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Evaluation Plan for a Curriculum Unit (Canada, 1914-19)

Grade 10 History: CHC2D

Strand B: Canada, 1914-1929

Time: Three weeks, 15 lessons, 70-minute periods Class Size: 25 students

KEY ANALYTICAL QUESTION:

In what ways did the social, economic, political, and military developments and events of this period help shape Canadian identity and this country’s evolving role within the global community? How did these changes impact the lives of minoritized groups, particularly women and Aboriginal people?

OUTLINE OF UNIT TOPICS, TIME ALLOCATIONS, SPECIFIC EXPECTATIONS AND EVALUATION COMPONENTS

|Time |Outline of Unit Topics & Specific Expectations |Evaluation Tools |

|Week 1 |WWI - Causes, Consequences, and Impact on Canada |1) Jigsaw and Class Discussion |

| | |-On day 5, students will participate in a jigsaw |

|5 Lessons |WWI - Causes, Consequences, and Impact on Canada |activity and discussion as a way of both reviewing |

| | |material and having the opportunity to demonstrate |

| |Day 1-Reasons Canada participated in WWI, including European |their understanding of the material for assessment. |

| |alliances, rivalries, militarism, and nationalist movements | |

| |Specific Expectation B2.1 (p.113) |Jigsaw |

| |-explain the main causes of World War I and of Canada’s |1. Each member of the “home” group (i.e. their |

| |participation in the war and analyse some of the consequences of |regular table groupings) gets assigned a particular |

| |Canada’s military participation in the war |topic (eg. reasons for Canada’s participation in |

| | |WWI, political and economic changes such as |

| |Day 2- Political and economic changes, including conscription and |conscription and wartime industries, key battles, |

| |wartime industries |life in the trenches, key military and political |

| |Specific Expectation B2.3 (p.113) |figures, etc.) |

| |- describe some major instances of social and/or political conflict|2. Each student from each “home” group responsible |

| |in Canada during this period, including conflict between French and|for topic #1 gets together in a new group and |

| |English Canada (e.g. differing views on the need for conscription),|becomes an “expert” on their topic through reviewing|

| |and analyse some of their causes and consequences |notes and textbook, as well as discussing key |

| |Specific Expectation B1.3 (p.112) |learnings in their “expert” group. This process is |

| |- describe some key economic trends and developments in Canada |identical for each expert group. |

| |during this period (e.g., with reference to the wartime economy, |3. Students review their topic through key readings |

| |new manufacturing sectors) and assess their impact on various |and small group discussion, and write a short |

| |groups in Canada |summary of their topic in the form of a bullet list |

| | |of 5 key points (20-25 minutes). |

| |Day 3 -Human cost of WWI, including deaths and injuries in specific|4.Each student returns to their “home” group to |

| |battles, soldiers’ experiences, life in the trenches, etc. |share what they have learned with their original |

| |Specific Expectation B2.1 (p.113) |group mates (15-20 minutes). |

| |- analyse some of the consequences of Canada’s military |At this point, each member of the class is now |

| |participation in the war (e.g., with reference to enlistment; the |familiar with all the key learnings from week #1. |

| |conscription bill; the military consequences and the human costs of| |

| |battles involving Canadian forces) |Discussion |

| | |5. How did Canada’s military participation in World |

| |Day 4 -Key military and political figures during WWI (eg. Arthur |War I shape Canada politically, socially, and |

| |Currie, Billy Bishop, and Robert Borden) and how they impacted |economically? Going around the room, each student is|

| |identity, citizenship and heritage |required to give one point that answers this key |

| |Specific Expectation B3.1 (p.114) |question and discuss as a class (15 minutes). |

| |-explain how some individuals, groups, and/or organizations |Concluding activity - exit card |

| |contributed to Canadian society and politics during this period and|-In 3-4 sentences, students answer the question, |

| |to the development of identity, citizenship, and/or heritage in |“Based on what you learned in class this week, what |

| |Canada (e.g., with reference to Billy Bishop, Robert Borden, Arthur|event during World War I had the most impact on |

| |Currie) |shaping Canada? Why?” (10 minutes) |

| | |Evaluation will be based on: |

| |Day 5 - Review of material from week #1 with a focus on analyzing |a) participation in jigsaw activity (i.e. do they |

| |how Canada’s participation in international relations, particularly|review their topic and share with their |

| |military participation in World War I, shaped Canada from |groupmates?); b) short written summary of their |

| |1914-1919. |topic (bullet list of 5 key points); c) |

| |Specific Expectation B2.2 (p.113) |participation in group discussion; and d) and |

| |- analyse, with reference to specific events or issues, the |completion of exit card |

| |significance of Canada’s participation in international relations | |

| |between 1914 and 1929 (e.g. Canada’s military participation in | |

| |World War I) | |

| | | |

|Week 2 |Social, Political, and Economic Conflicts, Changes and |2) Group Work and Persuasive Oral Presentation |

| |Contributions | |

|5 Lessons | |At the end of week 2 (day 10): |

| |Day 6 - Defining moments in Canada during WWI, particularly the |1. Students choose from a list of “defining moments”|

| |internment of “enemy aliens” through the War Measures Act, the |that took place in Canada during WWI (eg. internment|

| |Halifax explosion, the granting of certain women the right to vote |of enemy aliens using the War Measures Act, granting|

| |through the Wartime Elections Act, and the Winnipeg General Strike |of certain women the right to vote using the Wartime|

| |Specific Expectation B1.4 (p.112) |Elections Act, women in the workforce, scientific or|

| |- Explain the impact on Canadian society and politics of some key |medical advances such as the development of insulin,|

| |events and/or developments during World War I (e.g., with reference|conscription, the Winnipeg General Strike) |

| |to the internment of “enemy aliens,” an increase in the number of |2. In small groups of four, students work to |

| |women in the workforce, new laws such as the Wartime Elections Act |brainstorm on chart paper everything they know about|

| |and/or the War Measures Act, the Halifax Explosion) |their “defining moment.” Students may use their |

| |Specific Expectation B2.3 |class notes, textbook, or online resources to |

| |- Describe some major instances of social and/or political conflict|brainstorm additional information (20 minutes). |

| |in Canada during this period, including the Winnipeg General Strike|3.In short oral group presentations, students |

| | |attempt to convince their classmates why their |

| |Day 7 - Major demographic trends, including immigration/migration, |“defining moment” was the most important of the time|

| |Aboriginal populations, women in the workforce, birth rates, life |period. Presentations can be in the form of a speech|

| |expectancy, etc. |or a commercial (like the “heritage minutes”). Each |

| |Specific Expectation B1.1 (p.112) |group has five minutes to persuade the class (30 |

| |- analyse historical statistics and other primary sources to |minutes). |

| |identify major demographic trends in Canada between 1914 and 1929 |Concluding Activity |

| |(e.g., trends related to immigration to Canada, Aboriginal |- Each student writes down their choice for most |

| |populations, migration between provinces and to urban centres, the |important defining moment (on an exit card) along |

| |number of women in the labour force and the type of work they |with 2-3 sentences supporting their answer (10 min).|

| |performed, birth rates or life expectancy), and assess their |The teacher will disclose the results during the |

| |significance for different groups in Canada |next day's class. |

| | |Evaluation will be based on: |

| |Day 8 - Scientific developments, including the impact of new |a) participation in group work and creation of chart|

| |military technologies on Canadian soldiers and medical |paper; |

| |breakthroughs, including the development of insulin (Frederick |b) persuasiveness of their speech or commercial; and|

| |Banting). |c) completion of exit card. |

| |- Students will continue working on their blog posts. | |

| |Specific Expectation B1.2 (p.112) |3) On-going Blog Posts |

| |- Identify some major developments in science and/or technology |- Using a free online tool (such as weebly), |

| |during this period, and assess their significance for different |students set up a blog. Over the course of the unit,|

| |groups in Canada (e.g., the impact of new military technologies on |they are required to post at least five blog entries|

| |Canadian soldiers and insulin and/or other medical developments on |(100-200 words each), comment (kindy) on at least |

| |the health of people in Canada) |three blog posts belonging to other students, and |

| | |post two resources that tie into this unit (eg. a |

| |Day 9 - How individuals and/or events contributed to and changed |website that serves as a review for the final test).|

| |art and popular culture. |- Some entries will be based on a response to a |

| |- Written Component of Formative-Summative project is due today |question the teacher suggests and others will be |

| |Specific Expectation B3.2 (p. 114) |reflections based on what the student learned that |

| |- Describe some significant changes in the arts and popular culture|day. |

| |in Canada during this period and explain the contributions of some |Evaluation will be based on: |

| |individuals and/or events to these changes (e.g., Stephen Leacock, |a) completion of required number of blog posts; and |

| |Mary Pickford) |b) quality of blog posts (i.e. did the student fully|

| | |answer the reflection questions, did they post |

| |Day 10 - Students will complete a formative assessment covering the|worthwhile resources, is there evidence the student |

| |material from Week #2. Please see evaluation component #2 in the |has evaluated or analyzed a particular aspect of the|

| |right-hand column for more details. |lesson, etc.) |

|Week 3 |Changing Rights of Minoritized Groups |4) Summative-Formative Project |

| | |- Students will be given time during weeks 1 and 2 |

|5 Lessons |Day 11 - Aboriginal Rights, including The League of Indians (Fred |to work on their projects. They will learn the |

| |O. Loft), discrimination in jobs and housing, and residential |differences between primary and secondary sources |

| |schools |which will aid them in their assignment (i.e., “The |

| |Specific Expectation B2.4 (p.113) |Canadian Challenge,” page 27). |

| |- Explain the goals and accomplishments of some groups and/or |- Students will work on this project in stages with |

| |movements that contributed to social and/or political cooperation |groups of 3-4 members. The written component will be|

| |during this period (e.g. the League of Indians) |due on Day 9, and the oral component on Day 14. |

| |Specific Expectation B2.5 (p.113) | |

| |- Describe attitudes towards and significant actions affecting |Written component: |

| |ethnocultural minority groups in Canada during this period (e.g., |- choose a research question from a list. Research, |

| |with reference to discrimination in jobs and housing, residential |brainstorm, draft, revise, final draft (essay, |

| |schools, restrictions imposed by the Indian Act) and explain their |letter, or story). |

| |impact |Oral component: |

| | |- 10-12 min presentation educating class on their |

| |Day 12 -Women’s rights, including women’s new political rights |topic (video, skit, interview, PowerPoint, etc) |

| |through the suffrage movement, the first woman elected to House of | |

| |Commons (Agnes Macphail), expanding role of women in the workplace,|5) Final Test |

| |women’s contributions to the war effort, and women’s changing role |-The final test is a comprehensive review of this |

| |in the family and society |unit. It incorporates fill-in-the blanks and short |

| |Specific Expectation B3.3 (p.114) |answer questions, as well as an essay component. |

| |- Describe some significant developments in the rights and lives of|-Questions are designed to assess comprehension and |

| |women in Canada during this period (e.g., women’s contribution to |understanding of the material, as well as |

| |the war effort, their expanding role in the workplace, and the |higher-level critical thinking skills and the |

| |impact of these on their role in the family and in society; women’s|ability to apply knowledge and communicate their |

| |role in suffrage,new political rights) and explain the impact of |ideas. |

| |these developments on Canadian citizenship and/or heritage | |

| | | |

| |Day 13 - Students will be given a short amount of class time to | |

| |prepare for their oral presentations. The rest of the class will be| |

| |devoted to the oral presentations that make up a key component of | |

| |their final formative-summative assessment. | |

| | | |

| |Day 14 - Oral presentations are completed. Class also completes a | |

| |review for the final test. | |

| | | |

| |Day 15 - Final test | |

PAGE-LENGTH DESCRIPTION OF EVALUATION INSTRUMENTS

1) Blog Posts

Using a free online tool (such as weebly), students set up a blog and are given time in class to work on its design and write history-related blog posts. Over the course of the unit, they are required to post at least five blog entries (100-200 words each) that reflect on key learnings and insights from class, weekly readings, or their own research. Students must also comment (kindly) on three other blogs posted by classmates and post at least two resources that tie into the material covered in this unit, such as a website that serves as a review for the final test. Comments on fellow students' blogs should include observations or questions for further discussion.

Some blog posts will be personal reflections based on what the student learned that day, while other entries will be based on a response to a question the teacher suggests, such as:

“What was the most interesting fact you learned in class today?”

“If you could give one piece of advice to Prime Minister Borden, what would it be?

“What impact did World War I have on the rights of women?”

“In your opinion, what event or issue during World War I was the most significant in shaping Canada's identity? Explain using relevant examples.”

When it comes to formative assessments such as key learnings, it is important to provide multiple opportunities for students to show they have understood the material, as well as variety in how they present the written evidence of their understanding. This activity is effective as it combines writing, reflection and analysis of material, and technology. Finally, evaluation will be based on a) completion of required components (i.e. did student complete five blog posts), and b) is there clear evidence the student has critically analysed and reflected on the material?

2) Jigsaw and Discussion

This evaluation takes place at the end of week #1 and serves as both a review of the material covered during this week, as well as an assessment of student's learning. In every table group (four students each), each member is assigned a particular topic that has been covered this week. Possible topics include:

Reasons Canada participated in WWI, including European alliances, militarism, and nationalist movements

Wartime economy, including conscription and wartime industries

Key battles, number of deaths/injuries, and life in the trenches

Key military and political figures in World War I

Each student from every “home” group responsible for topic #1 moves and sits together to form a new “expert” group. This process repeats for each topic. Students spend 20-25 minutes reviewing key learnings from their notes and textbook, as well as engaging in a small group discussion to brainstorm as many points as possible on their topic, thereby becoming “experts.” Students also write a short summary of their topic in the form of a bullet list of five key points. Each student returns to their “home” group to share what they have learned with their original group mates (15-20 minutes). Going around the room, each student is required to give one point that answers the following key question and discuss as a class: “How did Canada’s military participation in World War I shape Canada politically, socially, and economically?”

Evaluation will be based on: a) participation in jigsaw activity (i.e. do they review their topic and share with their groupmates?), submission of a written bullet list with five key points on their topic, c) participation in whole group discussions, and d) completion of an exit card.

3) Group Work and Persuasive Oral Presentation

This evaluation will be completed at the end of week #2. Students choose from a list of “defining moments” in Canada during World War I. Examples could include:

Internment of enemy aliens using the War Measures Act

Granting of certain women the right to vote using the Wartime Elections Act

Women's new roles in the workforce and society

Scientific/medical advances

Winnipeg General Strike

In small groups of four, students work to brainstorm on chart paper everything they know about their “defining moment.” In short oral presentations, groups attempt to convince their classmates why their “defining moment” was the most important of the time period. Presentations can be in the form of a speech or a commercial, similar to the “heritage minutes.” Each group has five minutes to persuade the class. After oral presentations have been completed, each student writes down their choice for most important defining moment on an exit card along with 2-3 sentences explaining their answer. The teacher will let the class know which “defining moment” won the vote during the next day’s class after reading through the exit cards. Finally, evaluation will be based on: a) participation in group work and creation of chart paper, b) persuasiveness of their speech or commercial, c) and completion of exit card.

Unit Test- Grade 10, History 1914- 1919

Name: _______________________ Date: ___________________

TOTAL: /100

PART A: Fill in the blank - 10 marks

1. The ________________allowed women to vote in elections if their husbands, brothers, or sons were serving overseas during WW1.

2. Aboriginal peoples struggled to preserve their culture. They were encouraged to ____________ with Canadian culture.

3. The ______________ was a deadly pandemic that killed 20- 40 million people around the world in 1918-1919.

4. Canadians were encouraged to buy ______________ to help support the war effort.

5. The victory at _________ ____________ was a defining event for Canada, considered by many contemporaries and later scholars to be a significant event in Canada's progress to full independence from Britain.

6. An iconic moment in Women’s rights came in 1919 when Canadian women were given the right to_____________ .

7. The Prime Minister who led Canada through World War I was _________________________.

8. The Military Service Act of 1918 changed policy for Canadian soldiers voluntarily joining up to recruiting via ______________________.

9. In 1921, the Great War Veterans' Association, the largest of several Canadian veterans groups, adopted the ____________ as a symbol of________________.

10. Farm labour shortages led the authorities to ask older children and adolescents for help. SOS was a national initiative run by the Canadian Food Board. SOS stands for __________________________.

PART B: Short Answer- Write in paragraph form - 40 marks

1.What was the major event that triggered WW1 to begin? Who was involved? (2 marks)

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What were the European Alliances that formed during WW1? How did the formation of the alliances cause Canada to join the war? (5 marks)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What is the name of the major strike that happened in 1919? Who was the leader of the strike? Why did the strike occur? What happened? (3 marks)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What was the Treaty of Versailles? Why was it important in ending WW1? (5 marks)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. What is the significance of the Second Battle of Ypres? (5 marks)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What does this image mean to you? Explain how this image relates to women’s contributions to the war effort? (10 marks)

[pic]

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Who is this and what is the significance of the person and the plane? (10 marks)

[pic]

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PART C: Essay Question - Answer in paragraph form. 3 page maximum length. - 50 marks

In your opinion, how did World War I change Canada?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Summative test marking scheme

PART A: Fill in the Blank

|Question #1- Fill in the blank |Wartime elections Act |

|Question #2- Fill in the blank |Assimilate |

|Question #3- Fill in the blank |Spanish Flu |

|Question #4- Fill in the blank |Victory bonds |

|Question #5-Fill in the blank |Vimy Ridge |

|Question #6-Fill in the blank |to vote in federal elections |

|Question #7-Fill in the blank |Sir Robert Borden |

|Question #8-Fill in the blank |Conscription |

|Question #9-Fill in the blank |Poppy; Remembrance |

|Question #10-Fill in the blank |Soldiers of the Soil |

PART B: Short Answer

|Questions |Ideal answers |

|1.)What was the major event that triggered WW1 to begin? Who was |The major event that started WW1 was the assassination of Archduke |

|involved? |Franz Ferdinand of Austria. The Archduke was assassinated by Gavrilo |

| |Princip a Serbian nationalist. |

|2.) What were the European Alliance and Entente that formed during |The triple alliance included Germany, Austria-Hungary and Italy. The |

|WW1? How did the formations of the alliances cause Canada to join the|triple entente included Britain, France and Russia. When Germany |

|war? |entered neutral Belgium to get to France, Britain was in an alliance |

| |with France so Britain entered the war. Canada was part of the |

| |British commonwealth and was pulled into the war when Britain entered|

| |the war. |

|3.)What is the name of the major strike that happened in 1919?Who was|Winnipeg general strike was the major strike in 1919. It was lead by |

|the leader of the leader of the strike? Why did the strike occur? |J.S Woodsworth who later was elected to the House of Commons. Metal |

|What happened? |and building trades were on strike because they were demanding the |

| |right to collective bargaining for higher wages and an eight hour |

| |day. The strike spread from industry to industry until the city of |

| |Winnipeg shut down. |

|4.)What was the treaty of Versailles? Why was it important in ending |The Treaty of Versailles was a peace treaty signed November 11, 1918 |

|WW1? |which finally brought the war to an end. Revenge was the motive for |

| |the victors especially Britain and France. It was a humiliating |

| |treaty for Germany that had to take responsibility for the war and |

| |its expenses. The Treaty of Versailles also led to the development of|

| |the League of Nations which was an organization that many countries |

| |joined to keep peace between countries and end the evils of war. |

|5.)What is the significance of the Second Battle of Ypres? |This was the first battle that deadly gas was used in warfare. The |

| |Chlorine gas that the German army sent at the Allied Troops was a |

| |turning point in the way war was fought. Canadian troops were for the|

| |most part missed by the gas, but the retreat of the French troops |

| |left the Canadians with aN incredibly difficult job of holding the |

| |line, which they did, making a name for themselves as hearty and |

| |valiant soldiers. Gas warfare progressed and evolved over the course |

| |of the war and different chemicals were used such as mustard and |

| |phosgene gas. There were over a million casualties of gas warfare in |

| |WWI, 12,000 of which were Canadian. |

|6.)What does this image mean to you. Explain how this image relates |Canadians who did not fight over seas still contributed to the war |

|to women’s contributions to the war effort? |effort at home. Women contributed to factory work generating weapons|

| |and munitions. Most factories provided solely on women’s work. For |

| |some women this was the first time they were working as paid |

| |labourers. |

|7.)What is the significance of the person and plane in the picture? |This is Billy Bishop, Canada’s top flying ace and one of the best in |

| |the world in WWI. He revolutionized the way air battles were fought, |

| |training pilots in Canada, U.S., France, and Britain. |

| |The plane is significant because this was again a new, never before |

| |seen component to warfare. Airplanes were used in a limited capacity |

| |at the beginning of the war for reconnaissance, but then pilots began|

| |shooting at each other with handguns, then mounted machine guns, |

| |eventually evolving into entire squadrons of planes clashing in |

| |battles above battles being fought on the ground. |

| |Using planes to bomb cities and battlefield was a huge tactical |

| |advantage for armies. |

PART C: Essay Question

In your opinion, how did World War I change Canada?

|1. Independence |Showed that Canada is capable of being independent. |

| |They made a name for themselves on the battlefront. |

| |Vimy Ridge |

| |Ypres |

|2. Socially |Canadians were able to take a debilitating situation, the loss of people in the workforce, loss of|

| |life, and resources being diverted away from the country and evolve. |

| |Women’s Rights |

| |Social Assistance. |

|3. Sense of Nationality |Came together as a nation |

| |Came together for a common goal. |

| |The young and elderly pitched in to keep the nation running |

| |war bonds |

| |volunteer support in the war effort |

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