Course Profile Adventures in World History (CHM4E), Grade
12, Workplace Preparation, Public
Unit
5: Transformations: Technological,
Political, and Social in the
19th–21st
Centuries
Time: 25 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
Unit
Description
In this
unit, students explore the significant technological, political, and social
transformations that have o
Unit Synopsis Chart
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
5.1 |
3 hours |
COV.01, CO1.02, CCV.01,
CC1.01, CC1.03, HIV.04, HI4.01 |
Knowledge/ Understanding |
Brainstorming causes of
change, identify types of change, define focus transformations, consider
impact of change through reading exercise, situate events in context through
construction of class timeline, discussion of types and process of change |
|
5.2 |
5 hours |
COV.01, CO1.01, CO1.02,
CO1.03, COV.02, CO2.01, CO2.02, CO2.03, CCV.02, CC2.01, CC2.02, CC2.03,
CHV.03, CH3.03, SEV.01, SE1.03, SEV.02, SE2.02, SE2.03 |
Knowledge/ Understanding |
Technological Change |
|
5.3 |
7 hours |
CCV.03, CC3.01, CC3.02, CC3.03, SEV.01, SE1.01, SE1.02, SE1.04, SEV.03,
SE3.01, SE3.02, HIV.03, HI3.01, HIV.04, HI4.02 |
Knowledge/ Understanding |
Political Change |
|
5.4 Transforming
Relationships – Social change |
5 hours |
CCV.03, CC3.03,
CHV.01, CH1.03, CHV.03, CH3.02, HIV.03, HI3.03 |
Knowledge/
Understanding |
Social Change |
|
5.5 Museum of Transformation |
5 hours |
CHV.03, CH3.03, HIV.03,
HIV.01, HI3.02, HIV.04, HI4.03, HI4.04 |
Knowledge/ Understanding |
Create a representation of
a transformation, its development and impact upon the modern world, peer
response to museum exhibits and quiz |
Activity
1: Process of Change
Time: 3 hours
Description
In this
activity, students are introduced to the major types of transformations
examined in this unit: political, technological, and social. Students focus
upon the key ideas of the nature of change and the potential impact of change
upon society. Skill development highlights literacy, oral competence, and
comprehension.
Strand(s) & Learning
Expectations
Strand(s): Communities: Work,
Technology and Construction; Citizenship and Heritage;
Methods of
Historical Inquiry
Learning
Expectations
COV.01 -
assess how people in different communities developed skills and created
implements in order to work productively;
CO1.02 -
demonstrate an understanding of the roles and processes of education and skills
training in different communities at different times (e.g., learning skills in
Inuit or traditional Chinese families, medieval guilds and apprenticeships,
modern trade schools and independent learning facilities);
CCV.01 -
demonstrate an understanding of the interplay between change and continuity in
history;
CC1.01 -
analyse the factors that led to the migration of peoples and assess the effects
of such movements (e.g., factors such as economic and political pressures;
effects such as demographic changes, language and cultural adaptations);
CC1.03 -
demonstrate an understanding of why different societies have tended to place a
greater emphasis either on change or on continuity (e.g., Taoist yin and yang;
Confucian emphasis on continuity; the role of ideologies such as conservatism,
liberalism and socialism).
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and
participate effectively in independent and collaborative study;
HI4.01 -
demonstrate an ability to think creatively in reaching conclusions about both
assigned questions and issues and those conceived independently.
Planning Notes
·
The
teacher prepares and copies worksheets prior to the activity.
·
The
teacher may supply students with construction paper and marking pens.
·
Each
student will need a copy of the short story.
·
Master
timeline should be a
Prior
Knowledge & Skills
·
Students
are expected to have knowledge of proper paragraph structure.
·
Students
will have developed a working class timeline that they can contribute to
throughout the course.
Teaching/Learning
Strategies
1. The teacher initiates a brainstorming
session, “So, you want to move?” Students, individually or in groups, list
reasons a person or family would choose to move. Generate a class list of ideas
to be included in students’ notes. The teacher groups students’ responses into
major categories including social (equality, environment, employment,
finances), political conditions (war, poverty, ideology, refugees, authority),
and technological considerations (transportation, communication, industry, and
daily life). The goal is to promote understanding of possible motivations for
change. Conclusions should be noted in a formal paragraph that demonstrates the
interrelationship between social, political, and technological transformations
on people’s lives.
2. The teacher provides students with a
worksheet Transformations in Modern History (Appendix 5.1). Possible focus
transformations are identified and explained. Students are to group the
transformations into appropriate categories; social, political, and
technological. The teacher clarifies correct responses with the class. Pairs of
students are provided with a blank piece of construction paper and assigned one
transformation from the worksheet. Each pair writes the heading of their
transformation and designs a graphic representation on the paper. For example,
one pair may be assigned the steam engine. The students might write the date,
the inventor and draw or find an appropriate picture of various steam engines
(train, ship, threshing machine). Students should also explain how their chosen
transformation affected daily life. After review-assessment with the teacher,
each pair posts their final product on the master classroom timeline. The
teacher may consider allowing library/resource centre or computer time to
complete this activity however time constraints may make this impractical.
3. Teachers provide each student with a story
from Adventures in Appreciation that identifies possible impacts of
change upon society and holds a class discussion. (See Resources.) The teacher
should have students reflect upon the speed of change and its effect on people.
The teacher will summarize these points on the board. Students are required to
synthesize these ideas into a properly structured paragraph. List of impacts
should include conflict between old and new ideas, violent and non-violent
change, negative and positive change, and inevitability of change.
Assessment &
Evaluation of Student Achievement
·
Formative
assessment of note taking, oral skills and comprehension by means of a
checklist
·
Formative
teacher assessment of written paragraph using the following criteria: clarity
of communication, understanding of impact of change, and organization of ideas.
Acc ommodations
See
Course Overview for complete list of appropriate a
Resources
Bradbury,
Ray. “The Dragon” in Adventures in Appreciation Volume I. Editor Walter
Loban and
R. Olmsted. New York: Harcourt, Brace & World, Inc., 1963.
Activity
2: Transforming Work and Play
Time: 5 hours
Description
Students
examine their reliance upon technology to reflect upon the widespread impact of
technological change and development. The teacher directs student learning to
understand key innovations during the Industrial Revolution such as the steam
engine, the spinning jenny, and iron smelting. Students apply the knowledge to
examine technological changes that have o
Strand(s) & Learning
Expectations
Strand(s): Communities: Work,
Technology, and Construction; Change and Continuity;
Citizenship and
Heritage; Social, Economic, and Political Structures
Learning
Expectations
COV.01 -
assess how people in different communities developed skills and created
implements in order to work productively;
CO1.01 -
identify selected developments in tool making from the Stone Age to the present
(e.g., fashioning of stone and obsidian implements, invention and uses of the
wheel, development of measuring systems and devices);
CO1.02 -
demonstrate an understanding of the roles and processes of education and skills
training in different communities at different times (e.g., learning skills in
Inuit or traditional Chinese families, medieval guilds and apprenticeships,
modern trade schools and independent learning facilities);
CO1.03 -
describe key features in the development of selected trades and professions
throughout the ages (e.g., specialization, hierarchies, wages, and working
conditions);
COV.02 -
demonstrate an understanding of pivotal inventions and innovations and their
effects on community life;
CO2.01 -
identify key developments in communications technologies from the Stone Age to
the present (e.g., written language and alphabets, paper making and the
printing press, wire and wireless transmission, satellite telecommunications)
and evaluate their effects on interactions between communities;
CO2.02 -
identify key developments in transportation technologies from the Stone Age to
the present (e.g., use of animals, development of astrological navigation
systems, development of sail and steam technologies, invention of the internal
combustion engine, aerospace innovations) and evaluate their effects on
interactions between communities;
CO2.03 -
identify key developments in scientific and medical technologies from the Stone
Age to the present (e.g., development of different calendar systems, changing
perceptions of geography and astronomy, developments in modern medicine) and
describe their impact on the community.
CCV.02 -
explain how and why societies change from rural to urban, and compare the
nature of the two;
CC2.01 -
demonstrate an understanding of key developments in agriculture through the
course of history (e.g., innovations of the Neolithic Revolution, terrace
farming in China and Peru, European manorialism, the growth of modern
agribusiness);
CC2.02 -
outline pivotal reasons for the growth of cities (e.g., Alexandria, Rome,
London, Beijing, New York) and describe problems associated with their
development (e.g., crowding, slums, poor sanitation and its effects on health);
CC2.03 -
analyse key factors that set the stage for industrial revolutions (e.g., a
relatively stable society, technological innovation, availability of capital
for investment) and describe the outcomes (e.g., development of industrial
centres, exploitation of labour, altered environment).
CHV.03 -
demonstrate an understanding of a variety of forms of cultural expression.
CH3.03 -
describe a variety of forms of entertainment that people have created (e.g.,
various musical styles and theatrical forms; ancient games and modern amateur
and professional sports; cinema, television, telecommunications).
SEV.01 -
demonstrate an understanding of the variety of roles and functions of
individuals and groups in society;
SE1.03 -
analyse the different roles played by women, men, children, and the aged in
selected societies (e.g., matriarch, gatherer, hunter, breadwinner, child
labourer, student, tribal elder);
SEV.02 -
analyse the changes in commercial exchange from antiquity to the present day;
SE2.02 -
identify the location and purposes of different trade routes (e.g., the Silk
Road; the Atlantic triangle; the Yangtze, Mekong, Nile, Indus, Mississippi, and
St. Lawrence Rivers; routes along canal and railway systems);
SE2.03 -
identify pivotal examples of the human drive to explore new frontiers, and
describe some of the economic effects of these ventures (e.g., Marco Polo and
the reawakening of overland Asian trade routes; conquistadors, Incan gold, and
the sixteenth-century price revolution; aerospace programs and their influence
on the telecommunications industry).
Planning Notes
·
Locate
and provide a
·
Create
and distribute worksheet.
·
Create
a rubric to evaluate Snapshots of Change.
·
Provide
some resources for the collage, if desired.
·
Research
specific details regarding the evolution of specific technological innovations
to complete the overhead transparency.
Prior
Knowledge & Skills
·
Students
need a strong, general understanding that significant changes have o
Teaching/Learning
Strategies
1. Students write a journal of their morning
routine. They should make a comprehensive list of their use of all
technological innovations including appliances, leisure/entertainment, and
communication devices. The teacher presents a scenario (power outage, camping,
cottage) that the students can reflect upon the inconveniences experienced when
a
2. Provide students with primary source
documents that describe different living or working conditions (pioneer farm
life, industrial revolution, developing nations). The teacher may also choose
to use video resources also. Provide students with more than one example.
Working in pairs, students identify and describe the similarities and
differences between the scenarios presented and their life. Using these
descriptions as a springboard, students identify the ten most important
developments, justify their choices, and explain why they think the change o
3. After students have considered the role of
technology in their lives and created their list of the 10 most significant
inventions, the teacher directs their learning to the specific industrial
revolution inventions of the steam engine, iron smelting, and the spinning
jenny. The teacher distributes to students a worksheet that contains the
following headings: transforming innovation, evolution, and development of
innovation and impact upon society. Using an overhead master or the board the
teacher leads the students through the worksheet. See Appendix 5.3 for content
details. This provides the basis for the next activity.
4. Using the student generated list, assign
topics to groups or pairs of students. Using the headings, Transforming
Innovation, Evolution and Development, and Impact Upon Society, students
research and present their findings to the class. As peers present their
research, students record their findings on their chart. The teacher provides
resources for classroom research or allows time for library and computer
research. The teacher may wish to prepare an overhead master to ensure that
essential points are included.
5. Introduce the activity Snapshots of Change.
Each student chooses a topic and creates a collage that visually depicts the
significant changes within that topic. Topics may be general (transportation,
medicine, sports, music, communication, or entertainment) or specific
(automobile, plane, train, space, travel). Students can use magazines,
newspapers, Internet sources, or original drawings to complete the collage. A
paragraph is written to explain their choices of pictures and the impact of
their topic upon the living and/or working conditions of people. The collages
may be posted on the class timeline.
Assessment &
Evaluation of Student Achievement
·
Formative
evaluation of student worksheet by means of a checklist.
·
Summative
evaluation of collage and paragraph.
Acc ommodations
See
Course Overview for complete list of a
Resources
Haberman,
Arthur. The Making of the Modern Age: Europe and the West Since the
Enlightenment. Toronto: Gage Educational Publishing Company, 1987. ISBN
0-7715-8344-3
http://inventors.about.com/science/inventors
Activity
3: Transforming the Nation
Time: 5 hours
Description
Through
role play, classroom discussion, and collaborative group work students draw
upon their own experiences to understand the causes of change. Focus is placed
upon two political revolutions and their causes, chronology, key figures, and
impact upon society. Teachers are encouraged to choose two revolutions from the
following: French Revolution 1789–1815; Russian revolution 1917; Indian
Independence 1947; Chinese Communist Revolution 1949. As a class, students
organize their understanding of the causes, the chronology and the impact of
one of these revolutions in a chart. See Appendix 5.2 for an example of The
French Revolution. Students further develop research and presentation skills in
a small group setting as they study another revolution and organize their
findings in the same chart. This chart is utilized to compare and contrast the
revolutions examined. In the final exercise, students apply concepts to
effecting change in their own lives through an examination of the school
student handbook. Students consider non-violent means of conflict resolution.
Strand(s) & Learning
Expectations
Strand(s): Change and Continuity;
Society and the Individual; Methods of Historical Inquiry
Learning
Expectations
CCV.03 -
analyse how people throughout history have dealt with conflict and conflict
resolution;
CC3.01 -
demonstrate an understanding of the organizations that societies have created
to wage war (e.g., regular armies and paramilitary organizations) and those
they have created to maintain order (e.g., Roman censors and aediles, London
bobbies, Muslim ulema, Royal Canadian Mounted Police, KGB, Interpol);
CC3.02 -
identify different types of conflicts and protests, from social unrest to wars
(e.g., food riots and peasant revolts, civil rights demonstrations, religious
wars, civil wars, hot and cold world wars);
CC3.03 -
demonstrate an understanding of various non-violent means used to resolve
conflicts and to maintain peace (e.g., negotiation, mediation, international
organizations, non-violent demonstrations).
SEV.01 -
demonstrate an understanding of the variety of roles and functions of
individuals and groups in society;
SE1.01 -
demonstrate an understanding of the function and variety of social customs in
different societies (e.g., protocol, as in the courts of imperial China and
Russia and at the United Nations; etiquette, from Roman banquets to Amy
Vanderbilt; fashions such as foot binding, corsets, and neckties);
SE1.02 -
demonstrate an understanding of a variety of determinants of class and social
standing through the course of history (e.g., heredity, as in India’s caste
system; economics, as in Marx’s proletariat and bourgeoisie; personal
achievement, as reflected by notables in industry, sports, and entertainment);
SE1.04 -
describe the contributions to society of significant individuals throughout
history (e.g., Moses and Ramses II, Cleopatra and Marc Antony, Abelard and
Heloise, Marie Curie, Albert Einstein, Mother Teresa, Bill Gates);
SEV.03 -
describe a variety of political systems and processes that have been involved
in the exercise of power and authority throughout history;
SE3.01 -
describe the structure and function of a variety of political systems
throughout history (e.g., Athenian and modern democracy, Roman republicanism,
Chinese dynastic system, Iroquois confederacy, fascist dictatorships);
SE3.02 -
describe the nature of the relationship between social or economic position and
political influence or the lack of it (e.g., the slave or indentured servant,
the feudal lord, women in different periods of history).
HIV.03 -
communicate opinions based on effective research clearly and concisely;
HI3.01 -
communicate effectively, using a variety of styles and forms (e.g., reports,
discussions, role playing, group presentations);
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and participate
effectively in independent and collaborative study;
HI4.02 -
use a variety of time-management strategies effectively.
Planning Notes
·
The
teacher prepares and copies chart prior to the activity.
·
Role-playing
activity and rules should be developed prior to introduction to the class.
·
The
teacher a
·
The
teacher arranges for library/resource centre and/or computer research time.
·
Make
copies of student handbook available.
Prior Knowledge &
Skills
·
Some
knowledge of library/resource centre and computer research skills is necessary
for su
·
Students
need an understanding of specific vocabulary such as revolution, chronology
and transformation.
Teaching/Learning Strategies
1. The teacher initiates a role-playing activity
that loosely recreates an early twentieth-century classroom. Take the last few
minutes of the previous class to set up this activity. Explain to students the
concept of historical imagination and the potential benefits of role play.
Explain that the rules and expectations are dramatically different from their
regular classroom situation. The teachers are encouraged to carefully consider
classroom dynamics and set appropriate limits prior to beginning this activity.
The goal of the exercise is to encourage a moderate level of frustration and
desire for change within students. When students arrive in class they are asked
to read and follow the instructions on the board. The instructions should
include the separation of boys and girls, specific rules regarding student
behaviour (‘Sir’, stand to speak, silence, use of right hand, etc.).
2. The teacher dictates, writes or handouts a
simple introductory note. The note should include the dates of the two focus revolutions,
the initial power structure of these societies and two reasons for the desire
for change. Maintaining role, the teacher has students read the note and
respond to questions based upon the note. Rules of behaviour should be strictly
enforced. The teacher and students return to normal roles and engage in a
reflective discussion. Highlight feelings of frustration, concept of
power/powerlessness, reasons to desire change and concrete differences between
present day classroom and one from the past.
3. Building upon a general understanding of
causes of change, the teacher and students begin to examine the causes of two
specific revolutions. Create a chart that includes the following headings: Date
of Transformation and Key Individuals, Causes, Chronology of Events, and
outcome of Transformation. This chart will be completed throughout the
activity. Depending upon the ability of the class the teacher may choose to use
Appendix 5.2 to begin the study of revolutions.
4. The teacher chooses an appropriate resource
that facilitates completion of the chart. See Resources for suggested texts and
videos. Show the video The Russian Revolution. Stop the video
periodically to allow time to complete components of chart. (An interesting
alternative teaching strategy would be to examine the impact of these political
transformations using the famous leaders who gained power or notoriety as a
means of telling the story of the revolutions. The events of these leaders’
lives are often compelling and can create considerable student interest.)
5. Working in pairs or small groups students
research another transformation and summarize their findings in the chart. The
teacher provides suitable resources for classroom research or allocate library/resource
centre or computer lab time. The teacher may choose to have students research
the same transformation or choose one from a predetermined list.
6. In groups, students present findings to the
class. Provide each group with an overhead that includes the desired headings.
Allow time for students to copy chart into notebooks. The teacher highlights
the similarities and differences and ensures that all student charts are
complete and a
7. Provide copies of the school’s student
handbook to pairs or individual students. Review the rules and choose three
rules students support and three rules students would like to see changed. The
teacher focuses discussion around the key idea of how change o
Assessment &
Evaluation of Student Achievement
·
Formative
evaluation of cooperatively completed portion of chart by means of a checklist.
·
Summative
evaluation of each student’s completed component of chart.
Acc ommodations
See
Course Overview for a complete list of a
Resources
Student
School Handbook
Brooman,
Josh. Revolution in France: The era of the French Revolution and Napoleon,
1789-1815. England: Longman, 1993. ISBN 0-582-08254-4
Cash,
Andrew. The Russian Revolution. London: Jackdaw Publications Ltd., 1969.
ISBN 0-305-61259
Goff,
Richard, W. Moss, J. Terry and J. Upshur. The Twentieth Century: A Brief
Global History. Boston: McGraw-Hill, 1998. ISBN 0-07-023566-X
Howarth,
Tony. Twentieth Century History: The World Since 1900. London: Longman,
1987.
ISBN 0-582-33209-5
Hurst,
Donald A. The Russian Revolution: Experiencing History. Don Mills:
Academic Press Canada, 1980. ISBN 0-7747-1125-6
Lacey,
Robert. The French Revolution II/The Terror. London: Jackdaw
Publications Ltd., 1968.
ISBN 0-305-61439-8
Lacey,
Robert. The French Revolution I/The Fall of the Bastille. London:
Jackdaw Publications Ltd., 1971. ISBN 0-305-61438
McNeal,
Robert H. ed. Russia in Transition 1905-1914: Evolution or Revolution.
New York: Holt, Rhinehart and Winston, 1970.
Zelinksi,
Victor, G. Draper, D. Quinlan and F. McFadden. Twentieth Century Viewpoints:
An Interpretive History. Toronto: Oxford University Press, 1996. ISBN
0-19-541114-5
Video
Britannica
Video. The French Revolution. Mississauga: Marlin Motion Pictures. 35
min.
Activity
4: Transforming Relationships
Time: 5 hours
Description
Students
demonstrate an understanding of the link between the types of change and the
evolutionary nature of interpersonal relationships. Through brainstorming and
class discussion students review concepts and understand their application to
social change in society. Students participate in a group-learning situation as
they progress through a series of learning centres (examples of possible
learning centres will be provided with strategies). Each learning centres
provides students with an example of a situation in which social equality does
not exist. The teacher may choose the examples depending upon classroom
dynamics. Documents might include such items as a photograph, a map, or a first
person narrative. Students are asked to use the document to answer some
questions and decide what element of equality is absent. These components of
equality are summarized on a “Key” to assist student understanding of the
various motivators for social change.
Strand(s) & Learning
Expectations
Strand(s): Change and Continuity;
Citizenship and Heritage; Methods of Historical Inquiry
Learning
Expectations
CCV.03 -
analyse how people throughout history have dealt with conflict and conflict
resolution;
CC3.03 -
demonstrate an understanding of various non-violent means used to resolve
conflicts and to maintain peace (e.g., negotiation, mediation, international
organizations, non-violent demonstrations);
CHV.01 -
demonstrate an understanding of the spiritual expressions of different
societies;
CH1.03 -
demonstrate an understanding of the key beliefs of the great religions (e.g.,
Judaism, Hinduism, Taoism, Buddhism, Christianity, Islam);
CHV.03 -
demonstrate an understanding of a variety of forms of cultural expression;
CH3.02 -
describe the artistic expressions of diverse peoples and cultures (e.g.,
pottery of the Ming dynasty and silk painting of the Sung dynasty, Islamic
poetry and architecture, African and Inuit sculpture, modern Western artistic,
and literary styles);
HIV.03 -
communicate opinions based on effective research clearly and concisely;
HI3.03 -
express opinions and conclusions clearly and in a manner that respects the opinions
of others.
Planning Notes
·
Learning
centres are created in advance. Plan one centre for every three students. As
time constraints are often a problem, some centres can be duplicated. Example:
for a class of 30 you need a minimum of 10 centres. Create five or six and make
two copies of each.
·
The
teachers may wish to provide cardboard and tinfoil for the creation of keys.
·
Create
rubric for evaluation of the “Key.”
Prior Knowledge &
Skills
·
Students
should have good understanding of types, general causes, process and effects of
change upon society.
·
Ability
to work independently, be self-motivated, and focus upon task is necessary.
Teaching/Learning Strategies
1. Briefly review key ideas. In a brainstorming
session the teacher asks two questions: Why does change o
2. Using cardboard, and tinfoil have each
student design a key approximately 8
× 11 inches in size. They should label their key the “Key to
Equality.” As students explore a variety of learning centres they develop ideas
for their key. Each centre makes explicit an element essential to the
achievement of equality. Some examples include respect; a
3. The
teacher creates learning centres using songs, poems, stories, video excerpts,
and pictures. The teacher provides questions to focus understanding of why the
change o
1) Learning Centre One – A photograph depicting
segregation during Apartheid in South Africa is provided for students. After
looking at the picture the students answer the following questions:
·
Describe
the scene.
·
Describe
your thoughts and feelings from the perspective of a black South African: A
white South African.
·
From
this picture do you think that equality existed within this society? Explain
your response.
·
In
one word, or a short phrase, state the missing Key to Equality. Examples of
responses are “equal a
2) Learning
Centre Two – Provide students with a world map depicting some or all of the
following: countries with the highest/lowest life expectancy, highest/lowest
GDP, highest/lowest literacy rates, and countries that are considered
democratic. Have students answer the following questions:
·
Describe
the relationship between wealth and the other variables.
·
Is
there any sort of transformation o
·
Which
of the factors examined is the most important Key to Equality’? Explain your
answer and include your choice on your key.
3) Learning
Centre Three – Provide students with a series of newspaper articles and/or
pictures and/or a short video that describes the problems that any minority or
marginalized group experience as they seek to have their legal rights
recognized by society. Include a copy of Canada’s Charter of Rights and
Freedoms. Have students answer the following questions:
·
What
is the legal claim that is being made by this minority group in our society?
·
Does
our Charter guarantee these freedoms?
·
In
what ways does a greater a
·
What
do you think is the most important protection under Canada’s Charter? Include
this on your key.
4. Using the completed key students create a
definition of equality.
Assessment &
Evaluation of Student Achievement
·
Formative
evaluation of the discussion and learning centre responses using a checklist
·
Summative
assessment of the `Key’ and the definition of equality
Acc ommodations
·
Carefully
consider time allocation based upon skill level of students.
·
Teacher
and/or peer assistance may be necessary for learning centres.
Resources
Print
Collins,
Chuck, Pam Rogers, and Joan Garne. Robin Hood Was Right: A Guide to Giving
Your Money for Social Change. W.W. Norton, 2001. ISBN 0393320855
Goff,
Richard, W. Moss, J. Terry, and J. Upshur. The Twentieth Century: A Brief
Global History. Boston: McGraw-Hill, 1998. ISBN 0-07-023566-X
Haberman,
Arthur. The Making of the Modern Age: Europe and the West Since the
Enlightenment. Toronto: Gage Educational Publishing Company, 1987. ISBN
0-7715-8344-3
Heater,
Derek. Our World This Century. Oxford: Oxford University Press, 1982.
ISBN 0-19 913276-3
Howarth,
Tony. Twentieth Century History: The World Since 1900. London: Longman,
1987.
ISBN 0-582-33209-5
Ingram,
Philip. Russia and the U.S.S.R. 1905-1991. University Press, 1997. ISBN
0521568676
This text covers the history of the USSR from the 1905 revolution to 1997.
Particular attention is paid to the collapse of the tsarist regime, the
revolutions of 1917, civil war and the New Economic Policy, and the influence
of Lenin, Trotsky and Stalin on Soviet history. The questions and activities
are suitable for students of varying abilities and a range of written and
visual sources encourage student involvement.
Newth,
A.M. Britain and the World 1789-1901. England: Penguin Education, 1973.
Ward,
Harriet. World Powers in the Twentieth Century. London: BBC
Publications, 1986.
ISBN 0-563-21114-8
Ricker,
John, C, J. Saywell, and E. Rose. The Modern Era. Toronto: Clarke, Irwin
& Company Limited, 1965.
Truman,
John, H. Schaffter, R. Stewart, and T. Hunter. Modern Perspectives.
Toronto: McGraw-Hill Limited, 1979.
Walker,
Robert J. World Civilizations: A Comparative Study. Toronto: Oxford
University Press, 1998. ISBN 0-19-541290-7
Zelinksi,
Victor, G. Draper, D. Quinlan, and F. McFadden. Twentieth Century
Viewpoints: An Interpretive History. Toronto: Oxford University Press,
1996. ISBN 0-19-541114-5
Video
Emily
Murphy: Faces of
History (700399) 50 minutes. 1/11/1999
Emily Murphy (1868-1933) first became famous as a writer under the pen name
“Janey Canuck” but quickly emerged as a leader in the fight for social reform,
women’s rights and votes for women.
Factory
and Marketplace Revolution (990216). BBC-TV and RKO Pictures, 1986. 52 minutes.
Traces the growth of urbanization, the factory system, an industrial working
class, and the exploitation of the planet.
Frederick
Douglas (700094) 40
mins 2/19/1998
This episode of episode of Civil War Journal examines the life of the man whose
ideals symbolized what the Civil War was fought over: the American dream.
Russia
(977090).
International Video Network, 1994. 60 minutes.
After countless rulers, revolutions and seven decades of Communist domination,
Russia remains a land of ancient tradition and rapid change
Websites
http://www.smith.edu/libraries/ssc/exhibit/index.html.
The Sophia Smith Collection, Smith College Northampton, MA, maintains this
site. It provides online a
http://www.theatlantic.com/unbound/flashbks/2020.htm
The Atlantic Online – Flashbacks – Twenty From the Twentieth Century
This site provides highlights from the past hundred years of The Atlantic
Monthly, selected by the editors of Atlantic Unbound.
http://www.civilization.ca/cmc/cmceng/welcmeng.html
– Canadian Museum of Civilization.
Included on this site: About the Museum, Calendar of Events, General
Information. Gallery Tours, Public Programmes, Facilities, and Services, IMAX
Theatre, Canadian Children’s Museum, Canadian Postal Museum, CyberMentor,
Museum Collections, Behind the Scenes, Archaeological Survey of Canada, Get
Involved!, and the Virtual Museum. Helps students develop an exhibit.
http://www.cre.gov.uk/
– Commission for Racial Equality. 2001.
This site includes: statistics, publications and news releases.
http://history.evansville.net/industry.html
– The Development of Western Civilization: World History, Age of Industry. Last
revised: Sept. 2000.
This site includes how societies’ agriculture, transportation, communication
and daily life have been affected by technology
http://tlc.ai.org/douglass.htm
– K-12 TLC Guide to Frederick Douglass
This website is organized into three categories: General Resources; Speeches and
Writings; and Teacher Resources. The Instructor’s Guide Houghton Mifflin is an
excellent teacher resource.
http://www.cwrl.utexas.edu/~jackanicz/classes/309k/sp99/studentwork/bozarth/index.htm
– Langston Hughes: Window Into the Harlem Renaissance
By analysing his poems “Night Funeral in Harlem” and “Good Morning” a window is
opened to the black subculture of Harlem during the 1920s and 30s.
http://citd.scar.utoronto.ca/ggp/home.html
– Multicultural History Society of Ontario. The Global Gathering Place. Centre
for Instructional Technology Development, University of Toronto at Scarborough.
1997-2000.
This site includes primary documents.
http://142.3.223.54/~maguirec/chron.html
– Women’s History Canadian Chronology
This website chronicles important events and changes in the lives of Canadian
women from 1641-1995.
http://ftp.bbc.co.uk/edycation/histfile/weblink.htm
– History File Web Links-Black Peoples of the Americas (teacher resource
prepared by the BBC)
http://www.dal.ca/~acswww/dalbh.html
– University of Dalhousie Black History site
http://www.worldbook.com/blackhistory/index.html – World Book's Black History
site http://school.discovery.com – Discovery Channel educational site for
teachers, parents and students. Contains lesson plans, a puzzle builder program
and offers resources for purchase
http://education.yahoo.com/refernce/factbook/countrylist/index.html – List
countries and relevant statistics concerning literacy, birth and death rates,
religion, government and economy
Activity
5: Culminating Activity – The Museum of
Transformation
Time: 5 hours
Description
Throughout
this unit, students learned about the three types of change in society. The
final culminating activity for this unit allows students to demonstrate their
understanding of these concepts. Students research and creatively present one
transformation of their choice in the form of a museum exhibit. The exhibit
reflects upon the transformation, its development, as well as the importance of
various changes to society. Independent learning skills are highlighted in a
quiz. The activity also promotes shared learning, as students assess the work
of their peers using general questions created by the teacher.
Strand(s) & Learning
Expectations
Strand(s): Citizenship and Heritage; Methods
of Historical Inquiry
Learning
Expectations
CHV.03 -
demonstrate an understanding of a variety of forms of cultural expression;
CH3.03 -
describe a variety of forms of entertainment that people have created (e.g.,
various musical styles and theatrical forms, ancient games and modern sports,
cinema, television, telecommunications).
HIV.03 -
communicate opinions based on effective research clearly and concisely;
HI3.01 -
communicate effectively, using a variety of styles and forms (e.g., reports,
discussions, role playing, group presentations);
HI3.02 -
use selected forms of documentation to acknowledge sources of information
(e.g., footnotes, endnotes, or author/date citations; bibliographies or
reference lists);
HIV.04 -
demonstrate an ability to think creatively, manage time efficiently, and
participate effectively in independent and collaborative study;
HI4.03 -
demonstrate an ability to work independently and collaboratively and to seek
and respect the opinions of others;
HI4.04 -
identify various career opportunities related to the study of history (e.g.,
employment in museums, libraries, or the publishing industry).
Planning Notes
·
Provide
research facilities and appropriate time.
·
Create
and copy quiz for students.
·
May
choose to provide some materials for exhibit construction.
·
Establish
a fixed date for the “Grand Opening of the Museum.” The teacher may wish to
invite another class or school administration.
Prior Knowledge &
Skills
·
Students
are asked to synthesize prior knowledge from the unit to complete culminating
activity.
Teaching & Learning
Strategies
1. Establish groups of topics a
·
Political
– Joan of Arc, Red Cross, voting rights, Lenin, Communism, United Nations,
Fidel Castro, Nelson Mandela, Gandhi
·
Social
– Slavery/Civil Rights, Sexual revolution, Apartheid, gender equality,
refugees, immigration
·
Technological
– factory, machine gun, medical science, computer, satellite
2. During the grand opening, students view all
the presentations and respond to questions. These questions form the quiz that
may include general questions or may be prepared by the teacher in advance.
Suggested questions for a general quiz might ask students to choose the three
presentations they think are the most significant and identify the type of
change, why, and how the change o
3. The teacher may consider organizing a field
trip to a local museum or using Internet virtual museum sites as introductory
or concluding activities. Planning must ensure that all board regulations for
such trips be followed implicitly.
Assessment &
Evaluation of Student Achievement
·
Summative
evaluation of both quiz and museum piece using appropriate tool such as
teacher-designed rubric.
Acc ommodations
·
Provide
a variety of testing styles as necessary.
·
Flexible
timeline may be necessary.
Resources
Print
Brooman,
Josh. Revolution in France: The era of the French Revolution and Napoleon,
1789-1815. England: Longman. 1993. ISBN 0-582-08254-4
Cash,
Andrew. The Russian Revolution. London: Jackdaw Publications Ltd., 1969.
ISBN 0 305-61259
Goff,
Richard, W. Moss, J. Terry, and J. Upshur. The Twentieth Century: A Brief
Global History. Boston: McGraw-Hill, 1998. ISBN 0-07-023566-X
Haberman,
Arthur. The Making of the Modern Age: Europe and the West Since the
Enlightenment. Toronto: Gage Educational Publishing Company, 1987. ISBN
0-7715-8344-3
Heater,
Derek. Our World This Century. Oxford: Oxford University Press, 1982.
ISBN 0-19 913276-3
Howarth,
Tony. Twentieth Century History: The World Since 1900. London:
Longman, 1987.
ISBN 0-582-33209-5
Hurst,
Donald A. The Russian Revolution: Experiencing History. Don Mills:
Academic Press Canada, 1980. ISBN0-7747-1125-6
Lacey,
Robert. The French Revolution II/The Terror. London: Jackdaw
Publications, 1968.
ISBN 0 305-61439-8
Lacey,
Robert. The French Revolution I/The Fall of the Bastille. London:
Jackdaw Publications Ltd., 1971. ISBN 0-305-61438
McNeal,
Robert H. ed. Russia in Transition 1905-1914: Evolution or Revolution.
New York: Holt, Rhinehart and Winston, 1970.
Newth,
A.M. Britain and the World 1789-1901. England: Penguin Education, 1973.
Ward,
Harriet. World Powers in the Twentieth Century. London: BBC
Publications, 1986.
ISBN 0-563-21114-8
Ricker,
John C, J. Saywell, and E. Rose. The Modern Era. Toronto: Clarke, Irwin
& Company Limited, 1965.
Truman,
John, H. Schaffter, R. Stewart, and Hunter, T. Modern Perspectives.
Toronto: McGraw-Hill Limited, 1979.
Walker,
Robert J. World Civilizations: A Comparative Study. Toronto: Oxford
University Press, 1998. ISBN 0-19-541290-7
Zelinksi,
Victor, G. Draper, D. Quinlan, and F. McFadden. Twentieth Century
Viewpoints: An Interpretive History. Toronto: Oxford University Press,
1996. ISBN 0-19-541114-5
Video
Britannica Video. The French Revolution.
Mississauga: Marlin Motion Pictures. 35 min.
Websites
Rubric Builder – http://www.rubricbuilder.on.ca
Contains examples of rubrics.
DiscoverySchool.com
– http://school.discovery.com
Discovery Channel educational site for teachers, parents and students. Contains
lesson plans, a puzzle builder program and offers resources for purchase.
Internet
Modern History Sourcebook – www.fordham.edu/halsall/mod/modsbook.html
University website linking with focus on ancient and modern history
Yahoo!reference:
World Factbook
– http://education.yahoo.com/reference/factbook/countrylist/index.html
List countries and relevant statistics concerning literacy, birth and death
rates, religion, government and economy
Appendix 5.1
Transformations in Modern
History
|
Transformation |
Transformation
defined and explained |
Type |
|
Iron Smelting |
1709 – use of coke as fuel
in furnaces, created high quality iron. |
|
|
Steam Engine |
1711 – by Thomas Newcomen
and improved by James Watt in 1769, allowed use of steam in industry and for
transportation. |
|
|
French Revolution |
1789 – Overthrow of the
French monarch, Louis XVI, and the creation of a French republic. |
|
|
Sexual Revolution |
20th Century –
the development of greater sexual equality in Western nations. |
|
|
Spinning Jenny |
1768 – by James Hargreaves
allowed clothing producers to spin as many as 80 threads at one time. |
|
|
Transportation |
19th and 20th
Centuries – development of steam, internal combustion and rocket technologies
have allowed people to easily visit all of the world’s continents. |
|
|
Communication |
19th and 20th
Centuries – The telegraph, telephone, computer and satellite have contributed
to the creation of the Global Village. |
|
|
Indian Independence |
1947 – The post-war
movement of India to acquire self-government, led by Gandhi and Nehru. |
|
|
Energy Production |
19th and 20th
Centuries –Electricity, oil production and nuclear technology have
revolutionized production and lifestyles. |
|
|
Civil Rights |
20th Century –
The growing recognition that all members of society regardless of ethnicity
possess common rights, protected by law. |
|
|
Computer Revolution |
20th Century –
The development of silicon chips has created an explosion of developments
affecting virtually every aspect of modern western society. |
|
|
Revolution in China |
20th Century –
Beginning with the Boxer Rebellion and the later collapse of the Manchu
Dynasty, China experienced years of conflict between nationalist and
communist forces. |
|
|
War on disease |
19th and 20th
Centuries – Beginning with Joseph Lister’s germ theory and continuing with attempts
to eradicate deadly diseases, mortality rates have consistently dropped while
life expectancies have increased. |
|
|
Assembly Line |
20th Century –
Henry Ford’s development of modern mass production has radically changed
modern economies creating consumer societies. |
|
Appendix 5.2
The French Revolution
|
Dates of
Revolution |
Causes |
Chronology
of Events |
Effects/Results |
|
1789–1815 |
1. Feudal system inequality and poverty 2. Philosophers’ criticisms 3. Bankrupt Monarchy and Estates General 4. The model of the American Revolution |
1. Estates meet 2. Tennis court oath 3. Storming the Bastille 4. Spreading violence 5. Declaration of the rights of man and
citizen 6. Reforms of the National Assembly 7. The Flight to Varennes 8. War 9. The overthrow of the Monarchy 10. Rebellion 11. The Reign of Terror 12. Thermidor 13. Rise of Napoleon 14. Reforms: Education, Code Napoleon,
Concordat, Continental system 15. Napoleon’s wars 16. Fall of Napoleon |
1. Liberalism: The revolution resulted in
liberty and equality being guaranteed by a constitution. While many countries
would try to erase this concept, it shaped political developments in the 19th
century. 2. Nationalism: A country is not the property
of a monarch but the property of all its citizens. Once this idea began,
citizens developed a love of their country because it was theirs. In many
instances, they would now fight and die for their country. 3. Revolutions of 1820, 1830, and 1848. |
Appendix 5.3
Transforming Innovations
of the Industrial Revolution
|
Innovation |
Evolution
and Development |
Impact on
Society |
|
Iron Smelting and Rolling |
In 1709, Abraham Darby
developed a method of using coke to fire the furnaces used in the production
of iron. The result was a higher quality iron than previous methods allowed
and greater freedom to locate factories near resources. Later, Henry Cort developed
a method of rolling and purifying iron, allowing for a wide variety of uses
by manufacturers. |
These new techniques began
the first wave of British industrialization. The iron produced now allowed
manufacturers to produce a variety of new technologies revolutionizing such
activities as farming, transportation, and building construction. |
|
Steam Engine |
In 1711, Thomas Newcomen
developed a steam engine to pump water. In 1769, James Watt, improved the
engine making it more energy efficient and practical for use in industry.
Later innovations would make the engine lighter and portable. |
The development of the
steam engine radically transformed industry and society. Businesses gained
even greater mobility by locating near markets. Humans could now harness
tremendous power by using these engines. Also, the steam engine would
transform human transportation with the development of efficient steam
locomotives. |
|
Spinning Jenny and Power
Loom |
The development of the
Spinning Jenny by James Hargreaves in 1768 greatly increased production in
the textile industry. Other developments also contributed to increased
efficiency leading to the development of a steam operated Power Loom by
Edmund Cartwright in 1787. |
By combining all aspects of
textile production in one location and using a limited number of machines,
large factories replaced cottage industries. With greater production, new
sources of raw materials were needed contributing to the growth of the cotton
industry in the United States. |
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