History Lesson Plan
SUBJECT/Grade: Canadian History Since World War 1, Grade 10
COURSE/Type/Code:
CHC2D (Academic)
SUGGESTED TIME: 3 (75 mins each) Periods
LESSON Topic/unit: Canada/US Ties 1914-1929
LESSON Description:
This lesson serves to provide students with an overall view of the relationship between Canada & the
United States between WW1 and Great Depression. Students will critique primary and secondary sources
of information for the purpose of providing evidence of relations by means of group presentations. This
will enable them to make an evaluation on the types of influence the United States had on Canada with
regards to its political, economic and cultural identity. Students will then have the opportunity to
complete “report cards” based on the findings that were presented.
Key Learnings:
Students will understand the significance of the United States' impact on Canada's political, economic and
cultural development during the period 1914-1929. They will do a critique in which they will decide
whether various impacts had either: 1) a considerable and lasting influence, or 2) a limited influence at the
time but one that would grow in importance over time, or 3) an influence that would diminish over time.
They will then assign a "letter grade" based on whether each impact was overall positive, overall neutral,
or overall negative, for Canada
Critical Question(s):
What impact did the United States have on Canada's political, economic and cultural development during
the period 1914-1929? Consider the results of American influence in the following areas: Media and
Entertainment; Prohibition; Branch Plants; Introduction of Automobile; Natural Resources, Canada/Us
Trade Agreements. Compile information & prepare a "report card" on the above topics. This task will span
approximately three classes.
Critical Thinking Vocabulary:
“Critique” – Students are required to objectively analyze and evaluate the positive and negative aspects of
Canada-US ties during the time period.
Habits of Mind:
“Intellectual Integrity” – Students are required to be true to their own thinking, as it guides them to
improve and enhance their reasoning.
Strands (as identified in the Ministry Guideline:
Continuity & Change
)
Expectations (overall and specific)
Overall Expectations: Analyze the impact of external forces and events on Canada and explain how
American influences have helped shape Canadian Identity from 1914 -1929.
Specific Expectations:
Students will be required to...
-describe some of the ways in which American culture and politics have influenced Canada since WW1
- demonstrate an understanding of the relationship between invention and the economy
- summarize the evolution of Canadian political autonomy from Great Britain since WW1
- analyze Canada's changing relationship with the United States
- evaluate the credibility of sources and information and distinguish between primary and secondary
sources
-identify different viewpoints and explicit biases
-draw conclusions and make reasoned generalizations on the basis of relevant and sufficient supporting
evidence
Resources (for items in appendix, indicate with asterisk)
Book the Library for a period (second day). Ask Librarian to pick out
books (other than the ones you have available in the classroom)
related to the subject matter and have computers available for
students. Arrange for the librarian to give students a short tutorial via
Smart board of the online databases (e.g. Canadian Encyclopedia and
Canadian Points of View).
Desks arranged for groups of 4-5 students
Assemble all other resources materials need for the class.
-
-
A class set of Canadiana Scrapbooks “The Confident Years:
Canada in the 20’s.
Multiple Copies of the Canadian Heritage Collection (CanadaAmerican Relations, The Economy: From Farms to Cyber
world, Trade and International Relations, Popular Culture, and
Advertising: Reflections of Culture and Values,).
Various books such as Defining Canada: History, Identity, and
Culture, Canadian Sources: Investigated 1914 to the Present.
Grade 10 History Text books.
*6 Cue Cards with guiding questions.
6 Folders, chart paper and makers.
*2 Class sets of photocopied Report Cards (one for metal set
activity and one for research activity
Agenda (listed on blackboard)
Day 1
-“Minds On” Activity
-Information about Group
Research Assignment
-Mind Map
-Form groups
-Pick Topics
-Decide on a criteria as a class
- Investigate resources
Day 2
-Visit to the library
-Tutorial on databases
-Research of topics via Internet
and other library texts
-Group members start to put
Information together
Day 3
-Group members discuss
any additional findings
-Prepare presentations
-Presentations (5 mins each)
and fill out report cards
Teaching/Learning Strategies:
Stage 1 - MENTAL SET / SHARING EXPECTATIONS (10-15 mins)
Mental set: Introduction of Report Card (see appendix). Students will be introduced to the idea of using a
report card to rate/give a grade to the impacts of various aspects of Canada-US ties. Before they rate these
aspects in the WW1-1929 period, they will make a report card on the influences of today’s technologies on
Canadians (since they are likely to be very familiar with this). In groups of 4-5, ask them to first come up
with the criteria for giving a grade. Students should be reminded to ask themselves the question “How
should we decide whether these influences have been overall positive, overall negative, or overall neutral
to Canadians?” Then students should take time to give a grade (e.g. A, B, C, etc…) and to provide reasons
for their decision.
Inform students of why we just did this activity and explain how it ties in to the activities we will be doing
over the next few classes. (They will fill out another report card based on their results from a small group
research project that will critique the relationship between Canada and the US from 1914-1929. It is
important that they learn how the relationship developed so they can better understand the relationship
today.)
Stages 2 to 5 - INPUT / CHECK for UNDERSTANDING / MODELLING & PRACTICE
Do a Mind Map with the students collectively on board
5-10
mins
What do you know about Canada’s and US relationship today?
Who do you think benefits from the relations?
Give me examples of how we are connected with the US?
What do you think are the implications of these connections?
Do you think the relationship is important? Why?
List the topics that will be explored in the activity (Media and Entertainment; Prohibition; Branch
Plants; Introduction of Automobile; Natural Resources, Canada/Us Trade Agreements) and make
the connections to the Mind Map
10-15
mins
20-30
mins
Group students into groups of 4 or 5. Ask one person to come from each group and select a topic
from a hat. Once every group has their topic, decide as a class what the criteria for judging the
impact will be for the following question… What impact did the United States have on Canada's
political, economic and cultural development during the period 1914-1929? Should the students
need guidance in selecting a criteria, the following are possible examples for the criteria that could
be used: The relationship has a positive impact if it… raises the living standards, raises incomes,
creates new employment, leads to the creation of new infrastructure, leads to new innovations,
leads to more leisure and family time, more artistic output from Canadians, strengthens our
diplomatic relations, strengthens our autonomy, doesn't lead to environmental damage or
inequalities in wealth.
Give the students the cue card (with guiding questions) that relates to their particular topic and
distribute the resources. Explain that the cue cards are a starting point and they may choose to
answer their own questions. Explain what primary and secondary resources are. Each group can
start researching their topic. Remind them that their goal will be to produce a report card on their
topic, and later to present this to the class. Move around the room and answer any questions
students may have.
At the end of class have students put notes in folders and inform students of tomorrow plans
End of Day 1
Stages 2 to 5 - INPUT / CHECK for UNDERSTANDING / MODELLING & PRACTICE, cont’d
Start of Day 2
5-10
mins
Have students meet in Library (You will have to have informed them at the end of first day). Do a
quick discussion of how things went the day before with their research. Answer any questions the
students may have. Remind students of the activities for the period.
10-15
mins
Students are given tutorial on Smart board by the librarian on where they can locate additional
resources via databases. He/she will also inform students of supplementary texts that have been
pulled for them to look at.
25-30
mins
Students will continue to work in groups to research of topics using the supplementary texts and
databases. Touch base with all of the groups to make sure everyone is on track and finding the
information they need. Answer any questions.
15-20
mins
Group members should come together to discuss their findings and formulate their key points for
their presentation. Distribute chart paper & markers while students are collaborating. Ask students
to transfer their key points to the chart paper.
1-2
mins
Collect folders. Inform students of homework & what’s on the agenda for the next class.
End of Day 2
*******************************************************************************
Start of Day 3
2-5
mins
10-15
mins
25-35
mins
Ask students how they did with the homework and answer any questions. Remind students of the
agenda.
Hand out their chart papers and have students make adjustments or additions based the homework.
Ask students to prepare for their presentations. While students are preparing place report cards on
each desk.
Each group presents their topic and findings. Audience completes their own report cards based on
the information they hear in the other presentations. (This ensuring active listening and
participation)
Stage 6 - CLOSURE (student activity that summarizes or extends key lesson knowledge/concepts/skills)(10-15mins)
Bring the class back together and discuss the report cards. Go through each of the topics and ask students
by show of hands what letter grades they assigned and ask for volunteers as to explain why they assigned
particular grades. Ask students if they think that Grade would still stand today based on what they know.
Stage 7 – PREP/Hwk (activities completed outside of class to reinforce/extend learning or prepare for next class)
Students to continue to look for additional resources via internet search engines if needed (Second day).
Additional Considerations:
Accommodations/Special Needs:
Assessment and Evaluation Strategies:
- Supply blown-up photocopies of cue cards
- Offer & blow up any resources student
may choose for assignment
- Group student(s) with exceptionalities
among other conscientious students
-Encourage the use of assistive technology
devices such as laptops, Kurzweil, smart
boards
-Give additional support student when
necessary
Assess. for Learning (Diagnostic): Mental Set
Assess. for Learning (Diagnostic): Mind Map
Assess. for Learning (Formative): Questions &
Answers
Assess. as Learning (Formative): Discussion
Assess. for Learning (Formative): Observations
Assess. for Learning (Formative): Discussion
Assess. for Learning (Formative): Report cards