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Developed

by: Matthew Bowes


Grade level: Grade 12 Canadian History 122
Lesson Length: 60 minutes.
Universal Design for
Learning
Representation

- Consider a wide range of
abilities, backgrounds, and
experiences of your
students when designing
activities and assignments.
- Post class overview/outline
for student framework.
- I actually plan to make an
electronic achieve.
- Whenever possible, tie
new concepts to prior
knowledge.
- Learning is participatory.
- Adopt a learning-
centered approach.
- Make learning relevant.
- Develop assessments
directly from outcomes.
- Considered quiz
alternatives.
- Monitor effectiveness of
instruction.
- Clear expectations and
feedback.

Action and Expression

- Set Goals that guide
instruction and assessment.
- Communicate high
expectations for all
students, while expressing
your willingness to provide
flexibility in how learning is
presented.
- Emphasize time on task.
Create assignments that
require students to practice
reviewing and applying
information.
- Help students determine
how they learn through

Outcomes

Unit 2: Outcome 2: Students will be able to
demonstrate an understanding of the manner in
which industrialization and urbanization
transformed Canada.

Unit 3: Outcome 2: Students will demonstrate
understanding of the increasing influence of the
various forces that promoted nationalism and
Continentalism in Canada during the 1920s, the
1930s, and 1940s.
Outcome 3: Students will demonstrate an
understanding of the causes and consequences
of the Great Depression on Canada following the
Stock Market Crash of 1929.

Unit 4: Outcome 1; Students will demonstrate an
understanding of the factors which allowed
Canada to play a significant role as a middle
power in the post-war years, and the manner in
which Canada exercised that role.
Outcome 2: Students will demonstrate an
understanding of the effect of globalization on
Canada and the Canadian response.
Unit 4.2: Outcome 3: Students will demonstrate
an understanding of the contemporary factors
that have shaped the social and cultural fabric of
the Canada we know today.

SWBAT (in student friendly terms): I will be able
to respond critically to both Bruce Hutchisons
novels, The Unknown Country and Tomorrows
Giant, highlighting their commentary on
Canadian development.

Assessment (formative/summative, self/peer)
What prior data is informing your instruction?

- This is one of the culminating classes on this
Canadian History 122 literature unit in which we
are analysing Canadas changing past through
the lens of one of its most accomplished
journalists and historians.
- Class has been looking at Canadian History
from a linear perspective. We have just finished

Required Materials, Tools


and Technology

- Hutchison, Bruce. The
unknown country, Canada
and her people. New York:
Coward-McCann, Inc, 1942.
Class Set
- Hutchison, Bruce. Canada:
tomorrow's giant. New York:
Knopf, 1957. Class Set
- Student supplied paper and
writing utensils


Special Concerns

- This would depend on
specific class compositions
and can be hard without
prior introduction to the
students.
- Use microphone system to
ensure the teacher is heard.
- Do not pair constant
chatters or off-topic students
together.
- Take into consideration
differing student abilities in
pairing situations.
- Appropriate heat levels.


Differentiation

Inclusion of most MIs:
- Linguistic: student-led
teaching.
- Intrapersonal: Personal
reflection on Hutchisons
writing.
- Interpersonal: Discussion
based activities.
- Logical: Students will think
critically about the changing
dynamics of Canada from

examining multiple
intelligences and learning
styles.
- Begin class with an
essential question that you
will address throughout the
class.
Capture students attention
to pique interest in the
topic.
- Allow students to work in
pairs or small groups.
- Give prompt ongoing and
formal feedback.

Engagement

- Invite students to speak to
you about learning
challenges they may have.
- Consider the career goals,
personal interests, and
values of students.
- Consider student diversity.
- Ensure in-class examples
are relevant.
- Consider recording classes
and posting them as
podcasts (I plan to).
- Create a welcoming
classroom environment.
- Encourage greater
cooperation and
collaboration between
students.
- Create some energy in
class.
- Share interest/enthusiasm
in the topic by citing
personal experiences,
research results, related
news, etc.
- Give prompt and ongoing
feedback to support
learning and self-
assessment.

covering Canadas involvement in the First


World War and I expect students to continue
with some of those themes from that unit as we
continue to pursue Canadas rich history.

What assessment strategies will measure the
learning from the outcomes?

- Assessment will be mostly formative as
observing and listening to student conversations
and the overall class discussion. I will be then
able to compare to student writing to gain a
better sense of their comprehension.
- Journals are used in Canadian History 122 to
monitor students overall connection and
understanding to the material.


Timeline / Elaboration
Before (APK)
5m

Focus Question: How has Canada developed as a
nation over the course of Unknown Country and
Tomorrows Giant through Hutchisons
viewfinder? What influences have lead to
Canadas development?

1. As we have been discussing, what is a travel
narrative?
2. What evens in the 1930s could have had
influence on Hutchisons view of Canada (The
Dirty Thirties)?
3. What do you think was the most important
even during the time period in question (Late
30s-late 50s) that would shape Canadas history?

During
50m
1. Paired Teaching (15 mins): This activity will
require student to be placed into peer pairs to
conduct a pair and share exercise. Student will
have approximately Seven minutes apiece to
provide their partner with a quick synopsis of
their reading as well as 5 key points of
importance that the reader felt helped shape
Hutchisons writing. For this activity encourage
student to create mind maps and to record
points on interest so they might participate in
the upcoming class discussion as well as have a
wide range of information to answer in students
personal reflections on the books (for marks).
This is not the first paired classwork we have
conducted this semester, students should be
well-prepared and ready to go.

interwar years to the boom


following WW2.
- Spatial: Use of maps, mind
maps.
- Naturalist: Some elements,
especially in Tomorrows
Giant.
- No SEPs noted.


In-Class Support

- Teacher will rotate around
the class making observations
and providing insights where
applicable (During paired
work)
- Teacher will facilitate
discussion/debate activity as
well as act as mediator.


Cross-curricular Connections

1. Canadian Literature 120:
- G.C.O. 1.0 Students
recognize and engage with a
wide range of Canadian
literary texts.
- G.C.O. 2.0 Students respond
personally and critically to a
range of Canadian literary
texts and express their own
voices as creators of
Canadian texts.
- G.C.O. 3.0 Students
demonstrate an
understanding of identity,
diversity, and voice as
portrayed in Canadian
literary texts.

2. English Language Arts:
- 1. Students will be expected
to speak and listen to
explore, extend, clarify, and
reflect on their thoughts,
ideas, feelings, and
experiences.
- 2. Students will be expected
to communicate information
and ideas effectively and
clearly, and to respond

C4U: Pair work, what is the task at hand?



2. Class Round Table book Reports (15 mins):
This is another activity to get all students
engaged with the two books while thinking
critically about the changes that are highlighted.
Suggest that students continue to take some
notes for their personal reflection paper on the
two books in activity 3. Conduct this activity like
a normal round table discussion. Try to engage
all students; as mediator prompt certain
students to speak-up. Students should be able
to take initiative to keep discussion going but at
the teacher provide cues to get the discussion
going in a direction to tackle all key areas of
focus, as seen below. Students should be
discussing the changes brought about by
modernity and Canada and how this is going to
affect the nations future. Are there hints of
Hutchisons changes that are still very visible
today in Canadian society? What is his changing
view of Canada before the war and after? Is it
almost romantic? Which Canadian province has
changed the most, and the least?
Areas of Focus: Transportation, quality of
life/social aspects, personalities, differences,
industry changes, post war transition, Canadas
place in the global community.

3. Personal Reflection Paper (20 mins): Students
will have the opportunity to start, and finish as
homework, their personal reflection on both
Hutchison books. Papers should contain
specifics from both books while containing
personal reflection and insights on the events
and places covered. Make sure to draw from
class discussion and peer notes. Ensure students
are aware that this reflection is due the next
class. Evaluation will be based off students
initial reaction to their book while also including
classmates insights on both books for a well-
rounded response paper.
C4U: Do students know what to do for this
assignment and that it is for homework?

Reflection Report: Reflect on Hutchisons
changed opinion and view of Canada as seen in
Unknown Giant and Tomorrows Country. In
your personal opinion what about Canada has
changed and what has stayed relatively
unchanged? Focus on everything, even his
mode of transportation, which differs drastically
in the two books.

personally and critically.


- 5. Students will be expected
to interpret, select, and
combine information, using a
variety of strategies,
resources, and technologies.
- 6. Students will be expected
to respond personally to a
range of texts


Reflection

This can be a great lesson
plan to use in ELA when
comparing the information
from two books. It
essentially allows the student
to read two books at the
price of one.


Students should use the book they read to
comment on the question above while pulling
from the secondary book and notes from their
peers. The goal of this class is to have students
familiar with both Hutchison books as they
provide a very unique and important view of
Canada bookending the Second World War.

Opportunity for individual/small group
instruction

- I plan to monitor student pairs as well as
general group discussion. Students will mostly
be teacher one another so this gives me the
opportunity to gauge comprehension and
overall learning.
- I will make myself available to any groups
requiring assistant and will help push those
conversations that seem to be lacking.
After
5m

Exit Ticket: Complete a journal entry focusing
on: What is the most important Canadian
development as highlighted in either of
Hutchisons books, in your opinion. What makes
it so important (Why did you chose it)?