Letter to the Government 1930s Assignment
Overall Expectations
- assess the changing role and power of the federal and provincial governments in Canada
- describe the impact of significant social and political movements on Canadian society;
- describe how individual Canadians have contributed to the development of Canada and its emerging sense of identity
- explain changing economic conditions and patterns and how they have affected Canadians;
Write a letter to the government as a Canadian affected by the economic conditions of the 1930s.
Choose your character from the following list:
- Prairie wheat farmer
- Wife of prairie wheat farmer
- Nova Scotia coal miner
- Relief camp worker
- Hobo “Riding the Rails”
- Someone on pogey (relief)
- Someone in the family of an unemployed man (spouse, parent or child)
- Female factory worker (e.g. Irene Duhamel)
- Teacher
- Immigrant
- Employed Person
Research the life of that person using the sources given to you by your teacher. Take research notes from at least 2 sources
Choose the level of government which most directly affects you – municipal, provincial or federal.
Level of government / Responsibilities and issuesFederal Government Prime Ministers –
R.B. Bennett 1930-1935, William Lyon Mackenzie King 1935-1946 / International trade
Relief camps
Payment to the provinces for relief
Currency
Canada-wide transportation
Communication (e.g. CBC radio)
Provincial Government Premiers
Ontario – Mitchell Hepburn
British Columbia – Thomas Patullo
Quebec – Maurice Duplessis
Alberta – William “Bible Bill” Aberhart / Health care
Education
Water and sewer
Electricity
Municipal Government – City Mayors
You need not be specific / Public relief (the dole)
Soup kitchens
Use the templates provided for your rough work. Submit your rough work with your good copy and the rubric on March 28th
Write a letter in character to the most appropriate level of government. Each paragraph should be 3-5 sentences in length
Paragraph One:
Address the government (be specific – see above)
Give yourself a historically likely (plausible) name and explain your problems
- Use your research notes, details from Cinderella Man and the People’s History videos
My ideas:
Paragraph Two:
Explain what the government has done or not done to help your situation.
- Use your class notes from the People’s History videos and worksheets from Topics 9 and 10 to provide detail
My ideas:
Paragraph Three:
Explain what you would like the government to do for you. Propose solutions that the government could put into place that would help you.
- Use the letters to Bennett (p. 166 and videos) or the alternative political parties that your character is likely to support (Topic 11)
My ideas:
My Research Notes
Source:______Pages: ______
My Research Notes
Source:______Page(s)______
Letter to the Government 1930s Assignment
Prairie Wheat Farmer:
Continuity and Change p. 156-159
Scrapbook: p.14-15
Canada Unfolding: p.195-196
Our Century, Our Story p. 129-130
Nova Scotia coal miner:
Nation Unfolding: p.190-191
Our Century, Our Story p. 91
Relief CampWorker:
Continuity and Change p. 160-163
Scrapbook p. 26-27
Nation Unfolding p.200
Canadian Sources Investigated, p.52-53
Our Century, Our Story p. 133
Hobo “riding the rails”
Continuity and Change p. 155
Scrapbook p. 24-25
Canadian Sources Investigated p. 52
Our Century, Our Story p. 132
Someone on pogey:
Scrapbook p10-11
Nation Unfolding p. 196-197
Our Century, Our Story p. 131-132
Family of an unemployed man:
Scrapbook pp 8-9
Canadian Sources Investigated, p.48-53
Our Century, Our Story p. 127-128
Wife of a prairie farmer:
Continuity and Change p. 156-159
Scrapbook: p.14-15
Canada Unfolding: p.195-196
Our Century, Our Story p. 129-130
Female factory worker:
Scrapbook p. 42-43
Our Century, Our Story p. 127-128
Teacher
Scrapbook p. 34
Immigrant
Scrapbook pp. 36-37
Canadian SourcesInvestigated p. 62-67
Employed Person
Continuity and Change p. 163
Our Century, Our Story p. 127-128
Scrapbook p. 42-43
Letter to the Government 1930s Assignment
Criteria / Re-do / Level 1 / Level 2 / Level 3 / Level 4Clear understanding of the impact of the Great Depression on a specific individual Knowledge / Demonstrates no understanding of the impact of the Great Depression on a specific individual. / Limited understanding of the impact of the Great Depression on a specific individual. / Some understanding of the impact of the Great Depression on a specific individual. / Considerable understanding of the impact of the Great Depression on a specific individual. / Thorough and insightful understanding of the impact of the Great Depression on a specific individual..
Evidence of research and note taking Thinking / Research is not evident. / Research notes are limited in accuracy or incomplete. / Research notes are somewhat accurate and relevant. / Research notes are accurate and relevant. / Research notes are thorough
Clear oral communication. Communication. Communication appropriate to a formal letter Communication / Communication is very unclear and/or inappropriate to a formal letter. / Communication is of limited clarity and effectiveness. May not be formal enough to be appropriate to a formal letter. / Communication is somewhat clear and effective and is somewhat appropriate to a formal letter. / Communication is clear and effective. Communication is appropriate to a formal letter. / Clear, effective and creative communication. Appropriate to a formal letter.
Propose reasonable solutions from the perspective of the individual. Application / No solutions are provided, or solutions are not related to the problems faced by this individual / Insufficient solutions are provided. Solutions are related to the problems to a limited degree. / Some solutions are provided. Solutions are somewhat related to the problems faced by the individual. / Clear solutions are provided. The solutions are directly related to the problems faced by the individual. / Highly appropriate and creative solutions are provided. Solutions are directly related to the problems.
Totals: K ______T ______C ______A ______
Learning Skills:
Responsibility ____ Organization ___ Independent Work ____ Collaboration ____ Initiative ____ Self-Regulation ___