Canadian History in the Twentieth Century
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- Appendices Appendix 2.1.1 See additional appendices on web site: 2.1.2 (banker calculation form); 2.1.3 (stock certificates); 2.1.4 (currency) Appendix 2.1.1
- Activity 2: The Great Depression and its Impact on Canada
- Strand(s) and Expectations
- Planning Notes
- Prior Knowledge Required
- Teaching/Learning Strategies
ResourcesApproved textbooks Kagan, Elynor, ed. Decades: Forces of Change 1896-1960 (Canada 21). Scarborough: Prentice-Hall Ginn, 1996. ISBN 0-13-239997-0 Mennill, Pauline. The Depression Years: Canada in the 1930s (Canadiana Scrapbook). Scarborough: Prentice-Hall, 1978. ISBN 0-13-199018 AppendicesAppendix 2.1.1 See additional appendices on web site: 2.1.2 (banker calculation form); 2.1.3 (stock certificates); 2.1.4 (currency) Appendix 2.1.1Impact of 1920s Economic Policies Too many goods produced High tariffs Buying on Credit Buying stocks on Margin Reliance on primary products Reliance on Exports
Time: 150 minutesDescriptionActivity 2 is divided into two sub-activities. In the first, students examine, assess, and interpret various “artifacts” from the 1930s in order to draw conclusions about the nature of the Depression’s impact on various aspects of the lives of Canadians. Included among the artifacts are items not directly related to the Depression but which are nonetheless important in the understanding of other events of the era. In the second part of the activity, students examine social, political, economic, and cultural, consequences of the Depression. Students consider the moral imperatives imposed by the Depression and the ethical issues surrounding capitalism as an economic system. Strand(s) and ExpectationsOntario Catholic School Graduate Expectations: CGE1d , 3d , 4a. Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Political, and Economic Structures; Methods of Historical Inquiry Overall Expectations: CGV.02, CCV.01, CHV.02, SPV.01, MIV.01, MIV.02, MIV.04. Specific Expectations CG2.01 - explain how American culture and lifestyle have influenced Canadians from 1900 to the present; CG2.03 - describe the influence of Great Britain and Europe on Canadian policies from 1900 to the present; CC3.01 - identify why certain documents are important in the evolution of Canada’s political autonomy; CH1.04 - evaluate the role of movements which resulted in the founding of political parties such as Social Credit, Union Nationale, Cooperative Commonwealth Federation; CH2.02 - describe the contributions of selected individual Canadians to the development of Canadian identity since WWI; CH2.03 - compare the backgrounds, careers, and contributions of twentieth century Canadian prime ministers in both formal and anecdotal reports; SP2.02 - explain why social support programs were established in Canada; SP2.05 - explain how Canadian governments at various levels reacted to the economic conditions of the Depression in the 1930s; SP2.07 - explain how the government has promoted Canada’s cultural distinctiveness; MI1.01 - use terms related to historical organization and inquiry correctly; MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, mind maps; MI3.02 - distinguish between primary and secondary sources of information, and use both appropriately in historical research. Planning Notes
Prior Knowledge Required
Teaching/Learning Strategies1. Students are told that someone from the 1930s had made a time capsule to be opened after the century ended and the time capsule has just been discovered. The job of the students is to look at the documents and artifacts in the time capsule and speculate on what knowledge or meaning one can gain from them about the decade. Students should be divided into groups of about four and each group takes things from the capsule and collectively try to decide what they mean or what they imply about the events of the 1930s and the impact of the Great Depression. Sample artifacts might include:
2. Each student is given or creates an organizer chart to write down his/her information; the teacher may wish to caution students to use pencil in case changes have to be made. The charts should be divided into economic, social/cultural, political, and other categories and the students place each artifact in the correct category. In addition, the group identifies the meaning or significance of the artifact and records their impressions on the organizer chart. 3. Once all the groups complete their task, each group presents their “artifacts” (or a selection thereof) and conclusions to the rest of the class. 4. In the ensuing discussion, the teacher helps students to come to some specific conclusions about the meaning of the artifacts, trying as much as possible to draw on students’ ideas. 5. To close out the activity, the teacher directs students to consider the moral obligations put on a society and on individuals by such an economic disaster. 6. Students complete the activity by reading in their textbooks and taking point-form notes to supplement the classroom activity; notes should address any additional information not discussed in class but which falls under the categories in the students’ organizers.
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