Canadian History in the Twentieth Century


Assessment/Evaluation Techniques



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Assessment/Evaluation Techniques


  • Checklist for oral presentation

  • Paper and pencil test for this activity.

Accommodations


  • Students whose oral communication skills are weak may present their summation to the teacher only or a small group of students.

  • Guide questions for the content of the summation may be provided for students who have difficulty with abstract concepts.

Resources


Videos

Activity 6: Team Canada 1972: Hockey and the Canadian Identity

Time: 30 minutes

Description


The purpose of this activity is to reflect on a positive and unifying event that occurred in the midst of national tension. It temporarily draws students away from the focus on Canadian politics and shifts to Canadian popular culture. The class reads a short story, watch an animation of the story, and read about the hockey goal that made Canadian history.

Strand(s) and Expectations


Ontario Catholic School Graduate Expectations: CGE1d, 2a, 2b, 2e, 3a, 4h.

Strand(s): Communities: Local, National, and Global

Overall Expectations: CGV.03.

Specific Expectations

CG1.01 - determine to what extent certain national symbols represent all Canada and Canadians.


Planning Notes


  • Ensure that you have in class a copy of the short story and the video.

  • The 1972 hockey game is available on CD-ROM Canadiana Encyclopedia; the teacher may wish to book the lab.

Prior Knowledge Required


Students should have knowledge of how artistic expression reflects the Canadian identity. They also have understanding of the tensions between English and French Canada.

Teaching/ Learning Strategies


1. Begin this activity with a discussion about hockey to engage the students’ interest. Ask the students to consider why hockey is such a Canadian sport. In your discussion make mention of Canadian hockey legends to familiarize students with the references in the short story.

2. Using the textbook and/or other sources recount the significance of the Team Canada games against the Soviet national team in 1972, i.e., it was an example of the increased openness between Canada and the Soviet Union in such areas as wheat and barley export from Canada. In particular, focus on the national euphoria that resulted from Team Canada’s victory.

3. Students consider a response to the following: “after the inability to resolve the bitterness, and violent divisions within Canada prior to 1972, how was it that a hockey game could unite Canadians, even if only temporarily?” In your class discussion, focus on why sports often draws from nationalist sentiments.

4. Video resources on Maurice Richard are available and segments may be shown in class to introduce the short story.

5. Read the story “The Hockey Sweater” with the class and follow up with a discussion about the nationalist sentiments associated with the Maple Leafs and Canadiens hockey sweater.

6. Show the film animation of the story.


Assessment/Evaluation Techniques


  • Question and answer (oral) to assess student comprehension of short story and concepts discussed in class.

Accommodations


  • The variety of mediums for delivering the content of the short story should serve as an accommodation for comprehension. The themes and symbolism of the story may need to be simplified by using analogies personally relevant to students.

Resources


The short story is also available in some history textbooks and short story anthologies.

Activity 7: Sleeping with the Elephant: American Influence on Canadian Culture

Time: 75 minutes

Description


This activity asks students to consider the impact on their lives of living next to a superpower. It draws from their knowledge of Canadian-American relations and American popular culture. It introduces them to the further extent of American control over Canada’s economy and foreign policy. In addition, this activity introduces students to Trudeau’s foreign policy with countries outside North America. The students demonstrate the concepts learned in this activity in a collage and a political cartoon. The fundamental question is how is it possible for an “elephant to sleep in the same bed as a mouse”?

Strand(s) and Expectations


Ontario Catholic School Graduate Expectations: CGE2c, 2e, 3c, 3d ,4a, 4b, 7i, 7j.

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

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

Specific Expectations

CG1.04 - explain how and why the federal government has tried to promote a common Canadian identity through various agencies and assess the effectiveness of these efforts;

CG2.07 - investigate the political and economic challenges and opportunities that Canada faces as a result of international developments;

CC3.04 - summarize Canada’s changing relationships with the United States (Auto Pact, Foreign Investment Review Agency);

SP1.02 -compare economic conditions at different times in Canada’s history and their impact on the daily lives of Canadian families;

SP2.07 - explain how the government has promoted Canada’s cultural distinctiveness;

SP1.03 - demonstrate knowledge of the advantages and disadvantages of American participation in the Canadian economy;

M14.01 - make reasoned generalizations or appropriate predictions based on research.


Planning Notes


  • Have copies of used magazines in class.

  • Bring to class political cartoons, preferably ones that reflect a current event with which the class may be familiar.


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