radar, cipher machines, new aircraft, V1/V2 rockets, modern tanks and nuclear weapons. - They might consider preparing drawings to be used as part of their “set” for filming. - They should focus on some examples to demonstrate the effect and implications of developing technology.
1. 2.	Other topic(s) of Interest	1. 2.	Japanese Internment - The interview process would work well here where one student (the interviewer) prepares the audience with some background explanation and then interviews a Japanese-Canadian whose possessions were confiscated and whose family was sent to an internment camp during the war. - OR the two students may wish to be investigative reporters, revealing their findings about the government’s intentions and actions to the public.

Depression Era Topics

World War II Era Topics

Names

Role/Topic

Names

Role/Topic

Host

- The role of the two hosts together is to talk to each of the groups, find out their topics, decide the order in which the vignettes should occur, decide on introductions and the concluding remarks for the entire show

- They should come up with a name for the show and create a banner for the show’s name.

Host

- same as other host description

Impact of the Depression Across Canada

- Students may wish to do this as news anchors or reporters on the road, and report how the Depression is affecting people across Canada.

- The Prairies, having suffered the most during the Depression, should be the focus of the report.

The Axis Alliance

- Students may wish to act as war correspondents, reporting on how the Axis came about.

- They may want to use a map outlining how much of the world was involved in the war as a result of the Axis ambitions, taking their report to the height of Axis powers.

Relief Camps

- Students may wish to approach this topic as a news story where the reporter interviews a man in a relief camp.

Government Propaganda and the Allied Cause

- Students may wish to create their own posters (based on their research) as a backdrop for a commercial spot in which government spokespersons encourage Canadians to become involved in the war.

- The appeal should go out to men, women, children, and businesses.

- OR the students may set up an interview where a government spokesperson is asked to defend what the government is doing about the war, the Conscription issue, etc.

Changing Politics and New Political Parties

- Students may wish to present themselves as political analysts, discussing the platforms of each of the four parties (Conservative, Liberal, Social Credit, CCF, and Union National), examining the way in which government was changing as a result of the economic pressures of the Depression.

- OR, if five students wanted to work on this topic, each one could be a leader of a political party (Bennett, King, Aberhart, Woodsworth, and Duplessis) and have a political discussion about what each party proposed as a way to solve the Depression.

The Holocaust

- Students could assume the role of soldiers present at the liberation of one of the camps and be interviewed about what they saw there.

- OR one of the students might play the role of a Holocaust survivor or someone who was in one of the Death/Concentration camps (based on true personal stories) being interviewed by a reporter.

Social/Cultural Impact

- This topic might be approached by having students do a series of commercials which would “air” periodically throughout the show, advertising products of the period, (perhaps using the Dionne Quints), selling records, promoting movies, etc. (demonstrating American influence on culture).

- OR students may wish to do an entertainment section on the show, reporting on the various radio shows, the matters of interest in entertainment (escapism), the founding of the CBC, and generally the way Canadians entertained themselves (they may wish to include sports here too), etc.

Technology and War

- Students might assume the roles of special correspondents, examining how technology changed the way in which war was fought, for example, the use of radar, cipher machines, new aircraft, V1/V2 rockets, modern tanks and nuclear weapons.

- They might consider preparing drawings to be used as part of their “set” for filming.

- They should focus on some examples to demonstrate the effect and implications of developing technology.

Appendix 2.6.2

Newsreel Evaluation Rubric: Research, Preparation, and Performance

Category	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding	- demonstrates limited knowledge of topic in performance (1 or 2 significant facts relating to topic)	- demonstrates some knowledge of topic in performance (3 or 4 significant facts relating to topic)	- demonstrates considerable knowledge of topic in performance (5 or 6 significant facts relating to topic)	- demonstrates thorough knowledge of topic in performance (8 or more significant facts relating to topic)
Thinking/ Inquiry (Research)	- demonstrates limited ability to form questions appropriate to the investigation (1 or 2 sound questions)	- demonstrates some ability to form questions appropriate to the investigation (3 or 4 sound questions)	- demonstrates considerable ability to form questions appropriate to the investigation (5 or 6 sound questions)	- demonstrates thorough competence in formation of questions appropriate to the investigation (7 or more sound questions)
	- demonstrates limited ability to use appropriate sources (relies on 1 source; draws few adequate conclusions; relies on wording of source)	- demonstrates some ability to use appropriate sources (uses at least 2 sources; draws several adequate conclusions; is able to put some ideas into own words)	- demonstrates considerable ability to use appropriate sources (uses at least 3 sources; draws many adequate conclusions; is able to put most ideas into own words)	- demonstrates thorough competence in using appropriate sources (uses 4 or more sources; all conclusions drawn are appropriate; is able to put all ideas into own words)
Application (Preparation)	- demonstrates limited ability to stay focussed on the task of preparation	- demonstrates some ability to stay focussed on the task of preparation	- demonstrates considerable ability to stay focussed on the task of preparation	- demonstrates thorough ability to stay focussed on the task of preparation
	- demonstrates limited ability to work with others; limited initiative	- demonstrates some ability to work with others; some initiative	- demonstrates considerable ability to work with others; considerable initiative	- demonstrates thorough ability to work with others; constant initiative and leadership
Communication (Performance)	- demonstrates limited ability to use appropriate symbols/visuals (1 or 2) and limited creativity in the design and construction of set	- demonstrates some ability to use appropriate symbols/visuals (3 or 4) and some creativity in the design and construction of set	- demonstrates considerable ability to use appropriate symbols/visuals (5 or 6) and considerable creativity in the design and construction of set	- demonstrates thorough competence in the use of appropriate symbols/visuals and painstaking creativity in the design and construction of set
	- demonstrates limited ability to convey appropriate knowledge through performance	- demonstrates some ability to convey appropriate knowledge through performance	- demonstrates considerable ability to convey appropriate knowledge through performance	- demonstrates thorough competence in ability to convey appropriate knowledge through performance

Overall Level: Student Name:

Comments:

Strengths:

Areas to Review:

Next Steps:

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 2.6.3

Report Evaluation Rubric

Overall Level: Student Name;

Comments:

Strengths:

Areas to Review:

Next Steps:

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.