Unit Plan and Rubric Assignment: Canada from 1896-1945

Courtney Farquharson, Eva Kratochvil, Chelsea Matheson, and Marco Pomenti

EDTL-601
Dr. Sabrina Jafralie
December 7th 2017
Unit Plan and Rubric Assignment: Canada from 1896-1945 1

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

the teacher feels they need it.

Unit Plan and Rubric Assignment: Canada from 1896-1945 2

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
Learning Activities.
Welcome (3 minutes):
Students will be greeted and welcomed to class. Before any
class material is shown, students will be shown a schedule for
the day.
Schedule:
• Introduction
• Lecture
• Activity
• Group Project explanation
• Time to work on group project
Introduction (7 minutes):
The teacher will introduce the new unit, nationalisms and the
Autonomy of Canada (1896-1945). The class will begin with a
recap of the most important points of the previous unit. This
will serve as context for the beginning of the next unit to
remind students of the history they have learned thus far. The
themes of the previous unit, federalism, industrialization, and
migration, featured a country growing and increasing in
population. This unit concentrates on continued growth, into
liberalism and freedom from imperialism
Hook (5 minutes):
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
example, pencil, paper, school bag, toilet paper etc. Let them
think about how they were made before moving on.
Lecture (25 minutes):
Students will be given a comprehensive definition of
Nationalism to begin the lecture.
Manufacturing and Natural Resources
Discussion Question: What kind of natural resources does
Canada have access to?
Students will begin the first activity, go into pairs and work out
all the uses for a given resource which was part of Canada’s
economy in this period. Students pair up with a neighbour and
are assigned a resource by the teacher. Share with the class
after 5 minutes of discussion.
The second phase of industrialization is characterized by the
large amount of manufacturing that took place and the amount
3
Resources Required:
• Computer with PowerPoint,
• paper,
• pencils.
• Final Project instruction sheets
QEP Subject Area Competencies:
Competency 1: Characterizes the period of 1896-1945.
Students will be able to characterize the period through
the industrial advances Canada and Quebec underwent
during this period.
Competency 2: Interprets the social phenomenon of
Nationalisms and the Autonomy of Canada. Students will
be able to identify how the second phase of
industrialization was fueled in part by a nation-wide
feeling of nationalism. They will be required to interpret
such a phenomenon.
Student will know (learning objectives):
Learning objectives:
- What the second phase of industrialization is and how it
occurred.
How the union movements came about and what
influenced them
-Realize how industrialization and the union movements
contribute to nationalism.
Students will understand (learning objectives):
This lesson concentrates on the industrial basis by which
Canada eventually became more liberal and independent
from her mother country. They will also critically analyze
the importance of worker organization with the union
movements. This lesson allows for students to begin to
characterize the period from 1896 to 1945 and examine
the social phenomenon that sparked at this time,
nationalism.
Cross Curricular Competencies:
Uses information: Students will be expected to use the
information they gain through lecture portions to
participate in discussions and in group activities.
Cooperates with others: Students will need to cooperate
with the others in their discussion groups as well as in
their larger group projects to accomplish it properly.
Communicates appropriately: To articulate themselves
properly in a discussion, students will need to practice
Unit Plan and Rubric Assignment: Canada from 1896-1945
natural resources it used. The consumerist and automotive
sectors transformed the economy.
New industries: Hydroelectricity and oil supplied the nation.
Quebec especially had a lot of hydroelectricity.
Wheat cultivation in the west ramped up, and so did the
forestry sector which created the pulp and paper industries.
Hydroelectricity an example of a monopoly in Canada. It’s the
same monopoly we use today. It’s kept in check by
government regulations.
Question to ask students: Can we think of any other
monopolies in modern time?
The iron and steel industries provided electricity to the
factories and the creation of the automobile, sewing machines,
cash registers, and typewriters, etc.
Foreign Investment and Wartime Economy
The government wanted foreign investment into their primary
sectors.
Various tax cuts to attract companies.
The First World War: boom for the Canadian economy.
Iron, steel, textile, wheat, and animal industry for the war effort.
Factories were created to meet the demands of the war.
Question for students: How did each of these industries help
the war effort?
Union Movement
As the number of workers increased, unions were created to
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
apprenticeships.
Catholic unions also began in the early 1900s and adopted
many of the methods other unions used but were pointedly
against the socialist and anticlerical international unions.
Activity: Industries in Canada (6 minutes):
Students will return to their list made at the beginning of the
class They will take their last 5 used items and relate them each
to a major industry or resource which Canada began using or
producing in the second phase of industrialization. After the
students have individually done this, they will create groups of
four to compare their answers and determine the most popular
ones. These will be shared to the class
Break-time: (2 minutes):
Students can quietly talk to their neighbours, stand up and
stretch.
4
communication skills
Broad Areas of Learning:
Citizenship and Community Life: Students are expected
to develop their own idea of citizenship by analyzing the
social phenomenon of nationalism from 1896 to 1945.
Media Literacy. This lesson is attached to media literacy
because of the expansive project they are expected to
complete at the end of the unit. Students will need to
understand and use various forms of media and creativity
to produce a satisfactory final product.
Differentiated Instruction:
Students will be given ample time to write notes on
important class definitions and concepts. All crucial
information will be written on the PowerPoint and before
moving on the teacher will check with the class if the
material is done being copied down. Teachers will check
for understanding throughout the lesson by asking the
students if they have any questions about class content.
Student on the spectrum: This student will be seated
always with a specific aide who is meant to help the
student take notes, pay attention in class, and act as a
guide during group activities. During group activities, this
student will be given the option to work with the aide or
can be placed in a group, this is the student’s decision.
The group project at the end of the unit will also be up to
the student, as they can work alone can be in a group.
Student with ADD. During lecture portions, this student
will be 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 student and make sure
that any questions they have are answered and that
enough information is copied down in note form. If they
need, they may take small breaks to refocus. The student
will also receive a sheet of important terms that the
teacher deems important so they do not have to take too
many notes. The integration aide will also have a copy of
the PowerPoint and lecture to in case the student needs
to go work in the resource room.
Student with Dyslexia. During lecture portions, when
students are expected to take notes, important keywords
and concepts will be repeated and stressed for students
to write them down. More importantly, these definitions
Unit Plan and Rubric Assignment: Canada from 1896-1945
Explanation and time to work on group presentations: (25
minutes):
Students will be shown the culminating project for this unit and
will get into teacher-made groups. They will have 10 minutes
after the explanation to come up with a topic. The topic must
be chosen by the teacher.
Instructions:
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 a large amount of information on the
chosen topic. Students will be allowed to choose one of four
options:
1) A website detailing the event or person
2) A “heritage minute” type video
3) An interview with a historical figure
4) A board game with historical trivia.
Each group will be required to submit a written part with their
project. The written piece will match what they have done. For
example, if a student is recording a podcast, the script used for
it will be submitted with the assignment. A list of board game
trivia questions will be supplied, etc. Students will be expected
to provide the sources as to where they got their information. *
See Appendix for the instruction sheet and rubrics the students
will receive.
Conclusion: (5 minutes):
The general goals for the lesson will be revisited and explained
once again to students. While questions will have been
encouraged and answered throughout the lesson, students will
have one final chance to ask any questions about the lecture
materials or the projects.
5
will appear on the PowerPoint presentation to aid this
student to copy notes. The student will receive a list of
important terms at the beginning of the class
Further considerations:
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 schedule, recap the previous unit, mark down
student answers during activities, and finally note student
groups for the cumulative assignment. Students will also
be asked to be creative when thinking of answers for the
activities.
Both technology and creativity will be expected for the
cumulative assignment.
FORMATIVE - Assessment FOR learning:
Students will be asked questions throughout the lesson.
These questions will inspire discussion on a teacher to
student basis as well as a student to student basis. These
questions will lead the students to understand how the
second phase of industrialization led to nationalism
during this time in Canada and Quebec.
FORMATIVE - Assessment AS learning:
Students will develop ideas acquired in class during the
first activity. They will be required to research and label
the uses for a given resource which is found across
Canada. In doing so, students will reflect on course
content yet also develop new ideas which might have
been overlooked or not mentioned during lecture times.
SUMMATIVE - Assessment OF learning:
Student learning will be checked as the lesson continues
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
required to consider the various
perspectives being brought
into the discussion. These
different views might help to
reinforce or alter various
students’ views.
Introduction: (10 minutes):
The lesson will begin with a quick recap of the
last lesson’s material and its connection to
nationalism in Canada and Quebec. Any
questions will now be answered. The day’s
schedule will be posted and read aloud for
students to see and hear. The teacher will also
ask if students have any questions about the
group project assigned last class.
Lecture (15 minutes):
The lecture will cover the following topics:
The First World War
The origins of the global conflict must first be
looked at, in very basic terms, for the Canadian
context to be able to follow. The European
national interests at play before the onset of the
first world war will be detailed as well as the two
sides of the conflict as well. Students will be given
a very basic overview of the beginning of the
conflict to establish context. This will be done on
a larger map of Europe, on the board, to give the
students a geographic idea of the countries
involved.
This section will culminate with an activity based
on the geography of 1914 Europe. Students will
pair up with their neighbour and be given a list of
relevant countries (Great Britain, Russia,
Germany, etc). They must label them on
independent blank maps each group is handed.
Next, students will color one set of allied
countries in blue, the other in red, and leave any
neutral countries in white. Finally, they will
compare with the bigger map on the PowerPoint.
Wartime government & Conscription crisis
Canada’s government was forced into the war
because of its colonial ties to Great Britain. When
Great Britain declared war on Germany, all its
colonies (such as Canada, India, and Australia)
were all grouped in the war effort on the side of
Great Britain, France, and Russia. The War
7
Resources Required:
-Computer with PowerPoint, paper, pencils, maps for group
activity.
QEP Subject Area Competencies
Competency 1: Characterizes the period of 1896-1945. Students
will characterize the time period by analyzing the First World War.
This event was a major turning point for the studied era and
Canada as a country underwent a large amount of change
throughout it.
Competency 2: Interprets the social phenomenon of Nationalisms
and the Autonomy of Canada. The First World War is an outlet for
Canadian nationalism as it allowed a population to show their
support for their country. Citizens fought and laboured for victory
overseas and for international recognition.
Student will know (learning objectives):
Students will learn about key figures, events, and policies enacted
in, around, and because of the First World War.
Students will understand (learning objectives):
This lesson places an emphasis on how the First World War
propelled Canada into the international scene despite being
compelled to war because of Great Britain. Students will learn that
the First World War was a stepping stone to freedom from
imperialism and towards liberty for Canada.
Cross Curricular Competencies:
Competency 1, Uses information. Students will be expected to
use the information they gain through lecture portions to
participate in discussions and in group activities.
Competency 8, Cooperates with others. Students will need to
cooperate with the others in their map group, during the in-class
debate, as well as in their larger group projects.
Competency 9, Communicates appropriately. To articulate
themselves properly in the debate as well as the discussion,
students will need to practice communication skills
Broad Areas of Learning:
Citizenship and Community Life. Students are expected to
Unit Plan and Rubric Assignment: Canada from 1896-1945
Measures Act was passed which adapted the
country for wartime by allowing the government
to maintain security and order during war.
Canadian citizens backed the Victory Load
campaign which raised huge sums of money for
the war effort. The wheat, timber and munitions
industries exported huge amounts as well.
Conscription was a major issue in French Canada.
Borden decreed a law in 1917 which forced all
able-bodied bachelor or widowed men to enlist.
English vs French Canadian sentiment as the
French were not interested in conscription, they
were “quitters”
Debate (15 minutes):
Students will now engage in a debate or
discussion style activity. Half of the class will
discuss together and formulate arguments in
favour of conscription, the other half will be
against conscription. After arguments are written
down and discussed, they will be presented in a
debate style activity. Overall, this activity is meant
to mimic a debate which may have taken place
during the conscription crisis. At the end of the
activity, students will return to their seats and
arguments will be recapped on the board. It will
allow students to see both sides of this debate
through critical discourse.
Break: (3 minutes):
Students can stand up and stretch, take a break.
Lecture (15 Minutes):
War effort of men and women
The overseas efforts of volunteers are obvious but
there were other efforts made by men and
women across the country. Women enlisted in
the war effort and served across seas. Canada’s
industries supplied the war effort and they were
worked on by citizens. Many women took up the
jobs previously held by men while they went off
to fight in the war. The vote was given to soldiers'
wives, mothers and sisters, as well as to women
serving in the armed forces. The entire country
was mobilized for war.
League of Nations & Soldiers’ civil re-
establishment
8
develop their own idea of citizenship by analyzing the social
phenomenon of nationalism from 1896 to 1945 within the context
of the First World War
Media Literacy. This lesson is attached to media literacy because
of the expansive project they are expected to complete at the end
of the unit. Students will need to understand and use various
forms of media and creativity to produce a satisfactory final
product. Students will also be interacting with a drawn form of
media during an activity.
Differentiated Instruction:
Students will be given ample time to write notes on important
class definitions and concepts. All crucial information will be
written on the PowerPoint and before moving on the teacher will
check with the class if the material is done being copied down.
Teachers will check for understanding throughout the lesson by
asking the students if they have any questions about class
content.
Student on the spectrum: This student will be seated with a
specific aide who is meant to help the student take notes, pay
attention in class, and act as a guide during group activities.
During group activities, this student will be given the option to
work with the aide or can be placed in a group, this is the
student’s decision. During the class debate, this student may
participate in forming arguments and may present arguments for
his side, but is not forced to and may work separately with their
aide to formulate their own arguments.
Student with ADD: During lecture portions, this student will be
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
student and make sure that any questions they have are answered
and that enough information is copied down in note form.
Student with Dyslexia: During lecture portions, when students are
expected to take notes, important keywords and concepts will be
repeated and stressed for students to write them down. More
importantly, these definitions will appear on the PowerPoint
presentation to aid this student to copy notes. Finally, if the
student requires another set of handwritten notes to copy, the
teacher will offer their notes as a resource.
Further considerations:
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
schedule, recap the previous unit, and mark down student
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
was established. Question to the class: Just from
the name, what do you think the League of
Nations was? Follow up question, why is the
League so important in this postwar time?
Canada was a full-fledged member of the
League, a worldwide recognition for the colonial
country of North America. The League itself was a
concerted effort to work out future problems to
avoid war, however the United States never
joined, and it was seen largely as a failure.
The department of soldiers’ civil re-establishment
was established to help returning Canadian
servicemen acclimate to civilian life. They dealt
with soldiers who were wounded, developed
mental conditions overseas, and other illnesses.
Allotted time for group presentations: (15
minutes)
Students will now be given ample time to meet
with groups once again for their group
presentations. They are expected to use the
allotted time to organize various roles for the
team, make final decisions based on their topic
and medium used, and being planning their
project. The teacher will be available to answer
questions.
Conclusion: (5 minutes):
Students will be reminded of the topic and
essential themes for the day’s lesson. Questions
will be answered, and notes clarified.
critically when debating to perform well.
This lesson features an activity which is cross-curricular with
Geography. Students will be asked to accurately, cooperatively,
plot a map.
FORMATIVE - Assessment FOR learning:
Students will be asked various discussion questions throughout
the lesson. These questions will inspire discussion on a teacher to
student basis as well as a student to student basis. These
questions will lead the students to consider the First World War
and how Canada’s actions in the conflict propelled it to
international recognition and away from imperialism.
FORMATIVE - Assessment AS learning:
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,
students will reflect on course content, experience cross-curricular
learning, and most importantly understand the origins for the
conflict which the day’s lesson is based around.
SUMMATIVE - Assessment OF learning:
Student learning will be checked as the lesson continues through
discussion questions, however the final summative activity will act
as a synthesis of the lesson’s material. Students will demonstrate
their understanding by taking lecture material and applying it to
the debate format. Students are expected to make meaningful
connections between what was learned in class and their given
side of the debate.

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.

Topic of lesson: The Great Depression Subject Area: History

Nationalisms and the Autonomy of

Grade level: Secondary 4, Grade 10 Unit:
Canada (1896-1945)
What were the causes of the Great
Depression?
Big Idea: The Great Depression Essential Questions: What effect did the Great
Depression have on the population
of Quebec and Canada?
Explanation: Students will be
required to explain the causes and
consequences of the Great
Depression.
Interpretation: Students will have to Wealth is fleeting and the Great
interpret the information that they Depression effected everyone.
Understandings: receive. Relevance Lives can change dramatically as a
Empathy: Students will understand result of one day.
the hardships that the people went
through in the 1930’s.
Perspective: Students will realise that
there are many perspectives when
looking at the Great Depression.
Resources Required:
Learning activities: • PowerPoint Presentation
on the Great Depression
Welcome (5 minutes): • Three photos of people in
Teacher will welcome the students to class and go over the plan for the day on the 1930s Canada for the
board out loud. They will ask the students how they have been since last class. hook.
Plan: • Photographs and
• Welcome newspaper headlines from
• Questions the Great Depression
• Lecture on Great Depression • Computer/projector
• Activity demonstrating the effects of the Great Depression • Notebook
• • Pens/pencils
The teacher will ask if the students have any questions about the previous class on • Pre-cut sheets of paper
women’s struggles or any questions about the final project. If they do not with a profile of someone
then proceed to the first activity. from the 1930s
• Sheet with important terms
Hook: (9 minutes): and dates to be handed
The teacher will explain the activity. In their groups, students must come up with out to each student.
an explanation for the photograph.
Show students 3 images of the Great Depression in Canada and have the students QEP Subject Area Competencies:
Unit Plan and Rubric Assignment: Canada from 1896-1945 11

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

Brain Break (2 minutes) Exercises Critical Judgment

Allow students to get up, stretch, and refocus. Students will use their critical
judgement throughout the lesson
in order to synthesize and analyze
Great Depression Activity (12 minutes) the information that they learned.
The teacher will explain the activity. They will hand a strip of paper to each They will have to critically analyze
student. On the paper will be an occupation, a salary, the size of a family, and a the events of the 1930’s to come
monthly expense number. up with their own conclusions.
For example, during the 1930’s 31% of the population were farmers, therefore,
31% of the class will be farmers (9 students). All of the sheets will be based off of Cooperates with Others
real statistics from the 1930s. Throughout the activity, the teacher will show Students will be in working in their
different photographs and newspaper headlines from the Great Depression. The groups frequently throughout this
activity will be focused on Canada as a whole to show how far reaching the effects lesson, therefore they will need to
truly were. be open and receptive to other
students’ ideas, even if they do not
Instructions: necessarily agree.
The students will be standing up. Every time a student loses their job due to the
Great Depression, they are to sit down. If they are fortunate enough to get their Broad Areas of Learning:
job back, they stand up again. The teacher will go through the 1930’s month by Media Literacy: Students will have
month, highlighting which industries were effected the most. The teacher will also to analyze the photographs and be
add in some variables, such as “if your income ends in 2 you have found a job as a able to make connections between
general labourer” therefore those students can stand again. the Great Depression and the
Photographs.
The activity is meant to highlight just how difficult it was to get work during the
depression. At the height of the depression, every student but two will be sitting Citizenship and Community Life:
to demonstrate to the students how hard life in Canada was. Students will know a very
significant part of Canadian history
The teacher will then explain why they did the activity. that had lasting effects. They will
The activity would be used to help students visualise the economic effects the be able to understand the complex
depression had on the people of the 1930’s. reasons behind some of Canada’s
social movements.
Refocus (1 minute):
Allow students a quick minute to refocus.
Differentiated Instruction:
Discussion (12 minutes): Student on the spectrum:
In their groups students will discuss the following questions among themselves The student works with an
and share their answers with the class. integration aide to help them with
How did the Great Depression activity make you feel? any tasks that may be too
What do you think were the major causes of the Great Depression? overwhelming. For the picture
What was the most important consequence of the Great Depression? identifying activity, the student’s
aide will be given the pictures and
The teacher will then begin the discussion to see what the students have descriptions so that they can work
understood from the lecture and their readings on the Great Depression. on it at their own pace. If the
student needs to exit the
Time to work on their projects (10 minutes): classroom and take a walk during
If there is a group/s that has chosen The Great Depression, the teacher will make the brain break they may do so as
their way to them first. The teacher will ask if the class made them change any of long as they are accompanied by
their ideas and if they needed any help with anything. their aide.
Unit Plan and Rubric Assignment: Canada from 1896-1945 13

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.

Student with Dyslexia:

A sheet of important terms will be

given to each student before class
with some blank spaces for them to
write their own important terms
down too. The teacher will write all
the important ideas down on the
board and will repeat them verbally
at least twice. The teacher will take
frequent pauses during the lecture
to ensure that the student is caught
up. If the student feels they need
more time they will signal to the
teacher who will then as a question
to the class to give them more
time. The teacher will be sure to
repeat the important ideas and
themes at the end of each
PowerPoint slide. The student will
also be provided with a copy of the
PowerPoint slides so they do not
feel rushed to read them or copy
them down quickly.
For the Great Depression Activity,
the teacher will ensure that the
student has am
For the group activities, not much
writing is required, but the teacher
Unit Plan and Rubric Assignment: Canada from 1896-1945 14

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.

Student with ADD:

The student will be sitting in a
group closest to the door. If they
feel they need to get up and
stretch they will be able to do so
but they cannot go too far just walk
around within view of the door and
return to class.
The student will also have a printed
copy of the PowerPoint so that
they are able to get all of the
important information. The teacher
will try to keep the lecture as
engaging as possible and will help
the student out by asking them
questions and keeping them
engaged and focused. If the
student needs to doodle while the
teacher is lecturing that is fine as
well. Every student will have a copy
of the important terms so they will
have some relevant information.
The Great Depression activity will
have the students moving around
and will keep them engaged.
Frequent brain breaks and time to
refocus will take place throughout
the class so the student is able to
get up and walk around.
Further considerations:

Make sure all the technology is

working before the class. Have an
alternative plan (pass around
photographs for the hook) if they
are not working

If students do not grasp some

concepts write them on the board
and formulate a definition sheet
together as a class.
Unit Plan and Rubric Assignment: Canada from 1896-1945 15

If the students are very engaged in

the discussion about the 1930’s
then we can prolong it and take
some time off of the closing
activity.

FORMATIVE - Assessment FOR

learning:
The photographs at the beginning
will show the students the topic of
the lesson and they will be able to
gauge how much they know by
trying to analyze them in their
groups.

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.

The Statute of Westminster

Topic of lesson: Subject Area: History of Quebec and Canada
1931
Nationalisms and the Autonomy of
Grade level: 10, Secondary IV Unit:
Canada (1896-1945)
1. What were the effects of the Statute
of Westminster on the government
and people of Canada?
2. How did Canada’s new status as an
Canada’s autonomy from Essential independent nation affect nationalism
Big Idea:
Great Britain Questions: and culture?
3. How were marginalized groups
affected by Canada’s status as an
independent nation?

Canada’s ability to decide on foreign and

Explanation, Interpretation,
Understandings:
Empathy & Perspective
domestic policies as an independent nation
are taken for granted today, but this
Relevance: autonomy did not always exist.
Canada’s move away from imperialism helped
shape Canadian nationalism and culture, as
we know it today.

Learning activities: Resources Required:

Lesson Sequence
Welcome (6 minutes):
Welcome students back to class, take attendance and go over the
agenda for the day. Do a small recap of the previous lesson and ask the
students if there are any questions. Do a quick check in with the final
project groups to see how they are progressing. Remind them about
the due date.
Hook (7 minutes):
The teacher will show students short video (1 min) of Canadian Member
of Parliament John Williamson talking about the importance of the
Statute of Westminster on its 80th anniversary
https://www.youtube.com/watch?v=voScGkUUdsM
The Teacher will explain that we take for granted that Canada is its own
Computer and projector/smartboard for
teacher to show short video, and to deliver
the lesson via PowerPoint Presentation.
The projector/smartboard will also be used
for the issues/values continuum activity.
The teacher will also be giving out a
worksheet for students to fill out during the
continuum activity.
QEP Subject Area Competencies:
Competency 1: Characterizes the period of
1896-1945.
Students will be looking at the socio-
economic and political climate of Canada in
the late 1920s and early 1930s through an
analysis of the events that led to the Statute
Unit Plan and Rubric Assignment: Canada from 1896-1945
independent nation today, but this was not always the case. Use as a
lead in to the lecture.
Ask students if there are any questions before moving on.
Lecture (14 minutes):
Teacher will briefly go over the events leading up to the Statute of
Westminster in 1931, such as growing Canadian independence in the
signing of treaties with the United States, the establishment of a
Canadian Embassy in Washington, and the refusal to commit to the
assistance of the British occupation of Turkey without the approval of
Parliament in Ottawa.
Introduce the Statute of Westminster (December 11, 1931). Explain
what the Statute of Westminster was and what it did. Outline what
Canada’s status was within the British Empire before the Statute, and
what it became after the Statute. Explain what changes occurred within
Canadian government as a result of the Statute, and take a look at what
did not change.
**Clearly explain to the students what the difference is between
Confederation (1867), which gave Canada the right to self-govern, and
the Statute of Westminster (1931), which gave Canada full legal
autonomy (with some exceptions that will be discussed).
Brain Break (1 minute)
Allow students a brief time to stretch and refocus
Class Discussion (10 minutes):
Teacher will moderate a class discussion around the question: “What
were some of the consequences for Canada (at home) after the Statute
of Westminster?”
Students will discuss as a class what kinds of consequences and changes
they think occurred after Canada gained its legal independence from
Great Britain.
Lecture (15 minutes):
After the break, the teacher will continue to lecture on what the Statute
of Westminster meant for Canada as a nation and for Canadian.
The class will look at some of the socio-economic changes that occurred
within Canada as an independent nation, including the emergence of
mass culture and urbanization. We will look at the effects of the Statute
on Canadian nationalism, and discuss that while the language of
Canadian autonomy and nationalism seems progressive and positive, it
depends on the perspective taken. This will lead into brief introduction
on how some of these issues are affecting women, indigenous people,
African Canadians and other minority groups within Canada (topics to
be explored in depth in their own lessons later in the unit).
Activity (15 minutes):
Issues/values continuum
17
of Westminster, and the consequences that
followed.
Competency 2: Interprets the social
phenomena of nationalisms and the
autonomy of Canada.
Students will examine the effects of the
Statute of Westminster and Canadian
autonomy on the political status of Canada, as
well as the lives of all Canadian. They will be
paying special attention to the statute’s
effects on nationalist sentiments and the
socio-economic changes that came about
with Canadian autonomy from Great Britain.
Student will know (learning objectives):
Students will learn about the Statute of
Westminster and what this meant for Canada.
They will learn about causes and
consequences of the Statute of Westminster
and Canadian autonomy.
Students will understand (learning objectives):
Students will understand how Canada’s status
as a nation was affected after the Statute of
Westminster. They will also understand that
Canadian autonomy had profound socio-
political and economic effects, as well as
contributing to a rising sense of nationalism
within Canada.
Students will understand that while the
language of nationalism and Canadian
autonomy gives a sense of progress and
positivity for the future of Canada, it is
important to realize that when looked at from
many other perspectives this is not necessarily
the case for all Canadian. Minority groups
were still marginalized, even as the rhetoric of
nationalism pushed the concept of unity and
nationhood.
Cross Curricular Competencies:
Uses information
Students will use the historical information
and context provided in class to interpret the
phenomena of Nationalism and Canadian
autonomy in the 1930s.
They will use this information to understand
the causes and consequences relating to the
Statute of Westminster and what these
consequences looked like depending on the
perspective taken.
Exercises Critical Judgment
Unit Plan and Rubric Assignment: Canada from 1896-1945
In order to assess whether the learning objectives for the lesson have
been met, students will participate in an issues/values continuum about
the Statute of Westminster and Canada’s new autonomy. A continuum
will be drawn on the blackboard/smartboard and students will be asked
to place themselves along this continuum (Strongly agree, agree,
neutral, disagree, strongly agree) in response to the question:
“Did all Canadian benefit from the strengthening of a Canadian national
identity after the Statute of Westminster?”
In groups of 5-6, students will come up to the front of the class and
place themselves along the continuum. Students at the extreme ends of
the continuum will be asked to explain their position. If any student is
swayed by their classmate’s explanation, they may change their position
as well, but they must explain the reason for the switch.
Close (10 minutes):
Teacher will end the lesson by leading a small class discussion in which
the students will talk about the historical significance of the Statute of
Westminster and the autonomy of Canada. They will discuss what
autonomy meant for Canada moving forward and why we care about
this today. The teacher will make closing remarks drawing a comparison
between the status of Canada of the 1930s and that of Canada of
today, touching on the significance of this lesson for students as current
citizens of Canada.
18
Students will use critical thinking and
perspectives to analyze Canadian nationalism
as well as a growing Canadian identity in the
1930s, and whether the seemingly inclusive
language of nationalism actually excluded
certain groups.
Broad Areas of Learning:
Citizenship & Community Life
As future citizens, students will be learning
about the events that led to the autonomy of
Canada from Great Britain, and the socio-
political and economic phenomena that have
made Canada what it is today on the
domestic and world stages. Students will
understand how our modern Canadian
government, and Canadian nationalism derive
from the profound changes in this period.
Differentiated Instruction:
Autism: A schedule of the day’s events to
facilitate transition from one activity to
another. The teacher will read the schedule
out loud to make it easier to understand.
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.

FORMATIVE - Assessment FOR learning:

Students will participate in a class discussion
half way through the lecture on the
consequences of the Statute of Westminster
and a rise in Canadian autonomy. Not only
will be this used to assess what students know
about the topic, it will expose them to the
different perspectives and knowledge of their
peers.
FORMATIVE - Assessment AS learning:
The issues/values continuum activity will
provide students with an opportunity to
reflect on and think through their position on
a key issue in this lesson, one that asks them
to consider the perspectives of marginalized
groups. It will not be enough for the student
to say whether they agree or disagree, they
Unit Plan and Rubric Assignment: Canada from 1896-1945 20

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

they learned about in this class.

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
as an Questions:
autonomous
nation
Explanation,
Interpretation,
Understandings: Relevance:
Empathy &
Perspective
Learning activities:
Lesson Sequence
Welcome (6 minutes):
The teacher welcomes the students back to class. Brief recap of
the previous lesson, and some time for brief questions to
ensure that the students are on track. There will also be a brief
check in with the project groups to see how the project is
progressing. Students should be near the completion of the
project at this point.
Hook (7 minutes):
Show students video (5:29) about Canada’s decision to join the
War effort on its own terms as a segway into the lecture.
https://www.youtube.com/watch?v=PqhdrIQYVXo
Ask if there are any questions before moving on to the lecture.
Lecture (15 minutes):
Teacher will talk about Canada’s status within the British
Commonwealth, and how the desire to be independent of
Great Britain influence MacKenzie King’s decision to declare
war after Britain and France.
The teacher will discuss how Canada was unprepared to face a
conflict of this magnitude with very little troops – emphasize
that this is the first war Canada fought as an independent
nation.
Talk about how nationalist sentiments encouraged Canadian to
sign up for the army. “It was the thing to do” and people
rallied around the flag.
Buzz Groups (7 minutes):
In groups of 4-5, students will be asked to consider and discuss
the question: “Canada was not prepared for a large conflict. If
21
Britain affect its participation in WWII?
2. How was Canada’s status in the British Empire
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
an independent nation.
Canada’s contribution to victory during World War II is
often discussed, but the contributions of marginalized
groups (women, indigenous peoples, African
Canadians) are often overlooked. Their contributions
were just as important to the war effort.
Resources Required:
Computer and projector/smartboard for presentation
of short video at the beginning of class. This
equipment will also be needed for the delivery of the
lecture material through a PowerPoint presentation.
The teacher will hand out sheets of paper for each
group during the Buzz Group activity so that they may
create their lists.
For the propaganda poster activity, the teacher will
provide handouts, which include a propaganda poster
as well as an information sheet on the group’s
assigned historical perspective.
QEP Subject Area Competencies
Competency 1: Characterizes the period of 1896-
1945.
Students will be characterizing this historical period
through the study of Canada’s first international
conflict as an independent nation, as well as the
decisions and phenomena that influenced Canada’s
path to war.
Competency 2: Interprets the social phenomena of
nationalisms and the autonomy of Canada.
Students will be considering Canada’s contribution to
World War II, both at home and on the front, through
the exploration multiple perspectives and the
Canadian people’s response to war. Social
phenomena to be explored include nationalist
sentiments, pro-war and anti-war movements within
Canada and Quebec, as well as the contributions of
marginalized groups to the war effort.
Student will know (learning objectives):
Students will learn about Canada’s status in the British
empire on the eve of war and how this affected
Canada’s decision to go to war.
Unit Plan and Rubric Assignment: Canada from 1896-1945
you were Prime Minister MacKenzie King, would you have sent
Canadians to fight in World War II?”. As a group, they will take
a position and come up with 3- 5 reasons supporting their
answer. Teacher will make it clear that answers do not
necessarily have to be “yes” or “no”, but they must still be
rationalized.
Each group will choose a spokesperson to share their answer
and at least of their reasons with the class, and each group will
hand in their list to the teacher at the end of class.
Lecture (15 minutes):
The teacher will discuss Canada’s contributions to the war effort
(on the front and at home, as well as nationalist sentiments that
fuelled support for the war effort, including state propaganda.
The class will also look at pacifist movements within Canada, as
well as the response to the war in Quebec (especially after the
WWI conscription crisis).
Here the teacher will also discuss the contributions of
indigenous peoples, women, African Canadians and other
marginalized groups, to the war effort. The class will explore
how indigenous and African Canadian soldiers were treated in
the Canadian army. Mention that unlike in previous
wars/conflicts, there were no segregated battalions in the
Canadian army during World War II.
Brain Break (2 minutes):
Students can stretch and refocus
Propaganda Poster Activity (16 minutes):
Students will be broken up into small groups for this next
activity. Each group will be given a Canadian World War II
propaganda poster (examples include war recruitment posters,
support for the war effort, rationing, etc…) to analyze. Each
group will also be assigned a perspective from which to analyze
their propaganda poster (ex. a woman, an indigenous person,
an African Canadian person, a French Canadian person).
Each group will have to analyze their poster using the following
questions, which will be up on the projector/smartboard:
- From what perspective are you analyzing your propaganda
poster?
- What is your propaganda poster’s message?
- Does the poster include/exclude your group’s historical
perspective? How?
- How does your assigned perspective affect the message of
the propaganda poster? Does the message change depending
on your perspective?
Each group will then choose a spokesperson to share their
poster with the class and explain how the perspective they
were assigned shaped their analysis of the poster.
22
Students will learn that nationalism played a large part
in recruitment efforts, and that there were also some
anti-war sentiments despite high enlistment numbers.
Students will learn about Canada’s contributions to
the war effort at home and on the front, as well as the
contributions of marginalized groups to the war effort.
Students will understand (learning objectives):
Students will understand that Canada’s status as a
newly minted independent nation made it unprepared
to face such a large international conflict.
Students will understand that despite a rise in
nationalist sentiments and the strengthening of a
Canadian identity during the war, many marginalized
groups (women, indigenous people, African
Canadians, Asian Canadians) were excluded from this
rhetoric despite their invaluable contributions to the
war effort.
Finally, students will understand that parallels can be
drawn between the Canada of the 1940s and today.
Cross Curricular Competencies:
Uses Information
Students will use information and context in order to
make interpretations about Canada’s decision to go to
war and its contribution to the war effort.
Exercises Critical Judgment
Students will exercise critical judgement when learning
about and analyzing Canadian nationalist sentiments
and narratives of progress during the war, especially
since these tend to be exclusive.
Broad Areas of Learning:
Citizenship & Community Life
Students will develop this competency as they
examine a seminal conflict in Canada’s history as an
independent nation, as well as the nationalism and
sense of a Canadian identity that emerged from this
time period.
Media Literacy
Students will be developing this competency through
the examination of propaganda. As a result, they will
be honing their analytic and critical thinking skills in
regard to how media is produced and what it is
produced for.
Differentiated Instruction:
Autism: A schedule of the day’s events will be put up
on the projector/smartboard and read out loud so as
to ensure a smooth transition for each activity. This is
also helpful in establishing a sense of routine.
The student’s integration aide will be given all
materials as well as a hand out with important
Unit Plan and Rubric Assignment: Canada from 1896-1945
Close (10 minutes):
Finish the lesson with a recap of some of the important themes
of the lesson. Ask the students whether things have really
changed in modern conflicts that Canada is involved in. Does
Nationalism still play a part in why Canadians go to war? Do
they think that African Canadians, indigenous peoples and
women still face barriers to joining the army and serving their
country?
Finish up the lesson with a quick reminder that final group
projects and presentations are in two classes.
23
concepts, definitions and themes before class. This will
help to ensure that the student can participate in the
class activities as much as possible.
The student will be given the choice to work
individually or in a group with their peers. If the
student chooses to work individually, they will be
given a modified version of the activity to complete
with their integration aid. If they wish to participate in
a group, they will be paired with strong students who
can help them.
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
during industrialization. Students will get the chance to actively participate in the concepts and content covered
with a primary source investigation and a “historical character charades” activity.
Topic of lesson: Disenfranchised groups:
Women in the period 1896-1945 of
nationalisms and the autonomy of
Canada
Grade level: 10
Big Idea: The inclusive language of
nationalism benefits some while
excluding others
Understandings: Perspective (take perspective of
women during a period of change
and the push for women’s rights)
Interpretation (interpret historical
context, events, and significant
actors in terms of the women’s
movement of this period)
Explanation (explain historical
processes that influenced and led
to up to the women’s movement of
this perio )
Empathy (be able to appreciate the
struggles of women as a
disenfranchised group in this
historical period)
Welcome (2 minutes):
Welcome students to class
Go over the plan for class
Ask if they have any questions about the previous class
Hook: (5 minutes):
25
Subject History
Area:
Unit Nationalisms and the Autonomy of Canada
(1896-1945)
Essential 1) How did the historical socio-economic and
Questions political context affect the women’s
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?
Relevance This lesson is relevant to students, in that it is
empowering to female-identifying students to
learn about how women before them fought
for and achieved rights that they now enjoy
and have since built upon. Aside from this, it is
relevant for all students in terms of connecting
the prevalent activism of today to its historical
roots, building up a sense of interest and
involvement in the struggles of the past and
present.
Resources Required:
• computer, screen or smartboard for
PowerPoint,
• speakers
• pens
• paper
Unit Plan and Rubric Assignment: Canada from 1896-1945
The teacher will show short video on the Canadian and Quebec
suffrage movement (https://www.youtube.com/watch?v=IEsxYGC9E-k_)
- follow up with discussion on interesting points in the video, and
probe for students’ prior knowledge on this topic
Content overview (19 minutes):
-Explain lesson objectives, connect to previous day’s learning
-Present PowerPoint going over the significant events, historical figures,
and socio-economic and political dynamics at play during this period;
particularly, focus on growing liberalism in society and how women
mobilized this rhetoric to demand their own rights and formed suffrage
associations, how women were used as a cheap labor force during
industrialization, and the particular context of Quebec for the women’s
movement where women were granted the right to vote a full 22 years
after they won the right to vote federally
Historical significance worksheet to be completed during PowerPoint:
key terms, events, and people will be listed on the sheet with space for
student to fill out key details, concepts, and relevant information on the
historical significance for each section.
Brain Break (2 minutes):
Allow students to take a break and get ready for the next activity.
Primary source Investigation (20 minutes):
Individually, students will be given a primary source written by one of
the historical actors covered in the content overview portion of the
lesson. They will have 5 minutes to read their source, and then get in
groups of 4 (with each student having a source written by a different
historical actor), they will share what they got out of the source, what
the source says about the time period and the issues at hand etc.
Historical character charades (20 minutes):
The teacher will distribute each student a sheet with a historical actor
listed, with this person’s important life details and their significance to
the women’s movement of this period. These historical actors will be
chosen from the content overview portion of the lesson, so students
already have some familiarity with them. Students will have 3 minutes
to go over their sheet and become familiar with it. The teacher will
then split the class into two, and each group will play a game of
charades, and act out their historical character, with the modification
that they can talk. Students not acting will participate by asking
historically significant and probing questions to try and discover which
historical actor is being portrayed.
To not overwhelm students, some students will receive the same
historical character as other students, so that the focus is on only the
significant historical figures. To help avoid repeats of characters, the
class is split into two.
26
QEP Subject Area Competencies
Competency 1: Characterizes a period in the
history of Québec and Canada- Identify key
women, feminists, and suffragettes as
significant historical actors in the period of
1896-1945, identify key events and turning
points for women in this period in a
chronological manner.
Competency 2: Interprets a social
phenomenon- Describe the social
phenomenon of nationalisms and the
autonomy of Canada as it relates to the
societal context as the backdrop for women’s
rights
Student will know (learning objectives):
-be able to identify key historical actors in this
period of women’s movement leaders,
feminists, suffragettes, and other significant
figures
-identify key women’s organizations fighting
for women’s rights during this period
-describe the rights that women during this
period were fighting for, as well as the state of
women’s rights, status, and role in society for
the time
-explain how women were able to mobilize for
change during this period
Students will understand (learning objectives):
-understand how the societal context of
Canada’s growing autonomy from Britain, the
growing forms of nationalisms present, and
resulting societal changes of urbanization and
liberalization affected the women’s movement;
correspondingly be able to explain how
Quebec’s particular socio-political context
affected the women’s movement in the
province
-understand how the women’s movement
influenced society in general, and for women’s
situation specifically during this period of time
in Quebec and Canada
Cross Curricular Competencies:
-uses information in applying information
learned to the activities and exit card
-exercises critical judgement in taking a
position based off of the content presented
Unit Plan and Rubric Assignment: Canada from 1896-1945
Closing Activity (10 minutes)
Before leaving class, students will fill out an exit card, with the
questions “How did women during this period mobilize for change?”
“What were women of this period fighting for, what changed as a result
of their efforts?” “How was the women’s movement distinct in
Quebec? Why was it different from the rest of Canada?”
Based off student responses, the teacher will be able to gauge their
levels of understanding, and the degree they were able to apply the
information went over in class to the broad understandings that the
lesson wanted to convey with this lesson. Next lesson, the teacher will
be able to revisit their responses and address any misunderstanding
that came across, and follow-up with their insights and thoughts on the
questions. Students will also have to demonstrate that the UBD facets
of understanding that they can explain concepts, interpret experiences,
and demonstrate the perspective of various historical actors.
27
-uses creativity in how students decide to
portray the historical figure in the charades
activity
-cooperates with others in working together in
the activities
-communicates appropriately in being able to
articulate information in the charades activity
Broad Areas of Learning:
This lesson will address the BAL’s of
Citizenship and Community Life by
encouraging students to consider
disenfranchised groups, thereby promoting a
sense of inclusive citizenship and responsibility
to the community.
Differentiated Instruction:
Student on the spectrum: the integration aide`
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.

FORMATIVE - Assessment FOR learning:

I will promote learning with the collective
primary source investigation, where students
will first individually analyze a primary source,
and then in groups with other students who
each have a different source, explain the
historical significance of their source to their
group. This will allow students to engage in a
process of analysis on their own, and give
them the opportunity to teach other students,
thereby promoting learning.

FORMATIVE - Assessment AS learning:

The historical character charades activity will
provide students with the opportunity to
assess their abilities in knowing the historical
significance of an important figure, and then
translating that into a creative portrayal for
other students, helping students become
confident in their abilities to interpret history
and also pointing out areas where they may
need to work on more.

SUMMATIVE - Assessment OF learning:

The Exit Card that students will fill out before

leaving class.

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.

Topic of lesson: Disenfranchised groups: Subject Area: History

Indigenous peoples in the period
1896-1945 of nationalisms and the
autonomy of Canada

Grade level: 10 Unit Nationalisms and the Autonomy of Canada

(1896-1945)

Big Idea: The inclusive language of
nationalism benefits some while
excluding others
Essential 1) How does being a settler-state affect how
Questions Canada and Quebec treats the Indigenous
peoples within its borders?
2) What is the relationship between national
development and colonization?

Understandings: Perspective (look at the issue of
colonization from multiple
perspectives)
Interpretation (make sense of
historical context and events)
Explanation (explain the historical
context and be able to take a
position)
Empathy (be able to view the issue
of colonization from an Indigenous
POV)
Relevance This lesson is relevant to students, as
students are aware that we are in an era of
reconciliation. News stories are abound on
the inequalities and marginalization that
Indigenous peoples face, making it relevant
for students to delve into the historical roots
of these issues.

Lesson hook (5 minutes): Resources Required:

-start out class with a declaration that we are presently on unceded
Kanien'kehá ka traditional territory
-watch video of First Nations elder talking about their experience in
residential school, brief discussion on the feelings and thoughts the video
provoked for the students
Content Overview (15 minutes):
• Explain lesson objectives
• Connect to previous lesson in terms of national development
representing progress for some, however at the same time
meaning oppression for others; also go over any insights that
-computer, screen or smartboard for
powerpoint, speakers for video
-class set of chromebooks, or access to the
computer lab
QEP Subject Area Competencies
Competency 1: Characterizes a period in the
history of Québec and Canada- Identify key
events, concepts, policies, and pieces of
legislation in this period that contributed to
the colonization of Indigenous peoples in
this period.
Unit Plan and Rubric Assignment: Canada from 1896-1945 30

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
urbanization came with corresponding efforts to further colonize
Indigenous peoples. After discussing this for 5 minutes, as a group
students will write a short response on a paper (one paper per group),
and then each group will pass their paper to the group sitting clockwise
to them. Once each group passes their paper and receives a new one,
they will respond to the what the other group has written by discussing it
and keeping in mind the original question and quote, and then write
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
cycles.
Debrief (4 minutes):
We will end off with a 5 minute class debrief of the insights and thoughts
that came up in the exercise.
Independent research project with 2 choices (20 minutes)
Option 1: A Day in the Life of Residential School:
Students will have the opportunity to do some independent research on
residential schools in Quebec, finding out when they opened, how many
were in operation, how long they were run for, how many students they
educated, where the students were taken from, and what purpose these
schools served. Students will choose whether to write a short piece of
writing, no more than two pages, to be handed in at the end of class
Option 2: A Day in the Life of a Reserve
Students will research reserves in Quebec (of the time period at hand),
finding out when they were established, their populations, where they are
located, what purpose they were established for, and what human rights
restrictions and forms of control were placed on the people living on
them through the Indian Act. Again, students will answer in a one to two-
page piece of writing to be handed in at the end of class.
In completing this assignment, students will be able to apply their
knowledge to a creative writing component, and evaluate the purpose of
these institutions in terms of their historical significance in the
colonization of Indigenous Peoples.
Close (3 minutes):
The teacher will close the class by refocusing everyone and reminding
them that there are different perspectives to each of the big events that
they have studied. The teacher will remind the students that their
31
Broad Areas of Learning:
This lesson will address the BAL’s of
Citizenship and Community Life by
encouraging students to consider
disenfranchised groups, thereby promoting
a sense of inclusive citizenship and
responsibility to the community.
Differentiated Instruction:
-for the student with dyslexia, for the
modified send-a-problem group reflection
activity, this student may contribute orally
while other team members write out the
responses. For the individual mini-research
project, the student may use videos and
visuals as sources for their research, and will
be aided with computer software for the
writing component. They also may have an
extension for handing it in, and will be
evaluated purely for content and not spelling
or grammar.
-for the student with ADD, they will be
seated at the front of the class for the
content overview portion of the lesson, and I
will assist with any gaps in completing their
historical significance worksheet. Also, after
explaining each activity to the class, I will
check in with this student and repeat
directions as necessary. They will also be
permitted to take breaks as needed, and will
benefit from the get up and stretch mini-
breaks. For the mini-research project, they
will be permitted to use an alternate
workspace to help them focus, and have an
extension if needed for the assignment.
-for the student on the autism spectrum, the
integration aid will help significantly in
making sure the environment is not overly-
stimulating, and I 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.
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.

FORMATIVE - Assessment FOR learning:

Sorting Activity- in sorting through various
rights that are accessible to some and not
others based on gender and Indigenous
status, students are encouraged to explore
the reasons why, promoting a desire to
delve in deeper to answer the questions that
they have.

FORMATIVE - Assessment AS learning:

Modified send-a-problem collective
reflection- students are encouraged to
reflect upon the content generated in class,
and thereby also reflect upon their own
knowledge level and learning in this lesson.

SUMMATIVE - Assessment OF learning:

The independent research project will be a
summative assessment of what the students
have learned.

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

feedback for the evaluation.

Unit Plan and Rubric Assignment: Canada from 1896-1945 33

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?

Students are able to put their

knowledge to the test as they listen
Understandings:
and participate in the presentation
To see what is important to different groups.
Relevance What one student finds significant might not
be what another sees as significant.

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):

The reasons that their classmates chose the

different time period, people, and event.

Cross Curricular Competencies:

Unit Plan and Rubric Assignment: Canada from 1896-1945 34

Communicates Appropriately: Students doing

the presentation will have to communicate
their ideas through their chosen medium.

Solves Problems: The students listening to the

game presentations will have to participate
and maybe solve a trivia puzzle. The students
working on the presentations will have had
some problems to overcome.

Uses Creativity: The students will have to be

creative in their presentations and in
participating in the presentations. They may
have to come up with an answer to a puzzle or
a question in a board game. The presentations
themselves will have allowed the students to
use creativity in coming up with how they
wanted to present the material to their
classmates.

Uses Information: Students will use the

information they learned in class and in their
outside research to help both with their
presentation and participating in the
presentations of others.

Uses Information and communications

technologies: For the students that are
presenting with a technological medium they
will be using this method and if a trivia game
uses a computer the students will be using
technology.

Broad Areas of Learning:

Media Literacy: Students will have to
watch/listen/engage in a variety of different
media during this class.

Citizenship and Community Life:

Students will be able to use the information
they have gained to become active citizens.
They will be engaged with the time period
and be able to characterize it and see the
lasting effects.

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.

Student with Dyslexia:

For the presentations, the students are not
required to write anything down so the
student will have an easier time. If any of the
presentations require reading, the teacher will
ensure the student has enough time to read
the material before the group progresses.

Student with ADD:

There will be breaks in between each
presentation to ensure that this student is able
to move around and stretch
Further considerations:

Make sure all the technology is working before

the class. Have an alternative plan for
presentations if the videos do not work, such
as booking the computer lab or having your
personal laptop available for use.

See which activities and presentations the

students enjoyed the most. Consider bringing
them back for other units.

FORMATIVE - Assessment FOR learning:

Because this is a class of presentations the
students are not being evaluated in class.

FORMATIVE - Assessment AS learning:

Because this is a class of presentations the

students are not being evaluated in class.

SUMMATIVE - Assessment OF learning:

Because this is a class of presentations the

students are not being evaluated in class.
Unit Plan and Rubric Assignment: Canada from 1896-1945 36

Appendix

Instructions for the Final Project

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?

Students will be allowed to choose one of four options:

1) A website or blog detailing the event or person
2) A “heritage minute” type video
3) An interview with a historical figure or a newspaper report on an event.
4) A board game with historical trivia.

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.

Heritage Minute Video:

Students will be required to pick an event or person and create a video in the style of a Heritage Minute. Within
the video they will be required to contextualise the event or person, by answering as may of the following
questions as applicable. who, what, where, when, why, and how. Students are encouraged to get creative and
dress in costumes and use props. In addition to their group reflection, students will be required to submit their
script as well as a bibliography of sources. Their presentation needs to contain at least 4 sources that is not class
material.

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

Student Names: ________________________________________

CATEGORY 4 3 2 1

Historical Quality of research Quality of research is Evidence of research Research is limited to

Research/Sources surpasses expectations.
Use of sources from
various points of view,
which demonstrate
evidence of critical
analysis. The
bibliography includes
more than the required 4
sources.
satisfactory and meets
expectations. The use of
sources is diverse and
the bibliography includes
the required 4 sources.
that goes beyond general
information. The
bibliography includes
less than the required 4
sources. Does not quite
meet expectations for
this project
general information and
is unsatisfactory. The
required 4 sources are
not included in the
bibliography.

Quality of Reflection The group has shown a
sophisticated ability to
reflect upon their work
and to justify their train of
thought/ideas/decisions
offering solutions as to
what they might improve
upon next time.
The group has shown an
adequate ability to reflect
upon their work. They
offer justification for their
thoughts/ideas/decisions.
They single out areas for
improvement but do not
offer solutions.
The group has made an
effort to reflect upon their
work, although
justification and
discussion of their
thoughts/ideas/decisions
is not as clear at times.
There is no reflection
upon what might be
improved upon next time.
The group has made no
effort to reflect upon their
work, nor is any
justification for their
thoughts/ideas/decisions
apparent. There is no
reflection on what might
be improved upon next
time.

Vocabulary and Quality of vocabulary
Grammar very sophisticated. There
are no grammatical
errors in the final group
reflection.
Quality of vocabulary is
sophisticated. There are
few grammatical errors in
the final group reflection.
Quality of vocabulary is
satisfactory. There are
several minor
grammatical errors
present in the final group
reflection.
Quality of vocabulary is
unsatisfactory. There are
many major grammatical
errors present in the final
group 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

Historical Blog or Website Rubric

By Chelsea Matheson
Historical (4)All content (3)Almost all the (2)Almost all of the (1)There are several
Detail provided by the content provided by content provided by inaccuracies in the
student on the website the student on the the student on the content provided by
or blog is accurate & website or blog is website or blog is the students OR the
extensively explores accurate & explores accurate & somewhat significant historical
the significant the significant explores the details relevant to the
historical details historical details significant historical chosen topic were not
relevant to the chosen relevant to the chosen details relevant to the present.
topic. topic. chosen topic.

Level of (4)Students engaged (3)Students engaged (2)Students engaged (1)Students engaged in

Analysis in high degree of in a moderate degree somewhat in historical little to no historical
historical analysis for of analysis for the analysis for the analysis, with little to
the chosen topic, with chosen topic, with chosen topic, with no historical evidence.
ample historical historical evidence some historical
evidence. present evidence.

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.

Bibliography (4)Students provided (3)Students provided (2)Students provided (1)Students provided a

& Research a bibliography a bibliography a bibliography that are bibliography that is
meeting or exceeding meeting the minimum missing either a seriously lacking in
the minimum of 5 5 secondary primary or secondary meeting the
secondary sources Bibliography was source OR the requirements of the
Bibliography was formatted correctly bibliography was minimum 5 secondary
perfectly formatted. for the most part. incorrectly formatted. sources & there were
serious problems with
formatting.

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

Teacher Name: Courtney Farquharson

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.

Dialogue Interesting, well- Relatively interesting, Delivery not Delivery not

rehearsed with smooth rehearsed with a fairly smooth, but able smooth and
delivery that holds smooth delivery that to hold audience audience
audience attention. usually holds audience attention most of attention lost.
attention. the time.

Content Covers topic in-depth Includes essential Includes essential Content is

with details and knowledge about the information about minimal OR
examples. Subject topic. Subject the topic but there there are several
knowledge is excellent. knowledge appears to are 1-2 factual factual errors.
be good. errors.

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
Final Project: Historical Interview/Event Coverage
Teacher Name: Eva Kratochvil
Student Names: ________________________________________
CATEGORY 4 3
Historical The group has chosen a clear
Perspective/Point- historical perspective, which is
consistent throughout the
of-view presentation. A high level of
critical thinking is apparent in
the application of this
historical perspective to the
project.
Organization and The project flows in a clear
Coherence and organized manner that is
easy to follow and very
engaging. There is clear
evidence of a high level of
pre-planning that surpasses
expectation
Historical Abundant evidence of
Significance thorough reflection on the
historical significance of the
person/event chosen for this
project. Surpasses
expectations.
Video and Sound Video and sound quality is
Quality clear and surpasses
expectations for this project.
Includes elements that go
beyond basic audio-visual
presentation.
Vocabulary and Quality of vocabulary very
Grammar sophisticated. There are no
grammatical errors in the final
script.
The group’s historical
perspective is apparent
and clear. There is a lack
of consistency at times. A
sufficient level of critical-
thinking is apparent in the
application of this
historical perspective to
the project
For the most part, the
project flows in a clear and
organized manner. There
are a few disruptions in
the flow of the final
presentation. There is
evidence of pre-planning.
Satisfactory evidence of
reflection on the historical
significance of the
person/event chosen for
this project. Meets
expectations.
Video and sound quality is
clear. There are no major
issues with audio-visual
presentation.
Quality of vocabulary is
sophisticated. There are
few grammatical errors in
the final script.
2 1
The group has indicated a
historical perspective, but
its connection to the
project is unclear at times.
There is a lack of
consistency and there is
minimal evidence of
critical-thinking when
applying this historical
perspective to the project.
The project has some
disruptions to the flow and
clarity. It is challenging to
follow at times. There is
little evidence of pre-
planning.
Rudimentary evidence
reflection on the historical
significance of the
person/event chosen for
the project. Falls short of
expectations.
Video and sound quality is
unclear at times, making
the presentation difficult to
follow. Some audio-visual
difficulties are apparent.
Quality of vocabulary is
satisfactory. There are
several minor grammatical
errors present in the final
script.
44
The group has not indicated a
clear historical perspective and
there is no evidence of any
historical perspective being
used in the project.
The project lacks flow and
coherence, and is difficult to
follow throughout. There is no
evidence of pre-planning.
No evidence of reflection on the
historical significance of the
person/event chosen for the
project. Unsatisfactory.
Video and sound quality is
generally unclear and below
expectations for this project.
The presentation is difficult to
follow and there are many
problems with audio-visual
elements of presentation.
Quality of vocabulary is
unsatisfactory. There are many
major grammatical errors
present in the final 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
CATEGORY 4 3
Knowledge All students in group were
Gained well versed in game content
and correctly state several
facts about the topic used
for the game without
looking at the game.
Accuracy of All trivia cards made for the
Content game are correct and offer
in-depth knowledge about
the topic.
Rules Rules were written and
explained clearly enough
that all could easily
participate.
Cooperative The group worked well
work together with all members
contributing significant
amounts of quality work.
Creativity The group put a lot of
thought into making the
game interesting and fun to
play as shown by creative
questions and attractively
colored or detailed game
board.
Board Game Rubric
Marco Pomenti
All students in the group
could easily and correctly
state 1-2 facts about the
topic used for the game
without looking at the
game.
All but 1-5 of the trivia
cards made for the game
are correct and all correct
ones offer in-depth
knowledge about the
topic.
Rules were written, but
one part of the game
needed slightly more
explanation.
The group generally
worked well together
with almost all members
contributing some quality
work.
The group put some
thought into making the
game interesting and fun
to play by using textures,
fancy writing, and/or
interesting characters.
46
2 1
Most students in the Several students in the
group could easily and group could NOT
correctly state 1-2 facts correctly state facts
about the topic used for about the topic used
the game without for the game without
looking at the game. looking at the game.
All but 5-10 of the trivia Several trivia cards
cards made for the game made for the game are
are correct. The correct not accurate. There is
trivia cards show little to no in-depth
attention by team knowledge about the
members to in-depth topic present in the
knowledge about the trivia cards.
topic.
Rules were written, The rules were not
explanation was given, written. The verbal
but people had some explanation lacked
difficulty figuring out accuracy and was not
the game. clear.
The group worked well The group often did
together with some not work well together,
members contributing and the game appeared
quality work. to be the work of only
1-2 students in the
group.
The group tried to make Little thought was put
the game interesting and into making the game
fun, but some of the interesting or fun.
things made it harder to
understand/enjoy the
game.
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.