INFORMATION LITERACY ASSIGNMENT
Name: Regina Mack (Wright)
STAGE ONE
Title: 1920s Newspaper Article Assignment
Grade: 10
Course: History
Topic: The Roaring Twenties – Between the Wars
(Academic or Applied, also suitable for ESL)
Overall Expectations from subject area:
Students will gain an understanding of some significant events that occurred in Canada and
the world during the 1920s. Through their topic, they will examine changes in technology,
popular culture, human rights, the economy, and politics. Students will develop questions, notetaking and thinking skills as they write their article for a 1920s newspaper.
IDV.01 – identify and describe the manner in which selected individuals, groups, and events
have had an impact and importance
CHV.01 – explain how and why selected economic, political, and technological changes have
affected Canadians
Specific Expectations:
CH2.01 – explain the significance to their lives and the lives of Canadians, of selected Canadian
innovators (e.g., Banting, Best, Bomardier, etc)
CH3.03 – analyze the impact of technological advancements on social and economic change in
Canada using a variety of thinking strategies (e.g., establish chronology)
CH3.05 – investigate and communicate the impact that Canadian innovators have had on their
lives and the lives of Canadians using a variety of forms (news reports, supported opinions)
Expectations from Information Studies:
By the end of Grade 10, students will:
Prepare for research by:
-defining information needs using a variety of strategies--brainstorming, visuals
-exploring information using a variety of group activities--brainstorming
-identify varied ways of organizing information—grouping, categorizing, classifying
-relating prior knowledge to information tasks--from content of course, previous assignments
Task Description:
1. First, students will brainstorm anything and everything they can think of that is connected
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to the 1920s - they will write their ideas/words/phrases on post-it notes and place on
chart paper; (or fill in template)
(4-5 minutes)
Next, students will group their post-it notes into categories: i.e., people, places, events,
and so on chart paper; (or use a template)
(3-5 minutes, or more)
Then, students will then use sub categories to classify and extend their post-it notes, i.e.,
1920s people, politics, singers, inventors, movie stars on chart paper; (or use a template)
(3-5 minutes, or more)
Students will then select a topic, person, place, or thing to research.
If students cannot decide on a topic, then allow them to look at the books displayed or
read through sheets placed on the tables for more topic ideas. (10-15 minutes)
Once a topic is selected, students will sign a sheet with their topic for the teacher’s
record. (5-10 minutes)
Students will then begin to formulate questions to aid them in their research for their
newspaper article. (Who, What, Where, When, How, Why) (use a template)
(5-10 minutes)
Students also have other templates to complete to get ready for stage 2 of their research
process. (remainder of class time)
Assessment & Evaluation:
The teacher will:
1. See that the students are engaged and on task.
2. Provide a checklist for each step.
3. Assist students in selecting topic.
4. Assist students to develop quality questions to aid in research.
5. Provide a sign up sheet for newspaper articles.
.
Teaching/Learning Strategies:
1. Group work for brainstorming
2. Group work for classifying ideas
3. Students can use their text book for more information and help when deciding on a topic.
4. Teacher can also assign topics or students can “draw from a hat” their topics.
5. Resource materials, visuals and 1920s images posted in the library or classroom.
6. Students can post their brainstorming and complete a gallery walk to view each other’s
charts.
Resources:
1. Student’s prior knowledge.
2. Student text book, handouts and templates.
3. Visuals of prominent Canadians, or other events, from that era posted around the
classroom or library to inspire students
4. Visuals of other figures from that era (flappers, cars, movie stars, sports heroes, world
figures, etc.
Support materials such as templates, worksheets:
1. Chart paper, post-it notes, markers;
2. Other resource books from the library illustrating life in the 1920s or take students to the
library for this activity,
3. Organizer sheets to help, 5 Ws sheet, KWL sheet, Q Chart, rubric, etc.
4. Sign-up sheet for topics.
5. Matching game.
6. Music from the 1920.
Considerations, adaptations or extensions:
1. Prior knowledge of material studied is useful.
2. Other resource books in the classroom.
3. Word search, crossword puzzles, slang of the 1920s could be an extension used to write a
letter using the slang,
4. More time to complete brainstorming could be a consideration depending on the level of
the class,
5. Student text could be used to help in classifying and getting ideas for topics,
6. Teacher can give a list of people, events, and things for students to research.
7. Students can select their own topic, or be assigned one to research and report on for the
newspaper.
8. This could be a “simulation” activity, meeting deadlines, as would be in a real newspaper
writing job if they were reporters.
9. Show a silent movie or a “talkie” from the 1920s. (Charlie Chaplin)
Additional Ideas:
1. Teacher/Librarian could play music from the 1920s as the students enter the Library.
2. Other resources and books would be on display depicting the 1920s.
Additional Resources and Websites:
Slang of the 1920s
http://local.aaca.org/bntc/slang/slang.htm
Canadian History in the Twentieth Century
http://gci.wrdsb.on.ca/library/assignments/History/twenties.html
The Canadian Encyclopedia, Timeline, 1920s
www.thecanadianencyclopedia.com
The Roaring Twenties
http://www.mccord-museum.qc.ca/en/keys/games/game_0_1920s
Roaring Twenties Music!
http://www.jazzscope.com/TW.html