Canadian History in the Twentieth Century
Activity 4: Quebec in Transition
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- Strand(s) and Expectations
- Planning Notes
- Teaching/Learning Strategies
- Assessment/Evaluation Techniques
- Accommodations
- Appendices Appendix 3.4.5 – Rubric: Asbestos Strike Dialogue Evaluation Appendix 3.4.5
Activity 4: Quebec in TransitionTime: 120 minutesDescriptionStudents write a script and present a brief role play about how Quebec evolved from an inward looking society to one that developed nationalistic aspirations by the 1960s. By completing this activity students understand how the Catholic Church supported the rights of workers in Quebec during the late 1940s. Strand(s) and ExpectationsOntario Catholic School Graduate Expectations: CGE1d, 2b, 2c, 2d, 3f, 4a, 4f, 5a, 5e, 7e, 7g. Strand(s): Communities: Local, National, and Global; Methods of Historical Inquiry Overall Expectations: CGV.03, MIV.01, MIV.02, MIV.03. Specific Expectations CG3.01 - identify the major events that contributed to the growth of Quebec nationalism and the separatist movement in Quebec from 1900 to the present; MI1.01 - use terms related to historical organization and inquiry correctly (e.g., chronology, cause and effect, short- and long-term consequences, interpretation); MI1.02 - use who, what, where, when, why, and how questions effectively when researching historical topics and issues; MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps; MI3.01 - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion; MI3.04 - demonstrate an ability to draw conclusions based on adequate and relevant supporting evidence; MI4.01 - make reasoned generalizations or appropriate predictions based on research. Planning Notes
Prior Knowledge RequiredStudents require familiarity with French-English relations up to and including the Conscription Crisis during World War II. Teaching/Learning Strategies1. Students write and perform brief plays or dialogues that demonstrate how the striking labourers in Asbestos, Quebec felt about their employer and the government of Maurice Duplessis. Students also include discussion about the role of the Catholic Church and the importance of the strike in Quebec’s history in their plays. Students use suggested resources or their current textbook for the information needed in their dialogues. The teacher could read the resources for this activity with students to give them some understanding of the nature of the change that was occurring in Quebec at the time of the Asbestos strike. 2. The teacher shows students how to write a simple script (e.g., names are separated from the text with colons and stage directions for the actors' movement are in parentheses). 3. Students work in small groups of three to four persons. Each student should have at least five to six speaking lines in their respective dialogues. Students prepare a draft of their dialogues so that the teacher can edit them for effective knowledge, understanding, and communication. 4. One approach the students could take is to write a dialogue that is a discussion between three or four miners. In their dialogues, students describe their feelings about their working conditions, the way Duplessis has treated them, the relationship between their union and Duplessis, the role of the Catholic church, how they benefited from the strike, and how it was important in Quebec’s history. Assessment/Evaluation Techniques
Accommodations
ResourcesApproved classroom textbooks Computer/Web Sites Hockey Hall of Fame http://www.hhof.com/index.htm Office for Social Justice, Archdiocese of St. Paul and Minneapolis Major Themes from Catholic Social Teaching http://www.osjspm.org/cst/themes.htm The 1998 Canadian & World Encyclopedia. CD-ROM. Toronto: McClelland & Stewart, 1998. AppendicesAppendix 3.4.5 – Rubric: Asbestos Strike Dialogue Evaluation Appendix 3.4.5Asbestos Strike Dialogue EvaluationName: __________________________________________________ Date: ______________________
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity. Directory: Portals -> lamoreaux -> docs Portals -> Draft I film Screening Portals -> Black History Academic Bowl arts & entertainment Portals -> Setting the Table for a Successful Season docs -> The Battle of the Atlantic Download 0.82 Mb. Share with your friends:
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