Grade 10 History Unit Communities: Local, National, and Global

Grade 10 History Unit – Communities: Local, National, and Global

Created by Nicole de Boer

Overall History Expectations: CGV.01, CGV.02, CGV.03, CGV.04

Specific English Expectations: LI1.05D, WR1.02D, LG2.02D, MD1.01D

Activity / Activity Description / Expectation Code(s) / Deconstruction Skills / Assessment Strategy / Recording Device
Multicultural Canada / Read the article “Multiculturalism in Canada” put out by the About Canada series. Write a response journal answering the following questions: Do you agree that Canada has no distinct identity? Do you like our “multicultural mosaic” or would you rather be more like the Americans with their “melting pot” society? Why would the Canadian government promote this image of Canada? / -CG1.02
-CG2.02
-LI1.05D
-WR1.02D
-MD1.01D / -Concept clarification of “multiculturalism,” “multicultural mosaic,” and “melting pot”
-Brainstorming / -Response journal / -Checklist
-Anecdotal records
Interview with an Immigrant / Perform an interview with someone you know that has immigrated to Canada from another country. Your questions should focus on why that person decided to leave home, why he or she chose Canada specifically, and how that person thinks he or she has been able to contribute to Canadian society. / -CG1.01 / -How to formulate proper interview questions to get the maximum amount of dialogue (“why” questions rather than “what” questions)
-How to use audio recording devices / -Interview / -Rating scale
WWI Timeline / Create a timeline of events leading up to and events of WWI. Include the arms race, battles, home front activities, etc. For each event, include the event, a description of the event, and its importance to Canada. / -CG4.01
-CG4.02
-CG4.03
-LI1.05D
-WR1.02D / -Research skills (how to read or skim through the text)
-How to identify the important events and the non-important events
-How to make point form notes
-How to create a timeline / -Performance task: timeline / -Rating scale
Battle Poem / After reading “In Flanders Field,” create your own poem about Canadian contributions to an important battle during WWI (e.g., Ypres). / -CG4.02
-LI1.05D
-WR1.02D / -Forms, styles, and conventions of poetry
-Research skills on the Internet, using textbook, library
-How to sift through information to get to the important information
-How make point form notes
-Creating rough copy of poem, how to edit, and make a good copy / -Performance task: poem / -Rating scale
A Soldier’s Letter Home / Write a letter home to someone in Canada, pretending to be a soldier during WWI, stuck in trench warfare. Include in your letter the conditions in the trench and your feelings towards Canada’s participating in a war that seems to be so far away from home. / -CG4.01
-CG4.02
-LI1.05D
-WR1.02D / -Familiarization with letter writing
-Brainstorming what a soldier’s feelings might be towards participating in the war (could be done as a class)
-Research skills / -Performance task: letter / -Rubric
On the Home Front Poster / Create a poster on some dimension of the home front during WWI. To create the poster, you must study and draw conclusions about the aspect. Topics could include the role of women, votes for women, recruitment, conscription, pacifism, Robert Borden election power, Henri Bourassa against conscription, and a poster for or against the Versailles Treaty. / -CG4.03
-CG3.01
-LI1.05D
-WR1.02D
-MD1.01D / -Familiarization with advertising
-Research skills and drawing opinions from the research
-Finding information from a fount of information / -Performance task: poster
-Exhibition / -Anecdotal records
Radio Show Script / Create a radio show script in expert groups, analyzing a certain aspect of the “Roaring Twenties.” It should include an analysis of whether the Twenties roared, an evaluation of whether Canada just copied the U.S. or if we had a distinct identity, and an interview with an important personality. Present to the rest of the class. The whole class will then write an argumentative paragraph, stating their viewpoint on “roaring” and U.S. influence. / -CG1.03
-CG2.02
-LI1.05D
-WR1.02D
-LG2.02D / -Concept clarification: “roaring”
-Research skills
-How to write a script
-Cooperation and group work skills
-Acting and presenting skills
-How to make and write an argument / -Performance tasks: script and argumentative paragraph
-Presentation / -Anecdotal records
-Rubric
Great Depression Chart / As a class, make a chart on different groups and the government’s response to the Great Depression. Use the headings “Federal Government and Provincial Government Measures,” “Political Movements,” and “Individual Responses.” Write a paragraph assessing the methods used by each group. / -CG2.05
-LI1.05D
-WR1.02D
-LG2.02D / -Reading skills (skimming the text book to help find the important information)
-Assessment skills / -Performance tasks: chart and paragraph / -Checklist
WWII Timeline / Create a timeline of events leading up to and events of WWII. Include Hitler’s rise to power, anti-semitism, the establishment of concentration camps, major battles fought by Canadians, Nanking Massacre, Battle of Hong Kong, fire bombing of Dresden, etc. For each event, include the event, a description of the event, and its importance to Canada. / -CG4.01
-CG4.02
-CG4.03
-CG4.04
-CG4.05
-CG4.06
-LI1.05D
-WR1.02D / -Research skills (how to read or skim through the text)
-How to identify the important events and the non-important events
-How to make point form notes
-How to create a timeline / -Performance task: timeline / -Rating scale
Canada and Britain Role Play / Divine into groups of 4 to 6. Half of the groups will be role playing Canada and Britain at the start of WWI and the other half will be role playing Canada and Britain at the start of WWII. The point of this exercise is to display the differences between the relationship between the two countries at the beginning of each world war. / -CG2.01
-CG2.05
-CG4.01
-LG2.02D / -Acting and presenting skills
-Improvisation skills
-Brainstorming how the relationship between Canada and Britain might be different (as a class)
-Cooperative learning / -Presentation / -Anecdotal records
WWII Battle Project / Choose a campaign or battle during WWII that Canada was involved in(e.g., Battle of Britain, Battle of the North Atlantic, Italian Campaign, Dieppe, D-Day, bombing of German cities, etc.) to do a project on. Research the main events of the battle or campaign, the importance of it to the overall war effort, and the role of Canadians in the battle of campaign and the outcome. This project can be presented in any form you like, such as essay, poem, comic strip, poster, song lyrics, power point presentation, story, etc. / -CG4.02
-LI1.05D
-WR1.02D / -Research skills
-Use and importance of graphic organizers in researching
-Using the correct graphic organizer / -Performance task: students’ choice / -Rubric
Kak’s Journal / Read B for Buster and pretend to be Kak. Write a journal. Entries should include your excitement at the beginning of your journey in becoming a part of the Air Force, your disillusionment after your first trip to Germany in the bomber plane, the treatment that you got in the prison camp after being caught by the Germans, your feelings towards the atrocities committed by the Nazis, and your feelings towards Canada’s response to these atrocities. / -CG2.04
-CG4.02
-CG4.04
-CG4.05
-LI1.05D
-WR1.02D / -Familiarity with journal writing
-Research skills
-Writing from another’s perspective / -Response journal / -Anecdotal records
-Checklist
Jewish Guest Speaker / Have a survivor of the Holocaust or an ancestor of a survivor come into the class and talk about the atrocities of WWII concentration camps and Canada’s response to them. / -CG2.04
-CG4.05 / -Listening skills
-Questioning techniques / -Learning Log / -Anecdotal records
Immigration Policy During the 1930’s: Letters / Pretend that you are a Jew living in Canada during the 1930’s and who wants family members from Europe to come to Canada. But the problem is that the Canadian government will not allow your family to take refuge in Canada. Write a letter to Prime Minters King, begging him to allow your family to come to Canada. Provide reasons as to why your Jewish relatives need to come to Canada. Once that letter is done, present to be Prime Minister King, writing a letter back to the Canadian Jew stating why it is not possible to allow the Jew’s family to take refuge in Canada. / -CG4.04
-CG4.06
-LI1.05D
-WR1.02D / -Familiarization with writing letters
-How to properly read and/or skim the text book for appropriate information
-Using point form notes to summarize appropriate information found in the text
-Using graphic organizers to help summarize information found in the text / -Performance task: letter / -Rubric
Immigration Policy After WWII: Letter / Pretend to be Prime Minister King once again, but this time it’s after WWII and write a letter to the same Jew that originally wrote to the prime minister, apologizing for not letting the Jew’s family take refuge in Canada and explaining Canada’s new open-door policy. / -CG4.06
-LI1.05D
-WR1.02D / -Familiarization with writing letters
-How to properly read and/or skim the text book for appropriate information
-Using point form notes to summarize appropriate information found in the text
-Using graphic organizers to help summarize information found in the text / -Performance task: letter / -Rubric
Canadian Armed Forces Guest Speaker / Have a soldier from the Canadian Armed Forces come into the class to describe his or her role and function in the army. Have him or her also describe the role and function of the Canadian Armed Forces. Have the students write a response journal answering the following question: How has the role and function of the Canadian Armed Forces changed since 1945? / -CG4.08 / -Appropriate listening skills
-Questioning techniques / -Response journal / -Checklist
-Anecdotal records
Cold War Group Presentations / Split up into groups of 4. You will be given a topic to study on the Cold War. Topics include “UN Peacekeeping – The Suez Crisis and Lester B. Pearson,” “UN Peacekeeping – The Korean War,” “Canada and the Treat of Nuclear War – The Cuban Missile Crisis, “ “International Alliances – NATO,” “Continental Alliances – NORAD,” and “Cold War Leadership – St. Laurent, Diefenbaker, Pearson.” In your groups, you will research your given topic using the following guiding questions: What caused this? Who/what was this? What resulted from this? How was this involved in Canada’s national security? How effective was this at preserving national security? Put your information into a chosen graphic organizer on a piece of chart paper or on a piece of technological software, such as PowerPoint. Each group member will have a role, which include materials manager, presenter, recorder, and task manager. All students will be involved in the research process. / -CG4.07
-LI1.05D
-WR1.02D
-LG2.02D / -Cooperative learning
-Research skills
-Familiarization with graphic organizers
-Familiarization with technological software
-Presenting skills / -Presentation / -Rating scale
Class Trip to the Diefenbunker / Students will participate in a class trip to the Diefenbunker Museum where they will learn more about the Cold War. / -CG4.07 / -Questioning techniques
-Understanding of class trip rules / -Learning log / -Anecdotal records
Economic Development and International Agreements / You will be divided into expert groups of 4 to 6 and each given a topic on economic development and international agreements to read about in your text book. Topics will include “Auto Pace,” “General Agreement on Tariffs and Trade,” “North American Free Trade Agreement,” and “World Trade Organization.” Then each of you will go into a new group to teach what you learned to that group. Focus on questions like: Do these agreements or organizations benefit Canada? If so, how? If not, why not? / -CG2.02
-CG2.03
-LI1.05D
-WR1.02D
-LG2.02D / -Reading skills (how to skim for important information)
-Cooperative learning
-How to take point form notes
-Teaching skills (how to speak and appeal to a group of people) / -Exhibition/Demonstration / -Anecdotal records
Response Journal to a Movie Clip / Watch a clip from Hotel Rwanda. Write a response journal to the following questions: What was Canada’s response to the crisis in Rwanda? How does this response, in comparison with other nations’ response, contribute to Canada’s evolving identity? / -CG1.03
-CG4.08
-MD1.01D / -Familiarity with writing response journals
-How to respond to a media work
-How to make inferences / -Response journal / -Checklist
-Anecdotal records
Debate: Canada’s Involvement in Iraq and Afghanistan / We will have a whole class debate. Half of the class will argue for Canada’s involvement in the U.S. war against terrorism and the other half of the class will argue against it. Then each student will write a response journal arguing their own point of view on the topic. / -CG2.02
-CG2.05
-LG2.02D / -Familiarity with news reports on the war in Iraq and Afghanistan
-Willingness and openness to debate a controversial topic
-Being able to argue from a different point of view
-Familiarity with writing response journals in an argumentative form / -Response journal
-Self-assessment / -Checklist
-Anecdotal records
Conscription Crises Response Journal / Answer the following question in a response journal: How did the conscription crises of WWI and/or WWII create tension between English Canada and Quebec? / -CG3.01