Canadian History in the Twentieth Century



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Accommodations


  • Extra time is allotted to students with writing difficulties to complete the report.

  • Students with writing difficulties should use a word processor to complete the project.

  • The teacher conferences with students at various stages of the project's development to determine if any other accommodations are necessary.

  • Individual support may be needed to assist students in locating places on maps.

Resources


Print

Approved classroom textbooks

Henderson, Ian, Peter Lawley, Norm Probert, and Don Quinlan. World Affairs: Defining Canada’s Role. Don Mills: Oxford University Press, 1998.

Kolpin, Robert. Global Links: Connecting Canada. Don Mills: Oxford University Press, 1999.



Computer/Web Sites

Department of National Defence


http://www.dnd.ca/menu/legacy/global_e.htm

Encyclical Letter of His Holiness Pope John XXIII issued on April 11, 1963


Peace on Earth (Pacem in Terris)
http://listserv.american.edu/catholic/church/papal/john.xxiii/j23pacem.txt

Office for Social Justice, Archdiocese of St. Paul and Minneapolis


Major Themes from Catholic Social Teaching
http://www.osjspm.org/cst/themes.htm

Veterans Affairs Canada


http://www.vac-acc.gc.ca/general/sub.cfm?source=history/KoreaWar

The 1998 Canadian & World Encyclopedia. CD-ROM. Toronto: McClelland & Stewart, 1998.

Appendices


Appendix 3.5.6 – Rubric: Canada on the World Stage Report Evaluation

Appendix 3.5.6

Canada on the World Stage Report Evaluation

Name: _____________________________________________ Date: ___________________________




Criteria

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Knowledge/
Understanding (i.e., of the international role Canada played between 1946-1963)

25%


- report demonstrates limited knowledge of facts, causes, and terms

- report demonstrates some knowledge of facts, causes, and terms

- report demonstrates above average knowledge of facts, causes, and terms

- report demonstrates a high degree of knowledge of facts, causes, and terms

Written communication

20%


- communicates ideas and information with limited clarity

- communicates ideas and information with some clarity

- communicates ideas and information with above average clarity

- communicates ideas and information with a high degree of clarity

Visual communication (i.e., the map and overall appearance)

20%


- expresses information with limited accuracy and neatness

- expresses information with some accuracy and neatness

- expresses information with above average accuracy and neatness

- expresses information with significant accuracy and neatness

Application of the ideas from Pacem in Terris

35%


- application of ideas is limited in scope

- application of ideas is satisfactory in scope

- application of ideas is above average in scope

- application of ideas is highly effective in scope

Overall Achievement Level:



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 6: My Family Grows and Changes

Time: 240 minutes

Description


In this group activity, students create a photo journal that reflects the social and technological changes of the period. Students then present their photo journal at a family reunion. This activity demonstrates to the students that we have to be stewards of each other rather than worshipers of mass consumerism and excessive individualism.

Strand(s) and Expectations


Ontario Catholic School Graduate Expectations: CGE1d, 1e, 1h, 2a, 2b, 2c, 2d, 3d, 3e, 4a, 4f, 5a, 5e, 6c, 7e.

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

Overall Expectations: CGV.02, CCV.01, CCV.02, SPV.02, MIV.01, MIV.02, MIV.03, MIV.04.

Specific Expectations

CG2.02 - summarize Canada’s changing relationship with the United States from 1900 to the present;

CC1.03 - explain how the lives of adolescents and women have changed as a result of post-World War I urbanization and the post-World War II population shift to the suburbs (e.g., in terms of schooling, consumerism, leisure);

CC2.02 - use visual displays effectively to show how technological developments have changed lifestyles through the twentieth century (e.g., cars, television, plastics, computers, biotechnology);

SP2.02 - explain why social support programs (e.g., old age pensions, unemployment insurance, family allowance, medicare) were established in Canada.



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