Canadian History in the Twentieth Century

Assessment/Evaluation Techniques

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Assessment/Evaluation Techniques

  • rubric for culminating activity and presentation

  • peer assessment (see Appendix 4.8.4)

  • checklist


  • Students may find it difficult to review according to the criteria and need to be assisted by the teacher who can supplement/reword the questions and help the student understand the content of the biographies.


The teacher may have published biographies in class to use as samples for reviews.

Appendix 4.8.4

Peer Review of Biography

Reviewer’s Name:

Author’s Name:
Book Title:

1. What part(s) of the prime minister’s life does this biography explain? Are the events of his life clear?

2. What parts of this biography did you find most interesting? Why?

3. Are there visuals in this biography? What do they show?

4. Is the cover of the book appealing (is it neat, are the words written legibly and clearly, does the title catch your interest)?

5. What did you think of the biography overall?

Unit 5: 1984-1999 – Canada Redefined

Time: 18 hours

Unit Developer: Marc Keirstead, York Catholic District School Board

Unit Description

This unit gives students an overview of the events that have challenged Canada’s unity and independence. Students examine the cases supporting and rejecting free trade as well as its impact on the labour movement and social programs. The challenges to Canadian society from Quebec and Aboriginal rights, economic disparity, and foreign affairs are also examined in the light of social justice principles. Students study the rise in Canadian pride through the arts. They produce a video special of the last years of the twentieth century as a culminating activity. This unit gives students an insight into the future they will be entering and give them a Catholic perspective in dealing with the challenges that lay ahead.

Strand(s) and Expectations

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

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

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

Specific Expectations: CG1.03, CG2.01, CG2.04, CG2.07, CG3.01, CG3.03, CG3.04, CG4.07, CC1.04, CC1.05, CC2.01, CC3.02, CH1.02, CH1.03, CH2.03, SP1.02, SP1.03, MI1.01, MI1.02, MI2.01, MI2.02, MI2.05, MI3.01, MI3.03, MI4.01, MI4.04.

Activity Titles (Time + Sequence)

Activity 1

The Struggle for Canada

225 minutes

Activity 2

Free Trade

225 minutes

Activity 3

Aboriginal Issues

150 minutes

Activity 4

Canadians at Home and Abroad

150 minutes

Activity 5

Demographics and its Impact

150 minutes

Activity 6

Canadian Perspective Through the Arts

150 minutes

Prior Knowledge Required

  • This unit relies on the students completing units dealing with French-English relations, historical culture of Aboriginal peoples, Macdonald’s National Policy, and Reciprocity Election of 1911 from the Grades 7 and 8 History program.

  • The students have a basic knowledge of research and paragraph writing skills.

  • The students have basic competency in using search engines on the Internet and evaluating sites.

Unit Planning Notes

  • Review the school protocol for Internet access. Only a few sites are noted since many change over a period of time. It is suggested that teachers and students develop a relevant list of key words that can be employed to locate various sites.

  • Reserve a video camera in preparation for the culminating activity.

  • The class is divided into six groups with each one responsible for selecting a major event from one activity. This allows students to prepare for their segment of the video ahead of the actual taping.

  • For Activity 1, obtain chart paper and copies of election pamphlets (or advertisement supplements in newspapers) as models for effective pamphlets.

  • For Activity 2, prepare ballots for the vote on Free Trade and obtain a number of phone books for your community or have students supply them.

  • Secure copies of Aboriginal literature to be used in Activity 3.

  • Secure a copy of the new Catholic Catechism

  • Reserve the computer lab for research in Activity 3 and possibly Activity 5.

  • Locate the addresses of Canadian peacekeepers by either examining the following web site or contacting your local MP or local Armed Forces office in preparation for Activity 4 (

  • Contact the teacher-librarian and English Department Head for suggested samples of Canadian literature for Activity 6.

  • Contact the ESL teacher for help in providing accommodations. Teachers should note that many of the accommodations suggested in this unit may be applied to ESL students as well as other identified students.

  • For a week prior to this activity students are asked to examine newspapers and cut out any article dealing with Quebec.

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