Course Profile Canadian History in the
Twentieth Century, Grade 10, Applied, Public
Unit 1: 1900-1928: Growth, Sacrifice, and Dreams of Peace
Time: 24 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7
Students explore Canada in the first decades of the twentieth century. Through the production of a poster, time capsule, and museum of the period, students discover and explore the defining events that shaped Canada’s economy, politics, society, and external relations. Students are introduced to and given an opportunity to practise and apply the skills of historical research, detecting and presenting point of view in written and role-playing activities, oral, written, and visual presentations, and argumentative paragraphs in the activities leading to the culminating activity. These will be incorporated in the summative performance task. Students are also introduced to the My Canada Folder and Unit 6 course culminating activity in relation to defining moments. In the folder, students keep their reflections made on defining moments in each unit, as well as research notes, resource lists, bibliography, and any other material relevant to the course culminating activity.
Strand(s): all strands
CGV.01P - demonstrate an understanding of the elements of Canadian identity;
CGV.02P - explain ways in which outside forces and events have influenced Canada’s policies;
CGV.03P - describe the development of French-English relations in Canada during the 20th century;
CGV.04P - demonstrate a knowledge of Canada’s participation in war, peace, and security;
CCV.01P - demonstrate an understanding of the demographic and social patterns within Canada since 1900;
CCV.02P - describe the impact of technological developments on Canadians;
CCV.03P - explain how and why Canada’s international status and foreign policy changed since 1914;
CHV.01P - demonstrate a knowledge of the contribution of various social and political movements to Canadian history during the 20th century;
CHV.02P - demonstrate an understanding of how individual Canadians have contributed to the development of Canada and to an emerging sense of Canadian identity;
SPV.01P - demonstrate a knowledge of how and why changing economic conditions and patterns have affected Canadians;
SPV.02P - demonstrate an understanding of the changing role of Canadian governments from World War I to the present, including the evolution of Canada’s social support programs;
MHV.01P - use appropriate historical research methods to investigate topics and issues in history;
MHV.02P - use a variety of information sources to research historical topics or issues, and then organize the information in a meaningful way;
MHV.03P - evaluate information when researching historical topics or issues;
MHV.04P - communicate the results of research in oral and written presentations.
CG1.02P - describe the contributions to Canadian society of its diverse communities;
CG1.03P - demonstrate an understanding of how artistic expression reflects the Canadian identity;
CG2.01P - explain how American culture and lifestyle have influenced Canadians from 1900 to the present;
CG2.02P - summarize Canada’s changing relationship with the United States from 1900 to the present;
CG2.03P - describe the influence of Great Britain and Europe on Canadian policies from 1900 to the present;
CG3.02P - explain how the conscription crisis of World War I created tensions;
CG4.01P - explain how Canada became involved in World War I;
CG4.02P - compare Canada’s military contributions;
CG4.03P - evaluate Canada’s role in the Allied victories of World War I and World War II;
CG4.04P - 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;
CG4.05P - explain the influence on Canadian society from 1914 to the present of pacifists, the human rights movement, and the civil rights movement;
CC1.01P - identify major groups that have immigrated to Canada from 1900 to the present and describe significant factors that led to their decision to immigrate;
CC1.03P - 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;
CC1.05P - assess the impact of demographic and social changes on Aboriginal communities;
CC2.01P - use visual displays effectively to show how technology changed lifestyles;
CC2.02P - describe the relationship between invention and the economy;
CC3.01P - identify why certain documents are important in the evolution of Canada’s political autonomy;
CH1.01P - summarize the contributions of the women’s movement;
CH1.02P - evaluate the role of the labour movement in Canadian society;
CH2.01P - demonstrate an understanding of how significant individuals contributed to the growing sense of Canadian identity during World War I;
CH2.02P - describe the contributions of selected individual Canadians to the development of Canadian identity since World War I;
CH2.03P - compare the backgrounds, careers, and contributions of 20th century prime ministers, in both formal and anecdotal reports;
SP1.01P - describe Canada’s economic growth at the start of 20th century;
SP1.02P - compare economic conditions at different times in Canada’s history and their impact on the daily lives of Canadian families;
SP2.01P - identify and describe the early 20th century pressure groups that were established to promote social support programs;
SP2.02P - explain why social support programs were established in Canada;
SP2.03P - demonstrate an understanding of the role of government in wartime and explain why the government acted as it did;
SP2.04P - explain how and why the government restricted certain rights and freedoms in wartime, and describe the impact of these restrictions on the general population and on various groups within the Canadian population;
MH1.01P - use terms related to historical organization and inquiry correctly;
MH1.02P - use who, what, where, when, why, and how questions effectively when researching historical topics and issues;
MH1.03P - formulate a thesis statement and use it effectively to research a historical topic or issue;
MH2.01P - use school and public libraries, resource centres, museums, historic sites, and community and government resources effectively to gather information on Canadian history;
MH2.02P - use technology effectively when researching Canadian history topics;
MH2.03P - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps;
MH2.04P - use computer-based systems effectively to organize information for research, report preparation, and presentation;
MH2.05P - use correct notation methods and proper formatting to acknowledge sources of information in reports and essays;
MH3.01P - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.02P - distinguish between primary and secondary sources of information, and use both appropriately in historical research;
MH3.03P - distinguish between fact and inference in primary and secondary sources;
MH3.04P - demonstrate ability to draw conclusions based on adequate and relevant supporting evidence;
MH4.01P - make reasoned generalizations or appropriate predictions based on research;
MH4.02P - demonstrate competence in research and writing;
MH4.03P - express ideas and arguments in a coherent manner during discussions, debates, or in graphic displays;
MH4.04P - demonstrate, after participating in dramatizations of historical events, insights into historical figures’ situations and decisions.
|
Activity 1 |
Defining Moments: Events that Shape Us |
40 minutes |
|
Activity 2 |
The Twentieth Century Belongs to Canada |
280 minutes |
|
Activity 3 |
Immigration: Through Their Eyes |
60 minutes |
|
Activity 4 |
The Great War, 1914-1918: Direct and Indirect Causes |
60 minutes |
|
Activity 5 |
Canada in World War I: Lest We Forget |
240 minutes |
|
Activity 6 |
My Time Capsule of World War I: A Collection of Personal Mementos |
280 minutes |
|
Activity 7 |
Culminating Activity: Museum of Canada, 1900-1928 |
480 minutes |
This unit builds upon concepts and skills developed in The Ontario Curriculum, History and Geography, Grades 7 and 8 where expectations relating to methods of historical inquiry and historical events up to 1918 are addressed. As well, students are expected to use communication skills addressed in English: Grades 9 and 10 and skills and concepts from Grade 9 Geography.
It is advisable that teachers read over all the activities before embarking on the unit as important skills and concepts are introduced and developed in sequence. The teacher requires a clear picture of the culminating activity and how the sub-tasks are incorporated into it before introducing it to the students. A single set of rubrics on role playing, writing in role, argumentative paragraphs, and oral presentations should be introduced and consistently used by students, peers, and the teacher for formative assessment before the unit culminating activity in order for students to work toward “best practice”. Prior planning by the teacher is necessary to guarantee the availability of resources, the Library/Resource Centre, and materials for the production of artifacts, visuals, and presentations. In order to meet the time frames advised it is expected that students complete some tasks included in the Teaching/Learning Strategies outside of class. Teachers select the specific tasks performed for homework.
Students act as historical detectives to determine defining moments. Through research, group preparation of a poster, and writing a letter in role, students question what has changed since 1900. Students review immigration trends and policies and prepare a short role-playing activity from different perspectives. Using a model of causation, students analyse the causes of World War I and write a position paper on responsibility for the start of the war. Through a series of activities students explore battles, interpret primary sources for the war years, analyse the impact of war on the home front through role playing, and produce their own primary sources. Students research and present their own time capsule. Students embark on a group research project with individual responsibilities to prepare a museum display of artifacts, personality profile, and skit on the 1920s.
|
Activity |
Skills |
Assessment/Evaluation |
|
1 |
Express ideas in oral discussion on Defining Moments Defend position on defining moments |
Formative teacher observational checklist Formative Argumentative Paragraph/Essay rubric |
|
2 |
Record and organize information on Turn of Century Express ideas in oral discussion Locate, record, make conclusions in research for 1900s poster Collaborate on group work Express ideas in oral report Write in role as immigrant to Canada |
Formative checklist notes Formative teacher observation Formative assessment of poster with rubric Formative teacher/peer/self-assessment of group work Formative assessment of poster using rubric Formative teacher/peer assessment of oral report using rubric and rating scale Formative teacher assessment using Writing in Role rubric |
|
3 |
Demonstrate knowledge and understanding of immigration Record and organize information on immigration Present point of view in dialogue role-playing skit |
Teacher observation Formative checklist notes and oral Formative checklist role playing |
|
4 |
Record and organize information on causes of war Apply model of causation Defend position on causes of war |
Formative checklist notes Formative teacher observation Formative Argumentative Paragraph/Essay rubric |
|
5 |
Record and organize information on war Analyse primary sources, distinguish between fact/inference Present point of view in role on home front Present point of view in diary/letter Express ideas in graphic display as artifacts of World War I |
Checklists for notes Formative teacher observation Formative teacher/peer assessment of skit using holistic rubric on role playing Formative teacher/peer assessment using Writing in Role rubric Formative student/peer assessment of artifacts using student-generated rubric |
|
6 |
Locate, record, apply, make conclusions through research using a variety of print/non-print sources to prepare time capsule Express ideas in oral presentation of time capsule Recall/apply knowledge of war |
Formative teacher/peer/self-assessment checklists (research folder, group work) Summative teacher evaluation of time capsule using rubric Formative peer and teacher evaluation of oral presentation using rubric Summative test |
|
7 |
Analyse, interpret, make conclusions using primary source documents Locate, record, apply, make conclusions through research using a variety of print/non-print sources to prepare Museum display Express ideas in oral presentation of Museum Defend thesis in writing on 1920s Select, record, reflect in My Canada Folder |
Teacher formative observation Summative teacher evaluation of Museum display using rubric Summative checklist (research process and group work) Summative teacher evaluation of oral presentation using rubric Summative teacher evaluation using Argumentative Paragraph/Essay rubric Formative teacher assessment of My Canada Folder using checklist |
Refer to the Course Overview for general texts.
Alexander, Ken. Towards Freedom: The African-Canadian Experience. Toronto: Umbrella Press, 1996.
Canadians At War: 1914-1918. Canadiana Scrapbook Series. Scarborough: Prentice Hall, 1978.
The Confident Years: Canada in the 1920s. Canadiana Scrapbook Series. Scarborough: Prentice Hall, 1978.
Jarvis, G., et. al. Decades: Forces of Change, 1896-1960. Scarborough: Prentice Hall, 1996.
Jarvis, G., et. al. War and Peace: Canada’s Global Role. Scarborough: Prentice Hall, 1996.
A Nation Beckons: Canada 1896-1914. Canadiana Scrapbook Series. Scarborough: Prentice Hall, 1978.
Quinlan, Don, ed. World Affairs: Defining Canada. Don Mills: Oxford University Press, 1998.
Quinlan, Don, ed. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999.
Quinlan, Don, ed. Women: Changing Canada. Don Mills: Oxford University Press, 1997.
Ruck, Calvin. The Black Battalion, 1916-1920: Canada’s Best Kept Military Secret. Halifax: 1987.
Some Missing Pages: The Black Community in the History of Quebec and Canada. Quebec: Gouvernement du Quebec, 1995.
1998 Canadian Encyclopaedia. CD-ROM . Toronto: McClelland & Stewart, 1998.
Canada and the Great War, 1914-1918: A Nation Born. Veterans Affairs Canada, 1999.
Good Bright Days. NFB. 30 minutes.
Heritage Minutes. CRB Foundation. Kingston.
Strangers at the Door. NFB.
Turn of the Century. NFB. 30 minutes.
World War I. CD-ROM. Flag Tower. 1995.
Alaska Boundary Dispute
www.ac.wwu.edu\~jay\pages\dan.html
Boer War: Heritage Resources
www.saintjohn.nbcc.nd.ca\~Heritage-boerwar\index.htm
The Canadian Military Heritage
Project
www.rootsweb.com/~canmil\WWIind.htm
Canadian War Museum
www.civilization.ca/cwm
D-Net
www.airforce.dnd.ca/eng/ww_1htm
History of African Canadians
http://citd.scar.utoronto.ca/Multi_history/Blacks/Black_
Internment of Ukrainians in
Canada 1914-1920
http://www.infoulkes.com/history/internment
National Archives of Canada
http://www.archives
Nellie McClung Links
http://epsb.net/pages/nmclinks.htm
Online Resources for Canadian
Heritage
www.cmcc.muse.digital.ca/
The ‘Persons’ Case
http//:www.canuck.com/famous5/html/person_s_case.html
The Right Honourable Wilfrid
Laurier
http://www.ncl-bnc.ca/eppp-archive/100/200/301/nlc/canspeak-ef/english/wl
Roaring Twenties
http://web.indirect.com/~ccrc/ROARINGTWENTIES.html
Stats Canada
www.statcan.ca
Some Missing Pages: The Black
Community in the History of Quebec and Canada
http:\\www.qesn.meq.gouv.qc.ca/mpages/title.htm
Sports in Canada: an important
part of our heritage
http://www.heritageproject.ca/learning/minute/sports/default.htm
Timelinks, Manitoba History:
1900-1920, Working People and Labour Movements
http://timelinks.merlin.mb.ca/imageref/image42.htm
United Nations Human Development
Report Office
http://www.undp.org/hdro
Veterans Affairs
www.vac-acc.gc.ca
War Poets
www.cc.emory.edu/ENGLISH/Lost
War and Remembrance
http://www.eagle.ca/~matink/war.html
Women in Canadian History
http://library.usask.ca/herstory/herstory.html
World War I
www.worldwar1.com
museum curators
Ontario Multicultural History Society
Ontario Black History Society
representative from Immigration Canada
Time: 40 minutes
Students develop questions to illustrate the technique of historical questioning to determine the significance of events. This leads to the establishment of criteria for, and a definition of, defining moment. The students apply the causal relationship between events to identify defining moments in their own lives. The identification of defining moment is related to the course culminating activity in Unit 6 and is woven throughout the course as students complete the My Canada Folder at the end of each unit.
Strand(s): Communities: Local, National, and Global; Methods of Historical Inquiry
Overall Expectations
MHV.01P - use appropriate historical research methods to investigate topics and issues in history;
MHV.04P - communicate the results of research in oral and written presentations.
Specific Expectations
MH1.02P - use who, what, where, when, why, and how questions effectively when researching historical topics or issues;
MH2.03P - record and organize information effectively;
MH3.04P - demonstrate ability to draw conclusions based on adequate and relevant evidence;
MH4.01P - make reasoned generalizations or appropriate predictions based on research;
MH4.02P - demonstrate competence in research and writing.
· Have a video clip like a Heritage Minute available (e.g., Marconi ) or a summary of a key historic event from a text.
· Prepare to introduce components of course culminating activity (Unit 6) at the start of the course.
From the Grade 8 History Curriculum students are familiar with formulating questions and the use of questions to gather and clarify information.
1. Students assume the role of historical detective and generate a list of questions to use to discover the significance of a historical event. Review the 5 Ws (i.e., Who, What, Where, When, Why).
2. The teacher shows an exciting historical video clip, such as a Heritage Minute, or reads a text summary to the students. The class debriefs by identifying what they have discovered about this event and its significance. Teachers ensure that discussion focusses on background (past events) as well as the immediate issue depicted in the video.
3. The teacher leads students in a discussion to determine why this event is important and to establish some criteria of what makes things/events important. The discussion facilitates their understanding of a “defining moment” (e.g., A defining moment is an event/action/decision that results in a significant change for a person, country, institution, etc.). The teacher assists students in making comparisons with things familiar to them (e.g., winning the Stanley Cup, a Juno or Gemini Award).
4. Students apply this definition to identify three defining moments in their own lives and justify their selection in proper paragraph form using appropriate language conventions. Teacher models proper paragraph structure to frame student response (i.e., topic sentence, development points, evidence).
5. Teacher introduces the course culminating activity: The Twentieth Century, Defining Canada: Interactive Classroom Display and the components of the My Canada Folder (Unit 6) and relates how they are woven throughout the course. My Canada Folder checklist - Appendix 1.1.3 and My Canada Folder tracking sheet - Appendix 1.1.4 should be reviewed. The rubric for the culminating activity, Interactive Classroom Display - Appendix 1.1.2, is included in Unit 1, however, the teacher may wish to go over this at a later point in the course.
3. Formative teacher assessment of the oral class discussion on defining moments, using the checklist Observational Checklist for Assessing Group Discussions - Academic Appendix 1.1.1.
4. Formative teacher and/or peer assessment of defining moments paragraph, using the rubric Argumentative Paragraph/Essay - Appendix 1.1.1.
· Alter length or format for students with writing difficulties.
· A writing scaffold may be necessary for some students to complete the paragraph. A writing scaffold allows students to write for a variety of purposes and audiences. For example, some students might need a starter sentence for a writing response or a paragraph frame consisting of a topic sentence and linking transition word for exposition. Writing scaffolds guide students in the arrangement of ideas in logical order and assist them in presenting information in a variety of sentence patterns and to conventions of standard Canadian English with the aim of accuracy.
· Teachers should ensure that students with auditory processing difficulties have a summary of the text in the video or provision is made for them to view the video more than once.
Non-print
Heritage Minutes. Kingston: CRB Foundation, 1993.
Time: 280 minutes
Using the current context as “Canada #1 Country in the United Nations Report,” students compare Canada today with Canada at the turn of the century to begin to identify what has changed since 1900 that has enabled Canada to reach its present status. Students use questions, identify criteria, and apply them in research on Canada in 1900-1913. In small, thematically based groups, students research, gather data, and present it in a visual poster. The entire class display is entitled The Twentieth Century Belongs to Canada. Together these posters identify defining moments in this period. The display forms a component of the unit culminating activity: Museum of Canada, 1900-1928 (Activity 7) and should be left up for the entire unit.
Strand(s): all strands
Overall Expectations
CGV.02P - explain ways in which outside forces and events have influenced Canada’s policies;
CCV.01P - demonstrate an understanding of the changing demographics and social patterns within Canada since 1900;
CCV.02P - describe the impact of technological developments on Canadians;
CHV.02P - demonstrate an understanding of how individual Canadians have contributed to the development of Canada and to an emerging sense of Canadian identity;
SPV.01P - demonstrate a knowledge of how and why changing economic conditions and patterns have affected Canadians;
MHV.01P - use appropriate historical research methods to investigate topics and issues in history;
MHV.02P - use a variety of information sources to research historical topics or issues, and then organize the information in a meaningful way;
MHV.03P - evaluate information when researching historical topics or issues;
MHV.04P - communicate the results of research in oral and written presentation.
Specific Expectations
CG2.03P - describe the influence of Great Britain and Europe on Canadian policies from 1900 to the present;
CC1.01P - identify major groups that have immigrated to Canada from 1900 to the present and describe significant factors that led to their decisions to immigrate;
CC1.05P - assess the impact of demographic and social changes on Aboriginal communities;
CC2.01P - use visual displays effectively to show how technological developments have changed lifestyles through the 20th century;
CH1.01P - summarize the contributions of the women’s movement;
CH2.03P - compare backgrounds, careers, and contributions of 20th century prime ministers, in both formal and anecdotal reports;
SP1.01P - describe Canada’s economic growth at the start of 20th century;
SP1.02P - compare economic conditions at different times in Canada’s history and their impact on the daily lives of Canadian families;
MH2.01P - use school and public libraries, resource centres, museums, historic sites, and community and government resources effectively to gather information on Canadian history;
MH2.02P - use technology effectively when researching Canadian history topics;
MH2.03P - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps;
MH3.02P - distinguish between primary and secondary sources of information, and use both appropriately in historical research;
MH3.04P - demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence;
MH4.02P - demonstrate competence in research and writing;
MH4.03P - express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays.
· Teachers need a copy of the UN Human Development Index or an article that summarizes the criteria for Canada’s ranking as #1 country to live in.
· Teachers need a copy of, or excerpt from the speech delivered by Wilfrid Laurier to the Canadian Club of Ottawa on 18 January 1904.
· Teachers select a video (e.g., Turn of the Century) or similar resource.
· Gather materials for students in folders to facilitate organized research early in the course. Meeting with the teacher/librarian to book research time is also advisable as is planning data collection sheets and ensuring the availability of materials for this activity.
· Teachers prepare explicit instructions for students and review criteria and evaluation prior to embarking on the activity.
· Monitor student progress. My Canada Folder should be used to collect daily work and be assessed formatively.
· Students are expected to complete some work for their posters as homework.
· Teachers should relate the culminating Activity 7 and explain how the posters fit in.
In Grade 8 students studied the historical context of Canada at the turn of the century. Students build upon methods of historical inquiry, e.g., using primary and secondary documents, formulating questions, locating relevant information, taking notes, and preparing visual displays and reports.
1. Teachers display the headline from an article citing Canada as the # 1 place to live according to the UN Report and pose the question “Why?”
2. Students with a partner or in a small group brainstorm and record answers to this on chart paper (teachers may need to review how to brainstorm). The teacher may make a note for students to record answers to: “What makes Canada great now is.....”
3. Teachers instruct students to group their reasons and come up with a broader criteria of what makes Canada great. These broad areas should include things like: geography, political system, social justice, economic opportunity, social policy (health care, education, welfare), demographics (immigration), and technology. Groups present their results. A class consensus of the main categories should be listed on the board. Some of these criteria form the basis of their research on Canada at the Turn of the Century so reinforcing them at this stage is important. The definition of these terms should be clarified at this stage.
4. Teachers pose the question: “How did we get to #1?” This acts as a segue to get back to the turn of the century as a starting point to answer the question. Teachers then give students an excerpt from Laurier’s speech about the twentieth century. The excerpt is a primary source and teachers can use this as an opportunity to review primary and secondary sources with students to establish the extent of prior learning from Grades 7 and 8 History. The excerpt should be used to indicate the optimism felt at the start of the twentieth century.
5. Students prepare a T-chart to compare Canada in 1900 with Canada today. They can use the ideas brainstormed earlier for Canada today and the criteria on the board to guide their chart (e.g., Technology 1900/Today). Notes on the board provide a visual map to use later in their speculation on what needed to change in order for Canada to progress toward its present status.
6. A general class discussion follows to establish a broad overview of how Canada was different in 1900. This reviews a key expectation in Grade 8 History. Teachers should encourage the comparison to things that are relevant to the student today (e.g., education, leisure activities, technology, lifestyles).
7. Teachers show a video like Turn of the Century or have students read relevant sections in a text to gather specific notes on Canada at this time.
8. Teachers introduce the Twentieth Century Belongs to Canada poster activity and review the requirements and Visual Product: Poster/Collage Rubric for assessment (Appendix 1.4.1). Students are placed in small groups and teachers monitor individual students using a tracking sheet. Students assess their skills of collaboration using Group Work Effectiveness rubric - Academic Appendix 1.2.2. In these groups students are responsible for researching and preparing a poster to demonstrate their topic. Students focus on significant or “defining” aspects of their topic. Suggested topics are:
· Immigration (including journey, reception, impact on aboriginal groups)
· Technology (including inventions, inventors, impact on society)
· Life in the City (including rich, poor, adults, children)
· Life on the Prairies (including rich, poor, immigrant, non-immigrant, Aboriginal groups)
· Entertainment
· External Relations (including Canada/USA: Alaska Boundary Dispute, Reciprocity 1911, and Canada/Britain: Boer War, The Naval Crisis)
· Leaders (including Laurier, Borden, Bourassa, and McClung or other suffragists)
9. Students prepare their poster. They briefly present a summary to the class orally. Students make notes. Teachers should prepare a data collection worksheet for the students to guide their note-taking. A group evaluation on the effectiveness of the poster and oral report is done by peers and teacher.
10. A general class discussion follows the poster presentations. The teacher directs students to think about what the defining moments of this period were and make entries into their My Canada Folder. Some key developments that helped start Canada off on the road to becoming the #1 country were multiculturalism, expansion and development of the West, and development of the woman’s rights movement.
11. Students may write a short quiz to evaluate knowledge and understanding of poster contents or individually prepare a letter to a friend or family member who is not in Canada. This letter addresses “What my life is like in Canada: 1900-1913.” The students need to identify their point of view and key historical data.
5. Formative peer assessment of T-chart note using a checklist for completion and accuracy.
6. Formative teacher assessment of oral discussion using Observational Checklist for Assessing Group Discussions checklist - Academic Appendix 1.1.1.
8. Formative peer and self-assessment of group work using Group Work Effectiveness rubric - Academic Appendix 1.2.2.
9. Formative peer/teacher assessment using Oral Presentation rubric - Appendix 3.6.1, and formative teacher evaluation of Twentieth Century Belongs to Canada poster using Visual Product rubric - Appendix 1.4.1.
11. Summative teacher evaluation using a quiz to test knowledge of poster data.
11. Formative teacher assessment of letter using Writing in Role rubric - Appendix 1.2.1.
· Written material may be altered for students with reading difficulties.
· Provide teacher/peer tutor assistance in data collection and modelling of T-chart.
· Practise sentence writing, comparison, and superlatives using T-chart for Canada Now and in 1900.
· Portfolios may be used by teachers for student work in this unit.
A variety of texts
Laurier speech cited in Kingwell, Mark and Christopher Moore. Canada: Our Century. 1999, p. 69 and Columbo, John R. New Canadian Quotations. 1997, p. 393.
A Nation Beckons. Canadiana Scrapbook Series. Scarborough: Prentice-Hall, 1978.
Non-print
1998 Canadian Encyclopaedia. CD-ROM . Toronto: McClelland & Stewart, 1998.
Turn of the Century. NFB. 26 minutes.
Web Sites
“Canada still on top of World in
U.N. index”. Toronto Star, July 11, 1999
www.thestar.com
United Nations Human Development
Report Office
http://www.undp.org/hdro
Time: 60 minutes
Through the context of immigration in the early part of this century, the concept of point of view is taught and practised in a role-playing activity. Students develop historical empathy and make inferences about historical situations. There is a review of push/pull factors and immigration trends and policy, with attention drawn to racist elements.
Strand(s): Change and Continuity, Methods of Historical Inquiry
Overall Expectations
CCV.01P - demonstrate an understanding of the changing demographic and social patterns within Canada since 1900;
MHV.04P - communicate effectively the results of research in oral and written presentations;
MHV.03P - evaluate information when researching historical topics or issues;
MHV.04P - communicate the results of research in oral and written presentations.
Specific Expectations
CC1.01P - identify major groups that have immigrated to Canada from 1900 to the present and describe significant factors that led to their decision to immigrate;
CC1.05P - assess the impact of demographic and social changes on Aboriginal communities;
MH3.01P - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.04P - demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence;
MH4.04P - demonstrate, after participating in dramatizations of historical events, insights into historical figures’ situations and decisions.
· Teachers need a copy of the video Strangers at the Door, a similar video of the immigrant experience at this time, or a written text that chronicles the immigrant experience.
· Teachers should review Grade 8 History and Grade 9 Geography Curriculum documents to be familiar with prior learning. This topic has been covered extensively. Teachers may employ a diagnostic activity as an assessment tool to measure their students’ strengths.
Grade 8 History and Grade 9 Geography have significant components that deal with the historical and present context of Canadian demography and immigration policy. Point of view and bias are concepts introduced in Grades 7 and 8.
1. Teachers refer to the areas of significant change in Canada identified by students in their notes on the Turn of the Century (Activity 2). One area of great change was demographics. Teachers lead the class in a general discussion of immigration to Canada, including source of immigrants, reasons for immigration, impact of immigration on Canada, and experiences of immigrants. A game/quiz show may be used to assess students’ prior learning. Based on the results, activities can be adjusted accordingly.
2. Review concepts of point of view and bias to prepare for next task.
3. Students view Strangers at the Door or read a passage that tells of an immigrant’s experience coming to Canada and make notes. Teachers provide a data collection sheet to guide students’ note-taking.
4. Using the data collected, teachers lead a class discussion to review the key knowledge components of immigration policy at the turn of the century, push/pull factors, and the immigrant experience. Attention should be paid to the racist elements of Canada’s immigration policy under Clifford Sifton and Frank Oliver that are often overlooked when studying the ‘Open-Door’ policy. Review a timeline of these restrictions (e.g., 1904 Chinese head-tax, changes made in 1910 regarding minimum financial requirements, and Order-in-Council no. 1324, 12 August 1911 restricting African-American immigration). Recent news articles regarding the legacy of these policies might be used to demonstrate the profound impact of such legislation.
5. Students read relevant sections of a textbook to supplement this material. This may be done for homework.
6. Using their knowledge of this period, students write a brief dialogue with a partner from the point of view of an immigrant and resident Canadian at this time. These dialogues should be presented to the class. Review role playing by going over holistic rubric (Academic Appendix 3.2.2) with the students who peer evaluate. Students may also generate their own rubric.
7. Teachers specifically identify roles or situations for each group to structure their writing and balance the subjects of the dialogue. For example, immigrant in the ship depicted in Strangers at the Door or character from story read in Strategy 3, Asian immigrant experiencing discrimination, African-Canadian farmer contemplating a move to the USA, Aboriginal child displaced to a reserve and forced to attend a residential school, passenger on the Komagata Maru, or Canadian farmer wary of immigrants. These could be written by the teacher as “role cards” or as a “case study” to help focus students’ task depending on the needs of the students. Students might also design their own roles. These are performed and assessed by the class.
1. Formative teacher assessment by observation of knowledge and understanding of immigration history.
2,3,4. Formative peer/self-assessment of student notes using criteria of completeness and accuracy.
7. Formative peer assessment of role playing using student-created rubric or Role Play: A Holistic Rubric - Academic Appendix 3.2.2.
· Reading materials may be altered to meet the needs of students with reading difficulties.
· Provide a script or facility to preview the video for students with auditory processing difficulties.
· Role-playing dialogue may be written or illustrated by students unable to perform.
· Jigsaw video viewing data collection or pause video using remote to make it easier to follow.
· Guest speakers could present their immigration stories as an extension to introduce Activity 3.
· Students could design own roles/cards as extension.
A variety of texts
Alexander, K. Towards Freedom: The African-Canadian Experience. Toronto: Umbrella Press, 1996.
Jarvis, G. Decades: Forces of Change, 1896-1960. Scarborough: Prentice-Hall, 1996.
A Nation Beckons: 1896-1914. Canadiana Scrapbook Series. Scarborough: Prentice-Hall, 1978.
Quinlan, Don. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999.
Some Missing Pages: The Black Community in the History of Quebec and Canada. Quebec: Gouvernement du Quebec, 1995.
Non-print
“Passage from India”, A Scattering Seeds Series. 27 minutes.
Strangers at the Door. NFB. 30 minutes.
Web Sites
Some Missing Pages: The Black
Community in the History of Quebec and Canada
http:\\www.qesn.meq.gouv.qc.ca/mpages/title.htm
White Pines Pictures
www.whitepinepictures.com/seeds
Time: 60 minutes
Students apply a model of causation to the factors leading up to the start of World War I to determine how and why the war began. In an argumentative paragraph, they evaluate the responsibility of the nations involved.
Strand(s): Communities: Local, National, Global; Methods of Historical Inquiry
Overall Expectations
CGV.02P - explain ways in which outside forces and events have influenced Canada’s policies;
CGV.04P - demonstrate a knowledge of Canada’s participation in war, peace, and security;
MHV.01P - use appropriate historical research methods to investigate topics and issues in history;
MHV.02P - use a variety of information sources to research historical topics or issues, and then organize the information in a meaningful way;
MHV.03P - evaluate information when researching historical topics or issues;
MHV.04P - communicate the results of research in oral and written presentations.
Specific Expectations
CG2.03P - describe the influence of Great Britain and Europe on Canadian policies from 1900 to the present;
CG4.01P - explain how Canada became involved in World War I and World War II, after researching the causes of the two wars;
MH1.01P - use terms related to historical organization and inquiry correctly;
MH1.03P - formulate a thesis statement and use it effectively to research an historical topic or issue;
MH2.03P - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps;
MH3.04P - demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence;
MH4.01P - make reasoned generalizations or appropriate prediction based on research.
· Teachers should refer to the Grade 8 Curriculum documents to familiarize themselves with the content covered on World War I. Contacting the feeder schools might also be helpful in avoiding unnecessary duplication of activities.
· Teachers need to create or borrow a model of causation that provides a template to apply to the European context in 1914 (Academic Appendix 1.4.2).
· Teachers need textbook support materials for students to gather historical data from and to compare with the fictitious causal scenario used.
· Students are expected to do some work outside of class time to maintain the time framework established.
In Grade 8 students explored “Canada: A Changing Society,” which chronicles events up to 1918. Students should have an understanding of Canada’s participation and contribution to World War I and be familiar with formulating questions. Students should also be familiar with an argumentative paragraph.
1. Teachers use a scenario/model/case study to teach causation. The activity should clearly identify direct (immediate) and indirect (background) causes. It should also incorporate the criteria of militarism, alliances, imperialism, and nationalism (see Model of Causation - Academic Appendix 1.4.2, The Story of Casey and Maxton’s Motorcycle Gang War for an example).
2. Students read a textbook and apply the criteria extracted from the scenario to discover the historic definition of the terms militarism, alliances, imperialism, and nationalism. Students record the direct and indirect causes of World War I in the appropriate categories. Teachers may wish to provide a chart/data collection sheet to assist students in their organization of material that specifically contrasts the scenario with the real historical event.
3. Using the data collected, students write a paragraph to justify the following statement: “No one country was responsible for the start of World War I”. A discussion of blame, responsibility, and justice linked to current events connect this to the later treatment of Germany at Versailles. Teachers may use this exercise to model an argumentative paper if necessary. This can be done collaboratively as a class, in small groups, or partners, and be presented so students can assess each other’s case and paragraph structure. This exercise is also useful in reviewing the concept of thesis and the parts of a paragraph, e.g., topic and concluding sentence.
4. Students complete maps of Europe, the Alliance systems, and the sequence of the initial stages of the war. Review/relearning of countries of Europe may be introduced earlier.
5. In discussion, teachers explore the nature of Canada’s response and entry into the war and relate it to our status relative to Great Britain in order to tie into later explorations of the growth of Canadian autonomy in the inter-war period.
1. Formative teacher assessment of oral discussion using Observational Checklist - Academic Appendix 1.1.1 or a similar checklist.
3. Formative peer/teacher assessment of argumentative paragraph using Argumentative Paragraph/Essay rubric - Appendix 1.1.2.
· Text reading may be altered to accommodate student needs.
· Visual metaphors may be used to illustrate causation (e.g., Powder-keg analogy of European volatility in 1914).
· Written paragraph may be presented orally or shortened.
· Provide scaffolding framework for writing paragraphs.
· As an extension students could explore the relationship between the Balkans before 1914 and more recent conflicts.
· An example of language for causation can be given to students e.g., “Because…World War I occurred” or “As a consequence of …World War I occurred.”
A variety of texts
Jarvis, G., et. al. War and Peace: Canada’s Global Role. Scarborough: Prentice-Hall, 1996.
Quinlan, Don, ed. World Affairs: Defining Canada. Don Mills: Oxford University Press, 1998.
“The Story of Casey” and Maxton’s Motorcycle Gang War (adapted from “Bill J” & Maxton, District School Board of Niagara) - Academic Appendix 1.4.2.
Non-print
Canada and the Great War, 1914-1918: A Nation Born. Veterans Affairs Canada. 1999.
World War I. CD-ROM. Flag Tower. 1995.
Time: 240 minutes
Students are provided with an opportunity to explore together as a class a variety of key aspects of World War I, using the skills of analysis of primary sources, writing in role, creating artifacts, and role playing. Teachers may integrate all or some of these activities, keeping in mind requirements for the time capsule (Activity 6). Teachers may also select the best sequence for presenting these topics following Activity 4 (e.g., teachers may do some of the Teaching/Learning Strategies, then introduce Activity 6 and complete the rest once Activity 6 is underway). Life in the Trenches, Significant Battles, the Home Front, the Conscription Crisis, the End of the War, and Versailles are topics addressed.
Strand(s): Communities: Local, National, and Global; Continuity and Change; Social, Political, and Economic Structures; Methods of Historical Inquiry
Overall Expectations
CGV.02P - explain ways in which outside forces and events have influenced Canada;
CGV.03 - describe the development of French-English relations in Canada during the 20th century;
CGV.04P - demonstrate a knowledge of Canada’s participation in war, peace, and security;
CCV.03P - explain how and why Canada’s international status and foreign policy have changed since 1914;
SPV.02P - demonstrate an understanding of the changing role of Canadian governments from World War I to the present, including the evolution of Canada’s social support programs;
MHV.02P - use a variety of information sources to research historical topics or issues, and then organize the information in a meaningful way;
MHV.03P - evaluate information when researching historical topics or issues;
MHV.04P - communicate the results of research in oral and written presentations.
Specific Expectations
CG2.O3P - describe the influence of Great Britain and Europe on Canadian policies from 1900 to the present;
CG3.02P - explain how the conscription crises of World War I and 2 created tensions between English Canada and Quebec;
CG4.02P - compare Canada’s military contribution in World War I and World War II, after researching the causes of the two wars;
CG4.03P - evaluate Canada’s role in the Allied victories of World War I and World War II;
CG4.04P - 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;
CC3.01P - identify why certain documents are important in the evolution of Canada’s political autonomy;
SP2.03P - demonstrate an understanding of the role of government in wartime and explain why the government acted as it did;
SP2.04P - explain how and why the government restricted certain rights and freedoms in wartime, and describe the impact of these restrictions on the general population and on various groups within the Canadian population;
MH2.03P - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps;
MH3.01P - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.02P - distinguish between primary and secondary sources of information, and use both appropriately in historical research;
MH3.03P - distinguish between fact and inference in primary and secondary sources;
MH3.04P - demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence;
MH4.01P - make reasoned generalizations or appropriate predictions based on research;
MH4.03P - express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays;
MH4.04P - demonstrate after participating in dramatizations of historical events, insights into historical figures’ situations and decisions.
· Teachers need a video about World War I.
· Teachers should gather primary source documents.
· Teachers need to prepare role cards for the Home Front activity.
· Students are expected to do some work outside of class time to maintain time framework established.
Students should have an understanding of Canada’s participation and contributions to World War I from Grade 8. Writing in role, interpreting primary documents and visuals, and role playing are activities with which students should be familiar.
1. Teachers show an action-packed segment of video on World War I (e.g., “All Quiet on the Western Front”) in order to visually frame the time period and setting of World War I.
2. Students make notes on weapons and technology, strategies, life at the front, training, feelings of the characters, or the message of the film (if feature film is used). A class discussion follows to allow the class to make conclusions about key aspects of the conduct of war, the technology and military strategies used. This can be compared with what they know about current warfare and weapons. Examples may be drawn from current events, military conflicts and peacekeeping around the world.
3. Students read and make notes on the key features, the Canadian contribution and the significance of a selection of the major battles of the War (e.g., Ypres/St. Julien, Mount Sorrel and Sanctuary Woods, the Somme and Beaumount-Hamel, Vimy Ridge, Passchendaele, Cambrai, Amiens, Arras-Canal due Nord, and Mons).
4. Using the battles as a starting point the teacher directs students to imagine the feelings of the men and women overseas and at home. Posing the question: “How do historians find out exactly how people felt?” The teacher leads discussion to explore the idea of primary documents and their value. Current documents that might be valuable to a historian are also discussed as a reference point. Examples may be taken from current events (e.g., military documents gone missing or destroyed).
5. Students in small groups are provided with a collection of primary source documents on the war in order to analyse and interpret for point of view and bias and to make conclusions about the nature of World War I and the Canadian contribution. Documents may include: letters, posters, poems, songs/lyrics (CD of songs included with the Veteran’s Affairs kit), treaties, and statistics. Groups present their results and the class makes conclusions on the use and value of such artifacts to historians and society as a whole.
6. To move from the war at the front to the war at home, and to address the concept of global war, the teacher leads a discussion regarding the impact of global events on Canada (e.g., peacekeeping, disaster relief). Students are instructed to speculate on the ‘global’ nature of World War I. The concept of the Home Front is introduced and defined.
7. Students are placed in small groups and assigned a topic/role on the Home Front. Some suggested roles are: Industry (M. MacStelco), Farming (The Wheatski family), Women (M. Homemaker, M. Munitions), French Canadians (P. Tuque), Government (H. Propaganda), War Financier/Profiteer (J.P. Monee), Children (M. Tiny). Using the data on their topic students perform a brief skit to the class demonstrating the impact of the war on their subject. Notes can be made by the class during each skit. Skits formatively assessed by peers using Role Play: A Holistic Rubric - Academic Appendix 3.2.2 to serve as preparation for Activity 7.
8. Based on the previous activities, the students are prepared to created their own primary sources from the perspective of their assigned role for Activity 6. The students write in role (e.g., letter from the front or diary entry) and produce a “replica” primary source that relates to their assigned role and topic. The completed products are included in their time capsule. Students peer assess using Writing In Role rubric and student-designed rubric for artifacts including the criterion of value to a historian.
9. To introduce the end of the War, the teacher uses an analogy of a close sports game (both sides evenly matched). The teacher poses the question of what the coach could do to change the balance. Suggestions might be a new strategy, a “ringer” or fresh line of athletes, or injury of a key player on the other team.
10. Students read a brief summary of events at the end of the war and compare the sports analogy with events breaking the stalemate after 1917. Students make predictions about their impact on the course of the war (Russian surrender, American entry, effective use of the tank, effect of the blockade on Germany).
11. Using an analogy of how students resolve disputes or conflicts (e.g., who washes the dishes), students describe what they feel is the fairest way to resolve conflicts.
12. Students read a summary of the terms of the Treaty of Versailles, identifying the key provisions. They speculate on its weakness and the future problems it might create based on what they identified as the best way to resolve conflicts.
13. Teachers ensure that the War Guilt Clause is examined in light of Activity 4 where students wrote about the shared responsibility for the outbreak of World War I, as well as its causal relationship to World War II.
3. Formative teacher/peer assessment of “notes” using a checklist for completion and accuracy.
7. Formative peer assessment of role playing using Role Play: A Holistic Rubric - Academic Appendix 3.2.2 or a student-generated checklist.
8. Summative teacher evaluation of “writing in role document” and “artifact” as part of Time Capsule using World War I Time Capsule rubric, - Appendix 1.5.1. Formative assessment by peers of writing in role using Writing In Role rubric - Appendix 1.2.1, and of artifact using a student-created rubric.
· Reading materials may be adjusted to address students with reading difficulties.
· Non-written or computer-generated tasks can be substituted for students with writing difficulties.
· Reinforce concepts through pair/partner talk.
· Jigsaw discussion to take up video or notes addresses students with auditory and processing difficulties.
Canadians at War: 1914-1918. Canadiana Scrapbook Series. Scarborough: Prentice-Hall, 1978.
Jarvis. G., et. al. War and Peace: Canada’s Global Role. Scarborough: Prentice- Hall, 1996.
Quinlan, Don, ed. Women: Changing Canada. Don Mills: Oxford University Press, 1998.
Quinlan, Don, ed. World Affairs: Defining Canada. Don Mills: Oxford University Press, 1998.
Non-print
“All Quiet on the Western Front” or “Gallipoli” with copyright permission.
Canada and the Great War, 1914-1918: A Nation Born. Veterans Affairs Canada. 1999.
World War I. CD-ROM. Flag Tower. 1995.
Web Sites
Canadian War Museum
www.civilization.ca/cwm
D-Net
www.airforce.dnd.ca/eng/ww_1htm
Some Missing Pages: The Black
Community in the History of Quebec and Canada
http:\\www.qesn.meq.gouv.qc.ca/mpages/title.htm
Veterans Affairs
www.vac-acc.gc.ca
World War I
www.worldwar1.com
Time: 280 minutes
Students individually or in small groups are assigned a role and prepare a mini time capsule chronicling “their” experiences in World War I and its impact on them. In presenting their time capsule to the class, students are given an appreciation of the nature of Canada’s involvement and contribution to the War, as well as the widespread impact of war on Canadians at home and abroad. This activity can be introduced at a convenient time between Teaching/Learning Strategies in Activity 5 and integrated into class time as appropriate. During Activity 5, components of the time capsule are prepared. These time capsules should remain on display with the posters on the Turn of the Century to be integrated into the culminating activity of the unit (Activity 7).
Strand(s): Communities: Local, National, and Global; Citizenship and Heritage; Methods of Historical Inquiry
Overall Expectations
CGV.01P - demonstrate an understanding of the elements of Canadian identity;
CGV.02P - explain ways in which outside forces and events have influenced Canada’s policies;
CGV.03P - describe the development of French-English relations in Canada during the 20th century;
CGV.04P - demonstrate a knowledge of Canada’s participation in war, peace, and security;
CHV.02P - demonstrate an understanding of how individual Canadians have contributed to the development of Canada and to an emerging sense of identity;
MHV.02P - use a variety of information sources to research historical topics or issues, and then organize the information in a meaningful way;
MHV.03P - evaluate information when researching historical topics or issues;
MHV.04P - communicate the results of research in oral and written presentations.
Specific Expectations
CG1.02P - describe the contributions to Canadian society of its regional, linguistic, ethnic, and religious communities;
CG1.03P - demonstrate an understanding of how artistic expression reflects the Canadian identity;
CG2.03P - describe the influence of Great Britain and Europe on Canadian policies from 1900 to the present;
CG3.02P - explain how the conscription crises of World War I and II created tensions between English Canada and Quebec;
CG4.02P - compare Canada’s military contributions in World War I and World War II;
CG4.03P - evaluate Canada’s role in the Allied victories of World War I and World War II;
CG4.04P - 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;
CG4.05P - explain the influence on Canadian society from 1914 to the present of pacifists, the human rights movement, and the civil rights movement;
CH2.01P - demonstrate an understanding of how significant individuals contributed to the growing sense of Canadian identity during World War I;
CH2.03P - compare the backgrounds, careers, and contributions of 20th century Canadian prime ministers, in both formal and anecdotal reports;
MH2.01P - use school and public libraries, resource centres, museums, historic sites, and community and governmental resources effectively to gather information on Canadian history;
MH2.02P - use technology effectively when researching Canadian history topics;
MH2.03P - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps;
MH2.05P - use correct notation methods and proper formatting to acknowledge sources of information in reports and essays;
MH3.01P - identify different viewpoints and explicit biases when evaluating information for a research report or participating in discussion;
MH3.04P - demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence;
MH4.01P - make reasoned generalizations or appropriate predictions based on research;
MH4.02P - demonstrate competence in research and writing;
MH4.03P - express ideas and arguments in a coherent manner during discussions, debates, or in graphic displays.
· Teachers need to collect resources and meet with the teacher/librarian to reserve the Library/Resource Centre for research. With the teacher/librarian, teachers should gather materials to facilitate the expeditious collection of data by students. Data collection sheets should be created and a method for assessing research skills clearly identified.
· If CD-ROMs or the Internet are accessed, teachers should ensure that students are familiar with their use. Good web sites can be identified in advance for students.
· A clearly itemized list of expectations should be established for the time capsule and the evaluation tool should be presented when the activity is introduced (see Appendix 1.5.1).
· Teachers identify the timeline for the World War I activities so students can manage their time and be aware of the daily schedule, being sure to bring resources to class when preparation time is provided.
· Students are expected to prepare work outside of class time.
· A visit to a museum or legion with memorabilia, a guest speaker from the legion, plaques in the school of former students who fought in the war, or local civic war memorials can personalize the experience.
Students in Grade 8 have developed skills of historical research in preparation of a report on Canada’s role in World War I. They are familiar with oral presentations. In order to provide a variety of topics that are new and engaging for the students, it might be valuable to review what they did.
1. Teachers may introduce this activity at an appropriate point during Activity 5. This ensures that students are aware of their roles and responsibilities for the Time Capsule and can plan for it. The expectations and time are established and the teacher and students together develop a class calendar to manage their time.
2. Teachers introduce the topic by presenting a model time capsule or memento box on themselves, or discuss what one might put in a time capsule/memento box to chronicle the current year. In this way the idea of a time capsule/memento box and its purpose is observed and identified by the class.
3. Students, having some prior knowledge of World War I, can offer suggestions of things that might be found in a personal time capsule or memento box from 1918. Individual students might have personal artifacts of their relatives to share with the class. (In the World War II package “Canada Remembers” prepared by Veterans Affairs, the music video shows a young boy looking through mementos of World War II. This might also be used to help frame the assignment.)
4. Once the task is clearly established students are assigned their topic and role. Attention should be paid to having a gender balance. Review evaluation rubrics World War I Time Capsule/Personal Memento Box - Appendix 1.5.1. In small groups or individually, students research using text, computer, and Internet sources to prepare a small time capsule/memento box that demonstrates their role in the War and the impact of the War on them. Notes are placed in the My Canada Folder. Teachers should review or instruct students on evaluating Internet sites with respect to bias and usefulness using a model such as Web Page Analysis - Academic Appendix 1.4.3. The artifacts are then created. A specific number should be recommended. Artifacts might include: letters, diary entries, telegrams, certificates, medals, awards, newspaper clippings, maps, diagrams, posters, pictures, and clothing. Students present this to the class, explaining the artifacts, the reasons they were selected, and their significance for themselves, Canada, and Canada’s identity. A brief written justification for the selection of the artifacts should be submitted with the time capsule. Roles for the students might include the following:
· A.Y. Jackson or another member of the Group of Seven painting at the front
· a Victoria Cross winner
· a survivor of the first gas attack at Ypres
· widow of soldier who died at the Somme
· participant in the victory at Vimy Ridge
· a nurse who served at Passchedaele
· Sir Arthur Currie
· David Kisek, Francis Pegahamagabow, or Henry Norwest, Aboriginal enlistees
· African-Canadian member of a black battalion
· a conscientious objector/pacifist
· John McCrae who wrote In Flanders Fields
· child who helped on the home front
· woman who worked in a factory or on a farm
· woman who prepared Red Cross packages
· member of the government responsible for Victory Bonds, War Propaganda
· French Canadian who opposed or supported Conscription
· Robert Borden
· Henri Bourassa
· a prisoner of war
· Billy Bishop or a War Ace
· survivor of the Halifax Explosion
· a farmer
5. The oral presentation of the time capsule/memento box may be formatively assessed by peers using the Oral Presentation rubric - Appendix 3.6.1. Assessment of artifacts and written pieces are formatively assessed by peers (see Activity 5) and summatively teacher evaluated as part of the Time Capsule/Memento Box using the World War I Time Capsule/Personal Memento Box rubric - Appendix 1.5.1. Formative self-assessment and teacher assessment of research included in My Canada Folder may be completed.
6. Students write a quiz on the content of presentations.
7. To complete this activity, students review the knowledge acquired on Canada’s involvement in the war and reflect on how Canada’s participation affected its identity and role in the World. The reflection should focus on how the War helped to define Canada. Students include reflections in their My Canada Folder.
5. Summative teacher evaluation of time capsule using World War I Time Capsule/Personal Memento Box rubric - Appendix 1.5.1.
5. Formative teacher/self-assessment of research in My Canada Folder using My Canada Folder checklist - Appendix 1.1.3 and My Canada Folder tracking sheet - Appendix 1.1.4.
5. Formative peer/self-assessment of Group Work Effectiveness using rubric, Academic Appendix 1.2.2.
5. Formative peer assessment of artifact using student-generated rubric (from Activity 5) and written primary source using Writing in Role rubric - Appendix 1.2.1.
5. Formative peer/teacher assessment of oral presentation using World War I Time Capsule/Personal Memento Box rubric - Appendix 1.5.1.
6. Summative teacher evaluation of quiz on time capsule presentations measuring knowledge and understanding of events presented.
7. Teacher formative assessment of My Canada Folder using My Canada Folder checklist - Appendix 1.1.4 and My Canada Folder tracking sheet - Appendix 1.1.5.
· Provide teacher, Special Education, or peer tutor assistance in the research process.
· Alter expectations of length and scope for students with reading or writing difficulties.
· Replace written requirements with visual/audio submissions to suit student needs.
· Extensions using alternative constructions for the time capsule may be made.
· Extensions may include reading of such books as Timothy Findley’s The Wars or Pierre Berton’s Vimy.
· Extensions may include research on former students or local residents who fought in World War I.
Alexander, Ken. Towards Freedom: The African-Canadian Experience. Toronto: Umbrella Press, 1996.
Canadians at War: 1914-1918. Canadiana Scrapbook Series. Don Mills, Ontario: 1978.
Jarvis, G. War and Peace: Canada’s Global Role. Scarborough: Prentice-Hall, 1996.
Quinlan, Don, et al. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999.
Quinlan, Don, et al. Women: Changing Canada. Don Mills: Oxford University Press, 1997.
Quinlan, Don, et al. World Affairs: Defining Canada. Don Mills: Oxford University Press, 1998.
Ruck, Calvin. The Black Battalion, 1916-1920: Canada’s Best Kept Military Secret. Halifax: 1987.
Some Missing Pages: The Black Community in the History of Quebec and Canada. Quebec: Gouvernement du Quebec, 1995.
Non-print
Canada and the Great War, 1914-1918: A Nation Born. Veterans Affairs Canada. 1999.
World War I. CD-ROM. Flag Tower. 1995.
Web Sites
The Canadian Military Heritage
Project
www.rootsweb.com/~canmil\WWIind.htm
Canadian War Museum
www.civilization.ca/cwm
Some Missing Pages: The Black
Community in the History of Quebec and Canada
http:\\www.qesn.meq.gouv.qc.ca/mpages/title.htm
Veterans Affairs
www.vac-acc.gc.ca
War and Remembrance
http://www.eagle.ca/~matink/war.html
War Poets
www.cc.emory.edu/ENGLISH/Lost
Women in Canadian History
http://library.usask.ca/herstory/herstory.html
World War I
www.worldwar1.com
Time: 540 minutes
Students present the culminating activity for Unit 1. The third component of the Museum is introduced and completed. This supplements the already completed components: The Twentieth Century Belongs to Canada poster display and the artifacts prepared for the World War I Time Capsule/Personal Memento Box. Students are introduced to the period by comparing conditions in Canada in 1919 with that in the 1920s using primary sources and case studies of the Winnipeg General Strike and Person’s Case. An exploration of individual and government responses to conditions in 1919 is made. Students then explore specific features of the 1920s by completing the museum display which includes: a personality profile, visual/data information sheet, artifact, and live dramatization depicting life in the 1920s from the perspective of their expert area. Students tour this museum of Canada and view the skits. A written assessment of the student’s selection of the top defining moments of Canada 1900-1928 is submitted for individual evaluation. This assessment is placed in the My Canada Folder to be used in Unit 6.
Strand(s): all strands
Overall Expectations
CGV.01P - demonstrate an understanding of the elements of Canadian identity;
CGV.02P - explain ways in which outside forces and events have influenced Canada’s policies;
CCV.02P - describe the impact of technological developments on Canadians;
CHV.01P - demonstrate a knowledge of the contributions of various social and political movements to Canadian history during the 20th century;
CHV.02P - demonstrate an understanding of how individual Canadians have contributed to the development of Canada and to an emerging sense of Canadian identity;
SPV.01P - demonstrate a knowledge of how and why changing economic conditions and patterns have affected Canadians;
SPV.02P - demonstrate an understanding of the changing role of Canadian governments from World War I to the present, including the evolution of Canada’s social programs;
MHV.01P - use appropriate historical research methods to investigate topics and issues in history;
MHV.02P - use a variety of information sources to research historical topics or issues, and then organize the information in a meaningful way;
MHV.03P - evaluate information when researching historical topics or issues;
MHV.04P - communicate the results of research in oral and written presentations.
Specific Expectations
CG1.03P - demonstrate an understanding of how artistic expression reflects the Canadian identity;
CG2.01P - explain how American culture and lifestyle have influenced Canadians from 1900 to the present;
CC1.03P - 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;
CC2.01P - use visual displays effectively to show how technological developments have changed lifestyles through the 20th century;
CC2.02P - describe the relationship between invention and the economy;
CH1.01P - summarize the contributions of the women’s movement;
CH1.02P - evaluate the role of the labour movement in Canadian society;
CH2.02P - describe the contributions of selected individual Canadians to the development of Canadian identity since World War I;
SP1.02P - compare economic conditions at different times in Canada’s history;
SP2.01P - identify and describe the early 20th century pressure groups that were established to promote social programs;
MH1.02P - use who, what, where, when, why, and how questions effectively when researching historical topics and issues;
MH1.03P - formulate a thesis statement and use it effectively to research a historical topic or issue;
MH2.01P - use school and public libraries, resource centres, museums, historic sites, and community and government resources effectively to gather information on Canadian history;
MH2.02P - use technology effectively when researching Canadian history topics;
MH2.03P - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps;
MH2.05P - use correct notation methods and proper formatting to acknowledge sources of information in reports and essays;
MH3.01P - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.03P - distinguish between fact and inference in primary and secondary sources;
MH3.04P - demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence;
MH4.01P - make reasoned generalizations or appropriate predictions based on research;
MH4.02P - demonstrate competence in research and writing;
MH4.03P - express ideas and arguments in a coherent manner during discussions or debates, or in graphic displays;
MH4.04P - demonstrate, after participating in dramatizations of historical events, insights into historical figures’ situations and decisions.
· Teachers need to collect materials for museum display, as well as meet with the teacher/librarian to reserve resource time and discuss the availability of materials.
· Data collection sheets, research folders and logs, bibliographic style guides, and assessment strategies and tools should be prepared before research begins.
· Students are informed of all expectations, evaluation, and timelines.
· Teachers need a copy of Good Bright Days: 1919 - 1927 or text summary of the period, music, lyrics, headlines, and pictures from 1919 and the 1920s.
· Teachers need to prepare case studies
· Students are expected to complete some tasks out of class time.
From activities in this unit, students are able to write in role, orally present, prepare “replica” primary source artifacts, and write a paragraph to defend a position or argument.
1. Students brainstorm what they know about the 1920s. This should reveal the “roaring” element. Teachers direct students in pairs to speculate on how Canadians might feel and what they might want to do after enduring a crisis such as World War I and what a country might need to do to adjust for peace. Each pair orally reports to the class and a composite list is compiled. Teachers ensure that problems of readjusting to peace are highlighted.
2. In small groups students analyse pictures, headlines, and song lyrics or listen to songs of 1919 (examples found in Decades: Forces of Change, 1896-1960) to make conclusions regarding the issues, events, and mood of Canadians. Examples of observations might include Winnipeg General Strike, labour unrest, unemployment, low wages relative to price increases, returning invalid soldiers, change in role of women, influenza epidemic, and Laurier’s death. This should be compared to the brainstormed list generated in Strategy 1 which revealed that general knowledge about the period often omits the problems of readjusting to peace experienced in 1919.
3. Students read a case study of a soldier/nurse returning to Canada that highlights some of the problems listed above. The students are instructed to speculate about how these people may feel coming back to Canada after serving their country and finding it not how they left it, what their responses might be, and how the government might respond to address these problems.
4. Students in small groups read two more case studies. One recounts the tale of a dissatisfied labourer and one a dissatisfied female worker who has lost her job to a returning soldier and has no political voice. In groups, they identify the grievances, propose actions that the individuals might take, and speculate about how the government might respond. Group results are shared with the class and discussed. A master list is put on board. Students read relevant section on 1919 in a text.
5. In the same groups, students read historic accounts of the Winnipeg General Strike and Person’s Case, making notes of grievances, actions taken, and government responses in the short and long term (short and long term defined if necessary). Compare these lists to the ones created by students to the case studies to identify similarities and differences and make conclusions on the responses.
6. As a class, compare women and workers’ actions and government responses then to how people fight for labour and human rights today. Make conclusions and observations on both positive and negative changes.
7. Teachers have students analyse headlines, pictures, documents, or song lyrics from the 1920s. These may be directly compared with those from 1919 (refer to: Decades: Forces of Change, 1896-1960). Students compile a list of adjectives, descriptions or evidence to support what they conclude is the mood or tone of the 1920s. Students speculate what changed to cause the mood to change.
8. Students view the video Good Bright Days or read concise text overview of 1920s and collect data on this time period. Some areas identified are: Returning Soldiers, Politicians, Urbanization, Automobiles, Technology, Leisure and Entertainment, Role of Women, Leaders, Family Life, Treatment of Minority Groups, and American Influence.
9. Teachers introduce the culminating activity, which completes the Museum of Canada, 1900-1928 that students have already been creating displays and artifacts for. For the 1920s section of the museum, students work in expert groups producing individual and group components. Each student prepares a personality profile of an individual (real or in role) and a data/visual information sheet on an aspect of the area or a replica artifact/primary source that relates to their assigned topic. In groups, they write a script and perform a short “spotlight drama” or “skit” which allows the class to eavesdrop back into the 1920s and find out more about the characters, events, and issues that are important to their expert area. The specific expectations, time allocated, and the evaluation rubric should be clearly explained to the students prior to embarking on the task. Students are expected to work out of class. Some suggested expert areas and topics are:
|
Expert Group |
Personalities or Roles |
Artifacts |
|
Prohibition, Bootlegging, Gangsters |
Rocco Perri, Bessie Starkman, Sam Bronfman, Member of Woman’s Temperance Movement, Al Capone |
map of Rum Alley, wanted poster, Temperance leaflet, distillery pamphlet defending alcohol production, most wanted poster |
|
Women |
Emily Murphy, Nellie McClung, (Famous Five), Agnes MacPhail, flapper, “Ideal Mother & Wife”, Suffragist, member of The Coloured Women’s Club of Montreal |
newspaper article, poster for Woman’s Rights, editorial for/against “Persons” case, diary entry |
|
Inventors, Inventions, Entrepreneurs |
J. A. Bombardier, Herbert Holt, Ted S.
Rogers, H. Ford, ‘Wop’ May, F. Banting, C. Best, |
radio or advertisement for one, plan of an assembly line, Model T Ford , ad for airline, diary entry for scientist’s notebook |
|
Entertainment and Culture |
Members of the Group of Seven, Charlie Chaplin, Mary Pickford, Emily Carr, Member of the Dumbells, Elks Jazz Band, Mazzo de La Roche, Stephen Leacock, Zena and Piercy Haynes (jazz & cultural leaders) |
lyrics, song sheets, record covers, book covers, review of book , theatre/show review, painting/sketch in style of Group of Seven |
|
Sports |
Percy Williams, Lionel Conacher, Edmonton Commercial Grads Women’s Basketball team member, Fanny Rosenfeld, Ethel Catherwood, Foster Hewitt, Babe Ruth |
newspaper article recounting famous event, interview with the athlete, picture of the event, Olympic medal |
|
Rural and Urban Living |
Farmer, city dweller, child in city or farm, wealthy and poor, Aboriginal or person of colour in city/town |
artifacts from the farm or city, diary, letter, news article |
|
Consumerism |
Advertising Executive, Eaton’s employee, consumer |
posters, models of new consumer goods, page from a catalogue |
|
Economy and Industry |
Miner/Mine owner, Participant in Winnipeg General Strike, Pulp & Paper worker, Bank Manager, Stock Broker, Worker in Maritimes, Branch Plant owner, Fisherman in Maritimes, Advocate for Canadian Brotherhood of Railway Workers |
letter to home from the bush, newspaper article, speech by Strike leader or RCMP officer, pamphlet, diary of miner, railway porters letters |
|
Reformers and Trend setters |
Matthew Henson (co-discover North Pole), Fred Loft (Mohawk establishes League of Indians of Canada), Individual arrested for practising Potlatch, Chief Deskaheh of Six Nations, Member of Universal Negro Improvement Association branch in Canada, Opponent of Head Tax |
diary, letter, newspaper article, Supreme Court ruling on recognition of Six Nations & Traditional Band Council, Poster for UNIA, Editorial against Anti-Asian action/immigration policy |
|
Canadian Political Identity |
(events or people) Lord Minto, W. Laurier, H. Bourassa, A.B. Aylesworth, Sir Louis Jette, T. Roosevelt, Henry Cabot Lodge, Lord Alverstone, A.J. Balfour, Joseph Chamberlain, Earl Grey, William McKinley, Boer War, Naval Crisis, Halibut Treaty, Balfour Declaration, Reciprocity, Creation of Department of External Affairs, and Mission to Washington |
telegram, diary entry recounting negotiations on a treaty, diplomatic memorandum, copy of a treaty, poster or advertisement |
10. Teachers monitor student research and progress through interviews with students and groups and by assessing the research notes placed in My Canada Folder.
11. Students present their 1920s addition to the Museum to the class by explaining their display and performing their spotlight drama or skit. Students make notes on the key elements of the expert area paying particular attention to “Why the Twenties Roared. ” Students peer evaluate the displays and performances and group work. Together the class can debrief and compile a master note on the essential features of the 1920s.
12. Following this, the students should carefully tour the entire display of Museum of Canada, 1900-1928 and review their earlier notes on the key events of each period explored in class. They then make a judgement on what they consider to be the three to five defining moments of this period and, in proper argumentative paragraph form, justify their selection. Notes for this should be included in their My Canada Folder. Students should select events from each of the three segments and from a variety of thematic areas. The paragraph should be evaluated using the Argumentative Paragraph/Essay rubric - Appendix 1.1.1.
13. Teachers may have students write a content test on 1920s to demonstrate knowledge and understanding.
14. In order to tie together the unit, students need to reflect on their learning for the entire unit and reflect on what they have selected as the defining moments. Together students and the teacher discuss Canada’s identity, individuals and their role, and the impact of these events on shaping Canada. The My Canada Folder should be formatively assessed at this point using Appendix 1.1.3.
10. Teacher/student formative assessment of research notes placed in My Canada Folder using Appendix 1.1.3 and Appendix 1.1.4.
11. Peer summative evaluation of oral performance of skit and oral 1920s museum display using student-generated rubric or Oral Presentation rubric - Appendix 3.6.1.
11. Teacher summative evaluation of Museum of Canada, 1900-1928 using Museum of Canada rubric - Appendix 1.7.1.
12. Teacher summative evaluation of Defining Moments of 1900-1928 position paper using Argumentative Paragraph/Essay rubric - Appendix 1.1.2.
13. Teacher/student evaluation of content test for knowledge and understanding.
14. Teacher formative assessment of My Canada Folder using Appendix 1.1.3 and Appendix 1.1.4.
· Written material may be altered for students with reading difficulties.
· Provide teacher/peer tutor assistance in data collection.
· Length of written work may be altered and visuals may be substituted.
· Provide summary of video/previewing of video for students with central auditory processing difficulties.
· Make expectations and checklist for My Canada Folder available to Resource teacher .
Alexander, Ken. Towards Freedom: The African-Canadian Experience. Toronto: Umbrella Press, 1996.
The Confident Years: Canada in the 1920s. Canadiana Scrapbook Series. Scarborough: Prentice-Hall, 1978.
Gairey, Harry. A Black Man’s Toronto 1914-1980: The Reminiscences of Harry Gairey. Toronto: The Multicultural History Society of Toronto, 1981.
Jarvis, G., et. al. Decades: Forces of Change, 1896-1960. Scarborough: Prentice-Hall, 1996.
Quinlan, Don, ed. Aboriginal Peoples: Building for the Future. Don Mills: Oxford University Press, 1999.
Quinlan, Don, ed. Women: Changing Canada. Don Mills: Oxford University Press, 1997.
Non-print
Good Bright Days. NFB. 26 minutes.
Web Sites
Alaska Boundary Dispute
www.ac.wwu.edu\~jay\pages\dan.html
Boer War: Heritage Resources
www.saintjohn.nbcc.nd.ca\~Heritage-boerwar\index.htm
Nellie McClung Links
http://epsb.net/pages/nmclinks.htm
Online Resources for Canadian
Heritage
www.cmcc.muse.digital.ca/
The ‘Persons’ Case
http//:www.canuck.com/famous5/html/person_s_case.html
The Right Honourable Wilfrid
Laurier
http://www.ncl-bnc.ca/eppp-archive/100/200/301/nlc/canspeak-ef/english/wl
Roaring Twenties
http://web.indirect.com/~ccrc/ROARINGTWENTIES.html
Some Missing Pages: The Black
Community in the History of Quebec and Canada
http://www.qesn.meq.gouv.qc.ca/mpages/title.htm
Sports in Canada: an important part of
our heritage
http://www.heritageproject.ca/learning/minute/sports/default.htm
|
Criteria |
weighting |
Level 1 (50-59) |
Level 2 (60-69) |
Level 3 (70-79) |
Level 4 (80-100) |
|
Structure-Introduction - states
thesis/main idea |
|
- simple
opening statement |
- thesis
stated but unclear |
- thesis is
stated but somewhat unclear |
- thesis is
precisely stated |
|
- introduces
main points |
|
- limited
identification of main points |
- main points
unclear |
- main points
introduced but somewhat unclear |
- main points
clearly introduced |
|
Structure-Conclusion - summarizes
thesis/main idea |
|
- abrupt
ending |
- thesis
summarized but unclear |
- thesis
summarized with moderate clarity |
- thesis
clearly summarized |
|
- summarizes
main points |
|
- limited
summarizing of main points |
- main point
summarized but unclear |
- main points
summarized with moderate clarity |
- main points
clearly summarized |
|
Supporting
Reasons or Arguments - arguments
are related to the main idea logically |
|
- arguments
are unrelated |
- arguments
are unclear and not logically related to the main idea |
- arguments
are usually clear and logically related to the main idea |
- arguments
are quite clear and logically related to the main idea |
|
Evidence
and Examples - relevant
supporting evidence |
|
- limited
support of points, evidence mostly irrelevant |
- some points
have been supported, some evidence not relevant |
- most points
have been supported with relevant evidence |
- each point
has been supported with relevant evidence |
|
- sufficient
quantity of facts used |
|
- limited
facts used |
- insufficient
or missing some facts |
- sufficient
use of facts |
- substantial
facts used |
|
Mechanics
of Writing - correct
grammar and spelling used |
|
- grammar and
spelling used with limited accuracy and effectiveness |
- grammar and
spelling used with some accuracy and effectiveness |
- grammar and
spelling used with considerable accuracy and effectiveness |
- correct
grammar and spelling used with accuracy and effectiveness almost all of the
time |
|
- use of
correct citation method |
|
- citation
method not followed or absent |
- citation
method used but with significant errors |
- minor errors
in citation method |
- precise use
of citation method |
|
Additional
Criteria |
|
|
|
|
|
|
Comments
and Suggestions for Improvements |
|||||
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Clear expression of ideas (C) |
- expresses information as isolated pieces in a random fashion |
- expresses important information but lacks a clear theme or overall structure |
- clearly expresses information/ideas within a theme and/or structure |
- clearly and effectively expresses information/ideas within a theme and/or structure |
|
Presentation of a point of view/defining moment (T/I) |
- defining moment unclear |
- defining moment expressed with moderate clarity |
- solid defining moment presented |
- rich, persuasive defining moment presented |
|
Establishing relationships and connections (T/I & A) |
- limited effort to justify the selection of defining moments of a decade/theme |
- justification of defining moments with little connection to the decade/theme; noticeable inaccuracies |
- selection of moments clearly connected to decade/theme and some evidence is offered to justify inclusion; minor inaccuracies |
- specific evidence presented to justify selection of moments; content within presentation is relevant, accurate and connected |
|
Communication appropriate to media/final product format (A & C) |
- minimal effort for presentation is shown; limited appropriateness of language and style; uses only one method/medium of communication |
- some attention to language and style; more than one medium is attempted; lacks attention to appropriate conventions, e.g., visuals are shown but not clearly explained; few creative elements |
- effort and thoughtful preparation clearly shown; two media are used with appropriate conventions followed |
- evidence appears that presentation is well rehearsed; media used creatively e.g., use of humour, pitch, eye-catching design |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Checklist
This folder belongs to: _________________________ Date: ______________________
|
Criteria |
Unit______ |
Comments |
|
Defining Moments identified |
1. Yes 1. No |
|
|
Reflections 2.demonstrate insight into chosen events defining nature |
2. no reflections 2. limited insight 2. some insight 2. thorough insight |
|
|
Research Notes 3.accurate and detailed notes taken |
3. none 3. limited 3. some 3. thorough |
|
|
Sources 4.variety of primary and secondary sources (print and electronic) |
4. none 4. limited 4. some 4. considerable |
|
|
Organization 5.placement of material in portfolio |
5. None 5. Fair 5. Good 5. Excellent |
|
|
Appearance 6.Presentation of portfolio |
6. limited effort 6. some effort 6. good effort 6. professional effort |
|
Note: Please include this sheet in your My Canada Folder.
Tracking Sheet
|
Unit Criteria |
1 |
2 |
3 |
4 |
5 |
6 |
|
Defining Moments Identified |
Yes No |
Yes No |
Yes No |
Yes No |
Yes No |
Yes No |
|
Reflections |
none limited some thorough |
none limited some thorough |
none limited some thorough |
none limited some thorough |
none limited some thorough |
none limited some thorough |
|
Research |
none limited some thorough |
none limited some thorough |
none limited some thorough |
none limited some thorough |
none limited some thorough |
none limited some thorough |
|
Sources |
none limited some considerable |
none limited some considerable |
none limited some considerable |
none limited some considerable |
none limited some considerable |
none limited some considerable |
|
Organization |
none fair good excellent |
none fair good excellent |
none fair good excellent |
none fair good excellent |
none fair good excellent |
none fair good excellent |
|
Appearances |
limited some good professional |
limited some good professional |
limited some good professional |
limited some good professional |
limited some good professional |
limited some good professional |
The following rubric, adapted from The Essentials Project, T.D.S.B., deals with written role taking for purposes of an empathetic reconstruction of the past. Rubrics which involve role playing primarily for dramatic or literary purposes would have some but not all of the criteria used in this rubric.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Evidence of historical argument |
- limited evidence of analysis (e.g., cause-and-effect relationships displayed) |
- some evidence of analysis of situation shown with a mix of personal and historical detail |
- evidence of analysis shown and the reader/listener can distinguish between historical and personal details presented |
- arguments presented in presentation balance personal and historical details and analysis clearly to the reader/listener |
|
Understanding of historical context |
- references are contemporary; role not clearly set in the past |
- some evidence that role is in an historical context |
- role clearly viewed as being part of a particular time and place, with considerable knowledge of topic |
- role consistently viewed as being part of a particular time and place using rich detail to describe historical context |
|
Assumption of role |
- limited attempt to be in role |
- attempt to be in role clearly seen, though the role-taking may not be consistent |
- role-taking is consistent |
- role-taking is consistent and personal so that the reader/listener feel “transported back in time” |
|
Organization of presentation/ |
- limited effort to organize so that communication lacks coherence |
- some organization shown with conventions of speech and writing observed |
- organization shown with conventions of speech and writing are observed |
- organization is clear and conventions of oral and written communication consistently observed |
|
Persuasiveness |
- limited sense of audience shown, with minimal impact |
- some sense of audience shown, with some impact |
- product has impact on the audience |
- product engages the audience and is believable |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Clear expression of ideas |
- communicates information as isolated pieces in a random fashion |
- communicates important information but lack a clear theme or overall structure |
- clearly communicates main idea, theme, or point of view |
- clearly and effectively communicates main idea, theme, or viewpoint to audience |
|
Presentation of a point of view |
- limited point of view apparent |
- point of view unclear |
- clear point of view |
- provides support for point of view using rich or persuasive detail |
|
Evidence of Research |
- limited evidence of research in product |
- text and/or symbols show some evidence of research |
- text and symbols show clear evidence of research |
- text and symbols show evidence of considerable research |
|
Effective use of colour, symbols and
graphics |
- colours and/or symbols and graphics lack clarity and precision and relationship to theme |
- colours and/or symbols and graphics moderately supportive of the theme |
- colours and/or symbols and graphics support theme of poster |
- message or purpose is obvious to the audience through the use of colour and symbols |
|
Effective use of text and/or captions |
- text poorly displayed and purpose unclear |
- text is clearly displayed but with moderate support for theme or message |
- text supports the purpose of the poster |
- text or caption delivers the message with impact |
|
Overall impact and creativity |
- limited effort in presentation; visuals and texts unrelated to each other; limited creativity and appeal |
- visuals and texts are clear though their connection may not be obvious to the audience; design may show a hint of the unusual or is somewhat innovative |
- effort and thoughtful preparation clearly shown with elements of innovation in the caption or in the visual components |
- combination of visuals and text make for an eye-catching design with powerful impact |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Clear written expression of ideas in
the explanation of the items displayed |
- expresses ideas as isolated pieced in a random fashion |
- important information but not a clear theme or overall structure |
- clearly communicates main idea or themes |
- clearly and effectively communicates main ideas or themes or viewpoints |
|
Presentation of a point of view |
- minimal point of view evident |
- point of view apparent but unclear |
- clear point of view |
- provides support for point of view using rich or persuasive detail |
|
Evidence of research |
- limited evidence of research of the period |
- selection and description of items of period shows some evidence of research |
- selection and description of items shows clear evidence of research |
- selection and description of items show evidence of considerable research |
|
Effective use of language |
- communication does not use correct language conventions (e.g., grammar, spelling); number of noticeable errors |
- some noticeable errors of language |
- minor errors in use of language |
- few noticeable errors in use of language |
|
Media used matches its stated purpose. |
- items are unrepresentative; insufficient number of artifacts presented |
- some items are representative |
- most items are representative |
- all items are representative; at the high end of this level, some artifacts are innovative and not generally expected by the audience to be included |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Clear expression of written ideas in
the explanation of the items displayed |
- expresses
ideas as isolated pieces in a random fashion with few supporting details |
- expresses
important information with some supporting detail but not a clear theme or
overall structure |
- clearly
expresses main idea or theme and provides suitable support and detail |
- clearly and
effectively expresses main ideas or theme and provides support containing
rich or persuasive detail |
|
Presentation of point of view and
perspective on historical content |
- limited
point of view evident |
- point of
view apparent but unclear at times |
- clear point
of view |
- provides
support of view using rich or persuasive detail |
|
Effective oral communication of exhibit
|
- uses only
one method of communication (e.g., voice) when more than one method is
clearly needed (e.g., visual) and uses correct conventions of that method in
a limited way (e.g., maintain a research folder) |
- attempt to
use two methods of communication but does not use correct conventions of
either method (e.g., museum items not clearly explained or explained in role) |
- uses two
methods and applies rules and conventions of these methods in customary ways
(e.g., clear explanation of museum items in role) |
- uses two or
more methods of communication and applies the conventions and rules of these
methods in a variety of creative ways (e.g., varies pacing and pitch
appropriately, uses irony or humour in role) |
|
Skit presentation |
- little
attempt to assume a role; story is incomplete |
- attempt to
assume a role is evident, though not performed; story presented is incomplete |
- attempt to
assume a role is evident; story presented is interesting |
- role in skit
is consistent; story is complete and thorough |
|
Media used matches stated purpose (in
the Museum, the criterion refers to representative-ness of the items or
artifacts |
- items are
insufficient and unrepresentative |
- some
evidence is presented in a random and incomplete fashion |
- evidence is
presented showing that most items are representative |
- all items
shown to be representative and, at the high end of this level, some items are
not generally expected by the audience |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.