Canadian History in the Twentieth Century

Assessment/Evaluation Techniques

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Assessment/Evaluation Techniques

  • The teacher moves from group to group during the first part of the activity conferencing with students and observing their work, contributions to the group, etc.

  • Informal assessment is made of the groups’ presentations; teacher should provide feedback to students on their analysis and presentation skills.

  • Formal assessment is made of the finished chart and the notes based on completion, accuracy and ability to draw conclusions.


  • Additional assistance may be given by the teacher in categorizing; (e.g., clues may be written on to the artifacts to help students in recognizing where the artifact belongs on the chart).

  • Some students may have difficulty with the writing and so may place the entire artifact on a larger board chart.

  • Students experiencing difficulty with the analysis may be allowed to demonstrate their ability to analyse in a non-written form.

  • Some students may require additional time to complete the organizer.

  • Individual exceptional students’ IEPs should be examined so that the activity can be altered to better suit their individual needs.

  • Where expectations are to be modified (according to IEP), assessment should be fitted to suit.



Approved textbooks

Catholic Register Vol. V 1933-1938. Archives of the Roman Catholic Archdiocese of Toronto: 1997.

Catholic Register Vol. VI 1939-1942. Archives of the Roman Catholic Archdiocese of Toronto: 1997.

Grayson, Linda. The Wretched of Canada: Letters to R.B. Bennett 1930-1935.

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

Pius XI, “Mit Brennender Sorge” (encyclical – “With Burning Sorrow”)


The Dionne Quintuplets. National Film Board of Canada. Title Code: 106C 0178 380 MSN: 13892

Web Sites

A Priest's Tale: The Evolution of the Thinking of Eugene Cullinane CSB by Bernard M. Daly

AsUVA 1930s project


Dionne Quintuplets Archival Collection

The Great Depression
(A project by 94/95 Grade 11s for Heritage Post Interactive about the Depression of the 1930s in Vancouver.)

The Great Depression

Greatest Films of the 1930s

The Hungry Thirties Relief Camps (On to Ottawa Trek)

Life on a Western Canadian Prairie Farm - Personal stories

NFB Films for 1920-1945

Unfortunate Canadians During the Great Depression


See web site for sample artifact analysis organizer (2.2.1) and samples of some of the artifacts (2.2.2 – 2.2.8)

Activity 3: The Coming of War

Time: 75 minutes


This activity allows students to understand the relationship that existed between the devastating inflation in Germany in the 1920s, the rise of fascism in Italy, the world wide Depression of the 1930s, the rise of a military government in Japan, and the coming of war in 1939. The focus is primarily on Europe with an examination of the political and economic situation in Germany that led to the rise of the Nazi dictator and the anti-Semitism and imperial aspirations that accompanied the rise to and the consolidation of power. Students use biographical information, maps, and documents to familiarize themselves with the individuals and circumstances leading to the formation of the Axis alliance and the eventual declaration of war on Germany. Students also assess the response of the Vatican to the rise of Hitler (tied to the artifact in the previous activity).

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1e, 1h, 2a.

Strand(s): Communities: Local, National, and Global; Change and Continuity; Methods of Historical Inquiry

Overall Expectations: CGV.02, CCV.03, MIV.02.

Specific Expectations

CG2.03 - describe the influence of Great Britain and Europe on Canadian policies from 1900 to the present;

CG2.05 - produce a timeline that charts and identifies significant historical events related to the holocaust and WWII;

CG4.01 - explain how Canada became involved in WWI and WWII, after researching the causes of the two wars;

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, and mind maps;

MI4.03 - express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays.

Planning Notes

  • The teacher prepares notes for a lecture and Socratic lesson on the coming of war which includes the economic situation in Germany, the way in which Hitler gained power, his attitudes and ambitions, the reactions (or lack thereof) from the rest of Europe (e.g., Munich Agreement and Appeasement), why the German people in general accepted him, and the implications of his master race theory.

  • The teacher ties into the lesson an explanation of the rise of fascism in Italy and the establishment of a military government in Japan.

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