Course Profile World History: The West and the World (CHY4C), Grade 12, College Preparation, Public
Unit 4: 1914 to the Present Day – A Century of Destruction and
Reconstruction
Time: 28 hours
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5 | Activity 6
Unit Description
Students explore
global events since 1914 from a thematic perspective. Students examine the
themes of Conflict and Revolution, International Organizations and Human
Rights, Decolonization and Globalization, Economic and Technological Change, and
the Arts in order to make sense of the monumental changes that occurred in the
20th Century. These changes resulted in the destruction of old institutions and
beliefs and the construction of new institutions and values, thus setting the
stage for the new millennium. By means of activities such as work stations, the
production of a picture book, Internet data collection and quick fact
presentations, comparison charts, mind maps, posters and case studies, students
analyse and synthesize key conflicts and revolutions of the time period,
explore the process and impact of decolonization and globalization, describe
and assess a variety of governmental and non-governmental world organizations
and assess the impact of economic and technological change. As culminating
activities for this unit, students prepare an individual and group project. In
small groups, students research and present how the Arts responded to the key
themes of the unit in a Coffee House set up. Individually, students prepare
Trading Cards for the significant individuals of the 20th Century which are
shared in a “Trading Card Convention.” Based on data collected at the
“Exchange,” students select the top three people of the 20th Century and defend
their selection.
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Activity |
|
4.1 6.25 hours |
COV.03, CO3.01,
CO3.02, CCV.03, CC3.03, HIV.01, HI1.02, HI1.03, HIV.02, HI2.03, HIV.03,
HI3.01, HI3.03, HIV.04 |
K/U |
Conflict and
Revolution – A Century at a Glance Students review
major events of the 20th Century through a brief diagnostic activity. Cause and
Effect and Conflict Using World War I
as a model, students review the causes and consequences of conflict. Students
apply this knowledge of cause and effect to key conflicts and revolutions of
the 20th Century. Using a ‘regional work station approach’ students collect
and record data on a selection of conflicts and revolutions in the 20th
Century. Young Person’s
Picture Book Using the data
collected, students select a balanced representation of conflicts and
revolutions and record them in a short chronologically and regionally
organized picture book. Reflections are made on similarities, differences,
and consequences of conflict. |
|
4.2 6.25 hours |
COV.02, CO2.03, CHV.02, CH2.03, SEV.02, SE2.04, HIV.01, HI1.02,
HI1.03, HIV.03, HI3.01, HI3.03, HIV.04, HI4.01, HI4.03 |
K/U |
Decolonization – National Self-Determination In a class discussion, students analyse the principal of national
self-determination and its application in the post-World War I world. Quick Fact Case Study Students prepare and present a mini report “Map/Quick Facts” case
study of selected nations’ decolonization experience in the post-World War II
period. Globalization: The New Imperialism Globalization is addressed, analysed, and debated in class. |
|
4.3 5 hours |
COV.03, C03.03,
CO3.04, CHV.04, CH4.02, CH4.03, CH4.04, SEV.03, SE3.05, HIV.01, HI1.02,
HI1.03, HIV.02, HI2.03, HI2.05, HIV.03, HI3.01, HI3.03, HIV.04, HI4.01,
HI4.04 |
K/U |
Peace,
Security, and Human Rights – Collective Rights In a comparison of
the League of Nations and the United Nations, Military Alliances and Economic
Organizations, students explore the nature and promotion of collective
national rights. Individual
Rights Students prepare
and present an Information Poster on a variety of human rights organizations
and their success in promoting human rights. Based on these posters and the
oral report, students judge which organizations should be selected for the
Nobel Peace Prize of the 20th Century. In a letter to the Nobel Prize
Committee, students justify their selection. |
|
4.4 3.5 hours |
COV.02, CO2.01, CCV.01
CC1.04, SEV.01, SE1.02, SEV.02, SE2.02, SE2.03, SEV.04, SE4.02, HIV.01,
HI1.02, HIV.02, HI2.04, HIV.04, HI4.01, HI4.03 |
K/U |
Economic and
Technological Milestones – Challenges of the 20th Century Students read a
brief summary “case study” of major economic developments/events since 1914.
Using a jigsaw strategy, students exchange information on their case study.
The class discusses the changing role of government and the ways people have
responded to economic challenges and events. Students write a quiz to measure
knowledge and understanding. Innovations of
the 20th Century Using a prepared
template organizer, students use a pre-selected Internet Site to collect data
on the major technological innovations since 1914, assess their impact, and
record their global accessibility. |
|
4.5 Art as a Reflection of Society 3.5 hours |
CHV.03, CH3.01 CH3.02, CH3.03 CH3.04, HIV.01, HI1.02, HI1.03, HIV.02,
HI2.03, HI2.04; HIV.03, HI3.01, HI3.03, HIV.04, HI4.01, HI4.02, HI4.03,
HI4.04 |
K/U |
Art as a Reflection of Society – Coffee House
Forum Students representing a variety of music, art and literature of the
20th Century, present how their particular artist or genre reflected the
themes of conflict, revolution, human rights, and economic and technological
change of the Century. Students bring samples of music, art, and literature
to share with the class. Based on their experience, students record how
artists reflect and project trends in society. Comparisons are made to
previous periods in history. |
|
4.6 3.5 hours |
CCV.01, CC1.03,
SEV.04, SE4.03, HIV.01, HI1.02, HI1.03, HIV.02, HI2.03, HI2.05, HIV.03,
HI3.01, HI3.02, HI3.03, HIV.04, HI4.01 |
K/U |
Trading Card
Convention of Key Individuals – Culminating Activity Students research
and prepare a 4" x 3" Trading Card of a key individual of the 20th
Century. Cards include a picture of the individual, a summary of their
accomplishments, and an assessment of their contribution to the 20th Century.
Cards are exchanged at a Convention, and based on the data collected,
students select and defend their choice of the top 3 personalities of the
20th Century. Students write a unit test. Time is allocated for students to
add to their “Retro-Review” tracking folder. |
Time: 6.25
hours
Students investigate
various conflicts and revolutions of the 20th Century based on a causation
framework. The teacher reviews the causation model through an analysis of World
War I and reviews the concepts of indirect and direct causes, the hierarchy of
causes, chronology, and impact. Students may apply their knowledge of causation
to World War II. Using this expertise, students apply the causation model to
various 20th century conflicts and revolutions. They collect data at geographically
organized workstations and complete a map of conflict flash points. Students
synthesize the information through the creation of a young person’s picture
book based on two revolutions and two conflicts. The students organize the book
geographically and chronologically around their chosen events. A page in the
book is dedicated to reflections on the similarities and differences of the
causes and the key consequences of conflict.
Strand(s): Communities: Local, National, and Global; Citizenship and
Heritage;
Methods of
Historical Inquiry
Overall
Expectations
COV.03 - valuate key
factors that have led to conflict and war or to cooperation and peace;
CCV.03 - demonstrate
an understanding of the importance and use of chronology and cause and effect
in historical analyses of developments in the West and throughout the world
since the 16th Century;
HIV.01 - demonstrate
an ability to locate, select, and organize information from a variety of
sources;
HIV.02 - demonstrate
an understanding of the steps in the process of historical interpretation and
analysis;
HIV.03 - communicate
opinions based on effective research clearly and concisely;
HIV.04 - demonstrate
an ability to think creatively, manage time efficiently, and work effectively
in independent and collaborative study.
Specific
Expectations
CO3.01 - describe
the key factors that have led to conflict and war;
CO3.02 - demonstrate
an understanding of the consequences of war;
CC3.03 - describe
how an understanding of cause-and-effect relationships serves as an essential
tool for historical analysis;
HI1.02 - conduct
organized research, using a variety of information;
HI1.03 - organize
research findings, using a variety of methods and forms;
HI2.03 - identify
and describe relationships and connections in the data studied;
HI3.01 - communicate
effectively, using a variety of styles and forms;
HI3.03 - express
opinions and conclusions clearly, articulately, and in a manner that respects
the opinions of others.
·
Students have
studied causation and the causes of World War I and II in Canadian History in
the 20th Century.
·
Students are
familiar with research and creative projects from previous courses.
·
Locate a reading
on the causes of World War II.
·
Prepare resources
for regionally organized conflict and revolution work-stations (i.e., Asia,
South-East Asia, Americas, Europe, Middle East and Africa).
·
Students are
reminded about the “Netiquette”: safe Internet use policy for their school.
·
Book computer lab
and VCRs for workstations.
·
Provide a world
map on which students record the conflict “flash-points.”
·
Prepare a handout
outlining the workstation exercise and the young person’s book.
·
Create a rubric
to assess the young person’s book.
·
Locate a world
political map and a selection of children’s books to be used as models.
1. The teacher reviews the concept of causation
using World War I as an example. The students analyse the background and
immediate causes, as well as their impact. Students organize the causes into a
hierarchy of importance and present their lists.
2. The teacher leads a discussion on the
importance of each cause among different students, based on the questions:
“Would historians also have different hierarchies when analysing events?” and
“What difficulty does this pose to students researching historic events?”
3. If necessary, students may work in pairs and
repeat the above process with a reading on the causes of the World War II.
4. The teacher introduces the terms “conflict”
and “revolution,” the “Conflicts Flash-Points” world map and the “Young
Person’s Book.”
5. Students create geographically organized
“Revolution and Conflict” workstations.
6. Students form small groups. They gather
information on a data collection sheet that sets up the categories to be
emphasized in the storybook. Students record each of the conflicts on a
“Conflict Flash-Points” map as they visit each geographically organized
workstation.
7. Once the research is completed, students are
provided with examples of children’s books to use as models for their book.
Based on their research, students choose two conflicts and two revolutions to
feature in their book. A suggested length for the book would be one page per
topic and a synthesis page. The target audience should be Grades 5–8. These
conflicts and revolutions serve as the basis for students to apply the
causation framework, analyse the similarities and differences and the key
causes of the conflicts. Students complete the storybook as homework.
8. Students share books with other students who
read about different conflicts and revolutions. A quiz may be used to test for
knowledge and understanding of key concepts.
(The numbers refer to the Teaching/Learning Strategy.)
3 – Using the expectations being assessed, design a checklist for observing students’ Knowledge/Understanding of causation.
7 – Using the expectations being assessed, design a rubric or rating scale for the summative teacher evaluation of “Young Person’s Book.”
7 – Using the expectations being
assessed, design a quiz to measure the students’ Knowledge/Understanding of
world conflicts and revolutions.
·
A visual model of
the causation framework may assist students in their understanding.
·
Chunking
instructions will assist students with communication problems.
·
The teacher
creates an acronym outline sheet that provides scaffolding of the causes and
effects of World War II.
·
Peer or teacher
assistance may be required when students are categorizing the causes into
similarities and differences.
·
Some students may
require a word processor to assist with their spelling and grammar.
·
Enrichment:
Students may substitute the youth book for a computer-based cartoon creation.
Print
Bell, P.M.H.
The World Since 1945: An International History. New York: Oxford
University Press, 2001. ISBN 0340662360
Bulliet,
Richard, ed. The Columbia History of the
20th Century. New York: Columbia University Press, 1998. ISBN 0231076290
Cormack,
Patrica, ed. Manifestos and Declarations
of the Twentieth Century. Toronto: Garamond Press. ISBN 15519301451998
Christopher,
James and George G. Wittet. Modern Western Civilization. Toronto: Oxford
University Press, 1991. ISBN
019540661
Derfler,
Leslie, ed. An Age of Conflict:
Readings in Twentieth Century European History. Harcourt Brace Jovanovich Inc., San Diego.
1990. ISBN 0155020765
Duncan,
Andrew. Trouble Spots: the World Atlas of Strategic Information. London:
Sutton Publishing, 2000. ISBN 0750921714
Fielding,
John and Rosemary Evans. Canada Our Century, Our Story. Scarborough:
Nelson Thomson Learning, 2000. ISBN 0176200010
Goff,
Richard, W. Moss, J. Terry, and J. Upshur. The Twentieth Century: A Brief
Global History. Boston: McGraw Hill, 1998. ISBN 0070244618
Howard,
Michael and Louis, Wm. Roger. The Oxford History of the Twentieth Century.
Oxford: Oxford University Press, 1998. ISBN 0912853708
Hughes,
William, ed. The Annual Edition Series: Western Civilization, Vol. II.
Dushkin Publishing Group, Guilford. 1995. ISBN 1561343757
Laver, John,
Chris Rowe, and Alan Midgely. Years of Division: Europe Since 1945.
London: Hodder and Stoughton, 1999. ISBN 0340697261
Wolfson, Robert and
John Laver. Years of Change: Europe 1890-1945. London: Hodder and
Stoughton, 1997. ISBN 0 40630876
Videos
World Wars and
the Quest for Order: The Early 20th Century (1900-1955). Videocassette. Clearview/eav. Prod. Magic
Lantern Communications. Dist., 1995.
The Causes of
World War. Time-Life
Education. Classroom Video
The Russian
Revolution. Classroom Video
Coquitlam, B. C. 1998
Websites
Chronicles
of Conflicts: Vietnam War.
December 2, 2001. http://library.thinkquest.org/25909/.
Cuban
Missile Crisis: Time line.
Thinkquest. November 11, 2001.
– http://library.thinkquest.org/11046/days/timeline.html
Modern
World History: Russian Revolution. BBC Education. October 14, 2001.
– www.bbc.co.uk/education/modern/russia/russ1htm.htm
Untitled
Document. November 26, 2001. –
www.cnn.com/interactive/specials/0007/mideast.who/ (biographies of key
personalities on Middle Eastern conflict)
Wars and
Conflict. Peace Pledge Union.
United Kingdom. February 9, 2002.
– www.ppu.org.uk/war/interactive/conflict_interactive.html
White, Matthew. Historical
Atlas of the Twentieth Century. February 9, 2002.
– http://users.erols.com/mwhite28/20centry.htm
Time: 6.25
hours
Students analyse the
inconsistent application of Wilson’s principal of self-determination in the
post-World War I context. Students are presented with the question: “Why were
European countries offered sovereignty, while colonial countries were not?”
Through the preparation and presentation of a Map/Quick Facts Poster, students
explore the reasons for decolonization, the results of decolonization, as well
as describe the role of key individuals and the current state of affairs. The
students draw on the evidence presented by the groups to write a letter that
presents a case for compensation by the imperial/colonial power to their former
colonies. Through an informal debate, students explore the pros/cons of
globalization with the purpose of answering whether it is the “new
imperialism.”
Strand(s): Communities: Local, National, and Global; Methods of
Historical Inquiry
Overall
Expectations
COV.02 - describe
key elements of various types of interactions that have occurred among diverse
peoples and cultures since the 16th Century;
CHV.02 - describe
ideas and cultures from around the world that have influenced the course of
world history since the 16th Century;
SEV.02 - describe
significant economic developments in the West and the rest of the world since
the 16th Century;
HIV.01 - demonstrate
an ability to locate, select, and organize information from a variety of sources;
HIV.03 - communicate
opinions based on effective research clearly and concisely;
HIV.04 - demonstrate
an ability to think creatively, manage time efficiently, and work effectively
in independent and collaborative study.
Specific
Expectations
CO2.03 - describe
pivotal events, issues, and personalities associated with the process of
decolonization during the twentieth century;
CH2.03 - demonstrate
an understanding of how European imperialism transformed traditions in the
non-Western world;
SE2.04 - demonstrate
an understanding of the consequences of global economic interrelationships that
developed in the 20th Century;
HI1.02 - conduct
organized research, using a variety of information;
HI1.03 - organize
research findings, using a variety of methods and forms;
HI3.01 - communicate
effectively, using a variety of styles and forms;
HI3.03 - express
opinions and conclusions clearly, articulately, and in a manner that respects
the opinions of others;
HI4.01 - demonstrate
an ability to think creatively in reaching conclusions about both assigned
questions and issues and those conceived independently;
HI4.03 - demonstrate
an ability to work independently and collaboratively and to seek and respect
the opinions of others.
·
Students are familiar
with Wilson’s Fourteen Points from Canadian History in the 20th Century
·
Locate a copy of
Wilson’s Fourteen Points (5–13).
·
Prepare a list of
Internet sites that will assist student research.
·
Prepare a
Map/Quick Facts exemplar demonstrating the concept of a map with a flip up
facts section.
·
Book computer lab
for student research.
1. Students brainstorm the concept of
self-determination and evaluate its importance. The teacher draws connections
to the last activity by introducing and discussing Wilson’s Fourteen Points as
one of the possible solutions to the problems of post-World War I Europe, and
self-determination as an important concept during the peace negotiations.
2. The teacher poses the following question to
the class: “Why were European countries offered sovereignty, while colonial
countries were not?” The teacher elicits responses from the class regarding the
uneven nature of independence at this time. Students form conclusions.
3. The teacher reviews the concepts relating to
colonization.
4. The teacher introduces the Map/Quick fact
poster to the students and an exemplar is examined. The Map/Quick fact poster
will include a map of the colony being studied on the front. The map flips up
revealing the relevant facts: why they decolonized, the results, key
individuals involved and the present state of affairs. As well, the teacher
introduces the written case exercise where students discuss the necessity of
imperial compensation.
5. In small groups, students prepare the
Map/Quick Facts poster activity. They analyse a case study of 20th Century
decolonization (e.g., Vietnam, Philippines, India, Pakistan, Syria, Egypt,
Israel, Algeria, Mozambique, Angola, South Africa, Zimbabwe). Students gather
information from the textbook and Internet sources on their colony’s progress
in breaking the imperial bond.
6. Groups present their Map Quick/Facts poster
and data to the class. The class takes notes during the presentation. The
posters are displayed around the room and students gather information on each
case study. Students use this information to write a letter arguing for
imperial compensation to former colonies.
7. Using a short video clip or current news
article, students are introduced to the notion of “globalization.” The teacher
and students define “globalization” and its characteristics (e.g., economic,
political, social, cultural, technological). A comparison is made to student’s
understanding of imperialism.
8. The teacher poses the question: “Is
globalization the new imperialism?” A discussion follows. Students read short
articles representing different points of view on globalization and prepare a
position statement for an informal debate in class. For homework, students
answer the question using evidence from articles, the debate, and websites.
(The numbers refer to the Teaching/Learning Strategy.)
5 – Formative teacher assessment of each student’s group work effectiveness measuring learning skills using a checklist
6 – Formative peer assessment of Map/Quick Fact presentation using an oral presentation checklist
6 – Using the expectations being assessed, design a rubric to evaluate the “Compensation Letter”
7 – Summative teacher evaluation of New Imperialism student responses measuring Knowledge/Understanding of the issue using a rubric based upon the expectations being measured
·
Chunking
instructions will assist students with learning disabilities.
·
Prepare a sample
data collection sheet to assist students in recording appropriate information.
·
Prepare a
business letter outline to provide scaffolding.
·
Peer or teacher
assistance may be required to assist students in deciding on the rationale for
compensation.
·
Enrichment:
Students may prefer to present the information in a multimedia format.
Print
Lace,
William W. British Empire: The End of Colonialism. San Diego: Lucent
Books, 2000.
ISBN 1560066830
Sethi, Raj Mohini. Globalization,
Culture and Women’s Development. New Deli: Vedams Books Ltd., 1999. ISBN
81-7033-498-3
Videos
The Subsidy War. CBC News In Review. February, 2000.
The Apec
Incident: Protecting Foreign Visitors. CBC News In Review. November, 1998.
The Quebec
Summit: Policies and Fences. CBC
News In Review. May, 2001.
Websites
Bunche Ralph.
– www.nobel.se/peace/laureates/1950/bunche-bio.html
Bruno,
Kenny. Coordinator. CorpWatch's Corporate-Free UN campaign. San
Francisco California.
– www.corpwatch.org/issues/PID.jsp?articleid=1468
Decolonization
and Self Determination.
– www.pbs.org/ralphbunche/education/edu_decolon.html
Declaration
on the Granting of Independence to Colonial Countries and Peoples: Adopted by
General Assembly resolution 1514 (XV) of 14 December 1960.
– www.unhchr.ch/html/menu3/b/c_coloni.htm
Grassroots
Globalization Network. Earth Island Institute. Arcata, California. 1996
– 2001.
– www.earthisland.org/ggn/news.html
Globalization.
– www.rrojasdatabank.org/dev3000.htm
“Decolonization,”
Internet Modern History Sourcebook.
– www.fordham.edu/halsall/mod/modsbook51.html
Jouvert:
A journal of Postcolonial Studies.
– http://152.1.96.5/jouvert/index.htm
National
Archives of India. – http://nationalarchives.nic.in/
No Logo: The
Book that Became Part of a Movement. Open Flows.org.
– www.nologo.org/index.pl?section=book
Porter,
Keith. About Globalization Issues. Pro Globalization Resources.
– http://globalization.about.com/cs/proglobalization/
Story of
Africa: Independence.
–
www.bbc.co.uk/worldservice/africa/features/storyofafrica/index_section14.shtml
The Council
of Canadians. Ottawa Canada. 2002. – www.canadians.org/
The
Fraser Institue. Vancouver Canada. 2002. – www.fraserinstitute.ca/
Porter,
Keith. About Globalization Issues. Anti Globalization Resources.
– http://globalization.about.com/cs/antiglobalization/
The International
Forum on Globalization. San Francisco California. – www.ifg.org/
The Whirled
Bank Group. – www.whirledbank.org
(a satirical but serious look at the impacts of globalization)
United Nations
and Decolonization.
– www.un.org/Depts/dpi/decolonization/main.htm
Time: 5 hours
Students explore how
nations establish and maintain collective security. Students recognize the
motivation behind the establishment of military, economic, and cultural alliances
and assess whether or not these alliances promote international cooperation or
regionalism and determine if they are effective in protecting the collective
rights of individual nations. Students explore the rights of individuals and
how they are protected by investigating and designing a poster or visual
product that explains the nature of the organization and its effectiveness.
Students present their findings orally, and based on the data collected, they
write a letter to justify which agency is best suited to receive the Nobel
Prize for the 20th Century.
Strand(s): Communities: Local, National, and Global, Citizenship and
Heritage, Social, Economic,
Political
Structures, Methods of Historical Inquiry
Overall Expectations
COV.03 - evaluate
key factors that have led to conflict and war or to cooperation and peace;
CHV.04 - describe
the range and diversity of concepts of citizenship and human rights that have
developed since the 16th Century;
SEV.03 - describe
the key developments and innovations in political organization in the West and
the rest of the world since the 16th Century;
HIV.01 - demonstrate
an ability to locate, select, and organize information from a variety of
sources;
HIV.02 - demonstrate
an understanding of the steps in the process of historical interpretation and
analysis;
HIV.03 - communicate
opinions based on effective research clearly and concisely;
HIV.04 - demonstrate
an ability to think creatively, manage time efficiently, and work effectively
in independent and collaborative study.
Specific
Expectations
CO3.03 - identify
key factors that have motivated people to seek peace and to cooperate with
others;
CO3.04 - describe
the main points of selected approaches to maintaining international order;
CH4.02 - describe
the efforts of individuals and groups who facilitated the advancement of
individual and collective human rights;
CH4.03 - describe
key aspects of a variety of factors that have impeded the advancement of human
rights;
CH4.04 - describe pivotal
attempts of national and international bodies to recognize and enhance human
rights;
SE3.05 - describe
selected examples of efforts to create international governmental and judicial
structures;
HI1.02 - conduct
organized research, using a variety of information sources;
HI1.03 - organize
research findings, using a variety of methods and forms;
HI2.03 - identify
and describe relationships and connections in the data studied;
HI2.05 - demonstrate
an ability to develop a cogent thesis substantiated by effective research;
HI3.01 - communicate
effectively, using a variety of styles and forms;
HI3.03 - express
opinions and conclusions clearly, articulately, and in a manner that respects
the opinions of others;
HI4.01 - demonstrate
an ability to think creatively in reaching conclusions about both assigned
questions and issues and those conceived independently;
HI4.04 - identify
various career opportunities related to the study of history.
·
Students have
previously studied major conflicts and revolutions of the 20th Century and have
knowledge of the League of Nations and the United Nations from Canadian History
in the Twentieth Century.
·
Students have
studied the concept of international human rights organizations in the Civics
course.
·
Locate a brief
reading on the League of Nations and the United Nations.
·
Locate a variety
of readings on military alliances of the 20th Century and prepare a data
collection chart.
·
Locate a map of
the world or a map that indicates the location of various military alliances of
the 20th Century.
·
Identify Internet
sites or locate readings of economic alliances formed after World War II.
·
Locate or prepare
case studies of international and national governmental and non-governmental
organizations and agencies that are designed to protect individual human
rights.
·
Using the
expectations being assessed, design a rubric to assess the Visual and Oral
Report on Human Rights Agencies.
·
Using the
expectations being assessed, design a rubric.
1. The teacher and students review major
conflicts and revolutions of the 20th Century.
2. The teacher and students discuss the
importance of establishing and maintaining peace in the world. For example,
when individuals feel safe, they are more inclined to travel, which will help
to stimulate a country’s economy and ultimately lead to increased employment
opportunities.
3. The teacher and students brainstorm past ways
in which peace and security have been established and maintained in the world by
reviewing organizations covered in the Grade 10 Canadian History course. The
teacher directs the discussion towards organizations that were established
after both World War I (League of Nations) and World War II (United Nations).
4. The teacher provides students with a brief
reading on the League of Nations and the United Nations. Students read the
articles and on a T-chart compare both organizations using the following
headings: “Date organization was established,” “Reasons the organization was
established,” “Reasons the organizations succeeded or failed to maintain world
peace.”
5. The teacher draws the T-chart on the board
and students record their information. Students and the teacher engage in a
brief classroom discussion on why the League of Nations failed to maintain
peace after World War I and if the United Nations has been any more successful
in its maintenance of world peace since World War II.
6. Students brainstorm ways in which the United
Nations has attempted to influence global affairs and protect the rights of
independent nations. The teacher directs this discussion so that students
explore the concept of protecting the sovereign rights of nations through
collective security and the establishment of military alliances, (e.g., NATO,
the Warsaw Pact, NORAD, SEATO, OAS, ASEAN, OAU), the Arab League.
7. Using their textbooks and/or a variety of
readings, students collect data on the various military alliances they have
brainstormed on a teacher prepared chart. The chart categories can include year
the alliance was formed, which nations forged the alliance, the primary purpose
of the alliance, and the success of the alliance. Students share their data
with the class.
8. Using a map, the teacher draws the students’
attention to the fact that despite the rise of international cooperation after
World War II, military alliances took the form of regional blocs among
countries with strong economic, social, and cultural ties.
9. The teacher introduces the idea of other
types of alliances – cultural, technological, and economic – that formed after
World War II, and the reason for their formation.
10. Students prepare a mind map of economic
alliances formed after 1945, (e.g., EC, IMF, OPEC, GATT, EFTA, NAFTA, APEC, the
G8, COMECON), using a variety of resources. The mind map should include the
following information: economic alliance, year it was formed, which nations
forged the alliance, and the primary purpose of the alliance.
11. Using the information collected on military
and economic alliances, in a one-two paragraph response, students speculate on
whether or not such alliances promote international cooperation or regionalism,
and if these alliances effectively protect the collective rights of nations. A
quiz may be included to measure knowledge and understanding.
12. The teacher reviews the concept of “collective
rights” and introduces the concept of “individual human rights” by having the
students brainstorm a working definition for these concepts.
13. The teacher poses the question: “If military
and economic organizations are formed to protect the collective rights of
nations, how might we protect the rights of the individual?” The teacher and
students brainstorm the answer to the question. The teacher directs the
discussion to include the formation of international and national governmental
and non-governmental organizations and agencies that are designed to protect
individual human rights, e.g., Amnesty International, Doctors without Borders,
Care, Red Cross, Red Crescent, Catholic Charities.
14. Students form small groups and receive a case
study of the above agencies/organizations. Students read the case study and
design a poster or visual product which provides information about the
agency/organization and how successful it has been in promoting or protecting
individual human rights since its creation.
15. Students briefly present a summary of their
poster/visual and the success of their agency to the class.
16. Based on the presentations, students draft a
letter to the Nobel Prize committee, recommending their choice as the most
successful agency in promoting human rights in the 20th Century.
(The numbers refer to the Teaching/Learning Strategy.)
11 – Formative peer assessment of “Regionalism vs. Internationalism” paragraph measuring Communication using a rubric or rating scale.
11 – Summative teacher evaluation of quiz measuring Knowledge/Understanding
15 – Summative teacher evaluation of oral report and poster/visual product using a rubric including all Achievement Chart categories
16 – Summative teacher evaluation of Letter to Nobel Prize Committee using a rubric including all Achievement Chart categories
·
Students could
work with a peer helper to complete T-chart, organizer, and mind map.
Print
Devine,
Carol Rae, Carol Hansen, and Ralph Wilde. Human Rights: The Essential
Reference. Phoenix, AZ: Oryx Press, 1999. ISBN 157356205X
Newman,
Garfield and Cynthia Grenier. Impact: Western Civilization and the Wider
World. Toronto: McGraw-Hill Ryerson Ltd., 1996. ISBN 0-07-552805-3
United
Nations Development Programme. Human Development Report 2000. New York:
Oxford University Press, 2000. ISBN 0195216784
Zelinski,
Victor, et al. Twentieth
Century Viewpoints: an Interpretive History. Don Mills: Oxford University Press, 1996. ISBN 0-19-541213-3
Videos
1947:
Freedom Now. Videocassette.
WGBH Boston and BBC. Prod. and Dist., 1998.
UN Why?
Videocassette. United Nations. Dist., 1985.
Websites
Amnesty
International Homepage. – www.amnesty.org/
About the
IMF International Monetary Fund.
– www.imf.org/external/about.htm
APEC
International Information Program.
– http://usinfo.state.gov/regional/ea/apec/
Asia Treaty
Organization. Search Encyclopedia.com.
– www.encyclopedia.com/articlesnew/42082.html
Brain,
Marshall. How NATO Works. – www.howstuffworks.com/nato.htm
CARE -
Cooperative for Assistance and Relief Everywhere. Inc. – www.care.org/
Canadian Red
Cross - Croix-Rouge canadienne. – www.redcross.ca
Doctors
Without Borders/Médecins Sans Frontières US Site. This site is maintained by
the US offices of Doctors Without Borders/Médecins Sans Frontières (MSF), an
independent international medical relief organization –
www.doctorswithoutborders.org/
Encyclopedia.com
- Electric Library’s Free Encyclopedia. SEATO: see Southeast Organization of
American States. – www.oas.org/
Encyclopedia.com
- Electric Library’s Free Encyclopedia Arab League.
– www.encyclopedia.com/articles/00661.html
European
Free Trade Association. Welcome to the EFTA Homepage. Secrtariat; Surveillance
Authority; Court. – www.efta.int/
FAS ONLINE-
North American Free Trade Agreement.
– www.fas.usda.gov/itp/policy/nafta/nafta.html
Greenpeace
International – www.greenpeace.org/
Government
of Canada G8. – www.g8.gc.ca/about-e.asp
Human Rights
Web Resources Page. – www.hrweb.org/resource.html
Jones,
Christopher. The Two Germanies, Nato, and the Warsaw Pact.
wwics.si.edu/ees/reports/1999/174jon.htm
League of
Arab States. – www.leagueofarabstates.org/
League of
Arab States. – haynese.winthrop.edu/
Modern
History Sourcebook: The Warsaw Pact, 1955.
– www.fordham.edu/halsall/mod/1955warsawpact.html
NATO
Official Homepage- – www.nato.int/home.htm
NATO Treaty;
April 4, 1949. The Avalon Project: the Yale Law School.
– www.yale.edu/lawweb/avalon/nato.htm
“NORAD: A
Success Story”, Canadian Military Journal
– www.journal.dnd.ca/vol1/no2_e/policy_e/pol1_e.html
NORAD The
North American Aerospace Defence Command
– www.dnd.ca/menu/canada-us/bg00.010_e.htm
Organization
of African Unity (OAU), Organisation de l'Unité... Hot topics. Experts’ Meeting
- OAU Convention on Combating Corruption.... Description: Homepage for the OAU.
– www.oau-oua.org/
OPEC Online.
– www.opec.org/
Seato
Southeast Asia Treaty Organization. The Columbia Electronic Encyclopedia
Copyright © 1994, 2000. Columbia University Press. Licensed from Columbia
University Press.
– www.factmonster.com/ce6/history/A0846053.html
The
Warsaw Pact. excerpted from
Czechoslovakia: A Country Study, Glenn E. Curtis, ed. (Washington, D. C.:
Federal Research Division of the Library of Congress, 1992)
– www.shsu.edu/~his_ncp/WarPact.html
The Columbia
Encyclopedia, Sixth Edition. The United States and Asia-Pacific Economic
Cooperation 2001. Council for Mutual Economic Assistance.
– www.bartleby.com/65/co/Councilf.html
Untitled. Association
Of Southeast Nations.
– www.aseansec.org/800x600.html
Welcome to Catholic Charities. – www.ccsj.org/
WTO | World Trade
Organization: WTO / GATT Home page. Official website of the World Trade
Organization, which regulates trade and tariffs worldwide. – www.gatt.org/
Time: 3.5 hours
Students explore the
major economic developments and events of the 20th Century as well as
government responses to them through an examination of case studies. Using the
Internet, students investigate technological innovations of the 20th Century,
ascertaining the social and economic impact of the innovation on various
countries, as well as determining the accessibility of these technological
innovations in developing and developed countries.
Strand(s): Communities: Local, National, and Global, Change and
Continuity, Social, Economic,
Political
Structures, Methods of Historical Inquiry
Overall
Expectations
COV.02 - describe
key elements of various types of interactions that have occurred among diverse
peoples and cultures since the sixteenth Century;
CCV.01 - describe
how the historical concept of change is used to analyse developments in the
West and throughout the world since the sixteenth Century;
SEV.01 - demonstrate
an understanding of selected diverse social structures and principles that have
guided social organization in Western and non-Western societies since the
Sixteenth Century;
SEV.02 - describe
significant economic developments in the West and the rest of the world since
the sixteenth Century;
SEV.04 - demonstrate
an understanding of key aspects of women’s economic, social, and political
lives in Western and non-Western societies since the Sixteenth Century;
HIV.01 - demonstrate
an ability to locate, select, and organize information from a variety of
sources;
HIV.02 - demonstrate
an understanding of the steps in the process of historical interpretation and
analysis;
HIV.04 - demonstrate
an ability to think creatively, manage time efficiently, and work effectively
in independent and collaborative study.
Specific
Expectations
CO2.01 - describe
key factors that have prompted and facilitated increasing interaction between peoples
since the sixteenth Century;
CC1.04 - describe
the nature of selected technological changes and their impact on the West and
the rest of the world;
SE1.02 - describe
key social developments that have occurred as a result of Western technological
innovations;
SE2.02 - describe
how the first and second industrial revolutions affected the economies of the
West and the rest of the world;
SE2.03 - explain the
role of free enterprise capitalism in stimulating the development and spread of
Western technological innovation;
SE4.02 - describe
the impact of industrialization, urbanization, and modernization on women’s
lives in the West and the rest of the world;
HI1.02 - conduct
organized research, using a variety of information sources;
HI2.04 - draw
conclusions based on effective evaluation of sources, analysis of information,
and awareness of diverse historical interpretations;
HI4.01 - demonstrate
an ability to think creatively in reaching conclusions about both assigned
questions and issues and those conceived independently;
HI4.03 - demonstrate
an ability to work independently and collaboratively and to seek and respect
the opinions of others.
·
Students are
familiar with the jigsaw strategy.
·
Locate and/or
prepare short case studies on the following topics:
· Command Economies
· The Boom economy of the 1920s
· The Great Depression and the New Deal
· Post-War Boom
· The Growth of the Welfare State
· Asian Tigers and the World Economy
· Debt and the Developing World
· Challenges to Western Economies
· Debt
· The Oil Crisis
· The 1980s Recession
· Globalization
·
Locate or prepare
a list of the top technological innovations of the 20th Century.
·
Make arrangements
to use the library/resource centre or the Internet lab.
1. Using think/pair/share, students speculate on
what the state of the world economy was like in the first half of the 20th
Century and why it was like this. Students share their theories with the rest
of the class, and their ideas are recorded on the board. With teacher
direction, students discuss these theories and decide on the most plausible
scenario.
2. Students receive a note on the state of the
world economy in the first half of the 20th Century.
3. In small groups, students read a brief case
study on a specific economic development or issue of the 20th Century. Case
studies could include information on Command Economies, the Boom economy of the
1920s, the Great Depression and the New Deal, Post-War Boom, the Growth of the
Welfare State, Asian Tigers and the World Economy, Debt and the Developing
World, Challenges to Western Economies, issues such as Debt, the Oil Crisis,
the 1980s Recession and Globalization. (See websites below.) Using a jigsaw
strategy, students exchange information on their case study and gather data on
the others focusing on the economic developments and how it affected the
individual, society, and the government’s response to these developments.
Students may write a quiz to measure knowledge and understanding of these
events.
4. The teacher and students brainstorm and
discuss the role technology plays in the development of world economic
policies. Students brainstorm a list of technological developments that have
encouraged economic development in various countries such as computer and
Internet technology in Asia and Europe, petroleum and petrochemical technology
in the Middle East and South America, laser and fibre optics in North America,
electronics and biotechnology in Asia, water purification and agricultural
innovations in the Developing world.
5. From a teacher-generated list of the top
technological innovations of the 20th Century (list can be drawn from a variety
of sources such as the National Academy of Engineering website list
www.greatachievements.org or Innovation Time Line found at
www.ideafinder.com/history/timeline.htm), students complete a chart using an
Internet search for at least ten technological innovations of 20th Century. The
teacher could assign specific innovations to various students to ensure all of
the suggested technological innovations are covered. Students explore the
economic and social impact of the innovations, where most innovations were
developed, and who had access to them.
6. In a debriefing session, students share their
information.
(The numbers refer to the Teaching/Learning Strategy.)
4 – Summative teacher evaluation measuring Knowledge/Understanding of key concepts using a teacher-designed quiz
·
The teacher
provides a photocopy of the note for students with learning disabilities in
area of written communication.
·
Extension
activity: Students could complete additional research on a specific economic
development of the 20th Century and write a report that they could then present
to the class.
Print
Baldwin,
Doug, et al. The Rise of the
Global Village. Toronto:
McGraw-Hill Ryerson LTD, 1988.
ISBN 0-07-549186-9
Volti, Rudi. The
Facts on File Encyclopedia of Science, Technology, and Society. New York:
Facts on File, 1999. ISBN 0816031231
Videos
The
Evolving World Economy. Videocassette. Annenberg/CPB
Project. Prod. Magic Lantern
Communications. Dist. 1995.
Life and
the Machines. Videocassette.
Sleeping Giant Productions. Prod. Access Network. Dist. 1995.
Science and Technology in the 20th Century. Videocassette. AIT. Prod. Magic
Lantern Communications. Dist., 1992.
The Technological
Revolution/Toward the Future.
WGBH – Boston. Prod. Magic Lantern Communications. Dist., 1989.
Websites
Anning,
Majella. “Euroland in 1999.” European Business Review. January-March
1999.
– www.findarticles.com/cf_0/m0GYN/7_2/56918099/print.jhtml
Britannica
Online. 2002. – www.search.eb.com (good for general articles on key issues like
Depression, 1920s, OPEC, The New Deal – but school must have subscription)
Global
Education Network. 2001. –
www.global-ed.org/index.htm
Hughes,
Aneurin. “Europe' s Euro Future.” European Business Review. January-March 1999.
– www.findarticles.com/cf_0/m0GYN/7_2/56918099/print.jhtml
National
Academy of Engineering. 2001.
– www.greatachievements.org
Innovation
Time Line. 2001. –
www.ideafinder.com/history/timeline.htm
Pearlstein,
Steven. “Understanding the Asian Economic Crisis.” The Washington Post.
January 18, 1998. P. A 32.
– www.washingtonpost.com/wp-srv/business/longterm/asiaecon/stories/asiaecon11898.htm
Spicker,
Paul. The Welfare State. Aberdeen: Robert Gordon University. 2002.
– www2.rgu.ac.uk/publicpolicy/introduction/wstate.htm
Treuhaft, B.
The Embargo. Send a Piano to Havana. Annual Tuners Brigade updated
Oct 20, 2001.
– www.sendapiana.com/sphmbrgo.htm
Time: 3.5 hours
Students provide
each other with an overview of the Arts from 1914 to present through group
presentations in a “Coffee House” set up. In small groups, students present a
variety of music, art and literature of the 20th Century demonstrating how
their particular artist or genre reflected the themes of conflict, revolution,
human rights, and economic and technological change of the century. Students
bring samples of music, art, and literature to share with the class in an
informal setting. Based on their experience, students record how artists
reflect and project trends in society and make comparisons to previous periods
in history.
Strand(s): Citizenship and Heritage and Methods of Historical Inquiry
Overall
Expectations
CHV.03 - analyse
different forms of artistic expression and how they reflect their particular
historical period;
HIV.01 - demonstrate
an ability to locate, select, and organize information from a variety of
sources;
HIV.02 - demonstrate
an understanding of the steps in the process of historical interpretation and
analysis;
HIV.03 - communicate
opinions based on effective research clearly and concisely;
HIV.04 - demonstrate
an ability to think creatively, manage time efficiently, and work effectively
in independent and collaborative study.
Specific
Expectations
CH3.01 - describe
key developments in a variety of modes of artistic expression in the West since
the 16th Century;
CH3.02 - describe
key forms and styles of artistic expression throughout the world;
CH3.03 - describe
key elements of selected forces that helped to bring about changes in modern
Western artistic expression;
CH3.04 - assess the
extent to which art reinforces and/or challenges prevailing social and
political values;
HI1.02 - conduct
organized research, using a variety of information sources;
HI1.03 - organize
research findings, using a variety of methods and forms;
HI2.03 - identify
and describe relationships and connections in the data studied;
HI2.04 - draw
conclusions based on effective evaluation of sources, analysis of information,
and awareness of diverse historical interpretations;
HI3.01 - communicate
effectively, using a variety of styles and forms;
HI3.03 - express
opinions and conclusions clearly, articulately, and in a manner that respects
the opinions of others;
HI4.01 - demonstrate
an ability to think creatively in reaching conclusions about both assigned
questions and issues and those conceived independently;
HI4.02 - use a
variety of time-management strategies effectively;
HI4.03 - demonstrate
an ability to work independently and collaboratively and to seek and respect
the opinions of others;
HI4.04 - identify
various career opportunities related to the study of history.
·
Students are
familiar with informal oral reports, research, and data collection.
·
Compile a list of
artists, writers, and musicians from the 20th century world who represent
themes such as conflict, revolution, human rights, and economic and
technological change or use
Appendix 4.5.1.
·
Prepare a data
collection sheet for students.
1. Through a discussion, the teacher reinforces
the themes of the unit: conflict, revolution, human rights, and economic and
technological change.
2. The teacher reviews the concept of art as a
reflection of society. The teacher can use examples like Cold War themes in
movies during the McCarthy Era.
3. The students select an individual artist who
represents a particular theme of the unit from the list provided by the
teacher. (Appendix 4.5.1 List of Suggested Artists)
4. Students research their individual and
prepare a one-page report outlining the individual’s major works and how the
artist reflected and/or influenced the world around them. Students also pick
out a piece of work by the individual that is to be shared with the class.
5. In groups of four, the students present how
their particular artist or genre reflects their particular theme of the 20th
Century. The teacher divides students into groups taking care to include either
an artist or a genre from each of the four themes. Students receive a coded
card (e.g., Café Mocha, Café Latte, Espresso, Iced Coffee) to represent their
theme. When they have completed their presentations/discussions around the
“Coffee Table,” they move to another table ensuring that all coded cards are
represented at their new table. This process continues until the students have
completed a data collection sheet reflecting a variety of artists. They do as
many as possible in one period. To enhance the veracity of the “Coffee House”
setup, refreshments may be an option.
6. On a data collection sheet, students record
how the artists presented in their groups reflected and reinforced trends in
the society.
7. As a class, students debrief the exercise,
reflecting on the continued importance of art in society.
(The numbers refer to the Teaching/Learning Strategy.)
4 – Formative teacher/peer assessment of student library/resource centre research measuring Thinking/Inquiry using a checklist
5 – Formative peer/teacher assessment of student “Coffee House” presentations measuring Communication skills using a checklist
8 – Summative teacher evaluation of Artists of the Twentieth Century measuring Knowledge/Understanding, using a teacher-designed quiz or rubric
·
The teacher
provides students with a data collection sheet for library/resource centre
research.
·
The teacher uses
a peer tutor to assist students in research.
·
The teacher
allows the presentation in an alternative setting or format for students unable
perform at the “Coffee House.”
Bossy, Michel-Andre, ed. Artists, Writers and Musicians: An Encyclopedia of People Who Changed the World. Phoenix: Oryx Press, 2001. ISBN 1573561541
Tesch, Jurgen and
Hollman, Eckhard, eds. Icons of Art: The 20th Century. Munich: Prestel,
1997.
ISBN 3791318624
Videos
Liberation and
Change: The Late 20th Century (1945 to present). Videocassette. Clearvue/eav. Prod. Magic
Lantern Communications. Dist., 1995.
Twentieth
Century: artistic revolution. Videocassette.
Educational Audio Visual. Prod. Clearvue/eav Inc. Dist., 1986.
Websites
Anderson,
J.W. Rock & Roll and the War in Vietnam. J. W's Rock Garden. 2001.
– www.jerockgarden.com/jw02vvaw.htm
Art and
Music of the Labour Movement. CUPW
Sudbury Local 612. 1997.
– www.cyberbeach.ne/~willow/cupw/local/site/music.htm
Art for
@Change. Burn Resources. 2001.
– http://burn/ucsd.edu/art.htm
Art
Interprets History. Department
of Art History. Sweet Briar College. 1997.
– wwwarthistory.sbc.edu/artartists/modpolitics.html
Artists
for a New South Africa.
Redslash Inc. 2002. –
www.ansafrica.org/
Brown,
Courtney. Anti-War Protest Music. 21 March 2001.
– www.coutneybrown.com/classes/music/VietnamWar/sld001.htm
History
in Song. Fortune City.com Inc.
1996 - 2002.
– http:/www.fortunecity.com/tinpan/parton/2/history.html
Khalil
Sakakini Cultural Centre. 2002. www.sakakini.org.first.html (Palestinian Art
and Culture)
Landsberger,
Stefan. Chinese Propaganda Poster Pages since 1949. 2002.
– www.iisg.nl~landsberger/
Left
Curve. Oakland California.
– www.ncal.verio.com/~leftcurve/LC24WebPages/index.html
List of
South African Writers.
Art@vgallery.co.za. 19 January 2002.
– www.vgallery.co.za/artists_births_deaths.htm
A New
Deal for the Arts. National
Archives and Records Administration. 1997.
– www.nara.gov.exhall/newedeal/newdeal.html
South
African Arts, Culture and Heritage 1997 Calendar. Department of Art, Culture, Science and
Technology. Electronic Mail and Guardian.
www.mg.co.za/mg/saarts/literature1.htm
Mautz,
Nancy.B. NM’s Creative Impulse: The Artist’s View of World History
and Western Civilization. 23 October 2000. 18 December 2001. –
http://history.evansville.net.
Zwick, Jim. ed.
Anti-Imperialism in the United States, 1898 - 1935. –
www.boondocksnet.com/ai_lit.html
Appendix 4.5.1 –
Artists of the 20th Century
Time: 3.5 hours
Students research an
important individual of the 20th Century reflecting the themes of the unit.
Individuals will reflect a balance from a variety of thematic and geographic
areas. The research periods provide students with an opportunity to gather
information to create a Trading Card about their individual. One side of the
card summarizes the individual’s life (birth, death, accomplishments,
education, etc.) and assess their impact on the 20th Century. The flip side of the
card consists of a picture or representation of the individual and any other
significant images. The teacher organizes a “Trading Card Convention” to enable
students to record information on all of the significant individuals researched
by their peers. After this Convention, students choose three significant
individuals of the 20th Century, and use their notes from the Convention to
write a position paper defending their choices with respect to their area.
Strand(s): Communities: Local, National, and Global; Citizenship and
Heritage;
Methods of
Historical Inquiry
Overall
Expectations
CCV.01 - describe
how the historical concept of change is used to analyze developments in the
West and throughout the world since the sixteenth Century;
SEV.04 - demonstrate
an understanding of key aspects of women’s economic, social, and political
lives in Western and non-Western societies since the sixteenth Century;
HIV.01 - demonstrate
an ability to locate, select, and organize information from a variety of
sources;
HIV.02 - demonstrate
an understanding of the steps in the process of historical interpretation and
analysis;
HIV.03 - communicate
opinions based on effective research clearly and concisely;
HIV.04 - demonstrate
an ability to think creatively, manage time efficiently, and work effectively
in independent and collaborative study.
Specific
Expectations
CC1.03 - assess the
influence of key individuals and groups who helped shape Western attitudes to
change;
CH4.02 - describe
the efforts of individuals and groups who facilitated the advancement of
individual and collective human rights;
SE4.03 - demonstrate
an understanding of the efforts and achievements of individuals and groups who
have worked for the advancement of women’s status;
HI1.02 - conduct
organized research, using a variety of information;
HI1.03 - organize
research findings, using a variety of methods and forms;
HI2.03 - identify
and describe relationships and connections in the data studied;
HI2.05 - demonstrate
an ability to develop a cogent thesis substantiated by effective research;
HI3.01 - communicate
effectively, using a variety of styles and forms;
HI3.02 - use an
accepted form of academic documentation effectively and correctly;
HI3.03 - express
opinions and conclusions clearly, articulately, and in a manner that respects
the opinions of others;
HI4.01 - demonstrate
an ability to think creatively in reaching conclusions about both assigned
questions and issues and those conceived independently.
·
Students are
familiar with creating a visual display such as a Trading Card from Canadian
History in the 20th Century
·
Students are
familiar with methods of citation and are familiar with writing a position
paper.
·
Create a list of
the important individuals of the 20th Century.
·
Book Internet
computer lab and library for research periods.
·
Bookmark several
websites for students to use during their research.
1. For homework, students review their notes and
textbook in order to create a list of the important individuals from the unit.
2. Using their list, students brainstorm a list
of the most significant individuals of the 20th Century. The teacher adds to
the list to ensure diversity in gender, thematic basis (scientists,
politicians, etc.), and cultural backgrounds of the individuals.
3. The class organizes the list into several
categories (science and technology, economics, military, social, political,
religious, philosophical, artistic).
4. The teacher introduces the Trading Card
assignment and Position Paper and reviews the assessment tools (Appendix 4.6.1
Rubric) used to evaluate the Card and Position Paper and due dates.
5. The teacher reviews proper note-taking and
citation methods.
6. Students choose an individual from the
brainstormed list to research and create a Trading Card. One side features the
biographical information, and the second side highlights the impact and
significance of the individual to the 20th Century.
7. The teacher organizes the Trading Card
Convention. This Convention may consist of a brief presentation by each student
to the class, a jigsaw type structure, or an informal display of the Cards
around the classroom. During the Convention, students record the information
found on each Trading Card. Students complete a data collection chart, ensuring
that they gather information on a balanced variety of individuals reflecting
each of the themes.
8. Teachers may choose alternatives such as a
pamphlet or information poster instead of trading cards.
9. Based on the information gathered during the
Convention, the students choose three individuals they feel contributed most
significantly to the 20th Century and write a position paper supporting their
choices.
10. A unit test is administered to measure
Knowledge/Understanding of key unit concepts and content.
(The numbers refer to the Teaching/Learning Strategy.) Assessment is not only based on the finished product but will include evidence of selection, organization, and communication as required by the expectations.
7 – Summative teacher evaluation of the Trading Card using ‘Trading Card Rubric,’ Appendix 4.6.1
10 – Summative teacher evaluation of the position paper using a rubric measuring all Achievement categories
10 – Summative teacher evaluation of knowledge and understanding through a unit test
·
Extension: The
teacher may encourage students to use an electronic medium (website development
or computer presentation) in lieu of the Trading Card.
·
A scaffolding
sheet can be provided to assist students in recording information while keeping
track of their citations and sources used.
Books
Cormack,
Patrica, ed. Manifestos and Declarations of the Twentieth Century.
Toronto: Garamond Press.
ISBN 15519301451998
Eyewitness
to the 20th Century. Washington:
National Geographic Society, 2000. ISBN 0792270495
Howard,
Michael and Wm. Roger Louis. The Oxford History of the Twentieth Century.
Oxford: Oxford University Press, 1998. ISBN 0912853708
Knauer,
Kelly, ed. Time 100: Builders and Titans Great Minds of the Century. New
York: Time Books, 1999. ISBN 1883013623
Knauer,
Kelly, ed. Time 100: Heroes and Inspirations Person of the Century. New
York: Time Books, 2000. ISBN 188301364X
Knauer, Kelly,
ed. Time 100: Leaders and Revolutionaries, Artists and Entertainers. New
York: Time Books, 1998. ISBN 188013496
Taborelli, Giorgio.
Icons of the Century: Personalities for 100 Years. Hauppauge, N.Y.: Barrons Educational Series,
1999. ISBN 0764152017
CD-ROMS
“Communications
Collage.” Microsoft Encarta Encyclopaedia Deluxe 99
“Influential
Thinkers Collage.” Microsoft
Encarta Encyclopaedia Deluxe 99
Magnusson,
Magnus ed. Larousse
Biographical Dictionary. New
York: Larousse, 1994.
“War on Disease
Collage.” Microsoft
Encarta Encyclopaedia Deluxe 99
Websites
Guterba,
Linda. Kid Info: Reference
Resources: Famous Historical People. Kid Info. 2002.
– www.kidinfo.com/American_History/Famous_Historical_People.htm
HyperHistory
Online – www.hyperhistory.com/online_n2history_n2/people.html
Time 100:
The Most Important People of the 20th Century. Time.com.2000.
– www.time.com/time/time100
Mexico’s
Historical Figures: A Chronological Listing. Mexico Connect. 1996-2002.
– www.mexconnect.com/mex_/history/mexicopeople.html
Appendix 4.6.1 – Key
Individuals of the Twentieth Century: Trading Card Rubric
Conflict
Dramatists: H. Pinter, E. Ianesco, B. Brecht, D. Mamet, T. Williams, S. Beckett, E. O’Neill, G. Lorca, G. Gelinas, M. Tremblay, S. Shepherd
Writers: J. Baldwin, A. Waker, Z. Neale Hurston, M. Angelou, T. Morrison, K. Kesy, K. Vonnegut, G. Orwell, A. Huxley, A. Camus, F. Kafka, S. Rushdie, C. Sagan, A. Solzhenitzin, E. Hemingway
Visual Artists: J. Rosenquist, K. Colwitz, U. Boccioni, S. Dali, G. Roz, H. Moore, R. Lichtenstein, P. Picasso, A. Colville, A. Giacometti, J. Johns, R. Frank, L. Harris, Chinese Art & Revolution (www.iisg.nl/~landsberger), Chinese Propaganda Posters since 1949 (http://www.etext.org/Politics/MIM/mt/mt13chinart.html), Left Curve, Anti-War Art (http://www.ncal.verio.com/~leftcurv/LC24WebPages/index.html)
Music: B. Britten, M. Ravel, Bob Dylan, Peter, Paul
and Mary, “Woodstock Musicians,” Don McLean (American Pie), John Lennon, Pete
Seeger, Merle Haggard, Bruce Cockburn, Buffy Ste. Marie, Country Joe and the
Fish, Jimi Hendrix, Barry MacGuire, Vietnam Music American)
www.jwsrockgarden.com/jw02vvaw.htm), Joe Hill, Woody Guthrie, Phil Ochs
Human Rights
Dramatists: G. Walker, G. Ryga, A. Fugard
Writers: V. Woolf, J. Joyce, D.H. Lawrence, M. Richler, W. Faulkner, J.P. Sartre, M. Atwood, Nawal El Saadawi, Arandati Roy
Visual Artists: Jenny Holtzer, Diego Rivera, J. Beuys, Max Beckman, Jacob Lawrence, Leonardo Drew, Laurie Anderson, Malcolm Morley, Joanne Todd, Nan Goldin, Anselm Kiefer, David Salle, Eric Fischel, Andy Warhol, Lorna Simpson, Judy Chicago, Susan Lake, Robert Maplethorpe, Attila Lukacs, Andy Fabo, Duan Michaels
Music: Billie Holiday, Peter Gabriel, Simon and
Garfunkel, Black Jazz artists, Paul Robeson, Bob Dylan, Sun City Project,
Phrane, Tom Robinson, The Specials, Stevie Wonder, Jackson Browne, Simple
Minds, Aretha Franklin, Tracey Chapman, Public Enemy, N.W.A., Dead Prez, Queen
Latifah, Tibetan Freedom Concerts, Free Nelson Mandela Concerts
Decolonization
Writers: E. M. Forster, N. Gordimer, J. M. Coetzee
Visual Artists: Artists for a New South Africa
(www.ansafrica.org), Top 10 Living South African Artists
(www.vgallery.co.za/map.htm), Liberated voices South African Art Site
(www.liberatedvoices.org/programs.html), Aboriginal Artists of Australia
(www.aboriginal-art.com/animation.html), Palestinian Art and Culture
(www.sakakini.org/first.html), Yothi Yindi, Robbie Robertson, Buffy Ste. Marie,
Susan Aglukark, Laura Vinson, John Trudell
Economics and
Technology
Writers: F. S. Fitzgerald, S. Lewis, N. Klein, M. Barlow, M. Foot, J. Steinbeck, J. D. Salinger,
Visual Artists: Dorothea Lang, Eugene Smith, Alfred Steiglitz, Walker Evans, Grant Wood, Norman Rockwell, Art and the New Deal (www.nara.gov/exhall/newdeal/newdeal.html)
Music: Art and Music of the Labour Movement
(http:/www.cyberbeach.net/!willows/cupw/local/site/music.htm), Artists for
Change (cartoonists against globalization)
(www.art-for-change.com/content/Content.html), History in Song
(www.fortunecity.com/tinpan/parton/2/history.html)
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication Clear Expression
of ideas in written form |
- communicates
information with limited clarity - communicates
information as isolated pieces of information with limited attention to
audience and purpose |
- communicates
information with some clarity - communicates
some important information with some attention to audience and purpose |
- communicates
information with considerable clarity - communicates
relevant information with considerable attention to audience and purpose |
- communicates
information with a high degree of clarity - communicates
thorough and relevant information with thorough attention to audience and
purpose |
|
Knowledge/
Understanding Evidence of
Research |
- demonstrates
limited evidence of research in product |
- demonstrates
some evidence of research in product |
- demonstrates
considerable evidence of research in product |
- demonstrates
thorough research in product |
|
Thinking/
Inquiry Use of Factual
Evidence |
- applies factual
evidence with limited effectiveness - demonstrates
limited comprehension of factual evidence |
- applies factual
evidence with some effectiveness - demonstrates
some comprehension of factual evidence |
- applies factual
evidence with considerable effectiveness - demonstrates
considerable comprehension of factual evidence |
- applies factual
evidence highly effectively - demonstrates
thorough comprehension of factual evidence |
|
Application Effective use of
colour, symbols and graphics |
- applies the use
of colours, symbols, and graphics with limited clarity and precision and a
limited relationship to the topic/theme |
- applies the use
of colours, symbols, and graphics with some clarity and precision and some
relationship to the topic/theme |
- applies the use
of colours, symbols, and graphics with considerable clarity and precision and
considerable relationship to the topic/theme |
- applies the use
of colours, symbols, and graphics with a high degree of clarity and precision
and a obvious relationship to the topic/theme |
|
Thinking/
Inquiry Use of Critical
and Creative thinking skills |
- applies critical
and creative thinking skills in the selection of visuals with a limited
degree of effectiveness |
- applies critical
and creative thinking skills in the selection of visuals with some degree of
effectiveness |
- applies critical
and creative thinking skills in the selection of visuals with a considerable
degree of effectiveness |
- applies critical
and creative thinking skills in the selection of visuals with a high degree
of effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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