Grade 10 History
Home Page Table of Contents Unit Introduction Unit Outline Unit Overview
Grade 10 History

Introduction



Time frame: two to three weeks
Author: Elijah Funston

Aim:
To impress upon students the past and ongoing social and political activities of Canadians to improve their society.

Rationale:
Social and political movements transformed the character of Canada during the twentieth century. Gender, racial, and class barriers decreased in Canada due in large part to Canadians who took initiative to act for a more democratic and better nation. Working conditions measurably improved throughout the century by challenging nineteenth century Victorian notions of labour. The Victorian idea of women also came under attack during this century whereby women claimed fuller gender equality. Aboriginal1 communities and leaders organized during the century to build a national collective voice, which continues to press Canada to negotiate with the people of First Nations. Leaders and organizations representing these as well as other social and political movements continue to engage with Canadian governments, corporations, and the public with the hope to shape certain aspects of our future society.
This teaching unit explores some of the social and political movements of the twentieth century in Canada fecifically examines Canadian labour movements, women's movements, and Aboriginal movements of the twentieth century. The unit is aimed at a Grade 10 academic level. Please refer to The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies (1999) for details concerning Ontario's new Curriculum.

Historical information on the Internet is growing quickly. The rapid expansion can be at times overwhelming when searching for accurate and applicable teaching information and resources. Fortunately, Canadian governments, universities, and heritage organizations are making their presence in cyberspace. This unit is designed to use these resources as an intricate part of the lessons. In particular, the lessons draw heavily upon Canada's Digital Collection and The CRB Foundation Heritage Project as excellent web sites for incorporating electronic educational tools in the classroom.

Expectations:
As previously indicated, this unit closely follows the Ontario Curriculum. The expectations identified for the unit describe the knowledge and skills that students are expected to develop and demonstrate in their class work and activities which are assessed and evaluated. Each lesson is accompanied by a set of specific knowledge and skill expectations. It should be noted that the expectations are directly connected to student assessment and evaluation for the lessons and the unit as whole.

Knowledge
Students will be able to:
Communities: Local, National, and Global
  1. Canadian Identity
    • produce an evaluation of the contributions to Canadian society by its regional, linguistic, ethnocultural, and religious communities.
  2. External Forces Shaping Canada's Policies
    • evaluate the effects of international political trends and events
      • (i.e. economic globalization) on Canada's current political challenges.
  3. Canada's Participation in War, Peace, and Security
    • describe how Canadians of various ethnocultural backgrounds, individually and as communities, contributed at home and overseas to the war effort during World War I and World War II.

Change and Continuity

  1. Demographic Patterns
    • explain how immigrants, individually and as communities, have participated in and contributed to the development of Canada.
    • evaluate the impact of social and demographic change on Aboriginal communities.
  2. Scientific and Technological Impact
    • demonstrate an understanding of the relationship between invention and the economy.
    • examine the relationship between war and inventions and explain how and why the technologies developed during and immediately after World War II changed life in the 1950s and 1960s.
    • compare how Canadians worked during the industrial era with how they work in the post-industrial era.

Citizenship and Heritage

  1. Social and Political Movements
    • assess the contributions of the Women's Movement.
    • research and evaluate the role of the Labour Movement in Canadian society.
    • describe the contributions of Aboriginal Peoples in forming national organizations to gain recognition and rights for Aboriginal Peoples.
  2. Individual Canadians and Canadian Identity
    • explain how significant individuals contributed to the growing sense of Canadian identity during World War I.
    • assess the contributions of selected individuals to the development of Canadian identity since World War I.
    • assess the backgrounds, careers, and contributions of twentieth century Canadian prime ministers, in both formal and anecdotal reports.

Social, Economic, and Political Structures

  1. Economic Conditions and Structures
    • assess the contributions made by Canadian industrialists to the development of the Canadian economy.
    • Changing Role of Government research and describe the role of early twentieth century pressure groups in promoting social support programs.

Skills

Students will be able to:
Methods of Historical Inquiry
  1. Investigating Historical Topics and Issues
    • use terms related to historical organization and inquiry correctly.
    • formulate different types of questions.
    • formulate a thesis statement and effectively use it to research an historical topic.
  2. Researching, Recording, and Organizing Information
    • use school and public libraries, resource centres, museums, historic sites, and community and government resources effectively to gather information on Canadian history.
    • use computer-stored information and the Internet effectively to research Canadian history topics.
    • record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps.
    • use computer-based systems effectively to organize information for research, report preparation, and presentation.
  3. Analyzing and Evaluating Information
    • identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion.
    • distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research.
    • use relevant and adequate supporting evidence to draw conclusions.
  4. Communicating Research Results and Applying Insights
    • make reasoned generalizations or appropriate predictions based on research.
    • demonstrate competence in research and writing.
    • express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays.
    • demonstrate, after participating in dramatizations of historical events, insights into historical figures' situations and decisions.
Assessment:
The assessment model applied in this unit is based on the new Ontario curriculum. The new grade ten history curriculum is to commence in September, 2000.  Users of this unit are welcome to adopt the assement framework when planning for the new curriculum.  Consult The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies (1999) and/or The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment  (1999) for an explanation of the Achievement Chart designed to guide teachers is assigning a final grade. The achievement chart identifies four categories of knowledge and skills:

 
Categories Statements
Knowledge/Understanding - knowledge of facts; 
- understanding of concepts, principles, and theories; 
- understanding of relationships between concepts;
Thinking/Inquiry - critical thinking skills; 
- creative thinking skills; 
- inquiry skills;
Communication - communication of information and ideas; 
- use of symbols and visuals, including the use of technology; 
- oral communication for different audiences and purposes; 
- written communication for different audiences and purposes;
Application - application of concepts, skills, and procedures in familiar contexts; 
- transfer of concepts, skills, and procedures to new contexts; 
- making logical conclusions or generalizations; 
- making predictions and planning courses of action; 
- use of technology, equipment, and materials 
- making connections;
For each of the category statements, levels (Level 1: 50-59%; Level 2: 60-69%; Level 3: 70-79%; Level 4: 80-100%) of student achievement are described.

Each lesson within the unit is accompanied by a suggested assessment rubric. These rubrics are designed to assess student achievement according to the Curriculum and unit expectations. A student's achievement level for the entire unit can be determined by using the Unit Achievement Chart. The Unit Achievement Chart is designed to assess a student's combined achievement throughout the lessons pertaining to each of the four categories (i.e. Knowledge/Understanding, Thinking/Inquiry, Communication, Application).
 

Social and Political Movements of Twentieth Century Canada
Suggested: Unit Achievement Chart
 
 

Student's Name:                                         Date:
 

Level 1: 50-59%
Level 2: 60-69%
Level 3: 70-79%
Level 4: 80-100%
 
Category 1 2 3 4 5 6 7 8 9 Total % Level
Knowledge/ Understanding  /12 /10 /15 /10 /5 /10 /5 /5 /20 /92    
Thinking/Inquiry /15 /10 /15 /10 /5 /10 /5 /15 /20 /105    
Communication /8 /10 /15 /20 /15 /15 /10 /5 /10 /108    
Application /10 /10 /15 /20 /15 /10 /5 /10 /20 /115    
Total /45 /40 /60 /60 /40 /45 /25 /35 /50 /420    
 

Home Page Table of Contents Unit Introduction Unit Overview Unit Outline