Canadian History in the Twentieth Century

Assessment/Evaluation Techniques

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Assessment/Evaluation Techniques

  • formative assessment of the comparison chart

  • summative evaluation of student’s presentation regarding their evaluation of free trade


  • Students are given a modified version of the sources to read.

  • Peer helpers can read the documents and highlight the main points

  • The scenarios can be told with visual aids such as monopoly money and bring in samples of products could be used to illustrate the main points.

  • The rationale for the free trade vote can be given orally.

  • Have ESL “buddy” with another student.


Approved classroom textbooks

“CBC News In Review”

Bowker, Marjorie. On Guard For Thee: An Independent Review of the Free Trade Agreement. Voyageur Publishing, 1988.

Crispo, John, ed. Free Trade: The Real Story. Gage Publishing, 1988.

Sheridan, E.F., ed. Love Kindness: The Social Teaching of the Canadian Catholic Bishops. The Jesuit Centre for Social Faith and Justice, 1991.

Canadiana Encyclopedia. CD-ROM.

Local Chamber of Commerce

Web Sites

North American Free Trade Agreement


Appendix 5.2.1 – Canada’s Bishops Enter Free Trade Debate

Appendix 5.2.1

Canada’s Bishops Enter Free Trade Debate

From the perspective of the Church’s social teachings on human work and the preferential option for the poor, for example, we need to ask some probing questions:

  • Will a free trade deal create more permanent jobs or will it result in more plant shut-downs and worker layoffs in certain sectors of our economy? Will those workers affected be mainly women?

  • Will it serve to erode some of our universal social programs here in Canada because of the demand to compete with those US states that have adopted lower social welfare standards?

  • Will it undercut the capacities of small farmers to fulfill their vocation as authentic food producers in our society by eliminating marketing boards considered to be “unfair practices”?

  • Will it serve to undermine the role of labour unions and collective bargaining rights in Canada because of competition from those US states that have adopted anti-union right to work legislation?

  • Will it result in an even greater flooding of Canada’s market with US television media, publications, and entertainment, thereby generating further assimilation to the American culture?

  • Will certain federal assistance programs for regional economic development have to be reduced or removed to ensure free market exchange, thereby having a devastating impact on poorer provinces and regions?

  • Will it end up limiting significant trade relations with Third World nations striving to serve the basic needs of the poor majority in their countries, because Canada has become locked into a North American continental market?

  • Will a free trade deal serve to increase Canada’s economic and political dependency on the United States, thereby further restricting the possibilities of Canada exercising a more independent foreign policy for justice and peace in the world?

(Adapted from “Free Trade: At What Cost?” in Love Kindness: The Social Teaching of the Canadian Catholic Bishops, 1991)

Activity 3: Aboriginal Issues

Time: 150 minutes


In this activity, students study the long standing relations between Canada’s First Nations and the government of Canada. Students examine Aboriginal issues that have become prominent in the later part of the twentieth century. They examine and attempt to present solutions to crisis situations that caused tension among Canada’s population. This examination is done in light of the Church’s teaching on respect for different peoples and the use of non violence to resolve disputes.

Strand(s) and Expectations

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

Strand(s): Change and Continuity; Citizenship and Heritage; Methods of Historical Inquiry

Overall Expectations: CCV.01, CHV.01, MIV.02, MIV.04.

Specific Expectations

CC1.05 - assess the impact of demographic and social changes on Aboriginal communities;

CH1.03 - describe the contributions of Aboriginal peoples in forming national organizations to gain recognition and rights for Aboriginal peoples;

MI2.01 - use school and public libraries, resource centres, museums, historic sites, and community and government resources effectively to gather information on Canadian history;

MI2.02 - use technology effectively when researching Canadian history topics;

MI4.01 - make reasoned generalizations or appropriate predications based on research;

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

MI4.04 - demonstrate after participating in dramatizations of historical events, insights into historical figures’ situations and decisions.

Planning Notes

  • Obtain samples of Aboriginal literature with the assistance of the teacher-librarian.

  • Secure a class set of Bibles and Catholic Catechism.

  • Reserve a copy of “CBC News In Review,” August, 1990 for research in Step 5.

  • Reserve the computer lab for Internet research.

  • Prepare art materials such as construction paper, markers, coloured pencils, glue, and scissors.

  • Find the name of the local Member of Parliament (MP).

  • Prepare maps locating the New Brunswick fishing dispute, Nisga land claims, and Oka.

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