REVISED Canadian and World Studies Curriculum
CHC2D/P 3-Part Lesson Plan
Prohibition and Cause & Consequence
Lesson Overview
In this 75-minute lesson, students will be introduced to criteria for cause and consequence, one of four concepts of historical
thinking, through an exploration of the topic of prohibition. Students will evaluate the causes and consequences (both intended and
unintended) of prohibition, using a graphic organizer. Students begin by exploring their preconceptions about current laws related
to the sale of alcohol in Canada and why they exist. Then students identify the causes and consequences using a variety of texts,
sorting their ideas into Events, Groups, Individuals and Social Conditions. Finally, students evaluate the causes and
consequences of prohibition and share their ideas in a pie chart or mind map format. They end by reflecting on their initial ideas
and their learning.
Inquiry Process/Cycle Phases:
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Formulate Questions
Gather and Organize
Interpret and Analyze
Evaluate and Draw Conclusions
Communicate
Discipline-Specific Thinking Concepts:
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Cause and Consequence
Curriculum Document/Grade/Course Code (secondary) or Strand (elementary)
Curriculum Expectations
Learning Goals
In this lesson we are learning to...
A1. Historical Inquiry: use the historical inquiry process and the concepts of
historical thinking when investigating aspects of Canadian history since 1914.
(CHC2P) B1. Social, Economic, and Political Context: describe some key
social, economic, and political events, trends, and developments between
1914 and 1929, and assess how they affected the lives of people in Canada.
(CHC2D) B1. Social, Economic, and Political Context: describe some key
social, economic, and political events, trends, and developments between
1914 and 1929, and assess their significance for different groups in Canada.
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better understand the criteria for the concept
of historical thinking of ‘continuity and
change’
apply the concept ‘cause and consequence’
to an historic event
practice evaluating an historical event and
draw conclusions about it
OHASSTA & OHHSSCA Sample Curriculum Supports
2013 Revised Canadian & World Studies
Instructional Components and Context
Readiness
Materials
Students should have a basic understanding
of the idea of Concepts of Historical Thinking
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 Note: this lesson can be done at the
beginning of the course as an introduction to
the concept of Cause & Consequence
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Terminology
 Prohibition – (a law)
 Temperance – (an idea)
 Underlying causes - pre-existing social
Index cards – one per student
Paper and materials for creating pie charts and mind maps
http://olc.spsd.sk.ca/DE/PD/instr/strats/think/ - tips for using the Think-PairShare strategy.
Resources on Prohibition: Canadian Encyclopedia
http://www.thecanadianencyclopedia.com/articles/prohibition (use Prohibition
and Temperance Movement entries)
Video clip “Our Investment of Blood” from Canada: A People’s History (CBC,
2001)
OHASSTA-OHHSSCA Concepts of Historical Thinking poster
Cause & Consequence Organizer handout – one copy per student
CHC2DP Working with Causes and Consequences handout
Exit Card (index card)
conditions, people, groups, and prior events
 Trigger cause - the tipping point, an
individual’s or a group’s action, or an event
that initiates change
OHASSTA & OHHSSCA Sample Curriculum Supports
2013 Revised Canadian & World Studies
Minds On
Connections
 Establishing a positive learning environment
 Connecting to prior learning and/or experiences
 Setting the context for learning
Think-Pair-Share Strategy  The 1918 Prohibition Law
Assessment:
Assessment FOR learning
Description
1.
Begin by asking students to think about the following question: “How is the
sale of alcohol regulated today in Canada? (This is introducing some
consequences and accessing prior knowledge).
2.
Define the terms Prohibition (the law) and Temperance (the idea) and post
definitions in the classroom.
3.
Use a Think-Pair-Share strategy to help students consider the following:
“What might be some reasons that caused the Canadian government to pass
Prohibition of Alcohol into law in 1918?” Have students brainstorm possible
reasons on their own, then in pairs and, finally, in small groups.
Differentiated Instruction:
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students can journal their responses
Quick Tips for Teachers:
4.
Share as a class, record possible reasons (on the board or chart paper or
reflective journal), and keep these for the conclusion of the activity.
5.
Explain that students will be examining the causes of prohibition in Canada refer to the poster here. Their first task will be to identify various causes for a
particular event using one or more accounts of the event. Also, by the end of
the activity they will assess the relative influence of various causes of an
event.
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OHASSTA & OHHSSCA Sample Curriculum Supports
2013 Revised Canadian & World Studies
Visit
http://olc.spsd.sk.ca/DE/PD/instr/strats/t
hink/ for tips about how to use the
Think-Pair-Share strategy.
Action!
Connections
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided > independent)
Small Groups of 4  Exploring Cause and Consequence
Description
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1.
Divide students into groups of 4.
2.
Distribute the Cause and Consequence Organizer and explain that students
will add relevant people, ideas and events to both sides of the chart.
3.
Teachers should explain the difference between underlying causes (preexisting social conditions, people, groups, and prior events) and trigger
causes (the tipping point, an individual’s or a group’s action, or an event that
initiates change).
4.
Show the video clip “Our Investment of Blood” from Canada: A People’s
History. Early in the clip, provide samples for students that model how to
complete the organizer and ensure that they understand each of the
categories (see Terminology).
5.
Then, invite students, in their groups, to collaborate after viewing the rest of
the clip to add causes and consequences to the organizer.
6.
Provide each group with a reading from the Canadian Encyclopedia. Students
should continue to add as many causes and consequences as possible to
their organizer as they read, referring to criteria on the poster.
7.
Hand out an index card to each student. Have students label one side
‘Cause’ and the other side ‘Consequence’.
8.
In the groups, each group member selects a different category from the
organizer (Groups, Individuals, Events, Social Conditions). On their index
card, each student writes down what they think is the most important cause
and the most important consequence in their selected category.
9.
Assessment:
Assessment for learning
When ready, ask the class to hold up the Cause side of their index card and
notice the similarities and differences between the ideas. Then repeat with
Consequences.
Circulate among the groups to help
students when/if questions emerge
Use the opportunity to deepen
understanding and clear up any
misconceptions
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Assessment as learning
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Peers can provide feedback on each
other’s charts
Differentiated Instruction:
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If groups complete working with a
resource early, they can work with the
second resource, or another provided
by teacher
Resources can be differentiated by
using video clips, articles, websites
Arrange students in mixed groups
o Add or substitute other
accessible readings
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Quick Tips for Teachers:
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OHASSTA & OHHSSCA Sample Curriculum Supports
2013 Revised Canadian & World Studies
Provide other possible text resources
depending on the needs of the
students
See the CHC2DP Working with Causes
and Consequences handout for some
prompting questions to assist students
in their reading
Consolidation
Connections
 Providing opportunities for consolidation and reflection
 Helping students demonstrate what they have learned
New Groups of 4  Graphic Organizer Analysis
Assessment:
Assessment as learning
Description
Differentiated Instruction:
1.
2.
Create new small groups so that students work with new peers. To do so, have
the students, within their groups, number themselves off 1-4. Numbers 1 and 2
will move to a new group and 3 and 4 will stay where they are. Assign half the
groups to examine “Causes” and the other half of the groups to examine
“Consequences.”
a. The “Causes” groups will assess the relative influence of the various causes
of the Canadian government passing Prohibition into law (refer to criteria on
the poster). Students complete a pie chart on chart paper to illustrate the
most influential causes of prohibition. Each ranking (section of the pie chart)
will be accompanied by a justification. Each group shares their conclusions
with the class for peer feedback.
b.
The “Consequences” group will use counterfactuals (“what if?” scenarios) to
explore consequences. Have students answer in mind map form on chart
paper: “What might be different in Canada had prohibition not passed into
law?” Students’ answers should address the groups, individuals, events and
ideas sections, and they must be prepared to defend their choices. Each
group shares their conclusions with the class for peer feedback.
Direct student groups to examine the possible causes and consequences they
wrote at the start of this activity. Students then complete an Exit Card
individually to answer these two questions: “How do the actual causes of
Prohibition compare to what you thought caused it? What consequences were
unexpected or unintended?”
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Instead of using an Exit Card, students can
write a journal response
Quick Tips for Teachers:
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OHASSTA & OHHSSCA Sample Curriculum Supports
2013 Revised Canadian & World Studies
#1a) Possible answers - Things that
might have been affected: women’s
rights, tobacco control policy, drinking
rates, public drinking laws, legal
drinking age, possible marijuana policy,
less investigation into other social
problems (e.g. domestic abuse)
#1b) Discussion should address issues
related to alcohol, but also women’s
rights and social improvement,
government regulation as unintended
consequences
Refer to The Big Six, pg 125 (Nelson)
for further instruction on how to use
counterfactuals