Course Profile Canadian History and Politics Since 1945, Grade 11, Workplace Preparation, Catholic and Public
Unit 2: Technology and Canadians
Time: 25 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
In
this unit, students examine changes in technology since 1945 and the effects of
those changes on the lives of Canadians today. By means of case studies,
Internet research, comparison organizers, timelines, and discussions, students
examine economic change on a global, national, and industrial level. During the
last half of the Twentieth Century has witnessed significant changes occurred
in transportation, communications, international trade relationships, the
workplace, and the consumer economy. Students study these changes and assess by
what means they will deal with these changes in their personal lives. For
example, students assess the importance of the historical shift from life-long
employment in primary and secondary industries to the part-time and temporary
employment patterns in tertiary and service industries. Students also identify
the various roles of the Canadian government in the economy and become aware of
legislation that protects the health, safety, and dignity of the worker in the
workplace. The importance of unions and professional associations in Canadian
history and in society today is analysed with the use of case studies and
Internet research. In this unit, students are introduced to the course
culminating activity and the types of performance tasks they should prepare for
this project.
Throughout
this unit, the social teachings of the Catholic Church are highlighted,
especially as they relate to the rights of working men and women and the ideals
of justice and equality. Issues such as bioethics, environmental protection,
the role of trade unions, and the values of the consumer economy are studied in
light of Catholic teachings.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
2.1:
Technological and Economic Changes on a Global level |
6 hours |
COV.03,
CCV.03, SEV.02, CO3.01, CO3.03, HI2.03, SE2.01; CGE1d, 2a, 3d, 3f, 7f |
Knowledge Thinking/ Communication |
Group
work on multiplier effect of technological innovation. Examination of
newspaper stories and Catholic Church teaching on bioethics. Student
inventory of product’s country of origin. |
|
2.2:
Technological and Economic Changes in Canada |
5 hours |
CCV.03,
SEV.02, HIV.01, CC1.01, CC1.02, CC3.01, SE2.04, HI1.02, HI1.03; CGE2c, 3c,
3d, 5b |
Knowledge Thinking/ Communication Application |
Construction
of comparison chart. Interview. Research of a Canadian event. Analysis of
work changes, media advertising, and Catholic Church teaching on consumerism. |
|
2.3:
The Organization of Canadian Working People |
5 hours |
COV.02,
CHV.01, CO2.03, CH1.01, CH1.02; CGE2e, 3b, 4g, 5b |
Knowledge Thinking/ Communication Application |
Class
discussion of labour unions in light of Catholic Church teachings. Case study
of Ford Strike. Internet research of organizations of Canadian working
people. Brainstorming. Role-playing. |
|
2.4: The Government and Changes in Technology
and Changes in the Workplace |
5 hours |
COV.02, CCV.02, SEV.02, CO2.03, CC1.01,
CC1.03, CC2.02, CC3.03, SE2.01, SE2.02, SE2.03; CGE4f, 5c, 7e |
Knowledge Thinking/ Application |
Visual analysis of 1950s car culture.
Research on government regulations related to cars, energy, workplace, and
the environment. Case study of Asbestos Strike. Application of Catholic
Church values to an environment issue and a labour strike issue. |
|
2.5:
The Unit Culminating Activity |
4 hours |
HIV.02,
HIV.03, HI1.03, HI2.03, HI3.01, HI4.01; CGE2b, 2c, 2d, 4f |
Knowledge Thinking/ Communication Application |
Creation
of timeline and mock newspaper story. Oral presentation on a designated
topic. |
Time: 360 minutes
In this
activity, students study the causes and effects of technological change in the
world at large. Through the use of group work, newspaper studies, inventory
lists, and document studies, students become aware of how developments in
global communications, technology, and economic partnerships have affected
Canadians. Students are introduced to the unit culminating activity and also to
the course culminating activity. The themes of technology serving the common
good and the developed world aiding the Third World are explored in the context
of Catholic values.
Strand(s): Communities: Local, National, and Global; Change and
Continuity; Social, Political, and Economic Structures
Overall
Expectations
COV.03 -
demonstrate an understanding of how developments in global communications,
technology, and economic partnerships have affected Canadians;
CCV.03 -
demonstrate an ability to use the organizing concepts of chronology and cause
and effect in the study of history;
SEV.02 -
demonstrate an understanding of changes in the Canadian economy since 1945.
Specific
Expectations
CO3.01 -
identify important effects of satellite and space technology on Canadians’
lives and work;
CO3.03 -
identify key international economic relationships and associations and
important aspects of Canada’s role and participation in these organizations, as
well as their impact on the lives of Canadians;
HI2.03 -
identify relationships and connections in the data studied;
SE2.01 -
describe pivotal developments in Canada’s resource industries since 1945.
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures.
·
Review
the Individual Educational Plan for any student whose program requires
accommodations.
·
Divide
the class into five mixed ability groups for group work activities.
·
Find
newspaper and magazine stories dealing with contemporary technological inventions
and a photograph of the Canadarm for demonstration use in the classroom.
·
Find
resources (textbooks, articles) dealing with the Anik satellite, Telsat, and
the General Agreement on Trade and Tariffs (GATT), now known as the World Trade
Organization.
·
Use
the Canadian Conference of Catholic Bishops website, Catechism of the Catholic Church, and Do Justice to prepare appropriate classroom material dealing with
technology and Catholic teachings.
·
Students
possess an understanding of the multiplier effect from Grade 10 History.
·
Students
have some understanding of satellite and space technology and international
trade agreements from the expectations in the Grade 10.
1. Students are introduced to the concept of the
multiplier effect by examining the multiple effects of one technological
innovation. Students are divided into five groups. Each group is assigned one
of the following inventions: the wheel, the printing press, the clock, the
steam engine, and the computer. They discuss and record the multiple effects on
society brought about by the significant technological innovation. If students
experience difficulty in finding multiple effects, they are encouraged to imagine
human society as it existed without these significant technological inventions.
One student in each group is assigned the role of recorder and records the
findings of the group.
2. At the conclusion of the group work activity,
the class convenes as one large group and the recorder for each group reports
on the findings of his/her group. Another student from the small group is
assigned the task of copying the group’s findings on the board in point form.
The class discusses the findings of each group and the teacher and class may
edit some of the findings on the board. After the editing is competed, students
copy the conclusions of each of the five groups into their notebooks.
3. In a large group or in small groups, students
are asked to hypothesize about other technological inventions and their effects
upon human society. Students are encouraged to examine recent advancements such
as microchips, nuclear power, in vitro fertilization, genetically modified
foods, human organ transplants, and cloning. The teacher leads the class in a
discussion about the positive and negative effects of the above-listed
scientific and medical inventions. Students are asked to find news articles on
the above-mentioned scientific developments. The teacher brings in newspaper
stories dealing with the some of the topics above and distributes them to the
class. Students become familiar with the information in the stories and also
with the style of the newspaper stories. In Activity 2, students are required
to create a mock newspaper story, so these teacher samples may serve as models
for the student creations.
4. Students examine the statement, “Science and
technology … must be at the service of the human person… in conformity with the
plan and the will of God” [Catechism of
the Catholic Church, Section 2294]. Students discuss whether or not the use
of the technological and medical inventions mentioned in Strategy 3 would meet
the standards described in the statement from the Catechism. At the conclusion
of the discussion, students write their opinions in their notes. The teacher
draws students’ attention to Catholic teachings on the following subjects in
the Catechism of the Catholic Church:
organ transplants [Section 2296], donation of sperm or ovum [Section 2376], and
homologous artificial insemination and fertilization [Section 2377].
5. Students
become aware that technological innovations in any part of the world community
have a profound effect upon Canadians. The teacher introduces students to the
concept of the “global village”, a term popularized by Canadian communications
theorist, Marshall McLuhan. Students are asked to hypothesize about factors
which have made Canada (and other countries) part of the global village. One of
the factors in the evolution of the global village is the development of
satellite and space technology. The teacher may bring in a picture of the
Canadarm and ask students why Canada is involved in this piece of space
technology. Students are asked to hypothesize about the effects of satellite
and space technology on Canadians’ lives. Students compose notes on the first
satellite (Sputnik in 1957) and the Canadian-built Alouette I (which in 1962 made Canada the third nation in space).
Students hypothesize about the reasons why Canada was motivated to be the first
country to build a transcontinental telecommunications system. Students compose
notes on Canada’s Anik satellites and the communication system established by
Telesat Canada in 1969.
6. For homework, students compose a list of
various countries of origin for clothes and other consumer products found in
Canadian homes. In the list, students mention the specific consumer product and
the country of origin. A representative sampling from students’ lists is
reproduced on the overhead or on the board. Students are given the opportunity
to become aware of the concept of “globalization” and the interdependence of
Canada’s economy with that of the rest of the world.
7. The teacher and students discuss the possible
reasons why many goods from other parts of the world are found in our homes and
in our lives. The teacher and students discuss the reasons why countries
conduct trade with each other. The concepts of comparative and absolute
advantage in trade may be introduced. The concepts of tariffs and free trade
should be discussed. Students compose notes on the General Agreement on Tariffs
and Trade (GATT, now known as the World Trade Organization), the European
Common Market, and the North American Free Trade Agreement.
8. Students become aware of a movement to more trade
agreements and to more free trade in the world community. Students are asked to
consider some of the possible positive and negative effects related to this
modern development. Modern technology has hastened the arrival of the “global
village”. Students are asked to consider what responsibilities people in the
developed world have toward the less fortunate people in the global village.
The teacher may make use of statistics, such as the richest 20% of the globe’s
population receiving 80% of the globe’s income and 1.2 billion people living in
extreme poverty on less than $1 a day (Toronto
Star, January 21, 2001, pp. B1-2). Students examine Catholic teaching on
this issue. Students examine statements in Document 48 of Do Justice (p. 343): “the basic purpose of economic systems and
structures must not be the mere multiplication of products, nor profit or
domination, but to serve the needs of people for a more fully human life. The
resources and goods of the earth therefore are to be developed to serve the common
good.” They examine the statement in the Canadian Catholic Bishops’ letter to
Finance Minister Paul Martin (October 3, 2000): “your call for a moratorium on
debt payments for the world’s poorest countries … is a worthy step for the
Government of Canada to immediately undertake” (Canadian Conference of Catholic
Bishops website). They become aware of the following statement in a letter from
Canadian Church Leaders to Prime Minister Jean Chretien (January 10, 2000): “We
are disturbed that Canada’s official Overseas Development Assistance (ODA) has
declined more than 40 percent since 1991 to 0.27 percent of Canada’s Gross
National Product” (Canadian Conference of Catholic Bishops website). Students
are asked to write their own letters on the topic of aid to the Third World and
to address the letters to the appropriate officials or agencies.
·
The
teacher circulates through the various groups discussing the multiplier effect
and informally assesses students’ efforts and abilities.
·
Informal
teacher assessment of the students’ note making. Informal teacher assessment of
students’ Knowledge and Thinking skills during the classroom discussions.
·
Informal
teacher assessment of student lists dealing with of consumer products’
countries of origin.
·
Formative
teacher assessment of student notes on the application of Catholic teaching to
the uses of modern technology.
·
Formative
teacher assessment of student letters on the topic of aid to the Third World.
Where appropriate, the teacher could:
·
prepare
an outline to assist students with note taking.
·
provide
a model or a scaffold technique to help students in writing a letter.
·
provide
a fill-in-the-blanks template for the letter.
·
provide
a list of vocabulary words (with meanings) to help students read passages.
·
arrange
for a peer or peer tutor to help students with reading.
Students may
work in pairs to perform required research in textbook or prepared document,
but will be assessed individually.
Approved
classroom textbooks
Bain,
Colin M., et al. Making History: The
Story of Canada in the Twentieth Century. Toronto, ON: Pearson Education
Canada, 2000.
Bollota,
Angelo, et al. Canada: Face of a Nation.
Toronto, ON: Gage, 2000.
Bondy,
Robert J. and William C. Mattys. Canadiana
Scrapbook: Years of Promise: Canada 1945-1963. Scarborough, ON: Prentice
Hall, 1980.
Canadian
Conference of Catholic Bishops website – www.cccb.ca
Catechism of the Catholic Church. Toronto: Doubleday, 1995.
Fielding,
John, et al. Canada: Our Century Our
Story. Scarborough, ON: Nelson, 2000.
Newspaper
and magazine articles on technological innovations
Sheridan,
E.F., ed. Do Justice! The Social
Teachings of the Canadian Catholic Bishops. Toronto: Pauline Press, 1987.
Time: 300 minutes
In this
activity, students develop comparisons between life and technology in the 1950s
and life and technology in today’s society. Students improve their skills by doing
work on a comparison organizer, an interview, a timeline, and research of
designated topics. Students study what changes have taken place in the world of
employment over the past fifty years. After studies of local industries and
classroom visits by guest speakers, students become more aware of what
opportunities are available and what skills are required in the workplace
today. During Activity 2, the unit’s culminating activity is introduced:
construction of a timeline, a mock newspaper story, and a brief oral
presentation. Students also examine modern media advertising and the consumer
economy in the light of gospel values.
Strand(s): Change and Continuity; Social, Economic, and
Political Structures; Methods of Historical Inquiry
Overall
Expectations
CCV.03 -
demonstrate an ability to use the organizing concepts of chronology and cause
and effect in the study of history;
SEV.02 -
demonstrate an understanding of changes in the Canadian economy since 1945;
HIV.01 -
demonstrate the practical skills of locating, gathering, and organizing
information from a variety of sources.
Specific
Expectations
CC1.01 -
identify pivotal changes in transportation and communications and assess their
effects on Canadian society;
CC1.02 - describe
the effects of the changing workplace on Canadians;
CC3.01 -
create timelines to trace important developments in Canadian society since
1945;
SE2.04 -
describe major developments in the Canadian consumer economy since 1945, as
well as their impact on Canadians’ lives;
HI1.02 -
conduct organized research, using a selection of information sources;
HI1.03 -
organize research findings, using a variety of methods and forms.
Ontario
Catholic School Graduate Expectations
CGE2c -
presents information and ideas clearly and honestly with sensitivity to others;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE5b -
thinks critically about the meaning and purpose of work.
·
Photocopy
the Suggested Questionnaire (Appendix 2.2.1) and the list of Events to be
Placed on a Timeline from 1945 to the Present (Appendix 2.2.2 - the student
copy with the actual dates of the events not visible).
·
Arrange
for Library/Resource Centre time and/or computer lab time for students to
research the events to be placed on the timeline. Alternatively arrange for
resources to be in the classroom for this project.
·
Arrange
for a member of the School Guidance Department and a representative (or
representatives) from local industries to visit the classroom to speak about
employment opportunities and employment skills required for students with a
workplace destination.
·
In
place of a guest speaker, arrange for a class visit to a workplace in the
community.
·
Gather
information on a local industry that has downsized or closed.
·
Gather
information on print and video advertising.
·
Students
possess an understanding of comparison charts, timelines, and research
techniques.
·
Students
have knowledge of correct way to conduct an Internet search.
·
Students
have knowledge of the components of a newspaper story.
1. To
gain a better understanding of the differences in the technological and
political landscapes of the past fifty years, students are asked to draw a
comparison chart describing the differences in technology and politics between
the period of the 1950s and the present. To gain material for this comparison
chart, each student is required to interview an adult who lived in, and
remembered events of, the 1950s. The adult may be a parent, a grandparent,
another relative, or a friend. An interview question sheet is provided in
Appendix 2.2.1. Students will be instructed that “no comment” is an acceptable
answer to any question. Some adults may not wish to participate at all.
2. Students in small groups compare the answers
on their completed questionnaires and attempt to construct a picture of life in
the 1950s. As a whole group, the class discusses the findings in their
questionnaires and draws some conclusions about life in the middle of the
twentieth century. After this discussion, students construct their individual
comparison charts describing the differences in technology and politics between
the period of the 1950s and the present.
3. Students are introduced to the unit
culminating activity, which involves the construction of a timeline and the
creation of an historical newspaper story. To become better aware of political
and economic events in the post-1945 period in Canada, students compose a
timeline with a listing of important economic and technological events. The
dates of the events are researched in textbooks, in encyclopaedias or on the
Internet. If students are using textbooks for their research, the use of the
index is reinforced by the teacher. Students are also required to list the
tenure in office of Canada’s post-1945 prime ministers so that economic events
can be related to political developments. Students also identify the dates of
non-Canadian events that had a large impact on Canadians. See
Appendix 2.2.2 for the topics to be listed on the timeline.
4. As the second component of the culminating
activity, students individually are assigned a topic from the timeline for
purposes of further research. Students research the assigned topic and then
write a mock newspaper story on the important economic or technological event.
(Note: some events deal with the environment in relationship to an economic
or technological event). The newspaper story describes the event and the
location and time of the event. The story also speculates on the far-reaching
consequences of the event. Although the mock newspaper story is dated for the
time of the event, students may use knowledge gained subsequent to the event in
order to speculate about the consequences. A photograph, chart, map, or sketch
must be included with the newspaper story. The various newspaper stories are
displayed on the classroom walls for students to read.
5. The third component of the unit culminating
activity requires each student to make a short oral presentation on the topic
of his/her mock newspaper story. The teacher may question the presenting
student and the rest of the class on the far-reaching consequences of the event
described in the newspaper story. For example, the story about the completion
of the Trans-Canada highway in 1970 leads to a discussion about a car-dominated
culture with suburbs, fast-food outlets, shopping malls, motels, drive-in
movies, and annual vacations.
6. Students begin to work on the three
components of the unit culminating activity. Classroom time is set aside to do
research on the timeline and on the mock newspaper story. Completed performance
tasks are demonstrated by students in Activity 5. Using newly acquired
information from their research, students revise their comparison charts
describing differences between the 1950s and the present.
7. Using
information garnered thus far, students are asked to explain changes in the
Canadian workplace from the 1950s to the present. Students may construct a
profile of a typical worker in the 1950s. This worker might be a white male
working in a primary or secondary industry for a period of 30 to 35 years. The
primary industry might be logging, mining, or farming. The secondary industry
may be manufacturing. The worker earns enough money to support himself and his
family. Students are asked why this profile of the typical worker has changed.
A variety of causal factors are examined: immigration patterns, automation,
feminism, globalization, and government policies. Students hypothesize about
what type of employment opportunities await them as they are about to enter the
work force and what type of skills will be required in the working world of the
21st century. Students compose notes on the changes in the Canadian workplace.
A member of the Guidance Department and/or a local employer should be used as a
resource person in order to present information on employment opportunities and
skills required in the workplace. An alternative activity would be for the
class to visit a representative local workplace.
8. Students are asked to do a case study of a
local industry that closed or downsized significantly in the period of the last
ten years. Information may be obtained from newspaper accounts, parents’
stories, or from company officials. A guest speaker on this topic may be
invited to the classroom. The class examines the various reasons why the
selected industry closed or downsized.
9. A major component of the consumer economy of
the 21st century involves advertising. For homework, students record the types
of commercials aired on television during peak viewing periods. Students also
are asked to bring in samples of print advertising. They identify the types of
technological innovations that are sold in various ads. What arguments are used
by advertisers to convince consumers that innovations are good? The class
discusses the issue of whether or not all technological innovations are good.
What are some of the negative aspects of certain advertised technological
innovations?
10. Students examine the following passages:
“Sell all that you own and distribute the money to the poor, and you will have treasure in heaven; then come follow me.” But when he heard this, he became sad; for he was very rich. Jesus looked at him and said, “How hard it is for those who have wealth to enter the kingdom of God!” [Luke 18: 22-24]
Economic life is not meant solely to multiply goods produced and increase profits or power; it is ordered first of all to the service of persons, of the whole man, and of the entire human community. [Catechism of the Catholic Church, 2426]
Those responsible for business enterprises are responsible to society for the economic and ecological effects of their operations. They have an obligation to consider the good of persons and not only the increase of profits. Profits are necessary, however. They make possible the investments that ensure the future of a business and they guarantee employment. [Catechism of the Catholic Church, 2432]
Students answer the following questions in their notebooks: a) Does a preoccupation with wealth and material goods prevent us from developing true spiritual values? b) In the second passage, what do you think is meant by the phrase “the entire human community” and how does the phrase apply to our life today? c) What are some specific economic situations to which the third passage might apply? After students have answered the questions in written form, the teacher leads the class in a discussion of these gospel values, which are related to economic activities.
·
Formative
teacher assessment of the students’ comparison charts using a checklist
·
Informal
teacher assessment of the students’ completed interview sheets by means of
conferencing with students and the use of a checklist.
·
Informal
teacher assessment of students’ Knowledge and Thinking skills during classroom
discussions related to changes in the Canadian workplace. The teacher uses
anecdotal notes.
·
Informal
assessment by teacher of research done by students on samples of print
advertising.
·
Formative
assessment of student writing on the consumer economy and the application of
gospel values to economic issues. The teacher uses anecdotal notes to assess
Thinking/Inquiry and Application categories.
·
Students
may work in pairs to perform research and complete their interviews, if
necessary.
·
Students
may require peer or teacher aid in constructing their comparison charts.
·
Students
may require peer or teacher aid in the use of the index in performing textbook
research.
·
Provide
a list of vocabulary words (with meanings) to help students read passages, if
necessary.
·
Some
students may need to be given an oral assessment of their understanding of the
consumer economy and their application of gospel values to economic issues.
Approved
classroom textbooks
Samples
of advertising from newspapers and newsmagazines
Catechism of the Catholic Church. Toronto: Doubleday, 1995.
Human
resources: a representative from a community workplace; a representative from
the School Guidance Department
Time: 300 minutes
Students
examine a case study, Catholic viewpoints, and designated Internet sites in
order to gain a better understanding of various organizations of Canadian
working people. They become aware of the influence of unions and professional
associations on government policies. In the context of gospel values, students
with a workplace destination study the concept of the dignity of human labour
and the concept of social justice. The course culminating activity, Canada: A
Work-in-Progress, is introduced to the class during Activity 3.
Strand(s): Communities: Local, National, and Global; Citizenship
and Heritage
Overall
Expectations
COV.02 -
explain the role of social justice in Canada’s multicultural society;
CHV.01 -
describe the organizations of Canadian working people and how workers have
dealt with challenges and influenced society.
Specific
Expectations
CO2.03 - demonstrate an understanding of key protections
for labour and against harassment and discrimination in the workplace contained
in the Labour Relations Acts;
CH1.01 -
describe key developments in the spread of unions and professional associations
in Canada since 1945;
CH1.02 -
describe major examples of the influence of unions and professional
associations on government policies and political parties.
Ontario
Catholic School Graduate Expectations
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology, and information systems to enhance the quality of
life;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE4g -
examines and reflects on one’s personal values, abilities, and aspirations
influencing life’s choices and opportunities;
CGE5b -
thinks critically about the meaning and purpose of work.
·
Prepare
excerpts from the Papal Encyclical Rerum
Novarum and the Canadian Catholic Bishops’ statements in Do Justice for use in classroom
discussion about labour unions.
·
Photocopy
the questions listed in Strategies 2 and 3.
·
For
Strategy 3, check for the availability of the websites and arrange for class
Internet access.
·
Arrange
for resources such as textbooks, encyclopaedias, documents, and websites to enable
students to research the material in Strategy 5.
·
Arrange
for a labour union representative to visit the classroom.
·
Preview
NFB film, Tommy Douglas Keeper of the
Flame, and select segments for classroom use.
·
Students
possess some introductory knowledge about trade unions and political parties
from the Grades 7, 8, and 10 History course.
1. Students and the teacher discuss the purpose
of unions and professional associations in Canada. Students are asked to
imagine the labour conditions in a country in which unions and professional
associations are not allowed. The class may discuss the positive and negative
aspects of unions and professional associations. Which areas of the Canadian
economy do not have unions or associations and why do you think that this
situation exists? Which members of the class have worked in either a union job
or in a non-union job? Students study the views of the Catholic Church on
labour unions. As background information, the teacher may read about the
endorsement of unions by Pope Leo XIII in his ground-breaking encyclical Rerum Novarum (1891) and the support
given to unions by the Canadian Catholic Bishops. In a 1985 statement the
latter group stated: “As the Church has consistently taught, all working people
have the right to organize their own association or union for the purpose of
defending their rights, securing just wages and benefits and promoting healthy
working conditions” [Document 58 in Do
Justice: the Social Teaching of the Canadian Catholic Bishops]. The
Bishops’ statement goes on to offer support to the union rights of workers,
especially women, who toil in “low-wage, part-time or insecure forms of
employment”. The value and dignity of human work must always be affirmed.
2. In
order to come to a better understanding of unions and their historical roots,
students do a case study of the 1945 Ford Motor Company Strike in Windsor,
Ontario. Students read about the 1945 Ford Motor Company Strike in On Strike
Six Key Labour Struggles in Canada 1919-1949 or in a teacher-prepared
summary sheet of the strike. Students answer the following questions in their
notebooks:
a) By
what process is a union “recognized” or “certified” in a plant or place of
work?
b) From
your knowledge or from your research, explain the following terms: union local,
union shop, union check off, shop steward, and wildcat strike.
c) Why
do you think that unions consider the “union check off” a very important issue
in the running of a union?
d) What
is meant by the term “conciliation”? What is the job of a conciliator in a
labour dispute?
e) Give
your opinion of the union’s requests in this dispute. Do you think that each
request is fair or unfair?
f) List
four sources from which the strikers received support.
g) In
your opinion, should women have been allowed to work in the Ford plant in 1945?
Explain your reasoning.
h) What
is meant by arbitration? Can you think of examples of arbitration in salary
disputes involving hockey and baseball players today?
i) In
1945, the Windsor workers were represented by the United Auto Workers, a union
with headquarters in the United States. Research what happened to the UAW in
Canada in 1985.
j) One
of the very long-lasting results of the 1945 Ford Strike is the introduction of
the so-called “Rand Formula” by Justice Ivan Rand. Explain the Rand Formula and
indicate whether you agree or disagree with the concept of a union check off.
3. In order to come to a better understanding of
the roles of unions and professional associations in Canadian life, students
conduct Internet searches to obtain information about major organizations of
Canadian working people. Organizations such as the Canadian Labour Congress,
the Canadian Medical Association, the Canadian Union of Public Employees, the
Canadian Auto Workers have easily accessible and safe websites. Students may
have special interests in certain other organizations of working people and the
teacher may add those organizations to the list. Students, in small groups, are
assigned to perform research on a certain union or professional association.
Students complete a worksheet with some of the following information:
a) Describe
the make-up of the membership of this organization and the criteria for
membership.
b) Describe
some of the services offered by this organization to the membership.
c) Describe
some of the political activities of this organization (e.g., lobbying, public
statements, boycotts, letter writing, or other political action).
d) Describe
any efforts by this organization to help other groups in society, such as
women, Aboriginal People, environmental groups, children in poverty, the
elderly, and humanitarian groups inside and outside of Canada.
4. After students have completed their Internet
research, they present their information orally to the class. Each member of
the research group is responsible for presenting some pieces of information
about the union or professional association to the class. The teacher may wish
to photocopy the information on the worksheets and make it available to each
member of the class. The class as a whole discusses the work of unions outside
of the realm of attempting to obtain better wages and working conditions for
their members. The class also examines the word “Solidarity” and how it applies
to working people and their organizations. A member of a local union or
professional organization may be invited to the class as a human resource.
5. Working
men and women and their organizations have had a strong influence on government
policies and political parties. The Cooperative Commonwealth Federation (CCF)
political party was founded in 1933 in part to be a voice for farm and labour
men and women. In 1944, public opinion polls indicated that the federal CCF was
ahead of the Liberals in popular support. The Liberals introduced a CCF policy
– the “baby bonus” of $5.00 per child - and then won the 1945 election. In
1961, the CCF joined with major Canadian labour unions to create a new party,
the New Democratic Party. Students are asked to research information on some
influential individuals who worked to improve the lives of working men and
women. Among the individuals to be analysed are Tommy Douglas (first leader of
the NDP Party), Shirley Carr (first female president of the Canadian Labour Congress),
Robert White (first president of the Canadian Auto Workers), Audrey McLaughlin
(first female to lead a federal political party), and Jean Marchand (secretary
of the Canadian and Catholic Confederation of Labour in the 1940s). Selected
students are asked to role-play the individuals and to present the individuals’
accomplishments to the class.
6. Students view segments of Tommy Douglas Keeper of the Flame and
further discuss his contributions to working people in Saskatchewan and Canada.
In a written report, students apply the values of Catholic social teaching to
the work of Tommy Douglas. In a subsequent classroom discussion about Tommy
Douglas, the teacher asks students to hypothesize about the reasons why people
like Douglas work so hard. What is the value of human labour? What are the
personal non-material benefits of human labour? Can your personal life be
satisfying without personal labour?
7. Students are introduced to the course
culminating activity and its theme of Canada: a work-in-progress. At the
conclusion of the course, students are asked to do a performance task dealing
with a major theme of the course (technological change, globalization, labour
relations, equity, or multiculturalism). The performance task involves the
role-playing of an historical personality or the presentation of a
graphic/pictorial/video display. Students volunteering to role-play the
personalities in Strategy 5 may polish their work and use the finished products
as their performance tasks in the culminating activity. Other students should
begin to plan what performance tasks they will use in the course culminating
activity.
·
Informal
assessment of student understanding of Catholic teachings on labour union
during the classroom discussion on this topic. The teacher uses probe
questions.
·
Formative
assessment of students’ written answers to questions related to the 1945 Ford
Motor Company Strike. The teacher uses a checklist and anecdotal notes.
·
Formative
assessment of students’ Internet research on workers’ associations and
presentation of the researched results. The teacher uses anecdotal notes.
·
Formative
assessment of selected students’ role-playing of influential individuals who
have worked to improve the lives of working people. The teacher uses anecdotal
notes.
·
Summative
evaluation of written reports on the application of Catholic social teaching to
the work of Tommy Douglas.
·
Informal
teacher assessment of students’ understanding of work, social justice, and
government protection of labour. The teacher uses observations, roving
conferences, and probe questions.
·
Pair
students to assist them in research tasks, but remember that evaluation is done
on an individual basis.
·
Some
students may present an oral report instead of a written report on the
application of Catholic social teaching to the work of Tommy Douglas.
·
Some
students may require a model or scaffolding technique to help them write their
report on Tommy Douglas.
Approved
textbooks, library books, encyclopaedias, and use of the school
Library/Resource Centre
Abella,
Irving, ed. On Strike: Six Key Labour
Struggles in Canada 1919-1949. Toronto: James Lewis & Samuel, 1974.
Montero,
Gloria. We Stood Together: First Hand
Accounts of Dramatic Events in Canada’s Labour Past. Toronto: James Lorimer
& Company, 1979.
Sheridan,
E.F., ed. Do Justice! The Social
Teachings of the Canadian Catholic Bishops. Toronto: Pauline Press, 1987.
Video
Tommy Douglas Keeper of the Flame. National Film Board of Canada. 58
min.
Changes in the Workplace
Time: 300 minutes
Students
examine a variety of government responses to changes in technology over the
past fifty years. Changes in the automobile industry and the energy industry
are viewed in the context of government reactions to those changes. Government
actions to protect the environment and workers’ rights are viewed in light of
gospel values. Students develop a comparison between the Windsor Ford Strike of
1945 and the Asbestos Strike of 1949. The respective provincial governments’
reactions to each strike are compared.
Strand(s): Change and Continuity; Social, Economic, and Political
Structures
Overall
Expectations
COV.02 -
explain the role of social justice in Canada’s multicultural society;
CCV.02 -
demonstrate an understanding of continuing issues, concerns, and strengths in
Canadian society;
SEV.02 -
demonstrate an understanding of the changes in the Canadian economy since 1945.
Specific
Expectations
CO2.03 -
demonstrate an understanding of key protections for labour and against
harassment and discrimination in the workplace contained in the Labour
Relations Acts;
CC1.01 -
identify pivotal changes in transportation and communications and assess their
effects on Canadian society;
CC1.03 -
identify key changes in Quebec’s relationship with the rest of Canada;
CC2.02 -
identify ongoing government programs designed to assist Canada’s industrial and
commercial economies;
CC3.03 -
describe how political, social, economic, and cultural developments, issues,
and ideas interrelate, using key examples from post-1945 Canada;
SE2.01 -
describe pivotal developments in Canada’s resource industries since 1945;
SE2.02 -
describe key developments in Canadian industry since 1945;
SE2.03 -
identify important effects of government policies and programs on national,
provincial, and local economies.
Ontario
Catholic School Graduate Expectations
CGE3d - makes decisions in light of gospel
values with an informed moral conscience;
CGE4f -
applies effective communication, decision-making, problem-solving, time, and
resource management skills;
CGE7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just, peaceful, and compassionate society.
·
Prepare
a collection of automobile pictures and advertisements from the 1950s. See Canadiana Scrapbook Years of Promise: Canada
1945-1963 and other sources.
·
Prepare
classroom resource books or reserve the Library/Resource Centre for student
research work dealing with Canadian resource industries and government energy
policies.
·
Divide
class into five mixed-ability groups for the group work in Strategy 7.
·
Reserve
parts one and two of The Canadian History
Series.
·
Students
have an understanding of the three levels of the Canadian government and
Canadian human rights and labour legislation from the Grade 10 Civics course.
1. Students examine the automobile culture of
the 1950s by means of pictures, films, and advertisements from the period. Some
students may be motivated to perform extra research on certain models of cars
from the 1950s (and to use this research as part of their performance tasks in
the course culminating activity). Students study changes in model, colour,
style, and size in the post-World War II period. They hypothesize about the
causes and the consequences of these changes. Next, the class examines the
government’s role in the changing technology of the automobile. The multiplier
effect is applied to the production of automobiles. Students become aware of
the tremendous economic importance of the automobile industry in Canada.
Information is obtained on exports and imports of automobiles and their parts.
The class reviews the content and importance of the Auto-Pact negotiated by the
American and Canadian governments in 1965. Students are asked to collect data
on post-1950s government regulations dealing with automobiles. Among the
regulations to be discussed: seat-belts, air-bags, retractable bumpers,
drinking and driving, speed limits, photo radar, safety checks, graduated
licensing, and pollution controls such as Ontario’s emission control regulations
in the year 2000. Attempts are made to determine the time period when each of
the government regulations was first introduced. Students compose a timeline
for this data.
2. In the second half of the 20th century,
Canadians became more dependent on gasoline for transportation and natural gas
and nuclear power for other energy needs. Students examine the role of
government in managing these Canadian energy needs. Students read about the
following topics in textbooks or resource books:
a) The
Trans-Canada Pipeline of the 1950s;
b) Atomic
Energy of Canada Ltd. and the first nuclear reactor in the 1940s, the CANDU
nuclear reactor of 1967;
c) The
National Energy Program of the 1980s;
d) The
James Bay hydroelectric projects of the 1970s and 80s.
Students list, in chart form, the positive and negative effects of these government-managed projects dealing with new technology and energy sources. Some students may have performed research on the above topics as part of their unit culminating activity as described in Activity 2. These students may be used as classroom resources for this activity.
3. Related
to the previous topic is a look at the possible human and environmental damage
caused by new technology. Students examine the conclusions of the Berger Report
(1977) that dealt with the Mackenzie River Valley pipeline and the damage to
Aboriginal and animal life as a result of the James Bay project. Students may
examine the environmental concerns expressed by Canadian songwriter/singer Joni
Mitchell in “Big Yellow Taxi” (lyrics are found in Making History, p. 235). The teacher may draw students’ attention
to the Canadian Catholic Bishops’ document, “Northern Development: At What
Cost?” in which the Catholic Bishops ask for justice for the Native Peoples who
inhabit the North and responsible stewardship of the Earth’s non-renewable
resources. Together, Canada and the United States consume approximately 43% of
the energy supplies of this planet. The document questions whether the scales
are justly balanced between the comforts of an industrialized society and the
exploitation of an Aboriginal society. [Do
Justice, Document 40]
4. Students read about the 1949 Asbestos Strike
in Quebec in On Strike Six Key Labour Struggles in Canada 1919-1949 or
in a teacher-prepared summary sheet of the strike. After the reading, students
are required to develop a comparison organizer or chart in which the 1945
Windsor Ford strike and the 1949 Asbestos strike are compared. Both
similarities and differences between the two strikes should be appropriately
noted on the comparison organizer. The provinces pass laws regulating labour
disputes and strikes. Why was the Ford strike considered legal and the Asbestos
strike considered illegal?
5. Many historians have called the Asbesto
strike a “watershed” in the 20th-century history of Quebec. The provincial
government of premier Maurice Duplessis and his Union Nationale party was slow
to recognize the technological and economic changes, which had arrived in
Quebec. Duplessis was intent on ruling Quebec as if it were still a
predominantly rural society with a strong respect for authority whether it be
religious or political. The teacher leads the class in a discussion about ways
in which the Asbestos conflict started major changes in the social and political
landscape of Quebec. The class examines the major changes that came to Quebec
with the defeat of the Union Nationale in 1960 and the arrival of the
provincial Liberal Party and the Quiet Revolution. Students write individual
reports on the changes.
6. At Asbestos, Catholic religious leaders
actively supported the strikers. The teacher makes reference to Section 2435 of
the Catechism of the Catholic Church,
which states in part: “Recourse to a strike is morally legitimate when it
cannot be avoided, or at least when it is necessary to obtain a proportionate
benefit. It become morally unacceptable when it is accompanied by violence, or
when objectives are included that are not directly linked to working conditions
or are contrary to the common good.” Using Section 2435, the class discusses
whether or not the Ford Strike and/or the Asbestos Strike were morally
legitimate.
7. Students, in groups, study each of the
following workplace cases and decide whether or not there is a need for
government or legal action on the matter under consideration. Students present
reasons for their decisions.
a) Female
workers who do clerical work inside a library building are paid lower wages
than male workers who do maintenance work inside and outside the library
building.
b) A
worker of a certain ethnic background is continually made fun of in the
workplace. Notes and cartoons critical of his ethnic background are posted on a
bulletin board by fellow workers.
c) A
workplace refuses to build a wheelchair ramp for an employee who recently
required the use of a wheelchair.
d) A
candidate for a job in a sporting goods store is denied the job because the
candidate was convicted of reckless driving on two occasions five years ago.
e) A female worker receives unwanted sexual
attention from a supervisor. The supervisor continually comments on the
worker’s appearance and at times asks her for a date.
f) Two female workers in an office are released
from their jobs because they are living in a lesbian relationship.
g) A
female worker is released from her job as a firefighter because she is unable
to run 2.5 kilometres in a time of 12 minutes.
Students present their group work conclusions to the class. After the conclusions are presented, students learn that in each of the above scenarios the actions described are forbidden by government legislation such as the Ontario Human Rights Act and the Ontario Labour Relations Act.
8. Students brainstorm about other government
protections for workers in Canada today. Items such as minimum wage, maximum
hours, health and safety issues, time at work before a mandatory break,
unemployment insurance, vacation pay, overtime pay, notice of termination,
pregnancy and parental leave, severance pay, equal pay for substantially equal
work, equity policies, and anti-discrimination policies are among the issues
that should be noted and later discussed. Students are asked what they think
motivated Canadian governments to put these protections in place. In Ontario,
the protections mentioned above are covered by government statutes or acts such
as the Labour Relations Act, the Employment Standards Act, and the Ontario
Human Rights Act.
9. For a visual review of many of the topics
covered in this unit, students view two thirty-minute episodes of The Canadian History Series, Episode
One, “Land of Promise” and Episode Two, “Optimism and Uncertainty”.
·
Formative
assessment by teacher of research on government regulation of automobile
industry and student-created timelines. The teacher uses a checklist.
·
Formative
assessment by teacher of student understanding of Catholic teaching regarding
Northern development and labour unions. The teacher uses observation,
checklists, and anecdotal notes.
·
Formative
assessment by teacher of student application of Catholic values to the
legitimacy of a certain type of labour strike. The teacher uses anecdotal
notes.
·
Summative
teacher evaluation of the comparison organizers or charts comparing the 1945
Ford Strike and the 1949 Asbestos Strike. The teacher uses a checklist with
criteria for points of comparison.
·
Informal
evaluation of students’ discussions related to government legislation to
protect workers. The teacher uses observation, roving conferences, and probe
questions.
·
Students
may work in pairs in order to complete the research tasks. Assessment will be
done on an individual basis.
·
Some
students may require teacher or peer help in selecting points of comparison for
the comparison organizer.
Approved
textbooks, library books, encyclopaedias, and use of the school
Library/Resource Centre
Abella,
Irving, ed. On Strike: Six Key Labour
Struggles in Canada 1919-1949. Toronto: James Lewis & Samuel, 1974.
Bain,
Colin M., et al. Making History: The
Story of Canada in the Twentieth Century. Toronto, ON: Pearson Education
Canada, 2000.
Jamieson,
Stuart. Times of Trouble: Labour Unrest
and Industrial Conflict in Canada, 1900-66. Ottawa: Information Canada,
1972.
Sheridan,
E.F., ed. Do Justice! The Social
Teachings of the Canadian Catholic Bishops. Toronto: Pauline Press, 1987.
Time: 240 minutes
In this
activity, students complete the performance tasks that they started to prepare
in Activity 2. Classroom time is devoted to the completion of the timelines,
newspaper stories, and oral presentations.
Strand(s): Methods of Historical Inquiry
Overall
Expectations
HIV.02 -
demonstrate a practical understanding of the key steps in the process of
historical interpretation;
HIV.03 -
communicate opinions based on effective research clearly and concisely.
Specific
Expectations
HI1.03 -
organize research findings, using a variety of methods and forms;
HI2.03 -
identify relationships and connections in the data studied;
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.
Ontario
Catholic School Graduate Expectations
CGE2b -
reads, understands, and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE2d -
writes and speaks fluently one or both of Canada’s official languages;
CGE4f -
applies effective communication, decision-making, problem-solving, time, and
resource management skills.
·
Prepare
an exemplar of a mock newspaper story for students to use as a model.
·
Prepare
a model oral presentation for students to use as a guideline.
·
Photocopy
the rubric in Appendix 2.5.1 to evaluate students’ culminating activities.
·
Students
have knowledge of oral presentations from previous History and English courses.
1. Students complete the performance tasks that
they started to prepare in Activity 2. By this point, the research for the
performance tasks should be completed. Some students may require teacher or
peer aid in completing their timelines and mock newspaper stories. Support may
be needed for some students as they attempt to determine some of the long-range
consequences of their assigned technological or economic event. The teacher may
present students with a teacher-created exemplar of a mock newspaper story to
help them in their tasks.
2. The teacher models the type of oral
presentation expected from students. The presentation will be brief – one to
two minutes – but students are expected to speak informally to their peers
about the event. Reading from a prepared text is strongly discouraged. Students
may place some brief notes on the board in order to guide their thought
processes during the presentation. Each presenting student prepares two
questions about the topic and gives those questions to two classmates. The
classmates ask the presenting student the questions at the completion of the
presentation. The presenting student will have appropriate answers ready for
the questions. The presenting student may also be asked other questions by
peers and the teacher.
3. Students
are given a copy of the evaluation rubric (Appendix 2.5.1) for the culminating
activity. The rubric may be used for formative assessment by the student and by
peers, as well as for summative evaluation by the teacher.
4. After the completed newspaper stories have
been posted around the classroom, each student is invited to select four of
his/her favourite topics and to write notes on those topics in his/her
notebook.
·
Self-
and peer assessment of performance tasks in the culminating activity by use of
a rubric.
·
Summative
teacher assessment of the performance tasks in the unit culminating activity by
means of a rubric.
·
Provide
teacher or peer help in completing the timelines and newspaper stories, if
necessary.
·
Some
students may require a model or scaffold technique to complete their newspaper
stories.
·
Some
students may require a fill-in-the-blanks template for their newspaper stories.
Approved
textbooks, library books, encyclopaedias, and use of the school
Library/Resource Centre
|
Student copy |
Teacher copy |
|
Launching
of Sputnik |
1957 |
|
Launching
of Canadian-built Alouette I |
1962 |
|
First
CBC television broadcast in Canada |
1952 |
|
American
Jonas Salk invents the polio vaccine |
1954 |
|
Arrival
of colour television in Canada |
1966 |
|
Availability
of the birth control pill in Canada |
1960 |
|
Invention
of the transistor by Bell Telephone |
1948 |
|
Completion
of the five-year St. Lawrence Seaway project |
1959 |
|
World’s
first successful heart transplant in South Africa |
1967 |
|
Discovery
of oil and natural gas in Leduc, Alberta |
1947 |
|
Completion
of the Trans-Canada highway |
1970 |
|
Ontario
Hydro builds the first CANDU nuclear reactor |
1967 |
|
General
Agreement on Trade and Tariffs (GATT) formed |
1947 |
|
Auto
Pact between Canada and United States signed |
1965 |
|
Asbestos
Strike in Quebec |
1949 |
|
Cancellation
of the Avro Arrow by the Canadian government |
1959 |
|
Formation
of Greenpeace in British Columbia |
1970 |
|
Invention
of the first computer microchip |
1971 |
|
World’s
first transcontinental satellite communications (Telesat Canada) |
1969 |
|
Creation
of the Foreign Investment Review Agency (FIRA) in Canada |
1974 |
|
OPEC
quadruples the price of oil |
1973 |
|
Berger
Report on the Mackenzie River Valley pipeline |
1977 |
|
World’s
first test-tube baby born in England |
1978 |
|
Canada-United
States Free Trade Agreement takes effect |
1988 |
|
The
Canadian government places a moratorium on East Coast cod fishing |
1993 |
|
Arrival
of the Internet |
1991 |
|
National
Energy Program in Canada |
1979 |
|
Establishment
of NORAD by Canada and the United States |
1957 |
|
Trans-Canada
pipeline is completed |
1958 |
|
Prime Ministers |
|
|
Mackenzie
King |
1945-1948 |
|
Louis
St. Laurent |
1948-1957 |
|
John
Diefenbaker |
1957-1963 |
|
Lester
Pearson |
1963-68 |
|
Pierre
Trudeau |
1968-1979, 80-84 |
|
Joe
Clark |
1979-1980 |
|
John
Turner |
1984 |
|
Brian
Mulroney |
1984-1993 |
|
Kim
Campbell |
1993 |
|
Jean
Chretien |
1993– |
Questions
for a person who has a clear memory of life in the 1950s. Please answer as many
questions as possible.
1. Approximately how old were you during the
1950s?
2. What was your favourite radio or television
program?
3. In the early 1950s, how many people that you
knew owned a television set?
4. How many channels did a television set
receive?
5. What was the gender of most police officers?
bank clerks? doctors? dentists?
6. What was your form of rebellion as a
teenager?
7. What mechanical aids were in your home? For
example, was there a gas or electrical dryer? Was there a dishwasher? Was there
a vacuum cleaner? Was there an automatic garage door opener?
8. Did your family ever make a long-distance
telephone call to someone outside of Canada or the United States in the 1950s?
9. Did anyone in your family ever fly on an
airplane in the 1950s?
10. Did your mother, or any other married woman
you knew, ever work outside the home. If so, what job did she do?
11. What was the occupation of your father? your
grandfather?
12. How many children were there in your family in
the 1950s?
13. Where did your family live in the 1950s? Farm?
Village? Small town? Inner city? Suburb?
14. Describe the longest trip that you took during
the 1950s.
15. In what type of shopping area did your family
make most of its consumer purchases? Were purchases paid for in cash, with a
credit card, or by cheque?
16. Describe your favourite car from the 1950s.
What safety and environmental features did it have?
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Ability
to research dates of designated events and to place them on a timeline in
chronological order |
-
limited ability to research dates of designated events and to place them on a
timeline in chronological order |
- some
ability to research dates of designated events and to place them on a
timeline in chronological order |
-
considerable ability to research dates of designated events and to place them
on a timeline in chronological order |
-
thorough ability to research dates of designated events and to place them on
a timeline in chronological order |
|
Ability
to research information about an assigned economic or technological event |
-
limited ability to research information about an assigned economic or
technological event |
- some
ability to research information about an assigned economic or technological
event |
-
considerable ability to research information about an assigned economic or
technological event |
-
thorough ability to research information about an assigned economic or
technological event |
|
Ability
to speculate on the consequences of the economic or technological event |
-
limited ability to speculate about the consequences of the event |
- some
ability to speculate about the consequences of the event |
-
considerable ability to speculate about the consequences of the event |
- a
high degree of ability to speculate about the consequences of the event |
|
Ability
to communicate in written form by means of a newspaper story |
-
limited ability to communicate in written form by means of a newspaper story |
- some
ability to communicate in written form by means of a newspaper story |
-
considerable ability to communicate in written form by means of a newspaper
story |
- a
high degree of ability to communicate in written form by means of a newspaper
story |
|
Ability
to select and use a photograph, chart, map, or sketch to explain the
newspaper story |
-
limited ability to select and use a photograph, chart, map, or sketch |
- some
ability to select and use a photograph, chart, map, or sketch |
-
considerable ability to select and use a photograph, chart, map, or sketch |
- a
high degree of ability to select and use a photograph, chart, map, or sketch |
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Ability to compose two questions about the
topic and to answer the two questions orally |
- questions were composed and answered with
limited effectiveness |
- questions were composed and answered with
moderate effectiveness |
- questions were composed and answered with
considerable effectiveness |
- questions were composed and answered with a
high degree of effectiveness |
|
Ability to speak on a topic for one to two
minutes without reading from a prepared test |
- oral presentation demonstrates limited
effectiveness |
- oral presentation demonstrates moderate
effectiveness |
- oral presentation demonstrates considerable
effectiveness |
- oral presentation demonstrates 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.
Overall
level: Student
Name:
Strengths: Areas to
Review: Next Steps:
Course Overview | Unit 1 | Course Profiles Main
Menu