Professional Documents
Culture Documents
Introduction
The classroom is comprised of twenty-eight students with a diverse background. Thirteen students come
from a middle-class background, seven from a working-class background, and seven from a working poor
background. Twelve students have parents that are married of those twelve, one student has parents of the same
gender. Six students were raised by single parents, and ten students have parents that are divorced. Thirteen
students identify as Christian, seven identify as Muslim, three identify as Jewish and 5 identify as Hindu.
The classroom is organized in groups. The students sit in groups of four that the teacher picks. There are
three students on IEP’s. The first student is on the spectrum, and they have trouble with reasoning and often see
things in black and white. They enjoy problem solving but can get frustrated if things do not progress in the way
that they envisioned. They are very routine oriented and any deviation is upsetting. They work with an
integration aide and are allowed extra time to complete any necessary work. There is a student with dyslexia,
this student is allowed more time to complete exams and homework. They have trouble reading a large amount
of text and prefer to have the instructions repeated to them orally. There is a student with ADD. They are able to
focus for a short amount of time but may need to take extra breaks outside of the classroom. They are allowed
to have extra time on exams and homework. They may occasionally go to the resource room for more help if
Lesson One
This unit, Nationalisms and the Autonomy of Canada (1896-1945), has the major themes of imperialism,
liberalism, and urbanization. The unit’s major theme is the independence of Canada from its mother country
through the industrial development of the country. This year’s previous unit covered the formation of the
Canadian federal system and confederation, and the first stage of industrialization, among other things.
This lesson will deal with the second phase of industrialization and will analyze the different facets of industrial
growth in Canada as well as the move towards unions and labour legislation. Nationalism and liberalism, as
well as a move away from imperialism are the themes for this lesson, as well as this unit in general.
Subject
Topic of lesson: Second Phase of Industrialization History
Area:
Nationalisms and the Autonomy of Canada
Grade level: Secondary 4, Grade 10 Unit:
(1896-1945)
How did Canada use their abundant natural
resources to become an international
Essential power?
Big Idea: Quebec’s culture was being preserved
Questions: Why did nationalism allow Canada and
during a time when Canada was changing.
Quebec to progress so much in the second
phase of industrialization?
Explanation: During discussion portions of
the class, students are expected to answer
and debate questions as well as offer new
solutions to questions already established
by their classmates. They will have to justify
their responses or trains of thought.
Application: Students will be required to
self-assess through group work. They will Students will learn how Canada has
be given a topic of research but will be developed into the country that they
Understandings: required to extrapolate on this topic in Relevance: recognize today. They will learn the origins
pairs by using lesson content. of Canada’s entrance to the international
Perspective: Students, in learning about stage.
industrialization, will be asked to consider
the tools they use every day and how they
link back to technologies which may have
been used or mass produced during the
industrialization of Canada and Quebec.
This allows them to seek a new perspective
about something they use every day.
Unit Plan and Rubric Assignment: Canada from 1896-1945 3
Learning Activities. Resources Required:
• Computer with PowerPoint,
Welcome (3 minutes): • paper,
Students will be greeted and welcomed to class. Before any • pencils.
class material is shown, students will be shown a schedule for • Final Project instruction sheets
the day.
Schedule: QEP Subject Area Competencies:
• Introduction Competency 1: Characterizes the period of 1896-1945.
• Lecture Students will be able to characterize the period through
• Activity the industrial advances Canada and Quebec underwent
• Group Project explanation during this period.
• Time to work on group project Competency 2: Interprets the social phenomenon of
Nationalisms and the Autonomy of Canada. Students will
Introduction (7 minutes): be able to identify how the second phase of
The teacher will introduce the new unit, nationalisms and the industrialization was fueled in part by a nation-wide
Autonomy of Canada (1896-1945). The class will begin with a feeling of nationalism. They will be required to interpret
recap of the most important points of the previous unit. This such a phenomenon.
will serve as context for the beginning of the next unit to
remind students of the history they have learned thus far. The Student will know (learning objectives):
themes of the previous unit, federalism, industrialization, and Learning objectives:
migration, featured a country growing and increasing in - What the second phase of industrialization is and how it
population. This unit concentrates on continued growth, into occurred.
liberalism and freedom from imperialism How the union movements came about and what
influenced them
-Realize how industrialization and the union movements
Hook (5 minutes): contribute to nationalism.
Have students write down the last five things they used before
coming to class. This list will be revisited after the lecture for an
activity. The list cannot contain any sort of smart device. For Students will understand (learning objectives):
example, pencil, paper, school bag, toilet paper etc. Let them This lesson concentrates on the industrial basis by which
think about how they were made before moving on. Canada eventually became more liberal and independent
from her mother country. They will also critically analyze
Lecture (25 minutes): the importance of worker organization with the union
movements. This lesson allows for students to begin to
Students will be given a comprehensive definition of characterize the period from 1896 to 1945 and examine
Nationalism to begin the lecture. the social phenomenon that sparked at this time,
nationalism.
Manufacturing and Natural Resources
Cross Curricular Competencies:
Discussion Question: What kind of natural resources does Uses information: Students will be expected to use the
Canada have access to? information they gain through lecture portions to
Students will begin the first activity, go into pairs and work out participate in discussions and in group activities.
all the uses for a given resource which was part of Canada’s
economy in this period. Students pair up with a neighbour and Cooperates with others: Students will need to cooperate
are assigned a resource by the teacher. Share with the class with the others in their discussion groups as well as in
after 5 minutes of discussion. their larger group projects to accomplish it properly.
The second phase of industrialization is characterized by the Communicates appropriately: To articulate themselves
large amount of manufacturing that took place and the amount properly in a discussion, students will need to practice
Unit Plan and Rubric Assignment: Canada from 1896-1945 4
natural resources it used. The consumerist and automotive communication skills
sectors transformed the economy.
Broad Areas of Learning:
New industries: Hydroelectricity and oil supplied the nation. Citizenship and Community Life: Students are expected
Quebec especially had a lot of hydroelectricity. to develop their own idea of citizenship by analyzing the
Wheat cultivation in the west ramped up, and so did the social phenomenon of nationalism from 1896 to 1945.
forestry sector which created the pulp and paper industries. Media Literacy. This lesson is attached to media literacy
Hydroelectricity an example of a monopoly in Canada. It’s the because of the expansive project they are expected to
same monopoly we use today. It’s kept in check by complete at the end of the unit. Students will need to
government regulations. understand and use various forms of media and creativity
Question to ask students: Can we think of any other to produce a satisfactory final product.
monopolies in modern time?
Differentiated Instruction:
The iron and steel industries provided electricity to the Students will be given ample time to write notes on
factories and the creation of the automobile, sewing machines, important class definitions and concepts. All crucial
cash registers, and typewriters, etc. information will be written on the PowerPoint and before
moving on the teacher will check with the class if the
Foreign Investment and Wartime Economy material is done being copied down. Teachers will check
The government wanted foreign investment into their primary for understanding throughout the lesson by asking the
sectors. students if they have any questions about class content.
Various tax cuts to attract companies.
The First World War: boom for the Canadian economy. Student on the spectrum: This student will be seated
Iron, steel, textile, wheat, and animal industry for the war effort. always with a specific aide who is meant to help the
Factories were created to meet the demands of the war. student take notes, pay attention in class, and act as a
Question for students: How did each of these industries help guide during group activities. During group activities, this
the war effort? student will be given the option to work with the aide or
can be placed in a group, this is the student’s decision.
Union Movement The group project at the end of the unit will also be up to
As the number of workers increased, unions were created to the student, as they can work alone can be in a group.
protect worker rights. These unions were modeled after the
American unions. They helped Québec workers bargain for
wages, workload, hours of work and the rules of Student with ADD. During lecture portions, this student
apprenticeships. will be paid special attention to ensure that they are
Catholic unions also began in the early 1900s and adopted copying notes and paying as much attention as they can
many of the methods other unions used but were pointedly to the class instructions and information. During breaks,
against the socialist and anticlerical international unions. the teacher will check in with the student and make sure
that any questions they have are answered and that
Activity: Industries in Canada (6 minutes): enough information is copied down in note form. If they
Students will return to their list made at the beginning of the need, they may take small breaks to refocus. The student
class They will take their last 5 used items and relate them each will also receive a sheet of important terms that the
to a major industry or resource which Canada began using or teacher deems important so they do not have to take too
producing in the second phase of industrialization. After the many notes. The integration aide will also have a copy of
students have individually done this, they will create groups of the PowerPoint and lecture to in case the student needs
four to compare their answers and determine the most popular to go work in the resource room.
ones. These will be shared to the class
Student with Dyslexia. During lecture portions, when
Break-time: (2 minutes): students are expected to take notes, important keywords
Students can quietly talk to their neighbours, stand up and and concepts will be repeated and stressed for students
stretch. to write them down. More importantly, these definitions
Unit Plan and Rubric Assignment: Canada from 1896-1945 5
will appear on the PowerPoint presentation to aid this
Explanation and time to work on group presentations: (25 student to copy notes. The student will receive a list of
minutes): important terms at the beginning of the class
Students will be shown the culminating project for this unit and
will get into teacher-made groups. They will have 10 minutes Further considerations:
after the explanation to come up with a topic. The topic must Technology is a large part of the lesson as it will be used
be chosen by the teacher. to not only present lecture material, but also to present
the lesson’s schedule, recap the previous unit, mark down
Instructions: student answers during activities, and finally note student
groups for the cumulative assignment. Students will also
Students will choose an event or person from 1896-1945. In be asked to be creative when thinking of answers for the
groups of 3, students will be expected to complete a media activities.
project which contains a large amount of information on the Both technology and creativity will be expected for the
chosen topic. Students will be allowed to choose one of four cumulative assignment.
options:
1) A website detailing the event or person
2) A “heritage minute” type video FORMATIVE - Assessment FOR learning:
3) An interview with a historical figure Students will be asked questions throughout the lesson.
4) A board game with historical trivia. These questions will inspire discussion on a teacher to
student basis as well as a student to student basis. These
Each group will be required to submit a written part with their questions will lead the students to understand how the
project. The written piece will match what they have done. For second phase of industrialization led to nationalism
example, if a student is recording a podcast, the script used for during this time in Canada and Quebec.
it will be submitted with the assignment. A list of board game
trivia questions will be supplied, etc. Students will be expected FORMATIVE - Assessment AS learning:
to provide the sources as to where they got their information. * Students will develop ideas acquired in class during the
See Appendix for the instruction sheet and rubrics the students first activity. They will be required to research and label
will receive. the uses for a given resource which is found across
Canada. In doing so, students will reflect on course
Conclusion: (5 minutes): content yet also develop new ideas which might have
The general goals for the lesson will be revisited and explained been overlooked or not mentioned during lecture times.
once again to students. While questions will have been
encouraged and answered throughout the lesson, students will SUMMATIVE - Assessment OF learning:
have one final chance to ask any questions about the lecture Student learning will be checked as the lesson continues
materials or the projects. through discussion questions, however the final
summative activity will act as a synthesis of the lesson’s
material. Students will demonstrate their understanding
by applying the day’s lesson to their personal lives,
drawing links from the second phase of industrialization to
the modern age,
Unit Plan and Rubric Assignment: Canada from 1896-1945 6
Lesson Two
Lesson Two will focus on the First World War and how it not only affected Canada domestically, but
the international implications as well. It will focus on Canada’s participation in a global conflict. The lesson
begins with a brief overview of the situation that began the war in Europe, but focuses primarily on the changes
that occurred in Canada while the war was taking place. The overarching theme of this lesson is the nationalist
fervor that the war created and how Canada, despite being forced into war through colonial ties with Great
Britain, used the conflict to achieve international recognition. It will examine how the country departed from
imperialism and how the people of Canada began to embrace Canadian nationalism. Students will apply the
knowledge gained in a cross curricular activity with geography, as well as a class wide debate.
Subject
Topic of lesson: First World War History
Area:
Nationalisms and the Autonomy of Canada (1896-
Grade level: Secondary 4 or Grade 10 Unit:
1945)
How did the First World War propel Canada onto
The preservation of Québec’s the world stage?
particular language-related and How could it simultaneously place Canada is a
cultural features at a time when Essential negative light?
Big Idea:
Canada’s political, economic Questions:
and socio-cultural autonomy How did the First World War help bolster
was being redefined Canadian nationalism? How did it move the
country towards liberalism?
Explanation: During discussion
portions of the class, students
are expected to answer and
debate questions as well as
offer new solutions to questions
already established by their
classmates. They will have to
justify their responses or trains
Students will learn about the first major global
of thought.
conflict, the First World War, from the Canadian
Understandings: Application: Students will be Relevance:
and Quebecois perspective.
required to self-assess through
group work. They will be given
the information required to fill
in their maps, but will be
required to extrapolate on this
topic in pairs by using lesson
content.
Empathy: During the debate
activity, students will be
Unit Plan and Rubric Assignment: Canada from 1896-1945 7
required to consider the various
perspectives being brought
into the discussion. These
different views might help to
reinforce or alter various
students’ views.
Measures Act was passed which adapted the develop their own idea of citizenship by analyzing the social
country for wartime by allowing the government phenomenon of nationalism from 1896 to 1945 within the context
to maintain security and order during war. of the First World War
Canadian citizens backed the Victory Load Media Literacy. This lesson is attached to media literacy because
campaign which raised huge sums of money for of the expansive project they are expected to complete at the end
the war effort. The wheat, timber and munitions of the unit. Students will need to understand and use various
industries exported huge amounts as well. forms of media and creativity to produce a satisfactory final
Conscription was a major issue in French Canada. product. Students will also be interacting with a drawn form of
Borden decreed a law in 1917 which forced all media during an activity.
able-bodied bachelor or widowed men to enlist.
English vs French Canadian sentiment as the Differentiated Instruction:
French were not interested in conscription, they Students will be given ample time to write notes on important
were “quitters” class definitions and concepts. All crucial information will be
written on the PowerPoint and before moving on the teacher will
Debate (15 minutes): check with the class if the material is done being copied down.
Students will now engage in a debate or Teachers will check for understanding throughout the lesson by
discussion style activity. Half of the class will asking the students if they have any questions about class
discuss together and formulate arguments in content.
favour of conscription, the other half will be
against conscription. After arguments are written Student on the spectrum: This student will be seated with a
down and discussed, they will be presented in a specific aide who is meant to help the student take notes, pay
debate style activity. Overall, this activity is meant attention in class, and act as a guide during group activities.
to mimic a debate which may have taken place During group activities, this student will be given the option to
during the conscription crisis. At the end of the work with the aide or can be placed in a group, this is the
activity, students will return to their seats and student’s decision. During the class debate, this student may
arguments will be recapped on the board. It will participate in forming arguments and may present arguments for
allow students to see both sides of this debate his side, but is not forced to and may work separately with their
through critical discourse. aide to formulate their own arguments.
Break: (3 minutes): Student with ADD: During lecture portions, this student will be
Students can stand up and stretch, take a break. paid special attention to ensure that they are copying notes and
paying as much attention as they can to the class instructions and
information. During breaks, the teacher will check in with the
Lecture (15 Minutes): student and make sure that any questions they have are answered
War effort of men and women and that enough information is copied down in note form.
The overseas efforts of volunteers are obvious but
there were other efforts made by men and Student with Dyslexia: During lecture portions, when students are
women across the country. Women enlisted in expected to take notes, important keywords and concepts will be
the war effort and served across seas. Canada’s repeated and stressed for students to write them down. More
industries supplied the war effort and they were importantly, these definitions will appear on the PowerPoint
worked on by citizens. Many women took up the presentation to aid this student to copy notes. Finally, if the
jobs previously held by men while they went off student requires another set of handwritten notes to copy, the
to fight in the war. The vote was given to soldiers' teacher will offer their notes as a resource.
wives, mothers and sisters, as well as to women
serving in the armed forces. The entire country Further considerations:
was mobilized for war. Technology is a large part of the lesson as it will be used to not
only present lecture material, but also to present the lesson’s
League of Nations & Soldiers’ civil re- schedule, recap the previous unit, and mark down student
establishment arguments during the debate. Students will be required to think
Unit Plan and Rubric Assignment: Canada from 1896-1945 9
After the war was over, the League of Nations critically when debating to perform well.
was established. Question to the class: Just from This lesson features an activity which is cross-curricular with
the name, what do you think the League of Geography. Students will be asked to accurately, cooperatively,
Nations was? Follow up question, why is the plot a map.
League so important in this postwar time?
Canada was a full-fledged member of the
League, a worldwide recognition for the colonial FORMATIVE - Assessment FOR learning:
country of North America. The League itself was a Students will be asked various discussion questions throughout
concerted effort to work out future problems to the lesson. These questions will inspire discussion on a teacher to
avoid war, however the United States never student basis as well as a student to student basis. These
joined, and it was seen largely as a failure. questions will lead the students to consider the First World War
The department of soldiers’ civil re-establishment and how Canada’s actions in the conflict propelled it to
was established to help returning Canadian international recognition and away from imperialism.
servicemen acclimate to civilian life. They dealt
with soldiers who were wounded, developed FORMATIVE - Assessment AS learning:
mental conditions overseas, and other illnesses. Students will develop ideas acquired in class during the first
activity. They will be required to identify and label the various
European countries involved in the First World War. In doing so,
Allotted time for group presentations: (15 students will reflect on course content, experience cross-curricular
minutes) learning, and most importantly understand the origins for the
Students will now be given ample time to meet conflict which the day’s lesson is based around.
with groups once again for their group
presentations. They are expected to use the SUMMATIVE - Assessment OF learning:
allotted time to organize various roles for the Student learning will be checked as the lesson continues through
team, make final decisions based on their topic discussion questions, however the final summative activity will act
and medium used, and being planning their as a synthesis of the lesson’s material. Students will demonstrate
project. The teacher will be available to answer their understanding by taking lecture material and applying it to
questions. the debate format. Students are expected to make meaningful
connections between what was learned in class and their given
Conclusion: (5 minutes): side of the debate.
Students will be reminded of the topic and
essential themes for the day’s lesson. Questions
will be answered, and notes clarified.
Lesson Three
Lesson Three will focus on The Great Depression and how it affected Canada. The students will be
assessed at the beginning of class to see what prior knowledge they have on the subject. This lesson will focus
on the social and economic aspects of the Great Depression because in the next class we will be doing an in-
depth examination of the Statute of Westminster, therefore we will cover politics very briefly in this lesson but
let the students know that they will be coming back to it next class. The lesson will use a lot of photographs and
Unit Plan and Rubric Assignment: Canada from 1896-1945 10
newspaper headlines to demonstrate to the students just how quickly things can change. Photographs of places
that they know will also be used so they can understand that what happened in the 1930’s is not in the distant
past, but something that can still be relevant to their lives today.
come up with descriptions of each photograph in their assigned seating group.
The students will have one minute per photograph to come up with as many History Competency 1:
descriptions as possible. Characterizes the period of The
After the allotted time has passed, students will then share their groups answers Great Depression
with the class. Students will be able explain the
The teacher will close the activity by explaining the photographs and what they socioeconomic climate of the late
were about. 1920s and 1930s. They will
understand that the
Brain Break (2 minutes):
Allow students time to get up and stretch History Competency 2: Interprets
the social phenomena of The Great
Depression.
Lecture: (20 minutes): Students will be able to understand
The teacher will begin a lecture on The Great Depression. the different aspects of the Great
The lecture will begin by asking the students to think back to last class when they Depression
discussed the beginning of the women’s movement. The teacher will ask the class
to think of some words that characterise the 1920s. Students will put up their
hands and answer with the words that they come up with. Student will know (learning
The teacher will relate the themes that the students come up to the lecture objectives):
Students will know the causes of
The lecture will cover the following topics. Throughout the lecture the teacher will the Great Depression
check for understanding by asking students questions. The teacher will pause Students will know the
every few minutes to make sure the students are absorbing the material and will consequences of the Great
not lecture for more than 5 minutes without walking around and asking a question Depression in Canada
to either a student or a group. Students will understand (learning
• The stock market crash of 1929 objectives):
o Causes
o What happened on Oct 29th, 1929 (Black Tuesday) The causes of the Great
• Socio-economic consequences of the Stock Market Crash Depression
o Job loss in Canada (unemployment was at 27% at the peak in
1933. Prairies hit the hardest with wheat falling the most. Students will understand how the
o Which industries were affected the most (40% GDP loss. Explain Great Depression effected the
what GDP means and how this affected the jobs.) people of Canada.
o Total national income fell 55% so people were making 55% less
than they were in 1929 and prices of goods did not change to Cross Curricular Competencies:
reflect this. Many families left hungry
o Reused everything. Chicken feed dresses, repaired what they Communicates Appropriately
could. Every dollar was precious. Families moved together to Students will use the appropriate
where the work was. Women played prominent part. Defied the historical terms and ideas when
Catholic Church and used contraception. discussing the time period. They
• What did Canada do about it? will express their ideas clearly and
o Federal Measures: Restriction on Immigration (1930), respectfully in class.
unemployment insurance.
o Westminster Act 1931, (Explain this briefly and let the students Uses Information
know that we will be returning to it next class) Students will use the information
o Provincial measures (relief centers set up, jobs to married men they learned about the Great
etc.) Depression in Canada in order to
• How did it end? have a discussion about its causes
o Recovery began in 1937, Canada fully recovered in 1939. and consequences.
Unit Plan and Rubric Assignment: Canada from 1896-1945 12
The teacher will then circulate to the other groups to check on how they are doing The aide will have a copy of the
with their projects. teachers lecture notes if the
student needs to get up at any
Close (5 minutes): time during the lecture. They will
also a copy of the PowerPoint
The teacher will ask if the students have any final questions regarding their project slides they need to spend longer
or the class. The teacher will remind them of the due date. on a slide. The teacher will ensure
that the student understands the
The teacher will close the class by reiterating the most important parts of the Great Depression Activity, if the
lesson. The teacher will remind the class that what happened in the 1930s has student does not want to
happened again in 2008, though not as severe. participate then they can write or
tell their aide about what they think
life would be like in the 1930’s.
The student can participate in the
discussion with their group if they
want to. If the student does not
want to participate in the group
discussion then they can answer
the questions on their own.
will ensure that someone else in
the student’s group records the
answers and that they are able to
relay the information to the student
verbally so that they will be able to
grasp as much information as
possible.
FORMATIVE - Assessment AS
learning:
Students will be able to discuss
what they think is the most
important cause and consequence
of the Great Depression. The
teacher will be able to see which
concepts they grasped the most.
SUMMATIVE - Assessment OF
learning:
The questions that they work on in
their groups will demonstrate if
they have grasped the central
concept of the lesson. The
students will have to critically
analyze the information and come
to their own conclusion.
Lesson Four
Lesson four will focus on the Political climate of the 1930’s. It will examine the Statute of Westminster
of 1931. Students will understand the socio-economic climate of the 1930’s due to their last lesson, now they
will be focusing on the political climate. Students will understand the causes of the Statute of Westminster and
Unit Plan and Rubric Assignment: Canada from 1896-1945 16
why it was so important to Canada. The teacher will also make it very clear that the Statute of Westminster is
not the same as Confederation. The discussion and values continuum activity will allow students to apply the
knowledge that they gained through the lecture. They will have to use critical thinking to back up their ideas
and arguments.
independent nation today, but this was not always the case. Use as a of Westminster, and the consequences that
lead in to the lecture. followed.
Ask students if there are any questions before moving on. Competency 2: Interprets the social
phenomena of nationalisms and the
Lecture (14 minutes): autonomy of Canada.
Teacher will briefly go over the events leading up to the Statute of Students will examine the effects of the
Westminster in 1931, such as growing Canadian independence in the Statute of Westminster and Canadian
signing of treaties with the United States, the establishment of a autonomy on the political status of Canada, as
Canadian Embassy in Washington, and the refusal to commit to the well as the lives of all Canadian. They will be
assistance of the British occupation of Turkey without the approval of paying special attention to the statute’s
Parliament in Ottawa. effects on nationalist sentiments and the
Introduce the Statute of Westminster (December 11, 1931). Explain socio-economic changes that came about
what the Statute of Westminster was and what it did. Outline what with Canadian autonomy from Great Britain.
Canada’s status was within the British Empire before the Statute, and Student will know (learning objectives):
what it became after the Statute. Explain what changes occurred within Students will learn about the Statute of
Canadian government as a result of the Statute, and take a look at what Westminster and what this meant for Canada.
did not change. They will learn about causes and
**Clearly explain to the students what the difference is between consequences of the Statute of Westminster
Confederation (1867), which gave Canada the right to self-govern, and and Canadian autonomy.
the Statute of Westminster (1931), which gave Canada full legal Students will understand (learning objectives):
autonomy (with some exceptions that will be discussed). Students will understand how Canada’s status
as a nation was affected after the Statute of
Brain Break (1 minute) Westminster. They will also understand that
Allow students a brief time to stretch and refocus Canadian autonomy had profound socio-
political and economic effects, as well as
Class Discussion (10 minutes): contributing to a rising sense of nationalism
Teacher will moderate a class discussion around the question: “What within Canada.
were some of the consequences for Canada (at home) after the Statute Students will understand that while the
of Westminster?” language of nationalism and Canadian
Students will discuss as a class what kinds of consequences and changes autonomy gives a sense of progress and
they think occurred after Canada gained its legal independence from positivity for the future of Canada, it is
Great Britain. important to realize that when looked at from
many other perspectives this is not necessarily
Lecture (15 minutes): the case for all Canadian. Minority groups
After the break, the teacher will continue to lecture on what the Statute were still marginalized, even as the rhetoric of
of Westminster meant for Canada as a nation and for Canadian. nationalism pushed the concept of unity and
The class will look at some of the socio-economic changes that occurred nationhood.
within Canada as an independent nation, including the emergence of Cross Curricular Competencies:
mass culture and urbanization. We will look at the effects of the Statute Uses information
on Canadian nationalism, and discuss that while the language of Students will use the historical information
Canadian autonomy and nationalism seems progressive and positive, it and context provided in class to interpret the
depends on the perspective taken. This will lead into brief introduction phenomena of Nationalism and Canadian
on how some of these issues are affecting women, indigenous people, autonomy in the 1930s.
African Canadians and other minority groups within Canada (topics to They will use this information to understand
be explored in depth in their own lessons later in the unit). the causes and consequences relating to the
Statute of Westminster and what these
consequences looked like depending on the
Activity (15 minutes): perspective taken.
Issues/values continuum Exercises Critical Judgment
Unit Plan and Rubric Assignment: Canada from 1896-1945 18
In order to assess whether the learning objectives for the lesson have Students will use critical thinking and
been met, students will participate in an issues/values continuum about perspectives to analyze Canadian nationalism
the Statute of Westminster and Canada’s new autonomy. A continuum as well as a growing Canadian identity in the
will be drawn on the blackboard/smartboard and students will be asked 1930s, and whether the seemingly inclusive
to place themselves along this continuum (Strongly agree, agree, language of nationalism actually excluded
neutral, disagree, strongly agree) in response to the question: certain groups.
“Did all Canadian benefit from the strengthening of a Canadian national Broad Areas of Learning:
identity after the Statute of Westminster?” Citizenship & Community Life
In groups of 5-6, students will come up to the front of the class and As future citizens, students will be learning
place themselves along the continuum. Students at the extreme ends of about the events that led to the autonomy of
the continuum will be asked to explain their position. If any student is Canada from Great Britain, and the socio-
swayed by their classmate’s explanation, they may change their position political and economic phenomena that have
as well, but they must explain the reason for the switch. made Canada what it is today on the
domestic and world stages. Students will
Close (10 minutes): understand how our modern Canadian
Teacher will end the lesson by leading a small class discussion in which government, and Canadian nationalism derive
the students will talk about the historical significance of the Statute of from the profound changes in this period.
Westminster and the autonomy of Canada. They will discuss what Differentiated Instruction:
autonomy meant for Canada moving forward and why we care about Autism: A schedule of the day’s events to
this today. The teacher will make closing remarks drawing a comparison facilitate transition from one activity to
between the status of Canada of the 1930s and that of Canada of another. The teacher will read the schedule
today, touching on the significance of this lesson for students as current out loud to make it easier to understand.
citizens of Canada. The teacher will ensure that the student’s
integration aide has access to a schedule of
the day and all the material before class so
that they can prepare accordingly.
Student can participate in his or her own
version of the first discussion with their
integration aide. Finally, the integration aide
can help them to participate in the continuum
if they choose, by posing a less abstract
question for them to answer. If the student
wishes to work alone, the aide can help them
do a short-written response to the question
on a worksheet provided.
In any and all cases, this student will be given
more time to complete the class activities and
they will be given leave to work in the
resource room should they wish it.
ADD: A schedule of the day’s events to
facilitate transition from one activity to
another, this way it will be easier to focus. The
teacher will read this out loud so that it is
clear.
The teacher will incorporate audio-visual
material into the lesson to keep things
interesting, and to ensure that concepts and
themes are understood.
Dyslexia:
Unit Plan and Rubric Assignment: Canada from 1896-1945 19
: A schedule of the day’s events to facilitate
transition from one activity to another, this
way it will be easier to focus. The teacher will
read this out loud so that it is clear.
The teacher will incorporate audio-visual
material into the lesson to keep things
interesting, and to ensure that concepts and
themes are understood. Any important
concepts will be illustrated so that the student
will not have too much to read. The teacher
will also say important words out loud,
followed by an explanation, to ensure that the
student understands.
The teacher will also provide a handout to the
class with important definitions, themes and
concepts at the beginning of the class to
ensure that the student has plenty of time to
read it.
Further considerations:
The teacher will incorporate audio-visual
material as well as written material to appeal
to verbal, auditory and visual learners. The
continuum activity will also appeal to
kinaesthetic learners.
Both the continuum activity and the final
discussion on historical significance and
relevance are designed to encourage
reflection and higher-order thinking in the
students. They will need to apply the
concepts they have learned in class in a more
abstract way.
must explain why they find themselves taking
this particular position. If they switch their
position after being persuaded by a
classmate’s argument, then they will have to
explain and reflect on the reason for their
switch.
SUMMATIVE - Assessment OF learning:
Students will do some further digging and
reflection by discussing the significance of the
Statute of Westminster and Canadian
autonomy and their relevance today. Students
will have to apply the themes and information
discussed in class to a discussion that
promotes higher-order thinking. This will give
the teacher and indication as to whether the
learning objectives for the lesson have been
met.
Lesson Five
Lesson Five will focus on Canada in the Second World War. The lesson will allow students to connect
the Statute of Westminster that they learned about in the previous class, with Canada in the Second World War.
The lesson will focus on the Homefront of the war, but will touch on some important battles that Canada fought.
The students will be able to watch a video that shows the different perspectives on joining the war effort. The
video will also allow the students the situate themselves within the time period and to see why people would be
for or against the war. The first lecture will touch on the reasons why Canada chose to go to war after Great
Britain and France. The students will then have to use critical thinking to answer some questions in their groups
about the lecture. The second part of the lecture will focus on the war itself, that way students are able to
separate the causes from the actual event. The propaganda poster activity will allow students to use their
knowledge and put it into action. They will be able to do something creative and still be using a concept that
The Second
Topic of lesson: Subject Area: History of Quebec and Canada
World War
Nationalisms and the Autonomy of Canada
Grade level: 10, Secondary IV Unit:
(1896-1945)
Big Idea: Canada’s first war Essential 1. How did Canada’s independence from Great
Unit Plan and Rubric Assignment: Canada from 1896-1945 21
as an Questions: Britain affect its participation in WWII?
autonomous 2. How was Canada’s status in the British Empire
nation affected by independence?
3. What were the contributions of marginalized
groups to the war effort?
For the first time Canada was faced with making the
decision to go to war. The second world war helped to
solidify Canadian nationalism and Canada’s position as
Explanation,
an independent nation.
Interpretation,
Understandings: Relevance: Canada’s contribution to victory during World War II is
Empathy &
often discussed, but the contributions of marginalized
Perspective
groups (women, indigenous peoples, African
Canadians) are often overlooked. Their contributions
were just as important to the war effort.
Learning activities: Resources Required:
Computer and projector/smartboard for presentation
Lesson Sequence of short video at the beginning of class. This
equipment will also be needed for the delivery of the
Welcome (6 minutes): lecture material through a PowerPoint presentation.
The teacher welcomes the students back to class. Brief recap of The teacher will hand out sheets of paper for each
the previous lesson, and some time for brief questions to group during the Buzz Group activity so that they may
ensure that the students are on track. There will also be a brief create their lists.
check in with the project groups to see how the project is For the propaganda poster activity, the teacher will
progressing. Students should be near the completion of the provide handouts, which include a propaganda poster
project at this point. as well as an information sheet on the group’s
assigned historical perspective.
Hook (7 minutes): QEP Subject Area Competencies
Show students video (5:29) about Canada’s decision to join the Competency 1: Characterizes the period of 1896-
War effort on its own terms as a segway into the lecture. 1945.
https://www.youtube.com/watch?v=PqhdrIQYVXo Students will be characterizing this historical period
Ask if there are any questions before moving on to the lecture. through the study of Canada’s first international
conflict as an independent nation, as well as the
Lecture (15 minutes): decisions and phenomena that influenced Canada’s
Teacher will talk about Canada’s status within the British path to war.
Commonwealth, and how the desire to be independent of Competency 2: Interprets the social phenomena of
Great Britain influence MacKenzie King’s decision to declare nationalisms and the autonomy of Canada.
war after Britain and France. Students will be considering Canada’s contribution to
The teacher will discuss how Canada was unprepared to face a World War II, both at home and on the front, through
conflict of this magnitude with very little troops – emphasize the exploration multiple perspectives and the
that this is the first war Canada fought as an independent Canadian people’s response to war. Social
nation. phenomena to be explored include nationalist
Talk about how nationalist sentiments encouraged Canadian to sentiments, pro-war and anti-war movements within
sign up for the army. “It was the thing to do” and people Canada and Quebec, as well as the contributions of
rallied around the flag. marginalized groups to the war effort.
Student will know (learning objectives):
Buzz Groups (7 minutes): Students will learn about Canada’s status in the British
In groups of 4-5, students will be asked to consider and discuss empire on the eve of war and how this affected
the question: “Canada was not prepared for a large conflict. If Canada’s decision to go to war.
Unit Plan and Rubric Assignment: Canada from 1896-1945 22
you were Prime Minister MacKenzie King, would you have sent Students will learn that nationalism played a large part
Canadians to fight in World War II?”. As a group, they will take in recruitment efforts, and that there were also some
a position and come up with 3- 5 reasons supporting their anti-war sentiments despite high enlistment numbers.
answer. Teacher will make it clear that answers do not Students will learn about Canada’s contributions to
necessarily have to be “yes” or “no”, but they must still be the war effort at home and on the front, as well as the
rationalized. contributions of marginalized groups to the war effort.
Each group will choose a spokesperson to share their answer Students will understand (learning objectives):
and at least of their reasons with the class, and each group will Students will understand that Canada’s status as a
hand in their list to the teacher at the end of class. newly minted independent nation made it unprepared
to face such a large international conflict.
Lecture (15 minutes): Students will understand that despite a rise in
The teacher will discuss Canada’s contributions to the war effort nationalist sentiments and the strengthening of a
(on the front and at home, as well as nationalist sentiments that Canadian identity during the war, many marginalized
fuelled support for the war effort, including state propaganda. groups (women, indigenous people, African
The class will also look at pacifist movements within Canada, as Canadians, Asian Canadians) were excluded from this
well as the response to the war in Quebec (especially after the rhetoric despite their invaluable contributions to the
WWI conscription crisis). war effort.
Here the teacher will also discuss the contributions of Finally, students will understand that parallels can be
indigenous peoples, women, African Canadians and other drawn between the Canada of the 1940s and today.
marginalized groups, to the war effort. The class will explore Cross Curricular Competencies:
how indigenous and African Canadian soldiers were treated in Uses Information
the Canadian army. Mention that unlike in previous Students will use information and context in order to
wars/conflicts, there were no segregated battalions in the make interpretations about Canada’s decision to go to
Canadian army during World War II. war and its contribution to the war effort.
Exercises Critical Judgment
Brain Break (2 minutes): Students will exercise critical judgement when learning
Students can stretch and refocus about and analyzing Canadian nationalist sentiments
and narratives of progress during the war, especially
Propaganda Poster Activity (16 minutes): since these tend to be exclusive.
Students will be broken up into small groups for this next Broad Areas of Learning:
activity. Each group will be given a Canadian World War II Citizenship & Community Life
propaganda poster (examples include war recruitment posters, Students will develop this competency as they
support for the war effort, rationing, etc…) to analyze. Each examine a seminal conflict in Canada’s history as an
group will also be assigned a perspective from which to analyze independent nation, as well as the nationalism and
their propaganda poster (ex. a woman, an indigenous person, sense of a Canadian identity that emerged from this
an African Canadian person, a French Canadian person). time period.
Each group will have to analyze their poster using the following Media Literacy
questions, which will be up on the projector/smartboard: Students will be developing this competency through
- From what perspective are you analyzing your propaganda the examination of propaganda. As a result, they will
poster? be honing their analytic and critical thinking skills in
- What is your propaganda poster’s message? regard to how media is produced and what it is
- Does the poster include/exclude your group’s historical produced for.
perspective? How? Differentiated Instruction:
- How does your assigned perspective affect the message of Autism: A schedule of the day’s events will be put up
the propaganda poster? Does the message change depending on the projector/smartboard and read out loud so as
on your perspective? to ensure a smooth transition for each activity. This is
Each group will then choose a spokesperson to share their also helpful in establishing a sense of routine.
poster with the class and explain how the perspective they The student’s integration aide will be given all
were assigned shaped their analysis of the poster. materials as well as a hand out with important
Unit Plan and Rubric Assignment: Canada from 1896-1945 23
concepts, definitions and themes before class. This will
Close (10 minutes): help to ensure that the student can participate in the
Finish the lesson with a recap of some of the important themes class activities as much as possible.
of the lesson. Ask the students whether things have really The student will be given the choice to work
changed in modern conflicts that Canada is involved in. Does individually or in a group with their peers. If the
Nationalism still play a part in why Canadians go to war? Do student chooses to work individually, they will be
they think that African Canadians, indigenous peoples and given a modified version of the activity to complete
women still face barriers to joining the army and serving their with their integration aid. If they wish to participate in
country? a group, they will be paired with strong students who
Finish up the lesson with a quick reminder that final group can help them.
projects and presentations are in two classes. In any and all cases, this student will be given more
time to complete the class activities and they will be
given leave to work in the resource room should they
wish it.
ADD:
For this student, a schedule of the day’s activities (to
be read out loud and shown on the board) will also be
beneficial in establishing a routine and helping to
keep the student on task.
For the group activities, this student will be placed in a
group with strong students who can help to keep
them focused on the activity.
Audio-visual material will be presented throughout the
lecture in order to captivate and engage students.
Dyslexia:
To help the student with dyslexia, the teacher will
write out, illustrate and orally explain any important
definitions/concepts/themes throughout the lesson.
The class will also be given a handout with these core
elements of the lesson at the beginning of the class in
order to give the student with dyslexia time to read.
This student will be placed in a group with peers that
are willing to help them with the reading/writing
portions of the activity to make sure they understand
and grasp the material.
In any and all cases, this student will be given more
time to complete the class activities.
Further considerations:
The incorporation of audio-visual material as well as
written components in the lesson will appeal to
auditory, visual, and verbal learning styles.
The close of the lesson asks students to consider the
significance of the topic covered and whether there
are any parallels between the past and today. This is
designed to encourage higher-order thinking as
students apply the concepts and knowledge of the
lesson to more abstract modes of thought.
Unit Plan and Rubric Assignment: Canada from 1896-1945 24
FORMATIVE - Assessment FOR learning:
The buzz group activity will be used to gage the
students’ level of knowledge of Canada’s involvement
of World War II and whether they have retained any of
the material from previous lessons on Canadian
autonomy. This activity will also expose them to the
idea that there are different ways of approaching a
problem or question, especially when that question
has no simple answer.
FORMATIVE - Assessment AS learning:
The buzz group activity will also provide students with
an opportunity to reflect on the way they approached
the central question in relation to the ideas
volunteered by their peers. Exposure to different
perspectives may perhaps result in students
discovering ways of thinking or information that they
had never considered before.
The list, which will be handed in to the teacher at the
end of class, will be used to assess how the students
are learning and engaging with the class material. The
teacher will have some idea at this point whether the
learning objectives are being met.
SUMMATIVE - Assessment OF learning:
The Propaganda poster activity will provide the
teacher with a sense of whether the students have met
the learning objectives for this lesson, and whether
they have the ability to engage with and apply the
themes of the lesson using the historical method. The
use of perspective and themes will be useful for their
final unit project.
Lesson Six
Now that students have gained insight into the various social, political, and economic changes of this
historical period, the next two lessons will focus the experience of disenfranchised groups during this time. This
lesson delves into the subject of women in the historical period at hand. It frames women as a disenfranchised
group, who are denied full participation in society by virtue of their gender. Rather than being victims to a
repressive situation, women are presented as active historical actors fighting for change, with particular
emphasis the Quebec and Canadian feminist movements and the issue of suffrage. Attention is also paid to
women’s particular socioeconomic status and role in society, with for example their role as a cheap labor force
Unit Plan and Rubric Assignment: Canada from 1896-1945 25
during industrialization. Students will get the chance to actively participate in the concepts and content covered
Big Idea: The inclusive language of Essential 1) How did the historical socio-economic and
nationalism benefits some while Questions political context affect the women’s
excluding others movement?
2) Historically, what effects did the women’s
movement have on women, and on society in
general?
3) Historically, what strategies did activists
mobilize to achieve their goals?
Understandings: Perspective (take perspective of Relevance This lesson is relevant to students, in that it is
women during a period of change empowering to female-identifying students to
and the push for women’s rights) learn about how women before them fought
Interpretation (interpret historical for and achieved rights that they now enjoy
context, events, and significant and have since built upon. Aside from this, it is
actors in terms of the women’s relevant for all students in terms of connecting
movement of this period) the prevalent activism of today to its historical
Explanation (explain historical roots, building up a sense of interest and
processes that influenced and led involvement in the struggles of the past and
to up to the women’s movement of present.
this perio )
Empathy (be able to appreciate the
struggles of women as a
disenfranchised group in this
historical period)
The teacher will show short video on the Canadian and Quebec QEP Subject Area Competencies
suffrage movement (https://www.youtube.com/watch?v=IEsxYGC9E-k_) Competency 1: Characterizes a period in the
- follow up with discussion on interesting points in the video, and history of Québec and Canada- Identify key
probe for students’ prior knowledge on this topic women, feminists, and suffragettes as
significant historical actors in the period of
Content overview (19 minutes): 1896-1945, identify key events and turning
-Explain lesson objectives, connect to previous day’s learning points for women in this period in a
-Present PowerPoint going over the significant events, historical figures, chronological manner.
and socio-economic and political dynamics at play during this period; Competency 2: Interprets a social
particularly, focus on growing liberalism in society and how women phenomenon- Describe the social
mobilized this rhetoric to demand their own rights and formed suffrage phenomenon of nationalisms and the
associations, how women were used as a cheap labor force during autonomy of Canada as it relates to the
industrialization, and the particular context of Quebec for the women’s societal context as the backdrop for women’s
movement where women were granted the right to vote a full 22 years rights
after they won the right to vote federally
Historical significance worksheet to be completed during PowerPoint: Student will know (learning objectives):
key terms, events, and people will be listed on the sheet with space for -be able to identify key historical actors in this
student to fill out key details, concepts, and relevant information on the period of women’s movement leaders,
historical significance for each section. feminists, suffragettes, and other significant
figures
Brain Break (2 minutes): -identify key women’s organizations fighting
Allow students to take a break and get ready for the next activity. for women’s rights during this period
-describe the rights that women during this
Primary source Investigation (20 minutes): period were fighting for, as well as the state of
Individually, students will be given a primary source written by one of women’s rights, status, and role in society for
the historical actors covered in the content overview portion of the the time
lesson. They will have 5 minutes to read their source, and then get in -explain how women were able to mobilize for
groups of 4 (with each student having a source written by a different change during this period
historical actor), they will share what they got out of the source, what
Students will understand (learning objectives):
the source says about the time period and the issues at hand etc.
-understand how the societal context of
Canada’s growing autonomy from Britain, the
Historical character charades (20 minutes): growing forms of nationalisms present, and
The teacher will distribute each student a sheet with a historical actor resulting societal changes of urbanization and
listed, with this person’s important life details and their significance to liberalization affected the women’s movement;
the women’s movement of this period. These historical actors will be correspondingly be able to explain how
chosen from the content overview portion of the lesson, so students Quebec’s particular socio-political context
already have some familiarity with them. Students will have 3 minutes affected the women’s movement in the
to go over their sheet and become familiar with it. The teacher will province
then split the class into two, and each group will play a game of -understand how the women’s movement
charades, and act out their historical character, with the modification influenced society in general, and for women’s
that they can talk. Students not acting will participate by asking situation specifically during this period of time
historically significant and probing questions to try and discover which in Quebec and Canada
historical actor is being portrayed.
Cross Curricular Competencies:
To not overwhelm students, some students will receive the same
-uses information in applying information
historical character as other students, so that the focus is on only the
learned to the activities and exit card
significant historical figures. To help avoid repeats of characters, the
-exercises critical judgement in taking a
class is split into two.
position based off of the content presented
Unit Plan and Rubric Assignment: Canada from 1896-1945 27
-uses creativity in how students decide to
portray the historical figure in the charades
Closing Activity (10 minutes) activity
-cooperates with others in working together in
Before leaving class, students will fill out an exit card, with the the activities
questions “How did women during this period mobilize for change?” -communicates appropriately in being able to
“What were women of this period fighting for, what changed as a result articulate information in the charades activity
of their efforts?” “How was the women’s movement distinct in
Quebec? Why was it different from the rest of Canada?” Broad Areas of Learning:
Based off student responses, the teacher will be able to gauge their This lesson will address the BAL’s of
levels of understanding, and the degree they were able to apply the Citizenship and Community Life by
information went over in class to the broad understandings that the encouraging students to consider
lesson wanted to convey with this lesson. Next lesson, the teacher will disenfranchised groups, thereby promoting a
be able to revisit their responses and address any misunderstanding sense of inclusive citizenship and responsibility
that came across, and follow-up with their insights and thoughts on the to the community.
questions. Students will also have to demonstrate that the UBD facets
Differentiated Instruction:
of understanding that they can explain concepts, interpret experiences,
Student on the spectrum: the integration aide`
and demonstrate the perspective of various historical actors.
will help significantly in making sure the
environment is not overly-stimulating, and the
teacher will provide them an outline of the
lesson at the start so that the student knows
what to expect. I will also warn the student
when transitions from one activity to another
are about to occur, and they will be permitted
to take breaks if they become over-stimulated.
They also will have the choice whether they
would like to act out a character for historical
charades, and if not, they may instead
participate by asking probing questions for
historical significance to other students acting.
Student with dyslexia, they will be given a
visual primary source instead of a written one
for the primary source investigation. They will
also be given the option of handing in their
exit card next class to account for the extra
time it may take them in writing out their
responses, and they will also be evaluated for
content and not spelling.
Student with ADD they will be seated in a
group at the front of the class, and the teacher
will engage them regularly throughout the
content overview portion of the lesson by
involving them in questions. For the primary
source investigation, they will be given a visual
source instead of textual one to aid in focus.
They will also have extra time to review the
historical character sheet, and will be
permitted to hand in the exit card next class.
Unit Plan and Rubric Assignment: Canada from 1896-1945 28
Further considerations:
-this lesson addresses multiple intelligences by
giving students opportunity to participate in a
bodily-kinesthetic activity of role playing a
historical figure, interpersonal in the two class
activities working with other students, visual-
spatial for those working with visual primary
sources in the primary source investigation
activity, and verbal-linguistic in the content
overview, primary source investigation, and
exit card activity.
Lesson Seven
Continuing on the theme of disenfranchised groups during this time, this lesson will delve into the issue
of the colonization of Indigenous peoples during this historical period. Students will gain a crucial
Unit Plan and Rubric Assignment: Canada from 1896-1945 29
understanding that while Canada and Quebec may have been making strides toward political independence and
economic development, this came with a corresponding push to colonize, contain, and assimilate Indigenous
peoples. Students will thus explore the crucial relationship between national development and colonization in
this lesson, through class activities that encourage reflection on this issue.
Big Idea: The inclusive language of Essential 1) How does being a settler-state affect how
nationalism benefits some while Questions Canada and Quebec treats the Indigenous
excluding others peoples within its borders?
2) What is the relationship between national
development and colonization?
Understandings: Perspective (look at the issue of Relevance This lesson is relevant to students, as
colonization from multiple students are aware that we are in an era of
perspectives) reconciliation. News stories are abound on
Interpretation (make sense of the inequalities and marginalization that
historical context and events) Indigenous peoples face, making it relevant
Explanation (explain the historical for students to delve into the historical roots
context and be able to take a of these issues.
position)
Empathy (be able to view the issue
of colonization from an Indigenous
POV)
came out of last lesson’s ticket out the door exercise. Competency 2: Interprets a social
Present a PowerPoint of the major policies in place, the phenomenon- Describe the societal context
legislation and rationale of assimilation, containment and of nationalism and the growing autonomy of
colonization underpinning these policies governing the lives of Canada as the backdrop for the colonization
Indigenous peoples during this period, the numbered treaties of Indigenous peoples
signed during this time, along with the Canadian socio-economic
and political developments that happened alongside these Student will know (learning objectives):
during the same time period. Also go over the residential school The policies and pieces of legislation in
system, and the particularities of colonization in Quebec ie. why place governing and regulating the lives
did Quebec not sign any treaties with any Indigenous nations Indigenous peoples during this period
• Historical significance worksheet to be completed during The key events, historical actors and
PowerPoint: key terms, events, and people will be listed on the Indigenous nations affected
sheet with space for student to fill out key details, concepts, and
relevant information on the historical significance for each section Students will understand (learning
objectives):
Sorting Activity (10 minutes): -understand how the context of Canada’s
Students split into groups of 3, are given a poster board, and a stack of growing autonomy from Britain affected
slips of paper that have various rights written on them (the right to go to Canadian colonization efforts of Indigenous
university, the right to go where you please, the right to vote, etc.- all of peoples in this period
which were curtailed by the Indian Act). Students must then place the -understand how the development of
slips of paper in the appropriate column of settler-Canadian man, settler- Canada came with corresponding efforts to
Canadian woman, Indigenous man, Indigenous woman, or both for the contain, assimilate, and colonize Indigenous
time period at hand. This will get student to reflect on discriminatory peoples
policies against Indigenous peoples, what these policies were used for,
Cross Curricular Competencies:
and their intersections with gender.
This lesson will address the CCC’s of:
-uses information in applying information
Debrief (5 minutes):
learned to the activities, and gathering
Discuss with the class what they came up with, their thoughts on the
information for the summative assessment
issues, see if they can draw any parallels to today. Students will also be
activity
encouraged to explore their own personal thoughts and feelings in this
-exercises critical judgement in being able to
debrief, given the modern-day relevance of this issue, and the personal
evaluate the content covered, take a
feelings of being upset, and/or confused that this may provoke for
position, and express that opinion
students.
-uses creativity in how they represent their
research in the summative assessment
Stretch Break (1 minute):
-uses information and communication
Students can get up and move around for one minute.
technologies in completing their research
using internet resources
Collective Group Reflection Exercise (modified send-a-problem) (15
-cooperates with others in working and
minutes):
collaborating with other students in the
In their seating groups of 4, students will discuss the prompt-“The
learning activities
prosperous city is inseparable from the impoverished reserve.” Students
-communicates appropriately in expressing
will collectively explore the significance of this quote, with historical
thoughts and ideas in group and class
evidence. The teacher will prompt students to think about how Canada
discussions
developing as a country, both in terms of political independence from
Britain, and economic development in terms of industrialization and
Unit Plan and Rubric Assignment: Canada from 1896-1945 31
urbanization came with corresponding efforts to further colonize Broad Areas of Learning:
Indigenous peoples. After discussing this for 5 minutes, as a group This lesson will address the BAL’s of
students will write a short response on a paper (one paper per group), Citizenship and Community Life by
and then each group will pass their paper to the group sitting clockwise encouraging students to consider
to them. Once each group passes their paper and receives a new one, disenfranchised groups, thereby promoting
they will respond to the what the other group has written by discussing it a sense of inclusive citizenship and
and keeping in mind the original question and quote, and then write responsibility to the community.
another response underneath the other groups on the same paper. All
the groups will then pass their paper off again, and this will continue for 4 Differentiated Instruction:
cycles. -for the student with dyslexia, for the
modified send-a-problem group reflection
Debrief (4 minutes): activity, this student may contribute orally
We will end off with a 5 minute class debrief of the insights and thoughts while other team members write out the
that came up in the exercise. responses. For the individual mini-research
project, the student may use videos and
visuals as sources for their research, and will
Independent research project with 2 choices (20 minutes) be aided with computer software for the
writing component. They also may have an
Option 1: A Day in the Life of Residential School: extension for handing it in, and will be
Students will have the opportunity to do some independent research on evaluated purely for content and not spelling
residential schools in Quebec, finding out when they opened, how many or grammar.
were in operation, how long they were run for, how many students they -for the student with ADD, they will be
educated, where the students were taken from, and what purpose these seated at the front of the class for the
schools served. Students will choose whether to write a short piece of content overview portion of the lesson, and I
writing, no more than two pages, to be handed in at the end of class will assist with any gaps in completing their
Option 2: A Day in the Life of a Reserve historical significance worksheet. Also, after
Students will research reserves in Quebec (of the time period at hand), explaining each activity to the class, I will
finding out when they were established, their populations, where they are check in with this student and repeat
located, what purpose they were established for, and what human rights directions as necessary. They will also be
restrictions and forms of control were placed on the people living on permitted to take breaks as needed, and will
them through the Indian Act. Again, students will answer in a one to two- benefit from the get up and stretch mini-
page piece of writing to be handed in at the end of class. breaks. For the mini-research project, they
will be permitted to use an alternate
In completing this assignment, students will be able to apply their workspace to help them focus, and have an
knowledge to a creative writing component, and evaluate the purpose of extension if needed for the assignment.
these institutions in terms of their historical significance in the -for the student on the autism spectrum, the
colonization of Indigenous Peoples. integration aid will help significantly in
making sure the environment is not overly-
stimulating, and I will provide them an
Close (3 minutes): outline of the lesson at the start so that the
student knows what to expect. I will also
The teacher will close the class by refocusing everyone and reminding warn the student when transitions from one
them that there are different perspectives to each of the big events that activity to another are about to occur, and
they have studied. The teacher will remind the students that their they will be permitted to take breaks if they
become over-stimulated.
Unit Plan and Rubric Assignment: Canada from 1896-1945 32
projects are due next class. Further considerations:
This lesson involves higher order thinking of
level 5, evaluate on Bloom’s Taxonomy. In
completing their research project, students
must compile information and then evaluate
it to come up with an argument to be
supported with evidence.
Lesson Eight
This class will be the final class in the unit. It will be the class where the students present their final projects.
There will be a variety of different mediums to engage the students. To ensure that the students are paying attention the
teacher will hand out a sheet at the beginning of the class that askes the students to pick three presentations and to explain
their favourite part of each. The three presentations should be of different mediums. This way a wide variety of
presentations will be examined by the students. They will have to hand in their feedback sheet to the teacher at the end of
class. This will keep the students engaged in the class and it can also allow the teacher to include some classmate
Subject
Topic of lesson: Presentations History
Area:
Nationalisms and the Autonomy of Canada
Grade level: Secondary 4, Grade 10 Unit:
(1896-1945)
What are the different presentations about?
How will the students contextualise Essential How do they contextualize and justify their
Big Idea:
their ideas? Questions: choices?
Resources Required:
Learning Activities • Student projects
• Computer and projector to show
Welcome (5 minutes) videos/podcasts/presentations
The teacher will welcome the students to class. They will explain that • An additional table in the classroom
today is presentation day. The presentations will be going in for students to demonstrate their
chronological order so the students will already know when board games
they will be going. The teacher will let the students know that
if they are not quiet and respectful during the presentations
they will lose marks from their own presentation. QEP Subject Area Competencies:
Competency 1: Characterizes the period of
Presentations (70 minutes): Quebec and Canadian History between 1896-
1945
The presentations will go in chronological order. The students will The students will be able to learn about the
have a maximum of 4 minutes for their presentation. The teacher will whole period that has been explored in this
allot 7 minutes per group to set up and to get ready. unit by listening and participating in other
For the board/trivia games, the teacher will allow the students to have student’s final projects.
ten minutes to present and to demonstrate their game. The teacher
will know beforehand how many games there will be and can arrange Competency 2: Interprets the social
the class appropriately. (ie ensure that two board games are not one phenomena of the period of history between
after the other so that the second group will have ample time to set 1896-1945
up) Using what they’ve learned in the unit,
Before each presentation the students are required to hand in the students will be able to critically analyze the
written component to the teacher. different periods discussed in the
In order to ensure that the students are engaged the teacher will hand presentations.
out a sheet that asks the students to write up which presentation was
their favoruite within the different mediums and why. Student will know (learning objectives):
The different topics covered in the unit and
Close (3 minutes) how each group used them in their
presentation.
The teacher will thank the students for their hard work. The teacher
will ask if there are any more questions regarding the unit. Students will understand (learning objectives):
Differentiated Instruction:
Student on the spectrum:
Unit Plan and Rubric Assignment: Canada from 1896-1945 35
Depending on which presentation format they
chose, if they needed more time to present
their group or they may take it. If the
presentations become too much for them,
they can take a break with their integration
aide.
Appendix
Students will choose an event or person from 1896-1945. In groups of 3, students will be expected to complete
a media project which contains information on the chosen topic. The presentations should be no longer than 5
minutes per group and no shorter than 3 minutes per group. Each group will hand in a written reflection about
their project that explains their process and includes their bibliography. The bibliography should include at least
5 outside sources, and be in Chicago Style Format.
The reflection should be two pages and should answer the following questions:
Why you chose your topic
Your process of putting your project together. (Let the teacher know how you made the video, did you have an
idea first, did you make a script then film it, did you think of a person then build around that etc.)
How you divided the work?
What you would change if you could do the project again?
Website or blog:
Students will have to produce a working website that details a person or event from the period of 1896-1945.
Students will be required to present the website/blog to the class, explaining why they chose the event or
person, what they decided to include on the website and why. The website/blog will explain the context of the
event or person, what they did that was significant or why the event was significant. It will include some
interesting facts. The group will be required to present a historical analysis of their event and person, which
means they will have to answer the following questions (as many as are applicable), who, what, where, when,
why, and how about their chosen topic.
Interview:
Students are required to produce a video interview with a historical figure or a video account of an event that
happened between 1896-1945. The students will have to contextualize their event, or person, by asking and
answering (as many as are applicable), who, what, where, when, why, and how. Students will be expected to
produce a script of the interview or event with their project.
Board Game:
For the board game the students will have to present the game, explain the rules and give the class an example
of how the game works. They can either show a video of them explaining and presenting it, or do it live in front
Unit Plan and Rubric Assignment: Canada from 1896-1945 37
of the class. If time permits, they may ask their classmates to participate in an example of how the game works.
In their presentation, students will be required to contextualise the event or person they chose and explain why
they chose it. In the written section for the board game, students will be asked to include all of their written
materials, ie questions and answers, trivia cards etc. The students will also have to answer as many of the
contextualising questions as possible. (who, what, where, when, why, and how).
Unit Plan and Rubric Assignment: Canada from 1896-1945 38
Final Project: Group Reflection and Bibliography
Teacher Name: Courtney Farquharson, Eva Kratochvil, Chelsea Matheson, Marco Pomenti
CATEGORY 4 3 2 1
Quality of Reflection The group has shown a The group has shown an The group has made an The group has made no
sophisticated ability to adequate ability to reflect effort to reflect upon their effort to reflect upon their
reflect upon their work upon their work. They work, although work, nor is any
and to justify their train of offer justification for their justification and justification for their
thought/ideas/decisions thoughts/ideas/decisions. discussion of their thoughts/ideas/decisions
offering solutions as to They single out areas for thoughts/ideas/decisions apparent. There is no
what they might improve improvement but do not is not as clear at times. reflection on what might
upon next time. offer solutions. There is no reflection be improved upon next
upon what might be time.
improved upon next time.
Vocabulary and Quality of vocabulary Quality of vocabulary is Quality of vocabulary is Quality of vocabulary is
Grammar very sophisticated. There sophisticated. There are satisfactory. There are unsatisfactory. There are
are no grammatical few grammatical errors in several minor many major grammatical
errors in the final group the final group reflection. grammatical errors errors present in the final
reflection. present in the final group group reflection.
reflection.
Differentiation:
• Autism: The reflection and bibliography can be written with the help of the student’s integration aide, if the
student wishes to work alone. There is also the option of “talking out” the reflection portion of the assignment
with the teacher if the student chooses to work alone and the writing proves difficult. If the student wishes to work
in a group with their peers, they will participate in the writing and conceptualizing of the reflection and
Unit Plan and Rubric Assignment: Canada from 1896-1945 39
bibliography with their classmates. This student’s use of vocabulary and grammar will be marked with more
leniencies, as will the other rubric categories.
• ADD: This student will be working with a group of his/her peers that can help them conceptualize and write the
reflection and bibliography elements of the final project. Special considerations will be made if the teacher hears
from the student’s group that they are having trouble staying on task. These considerations might include more
leniencies on the “quality of reflection” criteria of the rubric.
• Dyslexia: This student will be working with a group of his/her peers that can help them conceptualize and write
the reflection and bibliography elements of the final project. There will be a special leniency given to the student
with regards to the vocabulary and grammar portion of the rubric.
Unit Plan and Rubric Assignment: Canada from 1896-1945 40
Layout (4)The website or (3)The website or (2)The website or (1)The website or blog
blog has an blog has an attractive blog has a usable are cluttered looking
exceptionally & usable layout. It is layout, but may or confusing. It is
attractive & usable easy to locate all appear busy or often difficult to locate
layout. It is easy to important elements. unappealing. It is easy important elements.
locate all important to locate most of the
elements. important elements.
Spelling and (4) There are no (3) There are 1-3 (2) There are 4-5 (1) There are more
Grammar errors in spelling, errors in spelling, errors in spelling, than 5 errors in
punctuation or punctuation or punctuation or spelling, punctuation
grammar in the final grammar in the final grammar in the final or grammar in the final
draft of the Web site draft of the Web site draft of the Web site draft of the Web site
or blog. or blog. or blog. or blog.
Differentiation:
Student on the spectrum: The student may work with their integration aid on this assignment, and will have
the option of whether they would like to join a group or not. The student will also be marked primarily for
content, rather than spelling and grammar. The student may also have an extension on this assignment if
needed.
Unit Plan and Rubric Assignment: Canada from 1896-1945 41
Student with Dyslexia: The student will be marked for content, and not as heavily for spelling or grammar.
They may make a heavier use of visuals and videos on their website/blog with smaller portions of writing.
Student with ADD: The student will be given extra time to work on this assignment, and will be evaluated
more for content rather than spelling, grammar, or visual appeal and organization of their website/blog.
Unit Plan and Rubric Assignment: Canada from 1896-1945 42
“Heritage Minute” Video Presentation Rubric
Student Names:
CATEGORY 4 3 2 1
Historical All historical Almost all historical Most of the Very little of the
Accuracy information appeared to information appeared historical historical
be accurate and in to be accurate and in information was information was
chronological order. chronological order. accurate and in accurate and/or in
chronological chronological
order. order.
Props/Costume Student uses several Student uses 1-2 props Student uses 1-2 The student uses
props (could include that accurately fit the props which make no props OR the
costume) that accurately period, and make the the presentation props chosen
fit the period, show presentation better. better. detract from the
considerable presentation.
work/creativity and
make the presentation
better.
Originality Video shows a large Video shows some Uses other Uses other
amount of original original thought. Work people's ideas people's ideas,
thought. Ideas are shows new ideas and (giving them but does not give
creative and inventive. insights. credit), but there is them credit.
little evidence of
original thinking.
Unit Plan and Rubric Assignment: Canada from 1896-1945 43
Differentiation:
Student on the Spectrum: The student can work with their aide and do the project either with a group, or by
themselves. If the student does not want to wear a costume or is unable to wear a historical costume because
they do not like how it feels, they do not have to and their group will not be docked marks for it. If they can
come up with a creative solution to this problem then that will be noted and they could be rewarded in another
one of the categories such as originality. If they have some trouble with their lines and stumble over some
sentences their group will not be docked marks.
Student with Dyslexia: If the student has some trouble with their lines, their group will not be docked marks.
The teacher will inform the group in advance so that they are aware of this and the pressure is taken off of the
student for a “perfect” performance which may be difficult when reading and memorizing lines. This does not
mean that they can slack, the teacher will still expect a very good performance, but if they get overwhelmed and
flustered, they will not have to worry about doing twenty takes over and over again, getting more and more
frustrated.
Student with ADD: If the student has trouble remembering their lines and giving a smooth performance their
group will not be docked marks. Their group will be informed of this before they begin so that nobody feels
pressured. This does not mean that they can slack, the teacher will still expect a very good performance, but if
they get overwhelmed and flustered, they will not have to worry about doing twenty takes over and over again,
getting more and more frustrated. If during the filming the student needs to walk around and deliver their lines
even if it does not fit in with the historical context they are talking about, then they can do so.
Unit Plan and Rubric Assignment: Canada from 1896-1945 44
CATEGORY 4 3 2 1
Historical The group has chosen a clear The group’s historical The group has indicated a The group has not indicated a
Perspective/Point- historical perspective, which is perspective is apparent historical perspective, but clear historical perspective and
consistent throughout the and clear. There is a lack its connection to the there is no evidence of any
of-view presentation. A high level of of consistency at times. A project is unclear at times. historical perspective being
critical thinking is apparent in sufficient level of critical- There is a lack of used in the project.
the application of this thinking is apparent in the consistency and there is
historical perspective to the application of this minimal evidence of
project. historical perspective to critical-thinking when
the project applying this historical
perspective to the project.
Organization and The project flows in a clear For the most part, the The project has some The project lacks flow and
Coherence and organized manner that is project flows in a clear and disruptions to the flow and coherence, and is difficult to
easy to follow and very organized manner. There clarity. It is challenging to follow throughout. There is no
engaging. There is clear are a few disruptions in follow at times. There is evidence of pre-planning.
evidence of a high level of the flow of the final little evidence of pre-
pre-planning that surpasses presentation. There is planning.
expectation evidence of pre-planning.
Historical Abundant evidence of Satisfactory evidence of Rudimentary evidence No evidence of reflection on the
Significance thorough reflection on the reflection on the historical reflection on the historical historical significance of the
historical significance of the significance of the significance of the person/event chosen for the
person/event chosen for this person/event chosen for person/event chosen for project. Unsatisfactory.
project. Surpasses this project. Meets the project. Falls short of
expectations. expectations. expectations.
Video and Sound Video and sound quality is Video and sound quality is Video and sound quality is Video and sound quality is
Quality clear and surpasses clear. There are no major unclear at times, making generally unclear and below
expectations for this project. issues with audio-visual the presentation difficult to expectations for this project.
Includes elements that go presentation. follow. Some audio-visual The presentation is difficult to
beyond basic audio-visual difficulties are apparent. follow and there are many
presentation. problems with audio-visual
elements of presentation.
Vocabulary and Quality of vocabulary very Quality of vocabulary is Quality of vocabulary is Quality of vocabulary is
Grammar sophisticated. There are no sophisticated. There are satisfactory. There are unsatisfactory. There are many
grammatical errors in the final few grammatical errors in several minor grammatical major grammatical errors
script. the final script. errors present in the final present in the final script.
script.
Unit Plan and Rubric Assignment: Canada from 1896-1945 45
Differentiation:
• Student on the spectrum: This student will have more freedom on which topic they choose. If the
student does not want to work in a group, they will also have the option of presenting their historical
actor/event to the class and explaining why they chose this person/event as well as any questions they
might like to ask the person or things they would like to cover in the event if they were a journalist. This
will be done with the help of their integration aide. This student’s use of vocabulary and grammar will
be marked with more leniencies, as will the other rubric categories. There is also the option of
presenting only to the teacher if the student is uncomfortable with presenting to the class.
• Student with ADD: This student will be afforded more leniency in the organization and coherence
category of the rubric, and special considerations will be taken if the teacher hears from the student’s
group that they are having trouble staying on task, such as more leniency when marking the categories in
the rubric.
• Student with Dyslexia: This student will be afforded more leniencies in the vocabulary and grammar
section of the rubric.
Unit Plan and Rubric Assignment: Canada from 1896-1945 46
Marco Pomenti
CATEGORY 4 3 2 1
Knowledge All students in group were All students in the group Most students in the Several students in the
Gained well versed in game content could easily and correctly group could easily and group could NOT
and correctly state several state 1-2 facts about the correctly state 1-2 facts correctly state facts
facts about the topic used topic used for the game about the topic used for about the topic used
for the game without without looking at the the game without for the game without
looking at the game. game. looking at the game. looking at the game.
Accuracy of All trivia cards made for the All but 1-5 of the trivia All but 5-10 of the trivia Several trivia cards
Content game are correct and offer cards made for the game cards made for the game made for the game are
in-depth knowledge about are correct and all correct are correct. The correct not accurate. There is
the topic. ones offer in-depth trivia cards show little to no in-depth
knowledge about the attention by team knowledge about the
topic. members to in-depth topic present in the
knowledge about the trivia cards.
topic.
Rules Rules were written and Rules were written, but Rules were written, The rules were not
explained clearly enough one part of the game explanation was given, written. The verbal
that all could easily needed slightly more but people had some explanation lacked
participate. explanation. difficulty figuring out accuracy and was not
the game. clear.
Cooperative The group worked well The group generally The group worked well The group often did
work together with all members worked well together together with some not work well together,
contributing significant with almost all members members contributing and the game appeared
amounts of quality work. contributing some quality quality work. to be the work of only
work. 1-2 students in the
group.
Creativity The group put a lot of The group put some The group tried to make Little thought was put
thought into making the thought into making the the game interesting and into making the game
game interesting and fun to game interesting and fun fun, but some of the interesting or fun.
play as shown by creative to play by using textures, things made it harder to
questions and attractively fancy writing, and/or understand/enjoy the
colored or detailed game interesting characters. game.
board.
Unit Plan and Rubric Assignment: Canada from 1896-1945 47
Differentiation:
Student on the spectrum: This student will be allowed more freedom in choosing their topic. The child on the autism
spectrum will be allowed to either work alone, with help from the teacher and their aide, or in addition to a group of 3
(thus forming the only group of 4 in the class). The student will be allowed to specifically work with the teacher in
allotted times during lunch and after school if they so desire. Whether in a group or alone, an extension can be provided to
this student’s project deadline. The other group members of this student’s group, if in a group, will oversee planning
group meetings and will be asked to work with the student on the spectrum’s schedule. Finally, this student will be
marked with various leniencies in regard to the criteria on the rubric.
Student with ADHD: The teacher will grade this student with more leniency regarding organization and coherence of the
overall project. Group members will be told to report to the teacher if this student has any issues in doing their allotted
work for the group project. The teacher will also check-in at various times throughout the unit to evaluate the status of this
child’s group progress.
Student with dyslexia: This child will be afforded more leniencies when grammar or vocabulary is to be checked on.
Any instructions which are not clear from in-class explanations will be cleared up with the student afterwards.