Canadian History in the Twentieth Century
Appendix 5.1.6 Evaluation Rubric for Conference Speech
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- Activity 2: Free Trade
- Strand(s) and Expectations
- Planning Notes
- Prior Knowledge Required
- Teaching and Learning Strategies
Appendix 5.1.6Evaluation Rubric for Conference Speech
Overall Level: Student Name: Strengths: Areas to Review: Next Steps: Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity. Activity 2: Free TradeTime: 225 minutesDescriptionThis activity deals with the personalities and events that were involved in the free trade agreement between the United States and Canada. Students examine some of the arguments presented by both sides. They classify and evaluate the arguments and vote on the issue. They research the impact of free trade on the local business community. Strand(s) and ExpectationsOntario Catholic School Graduate Expectations: CGE3f, 2d, 4f, 5a, 5b, 5e, 5g. Strand(s): Communities: Local, National, and Global; Citizenship and Heritage; Social and Political Structures; Methods of Historical Inquiry Overall Expectations: CGV.02, CHV.01, SPV.01, MIV.01, MIV.03, MIV.04. Specific Expectations CG2.04 - identify post-World War II development that have led to the globalization of the Canadian economy; CG2.07 - investigate the political and economic challenges and opportunities that Canada faces as a result of international developments; CH1.02 - evaluate the role of the labour movement in Canadian society; SP1.02 - compare economic conditions at different times in Canada’s history and their impact on the daily lives of Canadian families; SP1.03 - demonstrate knowledge of the advantages and disadvantages of American participation in the Canadian economy; MI2.01 - use school and public libraries, resource centres, museums, historic sites, and community and government resources effectively to gather information on Canadian history; MI3.01 - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion; MI3.03 - distinguish between fact and inference in primary and secondary sources. Planning Notes
Prior Knowledge Required
Teaching and Learning Strategies1. Introduce the concept of tariffs and free trade by providing students with three scenarios. They complete a comparison chart with titles: prices in both countries, reason for price difference, who benefits and loses.
3. Students review how Canadian economy grew after World War II and the continental aspect of trade, including a note on the increasing branch plant economy of the 1970s, by examining the relevant sections of their textbook. The teacher divides the class into groups responsible for examining the decades since World War II. They focus their reading on these subjects. The groups can summarize their research either by recording points on chart paper or on the board and orally explain their findings. 4. Students become familiar with the free trade issue by placing it in a historical context by reviewing events after the 1984 Conservative election. Students work alone or in pairs to classify the arguments that they find in their textbooks as for or against free trade. Students sit with a student who has read an opposing source and together they complete a chart comparing the arguments. Students are given ballots and asked to vote on accepting or rejecting free trade based on the arguments they have researched. After the vote is counted, debrief with the students by having them explain their reasons. 5. Students examine the Bishops document on free trade found in Love Kindness and determine if their arguments are new or a repetition of what has been represented. Students use the questions raised by the bishops to develop questions of their own for the next step of this activity (Appendix 5.2.1). 6. Has free trade been successful? Students survey working relatives or contact companies in towns and ask how free trade has impacted on their businesses. Develop a survey questionnaire that asks about where company is located; product sold; size of company; is it Canadian or foreign owned; how has free trade influenced them? Students present their results to the class and review their initial vote on free trade. 7. As a conclusion, students recognize how international Canada’s economy has become by locating five different items at home and determine where they were made. Students use different coloured pins on a wall map to chart the results. Finally, to determine if students’ community businesses have been influenced by global trade, they examine a phone book to determine what type of industries are located in the local community. The students could contact the businesses in order to determine if these businesses make products or import them; students could graph the results and predict what they think will happen to the Canadian economy in the twenty-first century if Canadian businesses continue to just import products and cut back on manufacturing. The teacher could have the students write a class letter with these predictions included and send them to the local Chamber of Commerce for reaction.
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