Course Profile Canadian History and Politics Since 1945, Grade 11, College Preparation, Catholic and Public
Unit 2: Years of Triumph and Turmoil, 1963-1970
Time: 20 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
This unit
considers issues events and individuals that helped shape the social,
political, and economic fabric of Canada. The growth of feminism, Trudeaumania,
the emergence of the First Nations as a political force, Africville, the
influence of the Vietnam conflict, and the Hippy movement are considered.
Federal initiatives, such as Medicare, the growth of nationalism as witnessed
in the flag debate and the changes in Quebec with the Quiet Revolution, the
emergence of the Parti Quebecois, and the October Crisis are considered.
Through activities, such as developing a timeline for the period, conducting
interviews, and creating a living museum, students collect research materials
and experience performance tasks they will be able to use for the course
culminating activity – the Tomorrow Conference.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
2.1:
Timeline of Turbulence, 1963-1970 |
1.75 hours |
SE3.01,
SE1.02, SE1.03, HI2.02, CC1.04, CH2.02, CC3.01, CC3.02 |
Knowledge/
Understanding |
Students
examine a number of events from 1963 to 1970 and, based on a chapter preview,
create timelines demonstrating sequence and cause and effect. |
|
2.2: An
Immigrant’s Experience: Interview Assignment |
4.0 hours |
CO1.01,
SE1.03, HI2.01, HI1.02, HI1.03 |
Thinking/ Communication |
Students
interview someone who immigrated to Canada and prepare a portfolio outlining
the Immigration Experience. |
|
2.3:
Through the Eyes of... An Aboriginal Diary |
4.0 hours |
COV.02,
SE1.03, HI3.01, HI3.03, SEV.03 |
Communication |
Students
view a movie, such as Where the Spirit
Lives, or read book excerpts, such as from School Days (Basil Johnson) or Halfbreed (Maria Campbell), and prepare diary entries to
demonstrate Aboriginal experience. |
|
2.4:
Responding to Bi and Bi |
4.0 hours |
CO2.04,
SE1.03, HI3.01, HI2.01, HI3.03 |
Knowledge/
Understanding Communication |
Students
complete charts demonstrating knowledge of the recommendations of the “Bi and
Bi” Commission and the reactions of various individuals to the report. |
|
2.5: A 60s Fair: Change, Innovation, Triumph,
and Turmoil |
6.25 hours |
CCV.01, CCV.02, CCV.03, CC3.02, CC3.03,
CHV.03, HIV.01, HIV.02, HIV.03, HIV.04, HI1.01, HI1.02, HI1.03, HI2.01,
HI2.03, HI2.04, HI3.01, HI4.01, HI4.02, HI4.03 |
Student self-evaluation, Peer evaluation,
Teacher evaluation |
Brainstorming, Group formation, Distribute
work, Collaborative activities Topic selection, shaping, Research and Organization, Final Product planning, production, and
presentation |
Time: 105 minutes
In this
activity, students are introduced to the concept of turbulence and its
relevance to developments in Canada’s social legislation and other efforts to
promote Canadian democracy. They also examine important changes in Quebec’s
relationship with the rest of Canada. They understand significant developments
in Canadian history and politics relating to citizenship and nationalism. Given
a list of events, students organize them into appropriate categories. They
demonstrate an ability to create timelines and trace developments in Canada,
recognizing the importance of sequence. Students are informed that they need to
keep the materials they research and collect in this activity and subsequent
activities for the culminating activity, A 60s Fair.
Strand(s): Change and Continuity; Citizenship and Heritage;
Social, Economic, and Political Structures; Methods of Historical Inquiry
Specific
Expectations
CC1.04 -
demonstrate an ability to locate key changes in Quebec’s relationship with the
rest of Canada (e.g., formation of the Parti Québécois);
CC3.01 -
create a timeline and chart developments in Canadian society from 1963 to 1970;
CC3.02 -
demonstrate an understanding of sequence and the process of cause and effect in
the unfolding of key Canadian events and issues from 1963 to 1970;
CH2.02 -
be able to identify and briefly describe key developments that relate to issues
of citizenship (e.g., new flag, Expo ’67, etc.);
SE1.02 -
be aware of key developments in Canada’s social legislation, such as universal
health care;
SE1.03 -
be aware of the effort of the Canadian government to eliminate discrimination
in immigration by the introduction of the Universal Points System;
SE3.01 -
be aware of the different leadership styles of the Prime Ministers, such as
Pearson and Trudeau;
HI2.02 -
be able to locate key developments and connections in data studied.
·
Review
the list of events by using a Grade 10 text, a Canadian encyclopedia, or an
academic work, such as Nation by Jack
Granatstein.
·
Arrange
for access to Library/Resource Centre and/or computer lab for Internet
searches.
·
Use
a class set of a Grade 10 History text.
·
Arrange
for student access to appropriate Internet sites.
This unit
builds upon the concepts and skills developed in Canadian History in the Twentieth Century Grade 10 Applied Course
Profile, where overall and specific expectations are addressed.
1. The teacher and students discuss the meaning
of the concept of turbulence.
2. Students identify three important events in
their own lives and consider the changes that occurred as a result of these
events (e.g., moving to a new community results in the need to meet new people
and form new relationships).
3. Students prepare a personal timeline, placing
the events in their lives in chronological order.
4. The teacher distributes list of events to
students (Appendix 2.1.1) and definitions of the four categories.
5. Students assume the role of detectives in
identifying the most appropriate category or classification for each of the 19
events.
6. The teacher assists students in placing the
events in the appropriate category through class discussion and board notes
(Appendix 2.1.1).
7. Students are divided into four teams (one for
each category). In the Library/Resource Centre or Computer Lab, they discover
the dates and an introductory overview of what happened. (Class sets of a Grade
10 textbook could support this research.)
8. The teacher and students prepare a timeline
as a point of reference for the remainder of the unit by means of discussion
and board notes.
·
Formative
assessment through teacher observation of student ability to locate and place
key developments using a teacher-developed rubric
·
Formative
assessment through teacher observation of student ability to identify and articulate
cause-and-effect relationship using a teacher-developed rubric.
·
Provide
teacher or tutor support and direction during individual activity work.
·
Use
computer lab to enter the 19 events from one column into a chart of the four
main categories (Appendix 2.1.1)
·
For
enrichment, students could write a paragraph on “The most important occurrence
from 1963 to 1970.”
·
Provide
scaffolding techniques, such as a starter sentence or key words lists, for
students with writing difficulties. Assist students with organization and
presentation of ideas.
Reference
materials, such as The Canadian
Encyclopedia. Edmonton: Hurtig Publishers.
Class
sets of Grade 10 or Grade 11 textbooks
Video
Episode
3: “Seeking and Identity Canada 1964-1972,” The
Canadian History Series 1945-1995. Enoch Multimedia Inc. P.O. Box 23148
Ottawa, ON
Websites
Canada
Information Office – www.infocam.gc.ca
CBC
Newsworld On-line – www.newsworld.cbc.ca
Government
of Canada – www.canada.gc.ca/directories/intwernet_e.html
Great
Canadian History Page – www.sk.sympatico.ca/varr/
Time: 240 minutes
This
activity is predominantly student generated. Students have an opportunity to
participate in a research assignment, which provides them with insight into the
challenges, hardships, and rewards experienced by immigrants who have settled
in Canada since the end of World War II. Although the majority of immigrants
interviewed will be people who arrived after the introduction of the point
system in 1965 (the first conscious effort to end past discrimination policies
pertaining to colour or national origin), the assignment includes any post-war
immigrant to demonstrate the pattern or shared experience of all immigrants and
immigrant groups. Students begin this activity with an examination of the basic
questions that arise in studying the process of immigration to Canada. Students
also have an opportunity to apply their understanding of these questions to any
given case study of the immigration experience. Engaging in this activity,
students develop their historical inquiry and research skills by formulating
significant questions for research by means of a variety of methods, primarily
the interview form. Students organize, moreover, and present their research
findings by a variety of methods, such as travel boxes, statistical analyses,
maps, photographs, etc. Students develop a greater insight into important
demographic changes and the development of Canada as a multicultural society;
they better understand continuing efforts by Canadian governments and
individuals to promote equity and multiculturalism since 1945. As in Activity
1, students keep the information they gather for the culminating activity. In
any interview assignment, students will know that “no comment” is an acceptable
answer to any question and that some people will not want to participate at
all.
Strand(s): Communities; Local, National, and Global; Social,
Economic, and Political Structures; Methods of Historical Inquiry
Specific
Expectations
CO1.01 -
demonstrate an understanding of changes in Canadian demographics reflecting our
change into a multicultural society;
SE1.03 -
assess the efforts of the Canadian governments and others to promote
multiculturalism since 1945;
HI1.02 -
conduct research by means of an interview into the immigration process and
experience;
HI1.03 -
organize and present research findings using such methods and forms as charts,
statistical analysis, photos, and other support material to depict the
immigrant experience;
HI2.01 -
demonstrate an ability to recognize opinions that are supported and opinions
that are unsupported by evidence during the interview process.
·
Gather
statistical information about immigration patterns to Canada since World War
II, from a variety of texts, reference sources, periodicals (e.g., Canadian Social Trends), or Statistics
Canada.
·
Confirm
potential interview subjects within the school community for any student who
may have trouble locating an immigrant to Canada to interview.
·
Review
such consistent patterns in immigration as the push/pull factors, cultural
heritage, difficulties faced, changes, and contributions made.
·
The
teacher is aware of instructions for preparing for and conducting an interview,
as found in a variety of texts (e.g., People
in Perspective, Spotlight Canada).
·
Work
with the teacher-librarian/resource teacher and AV personnel to acquire
appropriate magazines, videos, and scrapbooks (see Resources).
·
Skills
in graph preparation and statistical and chart presentation.
1. Using statistical information about
immigration patterns to Canada since World War II, students create a bar graph
outlining immigration from various regions over ten-year periods since
World War II.
2. Through board notes, the teacher and students
discuss and make notes using basic 5W-styled questions. When did the
person/group come to Canada? What push/pull factors influenced their decision
to migrate? What difficulties were experienced in coming to Canada? What
cultural heritages did the person bring to Canada when he or she immigrated?
What changes were experienced in their lives in Canada? What contributions did
the person/group make to the Canadian mosaic?
3. Students read an article on a “typical”
immigrant’s experience or use Multiculturalism:
Canada’s People from the Canadiana
Scrapbook series in order to apply the questions to a case study and answer
the questions from the case study.
4. The teacher and students take up questions
and answers on the board.
5. Students brainstorm, with the teacher
providing board notes, the components of a successful interview (tape recorder,
thanking the subject, etc.), available support data (books on the topic, maps,
passports, currency, etc.), and possible alternative presentations possible
(video, poster collage, Q/A interview format, memory box, etc.).
6. Students brainstorm to suggest the most
successful television interview techniques and the qualities contributing to a
successful interview. Students provide examples of successful interviews they
have witnessed.
·
Formative
assessment through teacher observation of knowledge/understanding of the basic
questions asked of any immigrant and application of those questions to a
specific immigrant’s experience using a teacher-developed rubric.
·
Summative
evaluation by the teacher using the interview assignment using a
teacher-developed rubric.
·
Replace
or supplement text of immigrant experience (e.g., Guiseppe’s Story) with a movie depiction (e.g., Journey to Freedom) demonstrating the 5W
interview questions.
·
Provide
class time for organization and preparation of final assignment prior to due
date so teacher or tutor can assist students with ideas and strategies.
·
For
ESL students, in particular, (although this may be applied to all students), a
pictorial explanation of the answers to the questions may be employed.
·
For
students with difficulties in writing, musical selections from contemporary
sources may be mixed to create a musical depiction of the immigrants’
experiences.
·
Where
a school does not have access to a sufficient “bank” of interview subjects, the
teacher can assign groups of students to write and produce a “talk show”
interview by using a variety of sources to create a “typical” immigrant from
this time period.
Print
Innis, Hugh R. Bilingualism and Biculturalism: An Abridged Version of the Royal Commission
Report. Canada: McClelland & Stewart, 1973.
Encyclopedia of Canada’s Peoples. Toronto: University of Toronto Press, 1999.
Canadian
Social Trends or Statistics Canada information on demographic changes due to
immigration since 1945
Canadiana Scrapbook Series: A Nation Beckons:
Canada 1896-1914, Multiculturalism: Canada’s People.
Video
Scattering of Seeds: The Creation of
Canada. White Pine
Pictures, 1998.
The Wanderer. White Pine Pictures, 1998. 22 min.
Má Vlast (My Homeland): The Jiraneks
In
A Sephardic Journey: Sally Lévy…
From
King of Hearts: Dreams of a Shepherd Boy. White Pine Pictures, 1998. 22 min.
Websites
Citizenship
and Immigration Canada – www.cic.gc.ca
Statistics
Multicultural
Groups in
Canadian
Heritage
Time: 240 minutes
During
this activity, students study the life of an Aboriginal child attending a
residential school in
Strand(s): Communities: Local, National, and Global; Social,
Economic, and Political Structures; Methods of Historical Inquiry
Overall
Expectations
COV.02 -
demonstrate and understanding of the role of social justice and social
injustice with respect to Canada’s Aboriginal peoples;
SEV.03 -
demonstrate an understanding of different political and social opinions with
respect to the question of Aboriginal education.
Specific
Expectations
SE1.03 - evaluate the success and failure of
residential schools in their efforts to promote equity for Aboriginal peoples;
HI3.01 - demonstrate an ability to empathize
with an Aboriginal student in a residential school and reflect those views in
the form of a series of diary excerpts;
HI3.03 -
demonstrate the ability to express conclusions and opinions from the
perspective of an Aboriginal student in a “white” society
·
Read
about Aboriginal peoples’ concerns, in general (e.g., Ovide Mercredi, Into the Rapids) and residential
schools, in particular (e.g., Basil Johnson, Indian school days) and preview video, Where the Spirit Lives.
·
The
teacher may also consult “A Survey of Contemporary Indians in Canada,” Volume
II (Ottawa: Indian Affairs Branch, 1967), pp. 127-159, commonly known as “The
Hawthorne Report for a Historical Survey of Educational Practices.”
·
This
unit builds upon the concept and skills developed in one of the Canadian History in the Twentieth Century
Grade 10 courses.
·
In
addition, students use communication skills developed in Grades 9, 10, and 11
English.
1. The class discusses ways in which people
today share experiences (e.g., e-mail, telephone, pictures).
2. The teacher discusses the role of a diary
with students and inquires if any of them kept, or still keep, a diary. Class
discussion on the nature and purpose of diary entries follows.
3. The teacher points out to students that,
prior to the 1970s, First Nation communities had no control over who should
educate their children or the curriculum to be implemented.
4. The teacher introduces a video or book
excerpt and explains the nature of the assignment to students, providing them
with suggestions on topics to consider for their diary excerpts.
5. The teacher and students view a video, such
as Where the Spirit Lives, or a book
excerpt, such as Basil Johnson’s School
Days.
6. Students complete a planner sheet based on
the assignment and a rough draft of three diary entries to be distributed to
other students for peer editing.
7. Students complete planner sheets, diary
excerpts, and all rough notes for submission.
·
Formative
assessment through teacher observation of students knowledge/understanding of
such topics as white and Aboriginal peoples’ values, the first day of school,
clash of two cultures, methods of teaching, rules and regulations, recreational
activities, dormitory life, church attendance, etc.
·
Summative
evaluation by teacher of planning notes, rough copy, and work (including peer
editing comments), and final diary excerpts to determine student ability to
effectively communicate the life of an Aboriginal residential school student in
the first-person journal entry and to empathize with the Aboriginal student
·
Summative
evaluation by teacher of diary excerpts to determine student understanding of
daily life in residential schools as a reflection of different political and
social opinions concerning Aboriginal education and in the success and failure
of these schools in promoting equity for Aboriginal peoples
·
Provide
teacher or tutor support and direction for planning and rough draft work.
·
Design
a worksheet to help guide observations during the video.
·
Provide
scaffolding to assist students in writing.
·
Extend
discussion of diaries into a lesson on primary and secondary resource material.
·
Provide
a planning sheet for journal entries.
Print
Canadiana Series: Canada’s Native People.
Connecting Canada. Canadian Education Association (available in
all school boards).
Mercredi,
Ovide. Into the Rapids. Toronto:
Viking.
Johnson,
Basil. Indian school days.
Toronto: Key Porter Books, 1988.
Report of the Royal Commission on Aboriginal Peoples – Volume I, Chapter
10 of the Final Report. “Residential Schools 1996.
Video
Where the Spirit Lives, NFB
Beyond the Shadows: In their own voice,
residential schools’ impact and the ways people are healing, NFB.
Time: 225 minutes
The years
from 1963 to 1970 represent a tumultuous era in French/English relations in
Canada. Students have an opportunity to study the changes that took place in
this time period and examine a microcosm of virtually all of the voices and
alternatives that currently find expression in Canada. The changes that took
place represent the new beginning of dialogue that is still not resolved today.
There are the efforts of the Quebec government to establish a direction for the
people through the Quiet Revolution. There is the federal concern for defining
Canada as a duality through such initiatives as the Royal Commission on
Bilingualism and Biculturalism and the Official Languages Act. There is also the
sense of frustration culminating in the formation of the Parti Quebecois under
René Lévesque and the increasing violence, which started with mail box bombings
and ended in the October Crisis of 1970. Students evaluate the role of the BiBi
Commission on French/English relations and the development of social justice in
Canada. They also evaluate the role of the Canadian governments and some
individuals to promote the preservation of the French presence in our nation.
Students have the opportunity to express their opinions while respecting the
opinions of others in articulating their views on the relationship between the
two “founding races.”
Strand(s): Communities: Local, National, and Global; Social,
Economic, and Political Structures; Methods of Historical Inquiry
Specific
Expectations
CO2.04 -
describe the role of the Royal Commission on Bilingualism and Biculturalism in
promoting duality in Canada;
SE1.03 -
evaluate the continuing efforts by Canadian governments and individuals to
promote solutions to problems connected to French/English relations in Canada;
HI3.01 - communicate ideas in the form of
charts and response position papers outlining the variety of opinions in
French/English relations;
HI3.03 -
express ideas on French/English relations while understanding and respecting
ideas that are different from or in opposition to your own;
HI2.01 -
demonstrate an ability to distinguish bias or unsubstantiated arguments and
opinions in the area of French/English relations.
·
Review
information in Grade 10 textbooks or secure a greater in-depth understanding by
referring to academic books (e.g., Nation)
or resource binders (e.g., Connecting
Canada).
·
Any
book or article by Ramsey Cook on French-Canadian survival, such as “La
Survivance French Canadian Style” in The
Maple Leaf Forever or Canada and the
French Canadian Question, is useful.
·
Prepare
a summary sheet listing the main recommendations of the BiBi Commission.
·
This
unit builds upon the concepts and skills developed in The Ontario Curriculum, History and Geography, Grades 7 and 8 and
the Canadian History in the Twentieth
Century, Grade 10, courses, most particularly the units of study dealing
with French/English relations in the past.
1. The teacher reviews with students the
timeline (Activity 1), pointing out the issues that deal with French/English
relations and other issues from this time period that are connected to
French/English relations.
2. The teacher and students review, with board
notes, the differences between the traditional French-Canadian in Quebec prior
to the Quiet Revolution and the changes that resulted from the Quiet
Revolution. (Pictures from the Canadiana
Scrapbook series, The French
Canadians, are excellent examples.)
3. The teacher and students work on
fictionalized “person-on-the-street” interviews and charts to demonstrate
dissatisfaction that continued to exist in Quebec after the Quiet Revolution.
4. The teacher distributes a fact sheet
summarizing the main recommendations of the BiBi Commission. Students complete
a chart, identifying the problems being addressed, the suggested reform, and
the possible reactions of a group of representative Canadians.
·
Formative
assessment through teacher observation of student understanding of meaning of
key events and differences between Quebecois before and after the Quiet
Revolution
·
Formative
assessment through teacher evaluation of student ability to identify opinions
on an issue and account for the reasons for those opinions
·
Formative
assessment through teacher evaluation of student ability to identify issue or
problem, demonstrate an understanding of it, and draw a conclusion or inference
as to the probable reasons for various reactions to the issue or problem
·
Summative
assessment through teacher evaluation of student ability to express a variety
of opinions on an issue in Canadian history and to demonstrate an understanding
of the reasons for the presence of a variety of opinions on the same issue
·
Provide
teacher or tutor support and direction during individual activity work.
·
As
an extension, students write a position paper defending one of the schools of
thought on the issue of French/English relations.
·
As
an extension, students prepare a chart that summarizes reactions of various
Canadians to federal government efforts to promote bilingualism and
biculturalism.
Print
Connecting Canada: A Resource for
Canadian Students.
Toronto: Canadian Education Association, 1992.
Encyclopedia of Canada’s Peoples. Toronto: University of Toronto
Press, 1999.
Granatstein,
J., et al. “ Canadien to Quebecois”, Nation.
Innis,
Hugh R. Bilingualism and Biculturalism:
An Abridged Version of the Royal Commission Report. Canada: McClelland
& Stewart, 1973.
Royal
Commission on Bilingualism and Biculturalism as summarized in texts such as Spotlight Canada.
Any book
or article by Ramsey Cook about topics covered in this unit (see Planning Notes).
Websites
Ministère
du Conseil exécutif. “Quebec’s Historical Position on the Federal Spendinf
Power 1944-1998.” July 1998. – http://www.cex.gouv.qc.ca/saic/english.htm
Bélanger,
Claude. “The Quiet Revolution.” 1999. – http://members.nbci.com/history_1/his951/events/quiet.htm
Time: 375 minutes
Students
choose a topic of interest to them from the 1960s. Working in small groups,
students demonstrate, through final product presentations, how their topics
illustrate the theme of this unit: the 1960s as a time of change, innovation,
triumph, and turmoil. In this way, they reinforce and extend the aspects of the
unit’s theme explored in the earlier activities. They also demonstrate their
ability to conduct the full range of research activities, from topic selection
and focussing, through information gathering and organization, to final product
selection, preparation, and presentation. The presentations would ideally take
place in a large open area, such as the gymnasium or the school atrium.
Note: Students choose their own topics; choices
determine to some extent the strand(s) and expectations demonstrated. Some
strands and expectations are common irrespective of the chosen topic.
Strand(s): Change and Continuity; Citizenship and Heritage;
Methods of Historical Inquiry
Overall
Expectations
CCV.01 -
demonstrate an understanding of key ways in which Canadian society is a “work
in progress;”
CCV.02 -
demonstrate an understanding of continuing issues, concerns, and strengths in
Canadian society;
CCV.03 -
demonstrate an ability to use the organizing concepts of chronology and cause
and effect in the study of history;
CHV.03 - explain and assess how different
individuals and communities seek to fulfil their ambitions and express their
identities;
HIV.01 -
demonstrate an ability to locate, select, and organize information from a
variety of sources;
HIV.02 -
demonstrate an understanding of the steps in the process of historical
interpretation and analysis;
HIV.03 -
communicate opinions based on effective research clearly and concisely;
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and work
effectively in independent and collaborative study.
Specific
Expectations
CC3.02 -
explain the process of cause and effect in the unfolding of key Canadian events
and issues since 1945;
CC3.03 -
analyse the interrelationships among political, social, economic, and cultural
developments, issues, and ideas, using key examples from post-1945 Canada;
HI1.01 -
formulate significant questions for research and inquiry, drawing on examples
from recent Canadian history;
HI1.02 -
conduct organized research, using a variety of information sources;
HI1.03 -
organize research findings, using a variety of methods and forms;
HI2.01 -
demonstrate an ability to distinguish bias, prejudice, stereotyping, or a lack
of substantiation in statements, arguments, and opinions;
HI2.03 -
describe key relationships and connections in the data studied;
HI2.04 -
demonstrate an ability to develop a point of view that reflects effective
research into diverse sources;
HI3.01 -
communicate effectively, using a variety of styles and forms;
HI4.01 -
demonstrate an ability to think creatively in reaching conclusions about both
assigned questions and issues and those conceived independently;
HI4.02 -
use a variety of time-management strategies effectively;
HI4.03 -
demonstrate an ability to work independently and collaboratively and to seek
and respect the opinions of others.
·
Prior
to the beginning of the unit, the teacher needs to arrange for a presentation
area for use before school and during the lunch period(s) on presentation day.
·
The
maximum number of electrical outlets must be determined so that it can be taken
into account when students are deciding upon their final product presentation
format and are being assigned locations.
·
The
teacher needs to contact the library staff, both to book time for students to
initiate their research and to arrange for a discussion of available resources,
including books, selected periodical literature, and websites. An extensive
resource list has been provided for this reason.
·
The
“Fair” should be advertised to the student body as an opportunity to come and
examine the displays on the infamous 60s time period in Canada and talk to
student presenters about what they have learned. Designing posters for the fair
will heighten interest within the school, as well as reinforcing the themes of
the unit for students. The presentations could take place during the lunch
period to provide a maximum potential audience and so that class time can be
devoted to preparation. (It is understood that home time outside of class is
also required in the preparation of the topic.)
·
Other
staff members and/or invited guests, such as the principal or subject
co-ordinator, could be invited to the Fair and be asked to take part in the
assessment of the displays and presentations.
·
In
the interest of students, care must be taken to ensure a maximum comfort and
safety level in terms of the presentation and the presentation area.
·
ESL/ELD
students could also explore events that happened in their home countries during
the 1960s.
·
Since
the activity requires time for students to select, research, and prepare the
final presentation, the activity should be introduced to the project, at the
latest, after the initial unit activity.
·
The
initial brainstorming session would be accompanied with an appropriate
selection of artifact materials related to the sixties, designed to stimulate
students’ interest and imagination.
·
Materials,
which might include music or literature selection, one of the videos from the
Canadian History series, a series of photographs, and a collage of newspaper
headings, must be prepared in advance. This provides students with information
about the 1960s they likely do not otherwise possess and enables them to select
topic areas of interest in a timely fashion.
·
Students
reinforce and extend the full range of research and presentation skills
integral to their previous school curricula.
·
As
they brainstorm and make decisions about their topics, students are encouraged
to recall and revisit aspects of the decade examined and explored in earlier
activities (e.g., social legislation, the changing relationship with Quebec,
popular culture, the immigrant experience and immigration policy, and the
experience of the Aboriginal peoples).
·
Students
make use of the skills developed during the earlier activities, such as note
taking and the use of charts, timelines, and information organizers.
·
Students
reinforce the use of rubrics as a guide for their own work and also in support
for planning and conducting their group’s research and presentation.
Part 1
(75 minutes)
1. The teacher introduces the activity as the
culminating one for the unit. Explain and discuss with students what is
required as well as the process and assessment involved (see Appendix 2.6.1 –
Final Product Presentation Rubric). Explain to students that part of the final
evaluation is based on their work during the activity, including completion of
the Research Proposal sheet and ongoing conferences. As well, students provide
part of the final evaluation through peer assessment as well as a written
assessment of their own contributions during the activity, including an account
of their learning during the course of the activity.
2. Using the focus materials (see Planning
Notes), the teacher conducts a brainstorming exercise to establish and record
possible topic areas on the board. These might include (but are not limited
to): music, art, literature, popular culture, sport, immigration and
immigration policy, Aboriginal peoples’ experience, women, education, business,
economic and technological development, labour, politics and government,
regional development including the relations of Quebec with Canada, relations
with the United States, Canada’s relationship with the world, urban life, and
social developments.
3. As the most effective use of time and to
assist students with the challenging task of shaping a general topic area into
a manageable, focused topic (something “doable”), the teacher should work
through the process with the class. This is modelled using one or two of the
topic areas generated in the brainstorming exercise and the Research Proposal
Sheet (Appendix 2.6.2).
Part 2
(75 minutes)
1. The
teacher discusses with students the implications of choosing their own groups;
they need to make choices based on an ability to work together and to divide
responsibilities appropriately. They must also take into account the nature of
the topic: there must be enough in terms of the scope of the investigation for
each member to participate fully. Each person in the group, whether two, three,
or four, must make an equitable contribution which can be assessed. Discuss the
distribution: shaping the topic, dividing the research, contributing to the
organization of the topic and to its presentation.
2. Students group themselves into pairs or
groups of three or four. If a student wishes to work alone, that should be
possible as well, although it should be emphasized that the topic chosen must
be manageable.
3. The teacher distributes the research proposal
sheet (see Appendix 2.6.2) to each group. Students discuss in their groups the
topic area they would like to investigate. After having chosen a topic area,
groups discuss aspects of the topic they wish to pursue (i.e., shape or focus
the topic). They must also submit a suggested plan for the distribution of
tasks.
4. At this juncture, it might be useful to
conduct a brief review, with examples, on the skill of shaping a general topic
area. Here, as at other appropriate points in the process, addressing skill
building at the point where students “need to know” has been shown to be
effective.
5. Groups submit the completed Independent
Research Proposal Sheet as part of the activity’s process assessment. This
provides an opportunity for students and the teacher to conduct conferences, as
needed, to deal with problems and questions so that everyone can proceed
knowing that manageable topics are being pursued in an organized way. To ensure
an equitable distribution of tasks, groups submit the names of group members
and their responsibilities.
Part 3
(150 minutes)
1. Provide research time in the Library/Resource
Centre for groups to start their research. To ensure the most effective use of time,
the library staff make available the selected 60s materials. The list in
Resources should provide a guide. During this period, it should be possible, in
special circumstances, for groups to modify or change their topic if necessary.
Part 4
(75 minutes)
1. Once the research is under way, it is
important to conduct another skill-building session, dealing with the choice of
the final product format for the presentations. The large-group
discussion/brainstorming exercise should focus on how best to present the
topics in an appealing way. (The underlying concept here is that of taking the
audience into account.) Formats might include such approaches as: a written
aspect, a visual component, oral account, appropriate clothing, dramatic
presentation. Based on the types of format chosen (and especially whether an
electrical outlet is needed), the groups are assigned a location in the
presentation area. In assigning locations, special attention should be paid to
the comfort level of special needs students (i.e., a location that limits the
size of the audience at any one time). Examples of formats that have been the
basis of effective presentations include an ensemble of musicians playing
selections of 60s music, with written, oral, and photographic display/presentation;
a skit representing selected 60s social/political/cultural situations; a
display of technological developments; newscast interviews; a video to
accompany additional oral, written, or visual display.
2. This discussion should also address the
mechanics of putting the presentation together. The precautions include the
need to be realistic in terms of the material and equipment they propose to use
- availability, cost, the time available versus the time realistically needed
to prepare, the skills and skill level required. Students should then have time
to apply these criteria to their own presentations, again with an opportunity
to consult with the teacher, other groups, and other people who might be able
to provide assistance. The teacher should model this organizational technique
using an example and a chart divided into two columns, one with the heading,
“Stage” or “Step” and the other with the heading, “Timeline.” The teacher
should assist special needs students in the completion of this chart if they
are working together in one or more groups. The teacher should ensure that
special needs students who are integrated into other groups take on manageable
tasks, both in substance and time.
·
Summative
teacher evaluation based on completed Research Proposal sheets, process
conferences, peer group assessment, student written accounts of their
contributions and learning, and the Final Product Presentation Rubric.
·
Special
needs students can be accommodated in the actual physical layout of the Fair,
peer grouping, and appropriate task options.
·
ESL/ELD
students may choose to do preparation on topics in their first language,
provided appropriate materials are available. Their oral presentation should
still be given in English.
·
Students
may contribute to their group’s activity in ways, which utilize their learning
styles, such as a visual representation, oral explanation, dramatic portrayal,
or technical contribution.
Print
Adams,
Michael. Sex in the Snow: Canadian Social
Values at the End of the Millennium. Toronto: Viking, 1997.
Beaujot,
Roderic and Kevin McQuillan. Growth and
Dualism: The Demographic Development of Canadian Society. Toronto: Gage,
1982.
Bibby,
Reginald W. The Bibby Report: Social
Trends Canadian Style. Toronto: Stoddart, 1995.
Thomas,
David, ed. Canada and the United States:
Differences that Count. Peterborough, ON: Broadview Press, 1993.
Cameron,
Elspeth, ed. Canadian Culture: An
Introductory Reader. Toronto: Canadian Scholars’ Press, 1997.
Crean,
S.M. Who’s Afraid of Canadian Culture?
Don Mills, ON: General Publishing Company, 1976.
English,
J.R., and R. Bothwell. Canada Since 1945.
English,
John. Shadow of Heaven: The Life of
Lester Pearson.
Flaherty,
David H. and Frank E. Manning, eds. The
Beaver Bites Back? American Popular Culture in Canada. Montreal:
McGill-Queen’s University Press, 1993.
Granatstein,
J.L. Yankee Go Home? Canadians and
Anti-Americanism. Toronto: HarperCollins, 1996.
Hillmer,
Norman and J.L. Granatstein. Empire to
Umpire: Canada and the World to the 1990s. Toronto: Copp Clark Longman,
1994.
Brown,
Craig, ed. The Illustrated History of
Canada, revised edition. Toronto: Key Porter Books, 2000.
Kelley,
Ninette and Michael Trebilcock. The
Making of the Mosaic: A History of Canadian Immigration Policy. Toronto:
University of Toronto Press, 1998 (CH, October 99).
Kallmann, Helmut, Gilles Potvin, and Kenneth
Winters, eds. Encyclopedia of Music in
Canada, 2nd ed. Toronto:
University of Toronto Press, 1992.
Kidd,
Bruce. The Struggle for Canadian Sport.
Toronto: University of Toronto Press, 1996 (Canadian History, January 97), p.
16.
Light,
B. and R. Pierson. No Easy Road: Women in
Canada, 1920 to 1960s.
Miller,
J.R. Shingwauk’s Vision: A History of
Native Residential Schools. Toronto: University of Toronto Press, 1996 (CH,
March 97).
Miller,
J.R. Skyscrapers Hide the Heavens: A
History of Indian-White Relations in Canada, revised edition. Toronto:
University of Toronto Press, 1991.
Morrow,
Don, et al. A Concise History of Sport in
Canada. Toronto: Oxford University Press, 1989.
Morton,
Desmond. A Military History of Canada:
From Champlain to Kosovo, 4th ed.
Toronto: McClelland & Stewart, 1999.
Moses,
Daniel David and Terry Goldie, eds. An
Anthology of Canadian Native Literature in English, 2nd ed. Toronto: Oxford University Press, 1998.
Orchard,
David. The Fight for Canada: Four
Centuries of Resistance to American Expansionism. Toronto: Stoddart, 1993.
Pevere,
Geoff and Greig Dymond. Mondo Canuck: A
Canadian Pop Culture Odyssey. Scarborough, ON: Prentice Hall Canada, 1996.
Fox,
Paul W. and Graham White, eds. Politics:
Canada, 8th ed. Toronto:
McGraw-Hill Ryerson, 1995.
Prentice,
Alison, et al. Canadian Women: A History,
2nd ed. Toronto: Harcourt
Brace Canada, 1996.
Reid,
Dennis. A Concise History of Canadian
Painting, 2nd ed. Toronto:
Oxford University Press, 1988.
Smith,
Denis. Rogue Tory: The Life and Legend of
John G. Diefenbaker.
Weihs,
Jean. Facts about Canada, Its Provinces
and Territories. New York: H.W. Wilson Co., 1995 (Canadian History, March
96).
Websites
Aboriginal
Links: Canada and US – http://www.bloorstreet.com/300block/aborcan.htm
Aboriginal
Peoples Television Network (APTN) – http://www.aptn.ca/
About
Canada – http://canada.gc.ca/canadiana/cdaind_e.html
Canadian
Government Information – http://collections.ic.gc.ca/
Canada’s
Digital Collection –
http://dsp-psd.pwgsc.gc.ca/dsp-psd/Reference/cgii_index-e.html
Canadian
Heritage Information Network (CHIN) – http://www.chin.gc.ca/
Canadian
History: An Annotated Directory – http://www.academicinfo.net/canhist.html
Canadian
Magazines On-line – http://www.cmpa.ca/magindex.html
Canadian
Music Periodical Index – http://www.nlc-bnc.ca/wapp/cmpi/index_e.htm
Canadian
Newspapers On-line – http://www.journalismnet.com/canpapers.htm
Canadian
Politics on the Web – http://www.nelson.com/nelson/polisci/canpol.html
CanPix
Gallery [pictures and audio-visual resources] –
http://www.nelson.com/nelson/school/discovery/images/ncddimag.htm
CultureNet:
An Electronic Window – http://www.culturenet.ucalgary.ca/indexen.html
National
Archives of Canada – http://www.archives.ca/MainMenu.html
The
National Atlas of Canada On-line – http://atlas.gc.ca/
Telephone
Directories for Canada – http://www.teldir.com/eng/namc/ca
Listed
below are 19 events or developments from 1963 to 1970. Your job is to indicate
whether each of these events might best be described as: Political (P), Social
Reform (SR), Nationalism (N), or French/English Relations (F/E), then create a
timeline placing the events in the correct order of occurrence.
1. Parti Québécois formed; Rene Levesque becomes
first leader of Separatist Party.
2. Canada adopts new national flag.
3. Liberal government introduces Order of Canada
to honour significant Canadians.
4. Government introduces White Paper; calls for
assimilation of Indians.
5. Universal Health Care Plan is introduced for
Canada.
6. Trudeaumania sweeps elections campaign.
7. October Crisis: James Cross still captive;
Pierre LaPorte murdered.
8. New Universal Points System introduced to end
discrimination in immigration.
9. Diefenbaker out, Pearson in with new minority
government.
10. Expo ‘67 – Most Successful World’s Fair ever
11. Lesage is re-elected in Quebec on slogan
“Maîtres Chez Nous.”
12. Royal Commission on the Status of Women is
established.
13. Canada monitors USS Manhattan; claims
sovereignty over Arctic waters.
14. Quiet Revolution turns noisy with mailbox
explosions.
15. Diefenbaker out; Conservatives choose new
leader.
16. Trudeau passes Official Languages Act;
Canada’s two official languages affirmed.
17. Northern Dancer wins Kentucky Derby; Canadian
horse toast of USA.
18. Canadian Pension Plan comes into effect.
19. Another minority: Pearson is re-elected.
Explanation
of Categories
1. Political: events dealing with national
issues, such as leadership, parties, elections, etc.
2. Social Reform: events dealing with national
issues, such as status of groups in society, improving conditions in society,
etc.
3. French/English: events dealing with issues
involving Quebec and her relationship with the rest of Canada, relationship
between French-Canadians and English-Canadians across Canada, etc.
4. Nationalism: events dealing with national efforts
to identify Canada as a nation, circumstances leading to pride in being
Canadian, etc.
Teacher
Notes
Possible Categories
Political
(P) – 6,9,15,19; Social Reform (SR) – 4,5,8,12,18; French/English (F/E) –
1,7,11,14,16; Nationalism (N) – 2,3,10,13,17
Sequence of Events
1963 –
11,14, 9; 1964-17; 1965 – 2,18,5,19,8; 1967 – 3,10,12; 1968 – 15,1,6; 1969 – 4,16,13; 1970 – 7
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Information: obtained from varied sources (printed texts,
CD, encyclopedia, Internet, interview) |
-
limited use of a variety of sources |
- some
use of a variety of sources |
-
considerable use of a variety of sources |
-
excellent use of a variety of sources |
|
Presentation Skills: fluency, eye contact, clarity, and
modulation of voice |
- voice
is audible and clear to a limited extent; limited modulation; eye contact is
limited |
- voice
is somewhat audible and clear; some modulation of tone; some eye contact |
- voice
is audible, clear, and modulated at appropriate times; considerable eye
contact |
- voice
is thoroughly audible, clear, with excellent modulation; high degree of eye
contact |
|
Organizational Skills: neatness, content, use of charts,
graphs, props |
-
limited evidence of organizational skills |
- some
evidence of organizational skills |
-
considerable evidence of organizational skills |
-
thorough evidence of organizational skills |
|
Use of Visual Media: pictures, diagrams, and working
models |
-
limited use of visual components |
- some
use of visual components |
-
considerable use of visual components |
-
thorough use of visual components |
|
Knowledge of Topic: depth of knowledge and appropriate
use of information |
-
limited understanding of topic -
information used with limited effectiveness |
- some
understanding of topics -
information used with some effectiveness |
-
considerable understanding of topic -
information used with considerable effectiveness |
-
thorough understanding of topic -
information used with a high degree of effectiveness |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
1. The
area I would like to explore is:
2. The
activity will take the form of (essay/display/video/skit, etc.):
3. On
the back of this page, I have created a mind map that shows the aspects of the
topic which I intend to explore.
4. Based
on my map, I have divided my research topic into the stages below and I have
worked out the following timeline for each of the stages:
5. The
resources the teacher can help me with are:
6. Two conferences are required.
My first conference will be on:
My second conference will be on: ____ (within ____ days of my initial proposal having been accepted):
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