Formative teacher evaluation of student notes on causes and results of the Winnipeg General Strike. Information dealing with the accuracy and completeness of the notes can be recorded by means of a checklist.
Informal teacher assessment of the students’ understanding of Catholic teaching by using probe questions during the class discussion
Informal teacher observation of student lists of 1920s consumer products and contemporary consumer products. Informal teacher assessment of student understanding of consumer products by using probe questions. Formative teacher assessment of student paragraph using as criterion the student's understanding of change in society from the period before World War I compared to the period of the 1920s. A checklist or anecdotal notes may be used by the teacher. A checklist such as the following may be used:
Knowledge or Skill Exhibited
The student was able to write a proper introductory sentence in which the two points of comparison were clearly mentioned.
In the body sentences of the paragraph the student was able to demonstrate an understanding of change.
The student was able to use information relevant to the topic in the paragraph.
The student used correct sentence structure.
The student was able to write a proper concluding sentence in the paragraph.
Formative teacher assessment of flow charts using as a criterion the student’s understanding of multiple effects related to an invention
Students with writing difficulties need teacher and/or peer assistance in completing their written paragraphs. Students may need help with spelling, verb tense, agreement of subject and verb, thought sequence expressed in complete sentences, and links between sentences.
Some students may need access to a word processor to complete their written paragraphs.
Bondy, Robert J. The Confident Years: Canada in the 1920s Canadiana Scrapbook. Scarborough: Prentice Hall, 1978.
Activity 6: Changes in Canadian Life: 1919-1928
Time: 250 minutes
Through this activity, students gain knowledge about American cultural influences on Canadian life and about the historic influence of Great Britain upon Canadian life. Students become aware of the role played by a pressure group, such as the Women’s Christian Temperance Union, and of the role played by the women’s movement in general during the 1920s. The students are provided with opportunities to make comparisons between social and political developments in the society of the 1920s and social and political development in today’s society. Students complete their culminating task – a scrapbook describing life in Canada during the first 28 years of the twentieth century. Students demonstrate their mastery of the information and skills which they have acquired in this unit.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations: CGE5e, 5g.
Strand(s): Communities: Local, National, and Global; Change and Continuity; Citizenship and Heritage; Social, Economic, and Political Structures; Methods of Historical Inquiry
Overall Expectations: CCV.01, CHV.01, MIV.01.
CG2.01 - explain how American culture and lifestyle have influenced Canadians from 1900 to the present;
CC3.01 - identify why certain documents are important in the evolution of Canada’s political autonomy;
CH1.01 - summarize the contributions of the women’s movement;
SP2.01 - identify and describe the early twentieth-century pressure groups that were established to promote social support programs;