Unit Plan: Canadian History Since World War I, CHC2D Statement of Rationale: This unit covers expectations from strand C in the curriculum for the grade 10

course Canadian History Since World War I, CHC2D. The title of this unit is Unit Two:

The Great Depression and World War II, 1929-1945. The focus of the unit is on the

causes and consequences of the Great Depression for different groups across Canada,

as well as a consideration of the impacts of the Second World War both overseas and

on the home front. This unit will cover the following overall expectations:

- A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914

- C1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments between 1929 and 1945, and assess their impact on different groups in Canada

- C2. Communities, Conflict, and Cooperation: analyse some key interactions within and between communities in Canada, and between Canada and the international community, from 1929 to 1945, with a focus on key issues that affected these interactions and changes that resulted from them

- C3. Identity, Citizenship, and Heritage: explain how various individuals, groups, and events, including some major international events, contributed to the development of identity, citizenship, and heritage in Canada between 1929 and 1945

This unit should be included in a course about Canadian history in the twentieth

century because it covers two of the major events not only of the century, but in

Canada’s history. In order to understand events that came before and after, as well as

the nature of Canadian society today, it is important to study the Great Depression and

the Second World War. The Great Depression affected different groups of people

across Canada in different ways, and contributed to the social welfare programs we

have today. In order to track continuities and changes in Canadian economics

throughout the century, an understanding of the Great Depression is vital. The Second

World War has also had lasting impacts on Canadian society, and changed the world

dramatically. Through a consideration of Canada’s involvement in this total war, both

overseas and at home, students will gain a sense of why it is important to remember

and honour those who fought for our country. Throughout the unit, students will be

encouraged to consider different perspectives of these events through the activities and

sources examined.

In this unit, students will develop many skills that are important to the study of

history. They will learn to analyse a variety of primary source documents, including oral

histories, speeches, letters, and posters. Students will also develop their skills in

conducting research using the stages of the historical inquiry process. Through

everyday activities and classroom discussions students will learn to clearly

communicate their thoughts and opinions both orally and in writing.

Students will begin the unit with an assessment for learning activity that allows

both the student and teacher to understand what students already know, guiding future

learning. Students will use the website Lino to post virtual sticky notes about information

they already know about the Great Depression and World War II. Next, students will

formulate questions about aspects of these topics they would like to know more about.

Students will engage in other activities that assess their learning throughout the course,

such as creating a “Fakebook” account detailing a major battle Canada participated in

during World War II. During activities such as class discussions, jigsaws, and exit

tickets, the teacher will gather information to assess student learning.

Assessment as learning will take place in the form of self- and peer-

assessments. Students will complete these as part of their culminating activity that has

them create a Heritage Minute on a significant event or person between 1929 and 1945.

Students will have the option of working in pairs or small groups for this activity, so they

will assess their own learning as well as the participation and learning of their peers.

The Heritage Minute assignment will be the culminating activity and assessment

of learning for this unit. Students will research an individual or event of their choice and

create a one-minute Heritage Minute video to highlight the significance in Canadian

history. They will also each be expected to submit a short write-up to accompany the

video as to why this individual or event was significant. Students will be evaluated using

a rubric. Assessment of learning will also take place in the form of a short unit test.

Students will be evaluated on all four categories of achievement for both the culminating

activity and unit test.

Unit Outline:

Lesson Number

Specific Expectations Outline of Lesson Resources Required

1 A1.1, C1.3 Introduction to Unit: (20 minutes) - introduce the unit topic and dates (Great Depression and World War II, between 1929 and 1945) - Lino – students will use this website to post virtual sticky notes and answer the question “What do you already know about the major events in Canada between 1929 and 1945?” on a display for the whole class to see - discuss some student answers - create a second Lino display and have students post questions about topics they are interested in and would like to learn more about during the unit Stock Market Crash: (intro 10 min., activity 45 min) - begin by providing students with a sense of the situation in Canada in 1929; coming out of the “Roaring Twenties”, a very successful time period until... - The Stock Market Crash: took place on “Black Tuesday” October 29 1929, most devastating in history, affected outside of Canada as well, contributed to problems during the Great Depression of the 1930s - Activity – Stock Market Crash simulation game; this game will allow students to understand what happened, the way the Stock Market works (simple version), and concepts such as stocks and bonds and buying on margin - Following the activity, pose the following questions to the class:

• How did this activity allow you to better understand the Stock Market Crash?

• In September 1929 what would you do as an investor with your profit?

• What do you think investors and companies in the real world did with their profits in September 1929?

• How did you feel about your losses? • What would you do if this were real life? How

- Lino account http://en.linoit.com/

- Technology for each student (phone, tablet, laptops, class set of laptops/tablets)

- Stock Market Crash Simulation Game – expense sheets printed

- Simulation Game Resource:

http://fcweb.limestone.on.ca/ ~stridef/History%20of%20 Canada/Unit%202%20-%20Lesson%205%20-%20Stock%20Market %20Crash.pdf

do you think people would have reacted to this in 1929?

2 A1.2, A1.5, C1.1, C1.3, C1.4, C3.1

The Great Depression: Introduction: (10 min.) - Short presentation about the Great Depression –

what was the Great Depression? What experiences did people have in areas across Canada? Urban areas? Rural areas?

- Overall it was a time of hardship for many people – the Dust Bowl on the prairies made the situation even worse (show pictures of Dust Bowl); unemployment rate was high, food shortages

- Led to the creation of Canada’s social welfare system: the Co-operative Commonwealth Federation (CCF) political party in 1932 – connect to present day NDP

Activity: (40 min.) – R.B. Bennett was the Prime Minister of Canada during the Great Depression - Thousands of Canadians wrote letters to him expressing their hardships and asking for help and he answered them with personalized letters; this is something that wasn’t known until long after his death - Examine a number of these letters included on the websites provided. Students should consider the following questions:

• What was life like for Canadians in the 1930s?

• What economic hardships did people face? • How were experiences the same or different

in different regions (i.e. rural areas vs. urban, west vs. east)?

• What were the experiences of children during the Depression?

• What can we learn about R.B. Bennett both as a person and Prime Minister from these letters?

• Compare Bennett’s letters with the policies (or lack thereof) developed for Canadians during the 1930s.

Class discussion: (25 min.) - discuss the letters, answers to the questions, have

- Pictures of the Dust Bowl

- Links to letters for students to look at online:

http://www.cbc.ca /history/EPISCONTENT SE1EP13CH2PA3 LE.html http://www.historymuseum .ca/cmc/exhibitions/hist/ medicare/medic-2c02e. shtml

students read significant passages aloud

3 A1.5, C1.4, C2.1

On-to-Ottawa Trek: Introduction: (10 min.) - review information learned about experiences of Canadians during Great Depression; quick intro of the On-to-Ottawa Trek (1935 workers movement where unemployed men across the country made their way to Ottawa in protest of unemployment and lack of social assistance) Teaching: (30 min.) - watch clips of film On to Ottawa to see footage and hear more detailed information about the motivations of those involved - Students will receive a hand out that they will answer questions on as they view the film. Discussion: (20 min.) - The answers students provided on the hand out will be taken up and a discussion about the event and the film will take place. Exit Ticket: (15 min.) - Students will answer the following question before the end of class:

• What were some of the intended and unintended consequences of the On-to-Ottawa Trek?

- Video link: https://www.youtube.com /watch?v=_9smVHd3dyg - Hand out with guiding

questions for video

4 A1.1, C1.1, C1.2, C1.4, C2.2, C3.1

Canadian Identity & Culture: Introduction: (5 min.) - What makes Canada/Canadians? There are many events/people/groups between 1929 and 1945 that have contributed to Canada’s identity and culture. Short Presentation: (15 min.) - Statute of Westminster – What is it? What is the significance for the relationship between Canada and Great Britain? Activity: (55 min.) - Jigsaw activity on Protecting Canadian Culture: Students will be split into three groups to conduct research on the following 1) the reasons for establishing the CBC 2) the responsibilities and goals of the CBC 3) American influences on

- Jigsaw handout - Websites for students

to start with in their research:

http://www.thecanadian encyclopedia. ca/en/article/canadian-american-relations/ http://www.cbc.radio-canada.ca/en/explore/our-history/

Canadian culture (i.e. radio and motion pictures). After, students will form groups of three and discuss the information they found on their topics.

5 A1.2, A1.7, C2.3

The Second World War: Introduction: (10 min.) - Discuss students’ current knowledge of the Second World War and Canada’s involvement. - Students will watch the first 5 minutes of the movie Saving Private Ryan when the troops are moving onto Omaha Beach. It will be noted that this is the American portion of the Invasion of D-Day, however, this scene is insightful and similar events took place at Juno Beach with the Canadians. Activity: (65 min.) - Students will each select a battle of World War II that Canada was involved in (i.e. Dieppe, Normandy) and conduct research using classroom books and online resources. They will create a Fakebook account that details the events of the battle through the perspective of a solider. The soldier could be based on a real person or made up. The Fakebook page must have written text, photos, and maps. Students will be encouraged to get as creative as possible with this. This activity will allow students to understand the perspective of Canadian soldiers who fought in these battles.

- Youtube video: https://www.youtube.com /watch?v=h5p5j_K0CsY - Helpful links for students: http://www.secondworldwarhistory.com/d-day-the-allied-invasion-of-france.asp https://legionmagazine.com/en/2009/05/normandy-campaign-timeline/ https://www.junobeach.org/canada-in-the-second-world-war/ - Activity handout and research organizer - Fakebook accounts: http://www.classtools.net/FB/home-page

6 A1.1, A1.2, A1.7, C1.3, C2.3, C2.4

Women and the Home Front Introduction: (5 min.) - discuss life on the home front with students: propaganda, victory bonds, factories changed over to making munitions, women played a large role in all of this Teaching: (20 min.) - watch a short film “Women are Warriors” about the changing roles of women during war. This film was created during the war, and considers women in other areas of the world as well. Activity: (45 min.) - Students will pose questions and conduct research about the experiences of women during the Second World War. They will pay particular focus to

- Short film: https://www.nfb.ca/film/women_are_warriors/ - Thing Link account: https://www.thinglink.com/ - Websites for students

to examine for research:

http://www.veterans.gc.ca/eng/remembrance/those-who-served/women-and-war/homefront http://www.warmuseum.c

newspaper articles on this topic from the time period. - They will present their findings (text, photos, videos) on an annotated ThingLink visual display. Students will each have an account connected to the teacher’s account and once they make their collage they will post it. Recap: (5 min.) - Display student work for the class to see and learn information about.

a/cwm/exhibitions/newspapers/canadawar/women_e.shtml

7 A1.2, A1.5, A1.6, C1.4, C2.1, C2.4, C3.2

Japanese Internment Introduction: (5 min.) - What does “internment” mean? Teaching: (20 min.) - Who was put into internment camps in Canada during the Second World War? Why were these groups persecuted? – discuss Jews, Japanese; the focus of this lesson is the Japanese - show propaganda posters of portrayals of Japanese - consider the government’s view on Japanese Canadians in the context of the war - Watch clips from a film that interviews Japanese Canadians who were put in internment camps during the Second World War. Activity: (45 min.) - In small groups or partners, students will examine oral histories and photographs from people who lived through the internment camps. - They will answer the following questions and record them on a hand out:

• What were the experiences of Japanese Canadians in the internment camps?

• What were the experiences for children? • How did Japanese Canadians feel about the

way they were portrayed by the Canadian government?

• What have been the lasting impacts of internment for Japanese Canadians?

Class Discussion and Wrap-up: (5 min.) - Why is it important to consider different perspectives in history? (using the Japanese internment camps as an example)

- Film link: https://www.nfb.ca/film/enemy_alien/

- Japanese

Propaganda posters - Oral histories and

photographs websites for students to look through:

http://www.cbc.ca/history/EPISCONTENTSE1EP14CH3PA3LE.html https://open.library.ubc.ca/cIRcle/collections/ubclibraryandarchives/43377/items/1.0107955 https://open.library.ubc.ca/cIRcle/collections/ubclibraryandarchives/43377/items/1.0107956 https://open.library.ubc.ca/cIRcle/collections/ubclibraryandarchives/43377/items/1.0107962 http://www.cbc.ca/archives/topic/relocation-to-redress-the-internment-of-the-japanese-canadians

- Research handout 8 A1.6, C2.4,

C3.2, C3.3 The Holocaust Introduction: (5 min.) - What do students know about the Holocaust?

What does the word Holocaust mean? Teaching: (20 min.) - Short presentation and discussion about the treatment of Canada’s Jewish population, as well as Canada’s involvement with the events of the Holocaust. - Our soldiers were some of the liberators of the camps and ghettos, but our country also turned away Jewish refugees aboard the MS St. Louis, to be returned to Europe and many were killed. - Examine newspaper articles about this event from the time period. Activity: (35 min.) - Students will examine a few interviews with Jews who were on the boats that were turned away from Canada. - In order to gain a better appreciation of the perspective of Jews during the Holocaust, students will write one diary or journal entry from the perspective of either a refugee who was on the boat that was refused into Canada or a Canadian-Jew hearing about the situation. These entries will be posted to one classroom blog. Conclusion: (10 min.) Class discussion of how the Holocaust is remembered in Canada. Discuss plans for a Holocaust memorial in Ottawa. What significance and meaning do monuments such as this have for different groups of Canadians?

- Jewish internment camps website for students to refer to: http://enemyaliens.ca/accueil-home-eng.html

- Edublog account and

class blog set up http://edublogs.org/

9 All specific expectations from strand C will be addressed during the review

Review Class: Heritage Minutes: (25 minutes) - Students will watch everyone’s Heritage Minutes and a short discussion about them will take place afterwards. This will allow students to review significant individuals and events during this time period prior to their test. Jeopardy game: (30 minutes)

- laptop, projector, Heritage Minutes (uploaded or on USB)

- Test review sheet

(handed out at least a week prior to the test)

- Jeopardy Game

- Students will play a game of Jeopardy to review content for unit test. Question Period: (20 minutes) - Students may use this time to ask the teacher any questions they may have, as well as student in groups or pairs for the test.

presentation

10 Unit Test Students will have the entire 75-minute period to complete a unit test that evaluates all categories of the achievement chart.

- Unit tests

Lesson Plans: First Lesson 1. Lesson Plan Information Subject/Course: Canadian History Since World War I, CHCD2

Name: Sara Karn

Grade Level: 10 Date: Aug 20, 2016 Time: 10:45am -12:00pm Topic: Unit Introduction and the Stock Market Crash Length of Period: 75 minutes 2. Expectation(s) Expectation(s): A1.1 formulate different types of questions to guide investigations into issues, events, and/or developments in Canadian history since 1914 C1.3 describe some key economic trends and developments in Canada during this period Learning Skills: Students will develop their collaboration skills during the Stock Market Crash activity in this lesson. 3. Content What do I want the learners to know and/or be able to do? Content: Students will outline some major events in Canadian history during the time frame of this unit, and consider the affects of the Stock Market Crash. Process: Students will use the questioning stage of the inquiry process, and be engaged in an activity that simulates the Stock Market Crash. Product: Students will create a visual display of questions they have about unit content, and be involved in a class discussion about the impacts of the Stock Market Crash. Today learners will: Students will identify their prior knowledge of events and individuals in Canadian history between 1929 and 1945. Students will develop strong questions to guide their learning during the unit. Students will build their knowledge of key concepts regarding the Stock Market. Students will demonstrate their understanding of the Stock Market Crash through participation in a class activity and discussion. 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? Assessment – Students will be assessed on their participation in class activities, including developing questions about the unit, the Stock Market simulation game, as well as the debrief discussion. Evaluation – Students will be evaluated using anecdotal records as a recording device. They will be evaluated on their ability to explain and apply concepts regarding the Stock Market and the Stock Market Crash of 1929.

5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? Students will have previous knowledge about events in Canadian history during the twentieth century, particularly during the time period of 1929 to 1945. They will also have their own unique interests that will shape the questions they develop about the unit content. Students have previous knowledge and experience discussing economic events during Canadian history. They will each have their own prior knowledge of the Stock Market Crash and events related to it such as the Great Depression. (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? This lesson differentiates for students because it is multi-modal. Students will have their ideas and questions displayed visually everyone to see, and the expenses chart will be displayed on the board throughout the activity. Students will receive auditory information through the teacher’s discussion of the Stock Market and Black Tuesday, as well as their interactions with other group members during the activity. This lesson considers multiple intelligences and includes them in various ways to differentiate student learning: Visual-Spatial – Students will post their ideas to the Lino display, so ideas are gathered visually. There are also visual aspects to the Stock Market Crash simulation game, including the organizing chart “Expense Sheet.” Interpersonal – Students work together in groups during the simulation activity to decide how to invest their money. The class discussion also allows students to speak with each other and engage with the ideas other students present. This lesson would appeal to students who work best through interactions with others. Intrapersonal – Students will have the opportunity to complete the opening Lino activity on their own. Logical-Mathematical – The concepts presented during the Stock Market Crash simulation game would be appealing to these students because they would have a better understanding of the concepts surrounding the Stock Market. There are other considerations the teacher should make to differentiate instruction: allow wait time when posing questions, strategic grouping of students during the activity, modeling new concepts. B. Learning Environment Regular classroom – arranged in grouped rows Independent work, group activity, whole class discussion C. Resources/Materials - Lino account http://en.linoit.com/ - Technology for each student (phone, tablet, laptops, class set of laptops/tablets) - Stock Market Crash Simulation Game – expense sheets printed - Simulation Game Resource: http://fcweb.limestone.on.ca/~stridef/History%20of%20 Canada/Unit%202%20-%20Lesson%205%20-%20Stock%20Market%20Crash.pdf 6. Teaching/Learning Strategies INTRODUCTION (20 minutes) How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities, procedures, compelling problem) The teacher will introduce the unit topic and dates, the Great Depression and World War II, between 1929 and

1945. Students will be prompted to answer the following question using the website Lino, posting a virtual stick note:

- What do you already know about the major events in Canada between 1929 and 1945? This will activate students’ prior knowledge about key events of the time period. The teacher will then create a second Lino display and have students post questions about topics they are interested in and would like to learn more about during the unit. MIDDLE: (10 minutes) Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). Begin by providing students with a sense of the situation in Canada in 1929:

- coming out of the “Roaring Twenties”, a very successful time period until... - The Stock Market Crash - took place on “Black Tuesday” October 29 1929 - There were many reasons for the crash: Overproduction and Over-Expansion, Canada’s Dependency on a

Few Primary Products, Canada’s Dependence on USA, High Tariffs Cut Off, International Trade, Too Much Credit Buying, Too Much Credit Buying of Stocks

- most devastating in history, affected outside of Canada as well (world-wide) - contributed to problems during the Great Depression of the 1930s

Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? (5 minutes) The teacher will ask the students questions about key concepts they have learned so far and allow students time to ask questions to clarify anything. The teacher will introduce the expectations for the class Stock Market Crash simulation game:

- Work in groups of 3-4 - Everyone must participate equally - While participating consider the following question:

o How did this activity allow you to better understand the Stock Market Crash? Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) (35 minutes) - Activity – Stock Market Crash simulation game - This game will allow students to understand what happened, the way the Stock Market works (simple version),

and concepts such as stocks and bonds and buying on margin - See instruction sheet attached in Appendix for more detailed instructions about the activity - Following the activity, pose the following questions to the class:

- How did this activity allow you to better understand the Stock Market Crash? - In September 1929 what would you do as an investor with your profit? - What do you think investors and companies in the real world did with their profits in September 1929? - How did you feel about your losses? - What would you do if this were real life? How do you think people would have reacted to this in 1929?

CONCLUSION: How will I conclude the lesson? (5 minutes) The lesson will be ended by tying the Stock Market Crash into the Great Depression, to be covered in the next class. Have students predict what the impacts of the Stock Market Crash might be for Canadians.

Middle Lesson 1. Lesson Plan Information Subject/Course: Canadian History Since World War I, CHCD2

Name: Sara Karn

Grade Level: 10 Date: August 24, 2016 Time: 10:45am -12:00pm Topic: World War II Length of Period: 75 minutes 2. Expectation(s) Expectation(s): A1.2 select and organize relevant evidence and information on aspects of Canadian history since 1914 from a variety of primary and secondary sources ensuring that their sources reflect multiple perspectives A1.7 communicate their ideas, arguments, and conclusions using various formats and styles, as appropriate for the audience and purpose C2.3 explain the main causes of World War II and analyse Canada’s contribution to the war effort Learning Skills: The students will be developing their organization skills while considering the main events of a battle Canada participated in during the Second World War. They will be required to display relevant information they have gathered through research on a Fakebook page. Depending on whether they choose to work independently or in pairs, students will also develop their independent work and/or collaboration skills during this lesson. 3. Content What do I want the learners to know and/or be able to do? Content: Students will consider Canada’s involvement in the Second World War, with a focus on the events of a major battle of their choice. Process: Students will use the steps of the historical inquiry process to conduct research and complete their work. Product: Students will create a Fakebook account from the perspective of a soldier who fought in the major battle that includes text, pictures, and maps. Today learners will: Students will select one battle of the Second World War that Canada was involved in. Students will conduct research using credible online and print sources to gather information about the battle of their choice. Students will display their findings using text, pictures, and maps on their Fakebook accounts. Students will demonstrate the historical thinking concept of perspective by creating a Fakebook account that reflects the perspective of a Canadian soldier. Students will apply the historical inquiry process in their work. 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? Assessment – Students will be assessed on the product they create using Fakebook, as well as their research process. Evaluation – Students will be evaluated using a rating scale. The rating scale will cover all four categories of the achievement chart. The quality of the content in the posts students create will be evaluated under Knowledge and Understanding. Their ability to apply the historical inquiry process, particularly the sorting and organizing and

presenting stages, will be evaluated under Inquiry. Their ability to communicate ideas clearly and in a unique format will be evaluated under the Communication category. The students’ ability to apply information gathered in new contexts (i.e. from the perspective of a soldier) will be evaluated under Application. The students will be provided a set of Success Criteria that will be used to evaluate their work. Success Criteria: I have focused on one battle (or part of a battle) that Canada was involved in during the Second World War. I have provided at least five significant details about the battle in my posts. I have added at least one map and two pictures that relate to the battle. I have created a Fakebook account that reflects the perspective of a soldier (real or made up) who fought during the battle. I have used correct spelling, grammar, and sentence structure in my posts. I have demonstrated creativity in my Fakebook account. 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? Students have previous knowledge and experience of Canada’s involvement in the Second World War from other courses and general knowledge. They may also have their own personal connections to these events, such as relatives who served in the war. (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? This lesson ensures the inclusion of all learners by differentiating all aspects (content, process, product) in a variety of ways. Students have choice in the content of the lesson depending on their own interests and abilities. They are able to select the battle of focus for their own assignment. Students will experience a scaffolded inquiry process, first observing a modeled example of the finished product and having the teacher explain the expectations of them. Students are also provided with an organizer for their research, which they can adapt to their own personal needs if necessary. The product is differentiated for students because they have a great degree of choice in their final product, they can work alone or with a partner depending on how they work best, and the teacher will be in class to provide support along the way. This lesson is also multi-modal. Students are shown visuals such as the clip from the movie and exemplar of student/teacher work. Students receive auditory information through the teacher’s discussions with the class, and their interactions with others during group activities. Important information such as the success criteria is also provided to students in both written and auditory formats. This ensures that students will understand the content and expectations because different learning styles are accounted for. This lesson considers multiple intelligences and strives to include them in various ways: Visual-Spatial – Students have a great degree of choice in how they represent the information they gather. Those who prefer to read maps, and use tools such as graphics and charts to display information can do so using the Fakebook account. They will also appreciate the research organizer handout as an effective tool to organize information. Interpersonal – Students have the opportunity to work in pairs to complete their own assignments, appealing to students who work best through interactions with others. Intrapersonal – Students are given a choice to complete their assignment on their own. They may have a personal connection with a particular event of the Second World War that they would like to explore more on their own.

Linguistic – In the assignment students are able to use words, in combination with pictures and maps, to express the key events of the battle they select. They can also choose from a variety of print and online resources to gather information. B. Learning Environment Regular classroom – arranged in grouped rows Independent or paired work C. Resources/Materials SmartBoard/screen, laptop, and projector Classroom materials (textbooks, books, articles) and online resources:

- http://www.secondworldwarhistory.com/d-day-the-allied-invasion-of-france.asp - https://legionmagazine.com/en/2009/05/normandy-campaign-timeline/ - https://www.junobeach.org/canada-in-the-second-world-war/

Class set of iPads or Laptops Saving Private Ryan Youtube video: https://www.youtube.com/watch?v=h5p5j_K0CsY Activity Handout and research organizer handout Fakebook accounts: http://www.classtools.net/FB/home-page 6. Teaching/Learning Strategies INTRODUCTION (10 minutes) How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities, procedures, compelling problem) - The teacher will begin the lesson by discussing students’ current knowledge of Canada’s involvement in the

Second World War. - Students will watch the first 5 minutes of the movie Saving Private Ryan when the troops are moving onto

Omaha Beach. o It will be noted that this is the American portion of the Invasion of D-Day, however, this scene is very

insightful and similar events took place at Juno Beach with the Canadians. MIDDLE: (5 minutes) Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). The teacher will facilitate a short discussion about the events of Canada’s involvement on Juno Beach during the D-Day invasion, providing the Canadian context to the scene they just watched. Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? (5 minutes) The teacher will introduce the activity for this lesson. Students will work alone or in pairs to conduct research about a battle of their choice and create a timeline of events using a Fakebook profile. The teacher will provide the students with an example (past student work or teacher-created) of the assignment to model the expectations. Review Success Criteria: I have focused on one battle (or part of a battle) that Canada was involved in during the Second World War. I have provided at least eight significant details about the battle in my posts. I have added at least one map and two pictures that relate to the battle. I have created a Fakebook account that reflects the perspective of a soldier (real or made up) who fought during the

battle. I have used correct spelling, grammar, and sentence structure in my posts. I have demonstrated creativity in my Fakebook account. Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) (50 minutes) Students will work alone or in pairs to conduct research about a battle of World War II that Canada was involved in (i.e. Dieppe, Normandy/Juno Beach). They will use classroom books and online resources to gather information. Students will create a Fakebook account that details the events of the battle through the perspective of a soldier. The soldier could be based on a real person or made up. The Fakebook page must have written text, photos, and maps. Students will be encouraged to get as creative as possible with this. This activity will allow students to understand the perspective of Canadian soldiers who fought in these battles. CONCLUSION: How will I conclude the lesson? (5 minutes) Students will be provided the opportunity to complete this assignment as homework if they do not finish within the timeframe in class. A few students who have completed their work will be selected to show their finished product to the class. In a future class, students should all have the opportunity to share their work with each other so that rather than learning about only their own battle and soldier’s perspective, students can learn about many different aspects of the Second World war. Final Lesson 1. Lesson Plan Information Subject/Course: Canadian History Since World War I, CHCD2

Name: Sara Karn

Grade Level: 10 Date: August 28, 2016 Time: 10:45am -12:00pm Topic: Unit Review Length of Period: 75 minutes 2. Expectation(s) Expectation(s): Aspects of all specific expectations from strand C will be covered during this unit review class. Learning Skills: Students will develop their collaboration skills while answering review questions in groups during this lesson. 3. Content What do I want the learners to know and/or be able to do? Content: Students will review the main concepts presented throughout this unit. Process: Students will watch the Heritage Minutes their classmates created and participate in a Jeopardy game show unit review. Product: During the next class, students will complete a unit test covering the main concepts presented in this unit.

Today learners will: Students will discuss significant events and individuals highlighted in the Heritage Minutes. Students will apply their knowledge of course content during a Jeopardy game show unit review. Students will ask the teacher questions to clarify information before the unit test. 4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric) Based on the application, how will I know students have learned what I intended? Assessment – Students will be assessed on their participation throughout the lesson, including the discussion of the Heritage Minutes and the Jeopardy game show. Evaluation – Students will be evaluated using anecdotal records of teacher observations. 5. Learning Context A. The Learners (i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience? Students have gained a lot of knowledge and skills over the course of the unit, and they will apply this throughout the review class. (ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? This lesson allows students to review course content during a variety of engaging class activities, in order to ensure the success of the students. This lesson is multi-modal, reviewing information through visuals such as the Heritage Minutes, oral discussions, and written text on the Jeopardy game. The teacher will provide extra wait time between questions to allow enough processing time for students. This lesson considers multiple intelligences and strives to include them in various ways: Visual-Spatial – Students will have key events and individuals from the unit presented to them visually with the Heritage Minutes. Interpersonal – Students will work together in teams to answer the Jeopardy questions, and discuss key concepts of the course in groups. Linguistic – The questions presented in the Jeopardy game will be a variety of images and text in order to reach different audiences of students. B. Learning Environment Regular classroom – arranged in grouped rows Large group activities C. Resources/Materials SmartBoard/screen, laptop, and projector Student Heritage Minutes Jeopardy Game

6. Teaching/Learning Strategies INTRODUCTION (2 minutes) How will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities, procedures, compelling problem) Teacher will pose this question for the students to consider with a partner:

- What have you learned about Canadian history during this unit? MIDDLE: (25 minutes) Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction). - Students will watch everyone’s Heritage Minutes and a short discussion about them will take place afterwards. This will allow students to review significant individuals and events during this time period prior to their test. Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? (15 minutes) Question period: Students may use this time to ask the teacher any questions they may have, as well as discuss with fellow students in groups or pairs. Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.) (30 minutes) - Students will play a game of Jeopardy to review content for their unit test. CONCLUSION: How will I conclude the lesson? (3 minutes) - Review the outline for the unit test the next class:

- Definitions: explain and state significance (choose 5 of 10, 3 marks each) - Short answer: impacts/cause/consequence of key events (choose 1 of 2, 10 marks) - Long answer question: unit theme, historical concepts (one option, 15 marks)

Lesson 1: Stock Market Crash Activity Instructions

Stock Market Game Objective: The aim is to learn about stock losses during Black Tuesday. Instructions: 1. Three students serve as stockbrokers. The brokers set up offices in the corners of the classroom. Brokers are given a supply of stock certificates and a record page. 2. Other students are investors. Each investor keeps an expense sheet. Each investor has $5,000. that they plan to invest in stocks. The investor may spend any amount of her/his money on one, two or three stocks. 3. The investor cannot sell their stocks until advised. Rather, each investor records gains or losses. Part 1 – 1925 Stocks are a hot commodity. Everyone wants to make a fast buck. Without researching the value of the companies, investors purchase shares in Canadian companies or branch plants. At this time, investors must buy stocks. They have five minutes to make transactions with any stockbroker. All transactions are recorded by the broker and the investors (e.g., Investor A bought 100 shares of International Nickel @ $25/share. Investor A spent $2,500 for this stock purchase). Part 2 - 1927 Two years have passed. The economy is strong. Stocks have increased in value. By 1927, railway stocks increased annually by 10% as USA investors sought to build more access to Canada’s west. The value of utility stocks also went up by 15% annually in this period. Finally, investors were flooding to resource extraction and metal company stocks. These stocks increased by 25% annually. Each investor calculates the increased paper value of their stocks and records the new value on their record sheet. Investors cannot sell stocks for cash, but they have the option of trading one stock for another stock. Part 3 – September 1929 The stock market is showing signs of weakness. Since 1927, railway stocks have annually lost 5% of their value. However, utility stocks and metal stocks continue to grow at a healthy annual 5% respectively. Investors decide not to sell their stocks. Each investor calculates the new paper value of their stocks and records the new value on their record sheet. Part 4 – Black Tuesday The market crashes. Almost instantly, stock prices fall. The volatile metal stocks lose 75% of their value. Utility stocks also drop significantly. Utility stocks lose 50% of their value. Finally, railway stocks drop 25% of their value. Each investor calculates the new paper value of their stocks and records the new value on their record sheet. If the investor wishes, he/she can sell their stocks back to the broker at the reduced value

Part 5 – 1932 There are signs of a recovery, but stock values continue to fall at the same rate as during Part 4. Each investor calculates the new paper value of their stocks and records the new value on their record sheet.

Lesson 5: World War II

Canadian Involvement in World War II – Fakebook Activity

For this activity you work independently or in pairs. You will select a battle of World War II that Canada was involved in (i.e. Dieppe, Normandy, Sicily, Battle of the Atlantic). You will then conduct research on the main events of this battle using classroom books and online resources. Using the information you gathered you will create a Fakebook account that details the events of the battle through the perspective of a solider who fought there. The solider could be invented or based on a real person. The Fakebook page must include written text, photos, and maps. Be creative, but also be sure to respect the honour of those who fought.

Success Criteria: I have focused on one battle (or part of a battle) that Canada was involved in during the Second World War. I have provided at least eight significant details about the battle in my posts. I have added at least one map and two pictures that relate to the battle. I have created a Fakebook account that reflects the perspective of a soldier (real or made up) who fought during the battle. I have used correct spelling, grammar, and sentence structure in my posts. I have demonstrated creativity in my Fakebook account. Here are a few links to websites that may help you with your research: http://www.secondworldwarhistory.com/d-day-the-allied-invasion-of-france.asp https://legionmagazine.com/en/2009/05/normandy-campaign-timeline/ https://www.junobeach.org/canada-in-the-second-world-war/ This is the link for creating your Fakebook account: http://www.classtools.net/FB/home-page

Fakebook Research Organizer

Name of Battle: Dates: Locations: Major Events: Results: Key Individuals/Soldier Experiences: Sources:

Unit Test Review Handout:

Unit 2: The Great Depression and World War II, Test Review

In preparation for the test, review the following key terms and concepts:

• The causes and consequences of the Stock Market Crash/”Black Tuesday” • The causes and consequences of the Great Depression for different groups of

Canadians • The impacts of the Dust Bowl for farmers on the Prairies • The significance of the Co-operative Commonwealth Federation (CCF) • The significance and different perspectives of Prime Minister R.B. Bennett • The causes and consequences of the On-to-Ottawa Trek • The significance of the Statute of Westminster • The impact of the creation of the Canadian Broadcasting Corporation on

Canadian culture • The significance and memory of the Dieppe Raid • The significance of Canada’s involvement of the Invasion of Normandy • The significance of Canada’s involvement in the Battle of the Atlantic • The roles women played on the home front during World War II • The experiences of Japanese Canadians in Internment Camps • The significance of the MS St. Louis

Consider how the following concepts and themes apply to the topics covered in this unit:

• The importance of considering different perspectives in history (i.e. Jewish Canadians, Japanese Canadians, the unemployed, Prime Ministers, soldiers overseas, women)

• Continuity and change over time (i.e. Between 1929 and 1945 what changes occurred in Canadian society? What aspects of society remained the same?)

• The significance of this time period in Canadian history (i.e. Why should we study the Great Depression and World War II?)

Unit Test:

Name: ___________________________

Unit 2: The Great Depression and World War II, Test K/U: /19 I: /6 C: /5 A: /10 Part A: Definitions Choose 5 out of the following 10 terms. Explain the term and state the significance in a paragraph answer. (3 marks each) K/U: /15

- Statute of Westminster - Black Tuesday - MS St. Louis - Internment camps - On-to-Ottawa Trek - The Canadian Broadcasting Corporation (CBC) - The Dust Bowl - The Dieppe Raid - R.B. Bennett - The Invasion of Normandy

Part B: Short Answer Choose 1 out of the following 2 questions. Answer the question in paragraph format. (10 marks) K/U: /4, I: /6

- Why is it important to consider the perspectives of different individuals in the study of history? Use examples from our study of Canada between 1929 and 1945 to support your answer.

- Do you view the period of 1929 to 1945 as mostly being a time of change or continuity in Canadian society? Refer to specific examples from the unit to support your answer.

Part C: Long Answer Write a letter to Prime Minister Bennett from the perspective of a Canadian living in the 1930s. You can decide whose view you would like to take (i.e. young child, unemployed man) as long as it is clear throughout your letter. Your letter should include a description of who the individual is, where they live, their daily experiences, why they are writing to Bennett, and how they feel about the way his government has handled the Depression. (15 marks) Communication /5, Application /10

Culminating Activity: Heritage Minute Assignment

In this unit we have learned about many significant individuals and events in Canadian history between 1929 and 1945. We have also watched a few Heritage Minutes about some of these important aspects of Canadian history. Now it’s time to make your own! Your culminating activity for this unit will have you work in partners or small groups to create a Heritage Minute on a topic of your choice. You may select an individual or event that we have already learned about or choose something new. Once you have made your choice you will gather research about your topic. Use the handout provided to organize your research and ideas for your video. The completed organizer will be handed in as part of your assignment. You will also submit a 250 word write-up to accompany your video, explaining the significance of the individual or event in Canadian history. The Heritage Minute must be one minute in length. It will clearly highlight the significance of the individual or event for Canada. You can be as creative as you like with costumes, props, and backdrops. The video must be submitted to Google Classroom or by providing it on a USB. All members of your group must participate in both the researching and filming parts of this assignment. You will have some class time to work on different stages of the assignment, but you will also have to work on this outside of class time. These are the Success Criteria for the assignment:

ü Students will select a significant event or individual in Canadian history between 1929 and 1945.

ü Students will complete the organizer by conducting research on their topic. ü Students will use a variety of online and print resources for their research. ü Students will create a one-minute video highlighting the importance of the event

or individual. ü Students will have costumes, props, and backdrops in their video. ü Students will speak clearly during the video narration and/or re-enactment. ü Students will clearly demonstrate the significance of the event or individual in

their video clip. ü Students will submit a short 250 word write-up explaining the significance of the

individual or event in Canadian history. ü Students will submit the completed self- and peer-assessment forms.

The assignment is due on:

Heritage Minute Research Organizer

Topic: Background: What were the impacts of this event/individual? Why is this event/individual significant for Canadians? Sources Used: Heritage Minute Clip Ideas:

Name: _____________________

Heritage Minute Assignment Self-Assessment Consider your own contributions to the assignment and answer the questions below: Did you contribute equally with your group members to all stages of the assignment? Describe some of the ideas you shared with the group. __________________________________________________________________________________________________________________________________________________________________________________________________________________ What is an area of strength you demonstrated in your assignment? __________________________________________________________________________________________________________________________________________________________________________________________________________________ What is an area of growth you should consider for future assignments? __________________________________________________________________________________________________________________________________________________________________________________________________________________

Heritage Minute Assignment Peer-Assessment

Your name: ______________________ Peer’s name: _________________________

Complete a peer-assessment for each member of your group, considering their contributions to the assignment. Did they contribute equally with group members on all stages of the assignment? Describe some of the ideas they shared with the group. __________________________________________________________________________________________________________________________________________________________________________________________________________________ What is an area of strength they demonstrated in your assignment? __________________________________________________________________________________________________________________________________________________________________________________________________________________ What is an area of growth they should consider for future assignments? __________________________________________________________________________________________________________________________________________________________________________________________________________________