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1. Building life long learners: Students will develop an understanding of the political climate during the interwar period and how it relates to the
present. They will be able to understand and explain the differences in thinking before and after the great depression. Students will gain an
knowledge of the rise of the Nazi party in Germany and how radicalism can appear in subtle ways. Students will learn to be diligent of the
policies a government creates and how the ways they effect different people. Students will understand how women were more involved in
society during the 1930’s and how that initiated change during and after World War II.
2. Building self and Community: The history of the interwar period is relative to life on the prairies because much of what is represented in the
prairies stems from this time. Farming, urbanization, and financial management were all effected because of the great depression and the dirty
30’s. Students will have a better understanding of what poverty looks like in Canada and ways to help people out of poverty. Students will be
able to explain the effect the great depression had on Indigenous people and the mistreatment they had during this time.
3. Building engaged Citizens: Students will be able to come up with possible solutions to many issues that date back to this time, providing
different possible actions that could have helped prevent the depression from happening. Students will learn how helping their neighbours can
have a positive effect on their community. Students will gain an understanding on how multiple perspectives can accurately describe one event
and also the importance of taking in multiple perspectives while looking at historical narratives.
1. Developing Thinking: Students will have the opportunity to think contextually and be able to apply historical information into present
application. Students will be encouraged to self reflect on their own history that applies to the topic and their beliefs and biases that have
derived from this time.
2. Developing Social Responsibility: Students will look at how the media has portrayed this time and the stories that have been overlooked.
Students will observe how the actions of the government effected the common citizen and those who were not considered citizens at the time
such as: Immigrants, Indigenous people, women, and other minority groups.
3. Develop Literacy: Students can look at primary sources to understand the different dynamics of the society at the time and the different
struggles people might have had. Students will create a project utilizing a method of literacy of their choosing that was prevalent at the time.
Students will understand the use technology in interpreting historical information.
4. Developing Identity and Interdependence: Through study of a specific group during this time students will be able to demonstrate mental,
physical, mental, and spiritual growth. This growth will help students relate to their communities better.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
Foundational objective 1: Know that the actions and policies of other nations influence the well-being of the Canadian people and nation.
Foundational objective 3: Know that the various ideologies have articulated differing views about the role of government in securing the well-being
of the citizenry.
Foundational objective 5: Know that every society will evolve, through debate and consensus, assumptions and practices concerning certain key
societal relationships.
Perspective is a crucial component when analyzing history. Why is it important to study Canada during the interwar period?
Understanding history can help understand why the world is the How can the different dimensions of Canadian society be applied
way it is. to gain a better understanding of the broad Canadian history?
Being culturally aware will help students engage within the Why is developing an understanding of multiple perspectives
multiculturalism of Canada in a respectful way. important?
To identify overlooked groups and bring them to the open. What are some cultural barriers that prevent people from
understanding each others perspectives?
Citizens were aware of the political and economic climate and had the How were Indigenous people effected during this time?
means to communicate their concerns to the government. How do other cultures view the great depression?
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre- and/or behaviours that students will be able to exhibit as a result of their
requisite knowledge that students will need for this unit. work in this unit. These will come from the indicators.
In the past, history has been primarily viewed from a singular • Be able to explain the effects of foreign influence on Canada in
perspective. Being a historian is about looking at different stories to the past as well as the present.
form a better understanding that period of time. • Be able to explain different ideologies and the effect they have
Looking at different perspectives is a life skill which will allow on government.
students to look for stories that have been overlooked. This will • Write the influence the government has on different groups of
inspire students to dig deeper into controversial issues and to people.
develop opinions based on different perspectives. • Use good argumentation to explain their political view
Students will gain knowledge on the different socioeconomic classes respectfully.
and the effect that has on society. • Test viewpoints for morality and the factual accuracy.
Students will gain knowledge on women’s suffrage during the • Relate historical events with present day reality.
interwar period and the contributions women had during the great
• Interpret stories for their opinions and facts.
depression.
• Develop hypotheses based on logic.
Other Evidence
Through what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.
Throughout the unit observations will be made to assess the engagement and participation of the students. Kahoot.it will be used as a tool to assess
the involvement of those who choose not to speak in class. In this way all students will be able to show what they have learned on a daily basis? A final
project will be given to the students to incorporate what they have learned. Journals will be kept for the students to self reflect on what they have
learned.
The grade 12 students are on the verge of graduating from the comfort of school to being active citizens. Having the knowledge of different ideologies
and basic Canadian history will equip them with the necessary tools to be successfully involved in society. The students will have gained a knowledge on
pre-colonial Canadian history, Indigenous history within Canada, and the early stages of Canadian Confederation. We will know the students are
succeeding in their learning when they are able to explain, through various avenues, the effects of political ideologies and the Great Depression.
Each student will have a previous idea of what this history looked like as they have heard about it periodically over their education. They will bring their
own ideas of what should have happened following certain events which will need to be reassessed during the unit. Students learning will be ascertained
by their final project. None of the students will have a knowledge of the unit and where the learning train will go.
Individual biases may come up in the unit which will need to be addressed either in front of the class or individually. Motivation for the final project will
be a need to anticipate.
Within the classroom is where most of the learning will take place. A potential field trip to a museum or landmark would help with understanding that
time period. The classroom can be arranged to reflect the depression era with décor, making the classroom into a barren wasteland, and posters of
ideologies indicating how they provide the means of a ‘better life’.
How will you engage students at the beginning of the unit? (motivational set)
Prior to this unit, we will have just covered Canada’s involvement in World War 1. A class celebration fair will be held for the first half of the class.
Following the celebration each student will receive 50 monopoly dollars for the service in the war. Each student will be rewarded for various tasks with
more monopoly money. This money is obtained very easily for very mundane tasks (Opening the door, cleaning up garbage, basic class room tasks,
raising hand to ask question). Students gain some knowledge on different companies to invest their money in. These companies all have appealing
qualities that make them investable.
When reaching the lesson where the stock market crashes each student will have received enough fake money to purchase a prize (ie. A bag of jelly
beans). However, before they can purchase it, the teacher declares that all of the money has no value anymore and can no longer be used to purchase
the prize. After this happens the work needed to get the fake money is now almost impossible (Write a 5 page essay, but your teacher 3 pounds of
chocolate covered coffee beans, read through the lord of the rings series in 2 days). These tasks will receive minimal dollars and the price of the prize
will go up.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs
1 1. Motivational/Anticipatory Set (This will take up more than half of the class) DSR
Introduction to – The students will have a class party to celebrate the victory of world war 1. This party will include DT
the interwar opportunities to gain monopoly money through various games and tasks. The money will be used to
period purchase a prize.
– Students will discuss the overall feeling of making profit. Students will discuss the value of everyone
making lots of money.
2. Main Procedures
– Students will watch and discuss the changes that world war 1 did for the commonwealth nations.
– https://www.youtube.com/watch?v=Hl5OqQVaD9Y
3. Closing
– Students will receive monopoly money as they exit class for their duty to the classroom.
– Students will be given an option of jobs they can do to earn money.
2 Coming home
from the war: 1. Introduction – The class will begin with a short video clip to get students thinking about the topic. DT
Citizens and https://www.youtube.com/watch?v=YJo1v12CN54&t=1s DII
minorities A discussion will follow about the video. Some questions that may be raised will be: who DSR
perspective is being shown? Who’s perspective is not evident in this video? What implications can
we draw from this video?
2. Main Procedures – Students will be given an overview of what life was like for many soldiers after coming
home from the war. Students will discuss what possible expectations soldiers may have had in comparison
to what they received.
– A significant amount of time will be taken to teach students about Indigenous people upon their return
from the First World War. A short video will be shown. https://www.youtube.com/watch?
v=WGzNwAUdHM8
Students will discuss the differences between the way Indigenous veterans were treated in
comparison to non-indigenous veterans.
Students will discuss the outcomes of the treatment of Indigenous people after the First World
War. What happened as a result?
3. Conclusion – Students will do a quick write activity where they will analyze their own role in society and
what they can do going forward to shine a positive light on this situation.
3 1. Introduction DT
Political overview – Canadians became more independent following World War 1. DII
1918-1929 – https://www.youtube.com/watch?v=DKTLrv8Tf-o&t=27s DL
– Students will watch video and see how Canada and the United States are connected politically.
2. Main procedure
– Students will research major political figures in Canada's political history and how they dealt with major
issues
– Students will discuss why their political parties were the best choice for Canadians during this time period.
– Do these parties support or oppress minority rights?
3. Adaptations
– Classroom can be set up with showing different support for the different parties in Canada. The right and
left side of the classroom can show the different emphasis the parties have on daily Canadian life.
4. Closing
– Students will write the most interesting thing they learned about their political party.
4 Intolerance in 1. Introduction – The class will begin with a short video clip to get students thinking about intolerance and
Canada oppression. https://www.youtube.com/watch?v=BZVDBDzQoBE Following the video students will have DT
some of their monopoly money taken away to give an example of oppression. (3 min) DII
- With a partner, students will discuss the question: “What do you know about oppression and DL
intolerance in Canada’s history from 1918-1939?” (10 mins) DSR
- A brief overview of intolerance in Canada during the interwar period will be given with some examples.
(10 min)
2. Main Procedures – Students will be divided into groups and given different cases of intolerance that
occurred during that period of time (cases may include topics like Old Colony Mennonites, Chinese
immigrants, Indigenous people and the pass system, and other minority groups). In their groups students
will discuss: (20 mins)
a. Who is being oppressed?
b. Who is being intolerant? Why do they think they are intolerant?
c. What is the setting/context of the intolerance? Where did it possibly stem from?
d. Are the effects of this intolerance still felt today? What is their role in making a change?
3. Conclusion – After students have had time to discuss amongst their groups they will share their findings
with the rest of the class. (15 mins)
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Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study:
Is there alignment between There is a correlation between the learning outcomes and the experience the students will gain as a result of this
outcomes, performance assessment unit. Students will be equipped with knowledge needed to be well educated in their political involvement. The
and learning experiences? assessment will give students the opportunity to pursuing their interests.
These students can help struggling students in their discussion. This gives the student who needs a challenge a
way to explain what they know in different ways. During the final project these students can be challenged go
above and beyond the expectations of the project.
Instructional Approaches:
Do I use a variety of teacher directed Throughout the unit I will attempt to incorporate the 20/80 model of learning. The students will have plenty of
and student centered instructional time to discuss the ideas they are learning and to challenge each other in their knowledge. The students will be
approaches? challenged in their leadership and conversational abilities.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)