We will be starting to look at the period of Canadian History from 1945 to 1982 in this unit. The expectations we cover will be the same as the previous units but with all new events.
Here are the instructions for the project for the unit. Once you have looked over these instructions, you will want to choose a topic. If you click the following links, can find a list of suggestions for Period 2. If you have a topic you would rather do that is not listed, please talk to me.
This is a copy of the RUBRIC that will be used to evaluate your project and your weekly questions.
Here is a link to the pictures for the Snapshot Exercise we are doing in class today. We will be working in groups of 3 during this exercise. Every six minutes you will rotate groups but whoever has the chalk/marker will stay at the stations. Different people must take the marker each round.
If you want the detailed instructions and suggestions for the Snapshot Exercise, check out this link for the Presentation.
Weekly Prompt:
D1: Show how Canadian society experienced major changes during this period, as a result of a variety of national and international social, cultural and political factors.
Nov 1st
Today we are looking at various events that happened throughout this unit's timeframe. We will be looking at it through the medium of music. In 1989, Billy Joel released the song We Didn't Start the Fire as a commentary on past events. You can watch the video by clicking on this image:
Click here to read the lyrics.
Nov 7th
Weekly Prompt:
Weekly Prompt:
D2: Although this period (1945-1982) was marked by conflict and tensions, both nationally and internationally, show how Canada cooperated with the international community in different ways?
Food for thought: What is a social movement?
Here is the slideshow that we will be looking at today.
Food for thought: What is a social movement?
Here is the slideshow that we will be looking at today.
The slideshow will show the following events:
- Gouzenko Affair (Politics & Conflict/Cooperation)
- NATO (Politics & Conflict/Cooperation)
- NORAD (DEW Line) (Conflict/Cooperation)
- Suez Canal Crisis & Peacekeeping (Conflict/Cooperation)
- Korean War (Conflict/Cooperation)
- Avro Arrow (Soc/Econ/Poli)
- Cuban Missile Crisis (Conflict/Cooperation)
- Vietnam War (Conflict/Cooperation)
Weekly Prompt:
D3: Show how this was a time of major transformation in Canadian Identity?IGNORE BELOW THIS POINT
April 5th
Once we have done this, you will be asked to go over sections of the lyrics in your groups to make connections between the events and people listed and their effect on Social, Economic and Political events in Canadian history. Here are the notes you all created on the events mentioned in the song.
April 12th
Instructions: Within the Google Docs (here is Period 2, here is Period 3) give a brief (max 3 sentences) outline of your group’s chosen topic (see below). Then answer the related question with details. Then make a connection to current day.
You will present your findings to the class afterwards.
Bill C-150 Patriation of Constitution Africville
D3: Weekly Question: Which international event(s) (1945-82) do you feel led to Canada’s development as a Middle Power and its identity as an independent country?- Africville vs Municipal Government in Halifax - What are the different viewpoints involved?
- The October Crisis - What are the expectations of each side?
- National Energy Program - Which parts of Canada were most affected? Why?
- The Second Wave of Environmentalism in Canada - Why were some Canadians concerned?
- Bill C-150 - Why was this bill so important?
- The patriation of the constitution, 1982 - What did this mean for Canadians?
April 13th
Research Day
April 14th
Work in groups to start. Each member must create a diagram for themselves by the end of the activity.
Looking at the topics touched on this week, pick any FOUR topics and show how they are connected to each other. Here are suggestions for lenses to use when making those connections:
Use this flow diagram to help respond individually to this week's question.
Here is a list of the topics covered so far this week:
April 14th
Work in groups to start. Each member must create a diagram for themselves by the end of the activity.
Looking at the topics touched on this week, pick any FOUR topics and show how they are connected to each other. Here are suggestions for lenses to use when making those connections:
- Social (were common groups involved in each topic?)
- Economic (is there any similarity in the money spent or made in each topic?)
- Political (were the same political parties involved?)
- Communities (were the same groups of people affected by each event?)
- Conflict (did the events lead to the same conflict/lack of conflict?)
- Cooperation (were people motivated to cooperate for the same reasons?)
Use this flow diagram to help respond individually to this week's question.
Here is a list of the topics covered so far this week:
Bill C-150 Patriation of Constitution Africville
Second wave of the environmentalism in Canada
National Energy Program Vietnam War
Korean War Gouzenko Affair NATO
October Crisis Suez Canal AVRO Arrow
Cuban Missile Crisis NORAD
April 15th
Today we will be looking at the Baby Boom, and the contributions made by teenagers to this era. Here are the questions that will be guiding our discussion:
Today we will be looking at the Baby Boom, and the contributions made by teenagers to this era. Here are the questions that will be guiding our discussion:
- Why would there be a Baby Boom starting in the late 1940s?
- What conditions are needed to have a Baby Boom?
- What changes are needed in society to accommodate the new kids?
- What events ended the Baby Boom in 1965?
- What are the problems with having fewer babies in the years after the baby boom?
- How do teenagers change the world?
April 18th
Food for thought: What is a Middle Power? What does independent actually mean for a country?
Today's lesson involves research to determine the most influential Canadian from 1945 to 1982.
And the Oscar for “Most Influential…” goes to:
In 6 groups of 3-4, choose any THREE of the following people and research them. (5 min timer x3)
In 6 groups of 3-4, choose any THREE of the following people and research them. (5 min timer x3)
Rosemary Brown; Terry Fox; Tommy Douglas;
Rene Levesque; Pierre Trudeau; Lester B. Pearson.
You should be searching for: Relevant Education/Experience, Main Job, Contributions to Canada/World, Any “Firsts”, Best Known For.
Add details to the chart paper or white board as appropriate.
Once done, spend 5 mins looking at each of the remaining people.
Secret ballot for who is to win the Oscar.
April 19th
Ad Campaign
In 6 groups of 3-4. Chromebooks & YOT.
Design a Radio Ad for ONE of the following events:
Expo ‘67; The 1972 Summit Series; The Guess Who concert;
You should be searching for: Relevant Education/Experience, Main Job, Contributions to Canada/World, Any “Firsts”, Best Known For.
Add details to the chart paper or white board as appropriate.
Once done, spend 5 mins looking at each of the remaining people.
Secret ballot for who is to win the Oscar.
April 19th
Ad Campaign
In 6 groups of 3-4. Chromebooks & YOT.
Design a Radio Ad for ONE of the following events:
Expo ‘67; The 1972 Summit Series; The Guess Who concert;
The Stratford Festival; The Shaw Festival; An Oscar Peterson concert.
You Must Include: a catchy slogan, the location for the event (back then), an explanation of what the event is, what the highlights will be, what the costs will be.
Read out the Ad at the end of the class.
You only have enough money to go to 2 events. Which 2 events will you choose and why? Write out your response and explain why you chose it.
Hand in responses. The other class will get to read your responses and rebuttal/agree.
You Must Include: a catchy slogan, the location for the event (back then), an explanation of what the event is, what the highlights will be, what the costs will be.
Read out the Ad at the end of the class.
You only have enough money to go to 2 events. Which 2 events will you choose and why? Write out your response and explain why you chose it.
Hand in responses. The other class will get to read your responses and rebuttal/agree.
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