PED3141 C&A Plan Assignment

C&A Plan and Introductory Lesson Plan Template

Teacher’s Name Taylor Povey

Subject History Level/Grade 10 Strand D

Title of the Curriculum and Assessment Plan Shaping Canada: Social, Economic, and Political Context between 1945 - 1982

Rationale: Briefly address:

● Your choice of Essential Question
● Your choice of the Summative Task and Assessment for Learning Tool
● How the individual lesson plans in the unit will prepare learners to successfully complete the Summative Task
● Your choice of varied instructional strategies
● The ways in which the learning situations you have created are culturally responsive, relevant, engaging, and foster student success.
● How the C&A plan reflects students’ readiness, interests, and learning profiles (as identified in the class profile)

Rationale:
This essential question draws themes from across the curriculum, discussing historical significance and change and continuity. The summative
task and assessment for learning tool engages students to research an event that is of a particular interest to them. This ensures that they remain
interested and excited about the task. Many students dislike history because they think it is boring but they have not been given the
opportunity/freedom to explore historical concepts of interest to them. The individual lesson plans in the unit break the period of 1945 - 1982
into manageable chunks, ensuring that students do not get overwhelmed by the information given to them. These lessons also give them the
opportunity to learn about different types/facets of history in order to explore what piques their interest. This ensures that each student will
have an idea of either the exact event they want to research for their summative task, or what thematically they are interested in which will allow
the student and the teacher to work together to find a suitable topic. The choice of varied instructional strategies is important because it ensures
that students learn and comprehend the maximum amount of information given to them. There are a variety of strategies for each type of
learner (Kinesthetic, Auditory, Visual) because it is important that students remain engaged and motivated. The learning situations are culturally
responsive in that there is a focus on minority groups in this C & A Plan, it is important to begin teaching students of Canada’s racist, imperialistic,
colonial past as early as possible so they can acknowledge it and begin working towards systemic change. This is included in the summative task
where students have to write from the perspective of someone from a minority group. This will be supplemented by culturally sensitive and
relevant pedagogy in the daily powerpoint lessons.

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PED3141 C&A Plan Assignment
Overall Expectation(s)

D1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada
between 1945 and 1982, and assess their significance for different groups in Canada.

Specific Expectations

● D1.1 analyse historical statistics and other primary sources, including oral traditional knowledge, to identify some key demographic trends
and developments in Canada during this period and assess the consequences of these trends and developments for people in Canada,
including First Nations, Métis, and Inuit communities
● D1.2 identify some major developments in science and technology and applications of scientific/ technological knowledge during this
period and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis, and/or
Inuit individuals and/or communities
● D1.3 describe some key trends and developments in the Canadian economy during this period and explain their impact on different
individuals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and communities
● D1.4 describe some key political developments and/or government policies that affected Indigenous peoples in Canada during this period
and assess their significance for First Nations, Métis, and Inuit individuals and communities
● D1.5 describe some key political developments and/or government policies in Canada during this period and assess their significance for
different non-Indigenous groups in Canada
● D1.6 analyse the impact on the lives of Canadians of key social welfare programs that were created or expanded during this period

Essential Question Why were some historical events considered significant while others were not?

Achievement Chart Categories and Connection to Learning Goals

Achievement Chart Relevant Learning Goals (use Specific Expectations as your guide)
Categories

Knowledge and
Understanding (K/U) ● D1.2 identify some major developments in science and technology and applications of scientific/ technological
knowledge during this period and assess their significance for different individuals, groups, and/or communities in

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PED3141 C&A Plan Assignment
Canada, including First Nations, Métis, and/or Inuit individuals and/or communities

Thinking (T) ● D1.1 analyse historical statistics and other primary sources, including oral traditional knowledge, to identify some
key demographic trends and developments in Canada during this period and assess the consequences of these trends
and developments for people in Canada, including First Nations, Métis, and Inuit communities
● D1.6 analyse the impact on the lives of Canadians of key social welfare programs that were created or expanded
during this period

Communication (C) ● D1.3 describe some key trends and developments in the Canadian economy during this period and explain their
impact on different individuals, groups, and/or communities in Canada, including First Nations, Métis, and Inuit
individuals and communities
● D1.4 describe some key political developments and/or government policies that affected Indigenous peoples in
Canada during this period and assess their significance for First Nations, Métis, and Inuit individuals and
communities
● D1.5 describe some key political developments and/or government policies in Canada during this period and assess
their significance for different non-Indigenous groups in Canada

Application (A) ● Creating a set of diary entries that focus on a specific historical event and individual
● Utilization of a variety of resources in research and writing
● Peer-review is conducted and constructive criticism is provided to others and used to enhance the quality of work

Summative Task (brief description + materials needed)

Working individually, students are tasked with writing 5-7 250-500 word ‘diary’ entries from the perspective of someone living during a major event
in Canadian history between 1945 – 1982.

Students must choose to write as a person who had a significant role in the event they chose. Their historical figure must also be someone who is
often left out of history books. For example: women, BIPOC, those who are part of the LGBTQ+ community, etc.

These diary entries can be typed or neatly handwritten to evoke a sense of historical accuracy.

Students will present to each other in small groups of 4-5 students. Each presentation should be a maximum of 15 minutes with an additional 5-
minute question, comment, and concern period in which peer-review will be conducted. Given time to make changes after the peer-review

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PED3141 C&A Plan Assignment
process, students will submit their final diary entries two days after the presentation period.

For this task, students must use a minimum of 4 primary sources and 2 secondary sources.

List of possible events:

- Viola Desmond challenges segregation in Canada (1946)
- Newfoundland is the last province to join the Canadian Confederacy (1949)
- NATO is created (1949)
- Creation of the Avro Arrow (1950s)
- Massey Report is published (1951)
- First Canadian television stations begin Broadcasting (1952)
- Richard Riots in Montreal (1955)
- Peacekeeping is invented by Lester B. Pearson (1956)
- The ‘Quiet Revolution’ Begins
- Indigenous Peoples receive the right to vote (1960)
- Canadian Bill of Rights comes into effect (1960)
- The ‘Sixties Scoop’
- Trans-Canada highway opens (1962)
- Creation of Public Healthcare in Canada (1962)
- Canadian Flag is adopted (1964)
- The Auto Pact is signed between the USA and Canada (1965)
- ‘White’ Paper (1969)
- October Crisis (1970)
- Establishment of Environment Canada (1971)
- Summit Series (1972)
- Launch of Anik A-1 (1972)
- 1976 Summer Olympics are held in Montreal
- Terry Fox begins his Marathon of Hope (1980)
- Quebec Referendum (1980)
- Toronto Bathhouse Raids (1981)
- Constitution Act (1982)

Students may choose an event from the list or choose their own event, but it must be cleared with the teacher before work on the project begins.
Only one student per event.

Students must include an additional three primary source photographs in their submission.

A bibliography in Chicago Manual of Style must be submitted.

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PED3141 C&A Plan Assignment
At least one rough and one final draft must be handed-in. The rough draft should show where the peer-review took place.

Note: the group work is only a chance for peer-review, no peer-evaluation will be conducted.

Materials Needed:
- Two library work periods to conduct research and/or to begin work on diary entries
- 1.5 group presentation periods to ensure each student has a chance to present there entries to their small group
- A printer to print off diary entries and/or photographs

This resource has a very similar assignment: https://stephaniepearsondotcom.files.wordpress.com/2014/10/gr-10-exemplars.pdf

Evaluation Tool for Summative Task (brief description)

The evaluation tool used will be an analytic rubric. Students will receive the rubric when the summative task is assigned to them. The rubric and
success criteria will be explained to them in class so that they are clear on what each level means and how to achieve a level 3.

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PED3141 C&A Plan Assignment

Overview of Lessons
# Specific Learning Intentions Success Criteria Brief Description of Lesson Execution (Hook, Highlight what Assessment Tool(s)
Expectation (What are students (What will students be Development, Closure) are being used and for what
(s) and learning this able to DO by end of purpose?1)
relevant lesson?) lesson?)
Achieveme
nt Chart
Categories
1.Intro 1.1 Today I will: I can: Hook: ❏ AfL
(KU/T) ● Debate in which students will be ❏ AaL
1.2 Refresh myself on I can demonstrate tasked with debating whether or not a ❏ AoL
(KU/C) what significance my understanding given event is significant.
means in terms of of significant Brief description:
1.3
historical events events Development: ● AfL - the timeline activity
(KU/C)
● Timeline activity in which individuals provides feedback to the
1.4 teacher on how much
(KU/C) Participate in I can participate in match an event and a background
background students already
1.5 making a timeline the creation of a paragraph to a primary source chosen
know. It also provides students
(KU/C) with my peers timeline with my by the teacher. with a strong foundation
1.6 peers moving forward in the unit.
Learn about the Closure:
(KU/C) The closing activity also provides
summative task I can understand ● Students will be asked to share or write feedback to the teacher.
down 3 things they are looking forward to Both of these activities can help
assignment what it required
learning about in this unit shape future lessons in the unit as
for the summative
task it informs the teacher on what to
focus on.
● AoL - the debate activity is an
assessment OF learning because

1 -AfL: Assessment for learning: assessment designed primarily to promote learning- it includes both initial or diagnostic assessment and formative assessment. (Cooper 2010) Examples: exit cards,
early drafts, self & peer assessment, conferencing, feedback log, traffic lights, temporary grades, anecdotal descriptions/rubrics, checklists.
-Assessment Tool: “The instrument that is created or selected to record assessment data” (Cooper, 2007, p.99)
Examples: Anecdotal record, rubric, anchors, rating scale, scoring guide, checklists, marking scheme, grades, etc.
- AaL: Assessment as learning: “is a metacognitive process in which students take ownership for improving their own learning” (Earl, 2003, p.2)
Examples: goal setting, reflective moments, journals, anecdotal descriptions/rubrics, checklists
- AoL: Assessment of learning: is the use of a task or an activity to measure, record and report on a student's level of achievement in regards to specific learning expectations. These are often
known as summative (or culminating) assessments.
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PED3141 C&A Plan Assignment
it builds upon what students
have learned in previous units.
By the time a student gets to
this unit (which would be closer
to the end of the semester than
the beginning), they should be
able to adequately understand
event significance and its
interpretive nature, and argue
for or against its perceived
significance.
2.Intro 1.1 Today I will: I can: Hook: ❏ AfL
con’t (KU/C) ● Reviewing the classes work on the ❏ AaL
1.2 Participate in I can participate in timeline, bringing students’ focus back to ❏ AoL
(KU/C) making a timeline the creation of a history
1.3 with my peers timeline with my Brief description:
(KU/C) Learn about the peers Development: ● AfL - the timeline activity
1.4 ● Complete the timeline activity provides feedback to the
summative task
(KU/C) ● Introduce the summative task so that teacher on how much
assignment I can understand
1.5 students can ask questions and can begin background students
(KU/C) what is required to think about and formulate ideas for the already know. It also
1.6 Review my for the summative summative project as their learning for the provides students with a
(KU/C) learning from the task unit progresses strong foundation moving
timeline activity forward in the unit.
I can assess and Closure:
synthesize my ● Students are given time to assess their
learning in written learning for the timeline activity using the
form questions given in the lesson plan
3. 1.1 Today I will: I can: Hook: ❏ AfL
Canada (KU/T/A) ● Watch/listen ❏ AaL
1940s 1.2 Listen to two I can participate in an https://www.cbc.ca/archives/entry/v ❏ AoL
(KU/T/C/A) primary source activity and then answer e-day-catching-up-at-the-beaver-club
1.3 radio transmissions questions then Brief description:
(KU/A) and answer https://www.cbc.ca/archives/entry/c ● AfL - demonstrated through
1.5 questions on them I can use a cypher to anadian-army-liberates-holland-in- answering questions about the
(KU/A) decode messages 1945 broadcasts. It promotes
Learn about relevant to my learning Answer questions about the broadcast/video learning as students are forced

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PED3141 C&A Plan Assignment
important events in to engage with the material.
Canada from 1945 - Development: ● AaL - providing students with
1950 ● Begin a short powerpoint presentation on ciphers that relate to their
timeline events from 1945 - 1950. coursework forces them to take
Work with my peers responsibility for their learning.
to decode ● Activity in which students are split Their level of participation in
important into groups of 5 and instructed to the activity directly relates to
information using a work together using a pigpen cypher how much they learn.
cipher given by the to decode messages given by the
teacher teacher relating to the significance of
the events discussed in class.

Closure:
● The messages from the cipher will be
taken up in class
4. 1.1 (T/C/A) Today I will: I can: Hook: ❏ AfL
Canada 1.2 ● Watch this short video about the Cold War ❏ AaL
1950s (KU/T/C/A Watch a video responsibly work with in Canada ❏ AoL
1.3 about the Cold War my peers https://www.youtube.com/watch?
(KU/T/C/A) in Canada v=Y78IvUr2cPM&feature=emb_logo Brief description:
1.5 Work in a small group to ● Afl - the closure activity
(KU/T/C/A) Learn about a major understand a primary Development: provides an opportunity for
event through a source reading about a ● The class will be split into 10 groups students to provide diagnostic
primary source major event that and given a primary source reading, assessment to ensure that each
occurred between they will then present to their peers student is within their ZDP
Listen to my peers 1951-1960 in order to teach them (jigsaw ● AaL- the jigsaw method relies
as they teach me method) on students taking ownership
what they have Teach my peers about ● The teacher debriefs with the class as over their own learning. If they
learned what I have learned needed depending in the quality of do not adequately engage in the
the presentation(s) information they are given, they
are not only doing a disservice
Closure: to themselves but to their
● Students will write down one new thing peers.
they learned, one thing they thought was
interesting, and one question they still
have about their learning

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PED3141 C&A Plan Assignment
5. 1.2 (KU/A) Today I will: I can: Hook: ❏ AfL
Canada 1.3 (KU/A) ● Writing Prompt on the board for students ❏ AaL
1960s 1.4 Learn about Work independently to to work on once they enter the classroom ❏ AoL
(KU/C/A) important events answer the warm-up - one paragraph (3-5) sentences, this will
1.5 (KU/A) that occurred in question be their ‘ticket’ out of class. The prompt is: Brief description:
1.6 (KU/A) Canada from 1961 - What comes to mind when you think of ● AfL - the writing prompt at the
1969 Respectfully watch a the 1960s? Why do you think this is your beginning of the class promotes
documentary explaining initial thought? the learning of students. It is a
Learn about the the lives of four fun and interesting way to get
Sixties Scoop survivors of the Sixties Development: them to switch gears from
through first-hand Scoop ● Short powerpoint on timeline events from whatever their previous class
accounts 1961-1969 was and to begin thinking
Hand-in my warm-up as ● ~45 minute documentary on four Sixties historically. It can also be used
a ticket out of class Scoop Survivors as a formative assessment to
https://gem.cbc.ca/media/cbc-docs- see what the students are
pov/season-1/episode-8/38e815a- thinking about, are they
00d30a8d6e1 thinking along the lines of the
class or are they thinking of the
Closure: era in more of a broad cultural
● A class discussion working through the sense?
student’s thoughts and feelings regarding
the documentary watched
6. 1.1 Today I will: I can: Hook: ❏ AfL
Canada (KU/T/A) ● 1970s slang terms are written on the ❏ AaL
1970s 1.2 (KU/A) Learn about events Work quietly to board and students must individually ❏ AoL
1.3 (KU/A) occurring in Canada complete the warm-up come up with the meanings
1.4 between 1970-1979 assignment Development: Brief description:
(KU/T/C/A) ● Short powerpoint on the timeline events ● AfL - similar to the warm-up
1.5 (KU/A) Learn about The Read a primary source from the 1970s activity in the previous lesson,
White Paper and with a small group and ● Students work in groups to read through a this hook engages their brains
the Citizens Plus then teach what I’ve given part of 1) The White Paper (1969) or and can be used to assess how
Paper learned to my peers 2) The Citizens Plus Paper (1970) after students view the 1970s.
they read and understand their section, ● AaL - the jigsaw method relies
Listen respectfully when they will teach it to the other groups in a on students taking ownership
my peers teach me jigsaw activity. over their own learning. If they
what they have learned White Paper: https://www.aadnc- do not adequately engage in the
from their primary aandc.gc.ca/DAM/DAM-INTER- information they are given, they

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PED3141 C&A Plan Assignment
source HQ/STAGING/texte- are not only doing a disservice
text/cp1969_1100100010190_eng.pdf to themselves but to their
peers.
Citizens Plus Paper:
http://caid.ca/RedPaper1970.pdf

Closure:
● Students are asked to brainstorm possible
events discussed in the unit that could be
used in the summative task and in the
following lesson’s bingo game
7. 1.4 (KU/A) Today I will: I can: Hook: ❏ AfL
Canada 1.5 (KU/A) ● Students will be given the opportunity to ❏ AaL
1980s Learn about Respectfully participate create their own bingo cards, choosing ❏ AoL
important Canadian in a Bingo activity from the list of events brainstormed by
events occurring the class the previous lesson. They will be Brief description:
between 1980 - Ask any questions that I asked to leave two (2) spaces blank to fill ● The bingo game forces students
1982 still have pertinent to in from events from the coming lesson. to take ownership of their own
the unit learning. They will be told in
Review the content Development: advance that there is a bingo
of the unit ● Short powerpoint describing the timeline game that will be played so that
events from the 1980-1982. they study the significance of
● This is the last ‘lesson’ of the unit so each event. This means that if
students will play a bingo game in which they don’t take responsibility
they fill a ‘bingo’ card out with the events for their own learning, they will
and the teacher reads out the significance not excel in the game.
of each event and the students have to
figure out what event it is and mark it on
their card.

Closure:
● Students will have the opportunity to ask
any questions they still have about the
content of the unit. If they don’t wish to
ask in front of the class, they have the
opportunity to write it down on a piece of
paper, stay after class and ask, or send an

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PED3141 C&A Plan Assignment
email to the teacher.
8. 1.1 (T/C/A) Today I will: I can: Hook: ❏ AfL
Work 1.2 (T/C/A) ● Any questions that were asked outside of ❏ AaL
Period 1.3 (T/C/A) Research my Begin filling out a the previous lesson’s question period will ❏ AoL
for the 1.4 (T/C/A) summative topic brainstorming sheet be addressed to the class
Summ 1.5 (T/C/A) Brief description:
ative Have a one-on-one Development: ● The summative task will
Assign discussion with the ● Student will begin to research their topics measure, record, and report the
ment teacher about my topic in a library period, with an option to fill-in student’s knowledge on a
and ideas about the an organizer if they wish specific event in the unit and
assignment Closure: will provide valuable insight into
● Students must come to the teacher to the student’s learning and other
discuss their assignment ideas before the skills.
end of class.
9. 1.1 (T/C/A) Today I will: I can: Hook: ❏ AfL
Work 1.2 (T/C/A) ● There is no hook for this class so that ❏ AaL
Period 1.3 (T/C/A) Students are not Begin working on students have the whole period to ❏ AoL
for the 1.4 (T/C/A) learning anything writing my diary entries work on their research
Summ 1.5 (T/C/A) new today Brief description:
ative Development: ● The summative task will
Assign ● Students will begin working on writing measure, record, and
ment their letters in a library research period report the student’s
knowledge on a specific
Closure: event in the unit and will
● There is no closure for this lesson to provide valuable insight
optimize assignment time for the into the student’s learning
students. and other skills.
10. 1.1 (T/C/A) Today I will: I can: Hook: ❏ AfL
Work 1.2 (T/C/A) ● There is no hook for this class to optimize ❏ AaL
period 1.3 (T/C/A) Students are not Continue working on my assignment time for the students ❏ AoL
for the 1.4 (T/C/A) learning anything diary entries
summa 1.5 (T/C/A) new today Development: Brief description:
tive Work in small groups to ● Students will continue working on their ● The summative task will
assign assess each other’s diary entries measure, record, and
ment work in order to provide ● Students will work in small groups to edit report the student’s
(Peer- constructive criticism each other’s work and provide knowledge on a specific
Review for my peers. constructive criticism event in the unit and will

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PED3141 C&A Plan Assignment
) provide valuable insight
Closure: into the student’s learning
● There is no closure for this class to and other skills.
optimize assignment time for the
students.
*Note: 6 lessons is the minimum for your C&A plan. You will likely need 8 - 10 to adequately prepare your students to successfully complete the
summative task.
Reference List
● Ontario Ministry of Education. (2018). Canadian and World Studies: The Ontario Curriculum Grades 9 and 10. Ontario Ministry of
Education. Retrieved: http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld910curr2013.pdf
● Herbert, B., Davidson, W., & Barker, R. (1945, May 8). Victory at the Beaver Club and in the pub on VE-Day. [Radio Broadcast].
War Dispatches. CBC Archives. https://www.cbc.ca/archives/entry/ve-day-catching-up-at-the-beaver-club
● Canadian Army Newsreel. (1945, April 14). Canadian Army Liberates Holland in 1945. [Television Broadcast]. Canadian Army
Newsreel. CBC Archives. https://www.cbc.ca/archives/entry/canadian-army-liberates-holland-in-1945
● Historica Canada. (2018). Record of Service: Cold War. [Video]. https://www.youtube.com/watch?
v=Y78IvUr2cPM&feature=emb_logo
● CBC Gem. (2017). Birth of a Family. [CBC DOCS POV]. https://gem.cbc.ca/media/cbc-docs-pov/season-1/episode-8/38e815a-
00d30a8d6e1
● Government of Canada. (1969). Statement of the Government of Canada on Indian Policy 1969. Government of Canada.
https://www.aadnc-aandc.gc.ca/DAM/DAM-INTER-HQ/STAGING/texte-text/cp1969_1100100010190_eng.pdf
● Indian Chiefs of Alberta. (1970). Citizens Plus. Indian Association of Alberta. http://caid.ca/RedPaper1970.pdf
Appendix List
● Appendix A: Summative Task Instructions for Students
● Appendix B: Summative Task Evaluation Tool (Rubric)
● Appendix C: Introductory Lesson Plan
● Appendix D: Rationale

Appendix A: Summative Task Instructions for Students

Dear Diary Summative Assignment

Throughout the unit, you have been learning about people and events that have helped shape Canada as we know it today. For this assignment,
you are tasked with choosing a major Canadian event that occurred between 1945 - 1982. You can choose from the list below or you can propose
your own idea, but it must be discussed with the teacher first.

Part 1:
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PED3141 C&A Plan Assignment
Once you have chosen an event, you are tasked with placing yourself in the center of that event. Through research and using your own
experiences, you will write 5 - 7 ‘diary’ entries.

Requirements for diary entries:

1. Each entry must be 500 - 750 words
2. You must write your entries from the perspective of someone who is often left out of history books.
Including but not limited to:
a. Women
b. BIPOC
c. LGBTQ+ Community members
3. Can be NEATLY handwritten or typed
4. You must use a minimum of 4 primary sources
5. You must use a minimum of 2 secondary sources
a. You may not use Wikipedia or the Canadian Encyclopedia as secondary sources
6. You must include a minimum of three photographic sources related to your event in your submission. These are included in the required
number of primary sources
7. All work must be cited in Chicago Manual of Style

You must provide a final copy and one (1) rough copy.

List of possible events:

- Viola Desmond challenges segregation in Canada (1946)

- Newfoundland is the last province to join the Canadian Confederacy (1949)
- NATO is created (1949)
- Creation of the Avro Arrow (1950s)
- Massey Report is published (1951)
- First Canadian television stations begin Broadcasting (1952)
- Richard Riots in Montreal (1955)
- Peacekeeping is invented by Lester B. Pearson (1956)
- The ‘Quiet Revolution’ Begins
- Indigenous Peoples receive the right to vote (1960)
- Canadian Bill of Rights comes into effect (1960)
- The ‘Sixties Scoop’
- Trans-Canada highway opens (1962)
- Creation of Public Healthcare in Canada (1962)
- Canadian Flag is adopted (1964)
- The Auto Pact is signed between the USA and Canada (1965)
- ‘White’ Paper (1969)
- October Crisis (1970)
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PED3141 C&A Plan Assignment
- Establishment of Environment Canada (1971)
- Summit Series (1972)
- Launch of Anik A-1 (1972)
- 1976 Summer Olympics are held in Montreal
- Terry Fox begins his Marathon of Hope (1980)
- Quebec Referendum (1980)
- Toronto Bathhouse Raids (1981)
- Constitution Act (1982)

Appendix B: Summative Task Evaluation Tool (Rubric)

Rubric for:
Criteria (Overall Expectations) Incomplete / R Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding (K/U)

The student does The student The student The student The student
not complete this demonstrates limited demonstrates some demonstrates demonstrates a
D1.2, D1.3, D1.4, D1.5, D1.6: Identify one or task understanding of the understanding of the considerable thorough
more major developments in science and significance of significance of understanding of the understanding of the
technology, the Canadian economy, and/or the historical events and historical events and significance of significance of
Canadian political system and describe why it is of the people of the people historical events and historical events and
important in Canadian history involved in them involved in them of the people of the people
involved in them involved in them
For this task it means:
- The student demonstrates a
considerable understanding of the
significance of historical events and
of the people involved in them

D1.2, D1.3, D1.4, D1.5, D1.6: Identify one or The student does The student The student The student The student
more major developments in science and not complete this demonstrates limited demonstrates some demonstrates demonstrates
technology, the Canadian economy, and/or the task knowledge in knowledge in considerable thorough knowledge
Canadian political system and how they affected identifying how identifying how knowledge in in identifying how

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PED3141 C&A Plan Assignment
people major economic, major economic, identifying how major economic,
social, or political social, or political major economic, social, or political
developments developments social, or political developments
For this task it means: affected people of affected people of developments affected people of
- The student can identify how major different races, different races, affected people of different races,
economic, social, or political sexes, sexual sexes, sexual different races, sexes, sexual
developments affected people of orientations, and orientations, and sexes, sexual orientations, and
different races, sexes, sexual socio-economic socio-economic orientations, and socio-economic
orientations, and socio-economic class. class. socio-economic class.
class class.

Thinking (T)
D1.1 Analyse historical statistics and other The student has not The student The student The student The student
primary sources completed this task demonstrates limited demonstrates some demonstrates demonstrates a high
ability in selecting and ability in selecting and considerable ability in degree of ability in
analysing relevant analysing relevant selecting and selecting and
For this task it means:
primary sources. primary sources. analysing relevant analysing relevant
- The student can select and analyse
primary sources. primary source.s
relevant primary sources

D1.2, D1.3, D1.4, D1.5, D1.6: Evaluate the cause The student does The student evaluates The student evaluates The student evaluates The student evaluates
and consequences of a historical event on both not complete this cause and cause and cause and cause and
a specific individual and the social, political, and task consequence with consequence with consequence with consequence with a
economic groups they belong to limited accuracy and some accuracy and considerable accuracy high degree of
effectiveness effectiveness and effectiveness accuracy and
effectiveness
For this task it means:
- The student can evaluate the cause
and consequence of an event on a
specific historical figure and the
social, political, and economic groups
they belong to

Communication (C)
A1. Use the historical inquiry process and the The student does The student The student The student The student
concepts of historical thinking when not complete this demonstrates limited demonstrates some demonstrates demonstrates a high
investigating aspects of Canadian history since task competence in competence in writing considerable degree of competence
writing historically
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PED3141 C&A Plan Assignment
1914. accurate diary historically accurate competence in writing in writing historically
entries diary entries. historically accurate accurate diary entries
diary entries
For this task it means: Fewer than 3 diary 5 - 7 diary entries are 5 - 7 diary entries are
- The student demonstrates entries are provided provided 5 - 7 diary entries are provided
competence in writing diary entries
provided
Each diary entry is Each diary entry is Each diary entry is
fewer than 250
fewer than 250 words Each diary entry is between 250 - 500
words
between 250 - 500 words
Vocabulary is Vocabulary is below words
substantially below grade level Vocabulary exceeds
grade level Vocabulary is at grade grade level
level

Application (A)
A2. Apply in everyday contexts skills developed The student does The student shows The student shows The student shows The student shows a
through historical investigation not complete this limited ability to some ability to considerable ability thorough ability to
task incorporate a variety incorporate a variety to incorporate a incorporate a variety
of resources in their of resources in their variety of resources of resources in their
For this task it means: research and writing research and writing in their research and research and writing
- Students demonstrate the ability to writing
incorporate a variety of resources in Fewer than 2 Fewer than 4 More than 4 primary
their research and writing. primary resources primary resources 4 primary resources resources are used
are used are used are used
More than 2
No secondary 1 secondary 2 secondary secondary
resources are used resources is used resources are used resources are used

No photographs are 1 - 2 photographs 3 photographs are More than 3

submitted in are submitted in submitted in photographs are
conjunction with the conjunction with the conjunction with the submitted in
diary entries diary entries diary entries conjunction with the
diary entries

Appendix C: Introductory Lesson Plan

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PED3141 C&A Plan Assignment
Title of Lesson Introduction: Significant or Not, Date Month Day, Year
that is the Question
C&A Plan Title Shaping Canada: Social, Economic, and Lesson # in unit 1
Political Context between 1945 - 1982

Subject History Grade/level 10

Strand D1 - Canada, 1945-1982: Social, Class length (minutes) X Minutes (This lesson will take
Economic and Political Context approximately 2 class periods)
Location Classroom X
Brief Description

First, there will be a debate amongst the students as to how a given event could be considered significant or not. This will refresh students
not only on how events are classified as significant, but on how ‘significance’ is an interpreted and flexible title.

Next, the students will partake in a class activity in which each person is given an event and as a group, the students must determine which
primary source the event matches with. This will be followed by an opportunity for students to discuss amongst themselves if they think each
event is matched correctly. After they have finalized their timeline it will be reviewed and any misplaced events will be placed correctly. This
process of placing an item on the timeline, review, and discussion will be cycled through once more with paragraphs explaining the
significance of the event. Finally, students will be able to take part in group collaboration to determine the order of events from earliest to
latest.

This will then be placed in the classroom as a learning tool for the unit. As the class proceeds through the unit, the timeline will be referenced.

In the final portion of the class, the summative task for the unit will be discussed so that students can begin to plan for the end of the unit.

Note: all events will be related to Canadian history.

Note: Of course, not every significant event in this time period will be covered, only the events most relevant to the course will be put on the
timeline.

Lesson’s Guiding Question (What question will students be able to answer at the end?)

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PED3141 C&A Plan Assignment
What significant events occurred in Canada between 1945 - 1982?

Overall & Specific Expectations for this Lesson (include Numbers and descriptions from Ministry documents)

Overall Expectations (connection to the Curriculum documents):

1. Describe some key social, economic, and political events, trends, and developments, in Canada between 1945 and 1982, as assess
their significance for different individuals, groups, and/or communities in Canada including First Nations, Métis, and Inuit individuals
and communities.

Specific Expectations (connection to the Curriculum documents)

1.1 analyse historical statistics and other primary sources, including oral traditional knowledge, to identify some key demographic trends and
developments in Canada during this period, and assess the consequences of these trends and developments for people in Canada, including
First Nations, Métis, and Inuit communities.

1.2 identify some major developments in science and technology and applications of scientific/technological knowledge during this period,
and assess their significance for different individuals, groups, and/or communities in Canada, including First Nations, Métis, and/or Inuit
individuals and/or communities.

1.3 describe some key trends and developments in the Canadian economy during this period, and explain their impact on different
individuals,
groups, and/or communities in Canada, including First Nations, Métis, and Inuit individuals and communities.

1.4 describe some key political developments and/or government policies that affectedIndigenous peoples in Canada during this period, and
assess their significance for First Nations, Métis, and Inuit individuals and communities.

1.5 describe some key political developments and/or government policies in Canada during this period, and assess their significance for
different non-Indigenous groups in Canada.

1.6 analyse the impact on the lives of Canadians of key social welfare programs that were created or expanded during this period.

Prior Knowledge Activation (Prior to this lesson, students will have...)

- How events become considered significant (This would not be the first unit of the course, so therefore, they would already need to
know now to classify events as significant)
- A general idea of the order significant events occurred and why they were significant
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PED3141 C&A Plan Assignment
Learning Intentions: “Clearly identify what students are Success criteria: “Describe in specific terms what successful attainment of
expected to know and be able to do, in language that the learning goals looks like.”
students can readily understand.” (Growing Success p. 33)

1. Learning Intentions Success Criteria for this Lesson: (complete phrases below)
Today I will: * I can demonstrate my understanding of significant events
● Refresh myself on what significance means in * I can participate in the creation of a timeline with my peers
terms of historical events * I can understand what it required for the summative task
● Participate in making a timeline with my peers
● Learn about the summative task assignment
2. Why?
● So that I can ensure my understanding of the
foundation of the unit/course
● To demonstrate important learning skills - Initiative,
Collaboration, Self-regulation
● To create a foundation of knowledge for the unit
● To know and understand what will be expected of me
in terms of my summative task

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PED3141 C&A Plan Assignment
Learning Skills and Work Habits Learning Environment
(Highlight those addressed in this lesson) (e.g., Student Groupings; transitions; physical set up):

Responsibility - No modifications to the learning environment are necessary.

Organization
Independent Work
Collaboration
Initiative
Self-Regulation

Resources and Materials Technology Integration

(What do you need for this lesson? (e.g., YouTube clip, chart (Will students need personal devices and/or internet connections?)
paper, markers)

● Twine No.
● Paperclips
● Print-outs (Event, Significance, and Photograph)

Considerations for Learners with Exceptionalities (e.g., accommodations, modifications, extension activities for particular learners)

There are no considerations for this lesson. This activity allows for each student in the Class Profile to participate without any considerations.

Lesson Execution: Hook, Development and Closure

Hook: Focuses attention on the learning intention to come. Provides a framework for the learning, and examples/analogies for
understanding. Promotes interest and involvement and bridges from past lesson(s)/learning or prior knowledge.
Three Types of Hooks:
1. Orientation – introduce, motivate, focus on new learning (hook to engage the brain),
2. Transition – links prior knowledge (relevance, meaning) through examples, analogies, activities, lets the brain know that new things are
coming (novelty)
3. Evaluation – questions, examples, activities, quizzes, games that are student centered, evaluation will inform instruction (what do they
need to know next)

Timing (# of minutes) 30 minutes

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PED3141 C&A Plan Assignment
Description of Hook:

Description: Debate
● The class will be split into approximately four groups, two groups will each share an event and will be tasked with debating whether the
event is significant or not. The teacher tells each group what ‘side’ they are on.
● Each team is given 5 minutes to prepare their debate points. (5 minutes)
● Each team is given 2 minutes to provide their points to the other team (8 minutes)
● Each team will have 5 minutes to discuss a rebuttal (5 minutes)
● Each team is given 2 minutes to refute the opposing team’s points (8 minutes)
● The opposite two teams vote on who provided the best argument (4 minutes)

Development: Provides experiences that guide and support students. Introduces content that is meaningful and relevant. Challenges the
students without frustrating them. Actively engages the students. Involves a range of instructional approaches and activities. Gradual release
of responsibility is evident.

Timing (# of minutes) 75
Description of Development:

Next, the students will partake in a class activity in which each person is given an event and as a group, the students must determine which
primary source the event matches with. This will be followed by an opportunity for students to discuss amongst themselves if they think each
event is matched correctly. After they have finalized their timeline it will be reviewed and any misplaced events will be placed correctly. This
process of placing an item on the timeline, review, and discussion will be cycled through once more with paragraphs explaining the
significance of the event. Finally, students will be able to take part in group collaboration to determine the order of events from earliest to
latest.

This will then be placed in the classroom as a learning tool for the unit. As the class proceeds through the unit, the timeline will be referenced.

After this, students will be introduced to their summative assignment.

Closure: what the instructor does to facilitate wrap-up at the end of the lesson - it is a quick review, to remind students what it was that they
have learned (or should have learned) and allows you to see where the students are to assist you in planning for the next lesson. May also
help students to think about their own learning (metacognition).
Three Basic Kinds of Closure:
1. Review – students revisit, rethink, restate, synthesize/summarize their learning in a concise manner

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PED3141 C&A Plan Assignment
2. Transfer – students are asked to make connections to the real world
3. Serendipity – a “teachable moment” occurs2 through a student response/question, unusual event, sudden insight or connection

Timing (# of minutes) 20 minutes

Description of Closure:

Students are asked to provide feedback with the following questions as guidance:
1. What did you like about this timeline activity?
2. What did you dislike about this activity?
3. What was the most interesting thing you learned?
4. What is one question you have following this activity?
5. What is one thing you want to learn in the course of this unit?
They can work in small groups with up to four people or they can work through the questions individually. Their responses to these questions will
become their ticket out of class when the bell rings.

Assessment Tool (Gathering data to check for understanding)

Using bullet points, briefly describe your assessment strategies (for, as, of), the tools will you use, and for what purpose.

Assessment for Learning:

- The timeline activity and the closing activity provides feedback to the teacher on how much background students already know. It also provides
students with a strong foundation moving forward in the unit.
- For the timeline activity, students will be observed by the teacher in order to see their background knowledge.
- For the closing activity, students will use a feedback log in order to assess their own knowledge and place themselves within the learning for the unit.
Assessment of Learning:
- The debate activity is an assessment OF learning because it builds upon what students have learned in previous units. By the time a student gets to
this unit (which would be closer to the end of the semester than the beginning), they should be able to adequately understand event significance
and its interpretive nature, and argue for or against its perceived significance.
- This is solely provides formative feedback for the teacher to ensure that students have grasped the strands of learning that have permeated the
entire course.

Post Lesson Reflection: What Went Well (WWW)?

2Be sure to plan some kind of closure activity, but also be open to weaving in a teachable moment!
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PED3141 C&A Plan Assignment
Post Lesson Reflection: Even Better If (EBI)?

Resources specific to this lesson: (for example, any graphic organizers, assessment tools you will be using)

Timeline Resource for Lesson One and Two

Event: Background:

Canadian Troops Liberate the Netherlands Canadian soldiers helped liberate the Dutch from Nazi oppression, forming an
international relation that continues to this day.

The Gouzenko Affair A whistleblower informed the RCMP of Soviet espionage.

Viola Desmond Challenges Segregation in Viola Desmond challenged segregation in Nova Scotia, when she refused to leave the
Canada segregated Whites-only section of a theatre.

NATO Military alliance (Canada, US, Britain, and other Western European countries) created
to provide defence against the Soviet Union in the Cold War.

NFLD joins Confederation A referendum was taken with the argument that joining Canada would raise the living
standards for Newfoundlanders. It then became the 10th province in Confederation.

Avro Arrow A supersonic interceptor jet, designed by A.V. Roe Canada.

Inuit Sled Dog Killings Tens of Thousands of Inuit Sled Dogs killed by the RCMP, resulting in the ‘Canadian
Eskimo dog’ to be declared extinct in 1963.

The Korean War Canada’s third bloodiest overseas conflict.

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PED3141 C&A Plan Assignment
Old Age Pension Originally designed to aid retirees in avoiding poverty in their post-war life.

NRX Reactor Meltdown ** Nuclear Reactor malfunction and operator error resulted in environmental pollution.

First Canadian Television Broadcast The broadcast signals were sent out from Toronto and Montreal, to over 140,000
television sets.

Inuit High Arctic Relocations The RCMP forcibly removed several Inuit families from Northern Quebec into Nunavut
with the promise of improved living conditions.

Richard Riots in Montreal One of the largest riots in Canadian history and the first inkling of Quebecois
Nationalism.

Peacekeeping Initiative that works to maintain peace and security. Initiated by Lester B. Pearson and
continuing to the present day.

DEW Line 22-station radar chain in the Arctic, funded by both the United States and Canada.

Indigenous Peoples Receive the Right to Vote Under the 1960 Canadian Bill of Rights, Indigenous Peoples could now longer be
disenfranchised if they exercised this right.

The ‘Sixties Scoop’ Large scale removal of Indigenous children from their families and their communities
into adoption.

Trans-Canada Highway The longest national highway in the world, connecting St. John’s, NFLD to Victoria, BC.

New Canadian Flag is Adopted+ Following years of debate, George Stanley’s final design was chosen to fly on flag poles
across the country.

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PED3141 C&A Plan Assignment
Medical Care Act Offered to reimburse, or cost share, one-half of the costs for medical services provided
by doctors outside of hospitals.

Royal Commission on the Status of Women Provided an overview of the status of women with recommendations for reducing
gender inequality in Canadian society.

White Paper Government document outlining that attempted to abolish previous legal documents
relating to Indigenous peoples in Canada.

Citizens Plus/Red Paper++ Indigenous response to the White Paper which Indigenous Peoples viewed as an act of
cultural genocide.

October Crisis The culmination of a long series of terrorist attacks perpetrated by the FLQ.

James Bay Project A hydroelectric- power development

Summit Series Hockey game played between Canada and the Soviet Union

Marathon of Hope Initiative led by Terry Fox to raise awareness and money for cancer research.

Toronto Bathhouse Raids A turning point for Toronto’s LGBTQ+ community, who indicated that they would no
longer endure derogatory treatment from all facets of society.

Inuit Broadcasting Corporation North America’s first Indigenous-language television network and the world’s first
Indigenous media projects broadcast by satellite.

Charter of Rights and Freedoms Guarantees the rights of individuals in Canada.

*All basic background comes from The Canadian Encyclopedia, unless where otherwise noted.
** https://www.cns-snc.ca/media/history/nrx.html
+
https://www.canada.ca/en/canadian-heritage/services/flag-canada-history.html
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PED3141 C&A Plan Assignment
++
https://indigenousfoundations.arts.ubc.ca/the_white_paper_1969

Teacher’s Guide:
1. Canadian Troops Liberating the Netherlands (1945)
2. Gouzenko Affair (1945)
3. Viola Desmond challenges segregation in Canada (1946)
4. NATO is created (1949)
5. NFLD joined Confederation (1949)
6. Creation of the Avro Arrow (1950s)
7. Inuit Sled Dog Killings (1950s – 1970s)
8. Canadian Involvement in the Korean War (1950-53)
9. Old Age Pension (1951)
10. NRX Reactor Meltdown (1952)
11. First Canadian Television Broadcast (1952)
12. Inuit High Arctic Relocations
13. Richard Riots in Montreal (1955)
14. Peacekeeping (1956)
15. Creation and Use of the DEW Line (1957)
16. Indigenous Peoples receive the right to vote (1960)
17. The ‘Sixties Scoop’ (1960s)
18. Trans-Canada highway opens (1962)
19. Adoption of a new Canadian Flag (1965)
20. Medical Care Act (1966)
21. Royal Commission on the Status of Women (1967)
22. White Paper (1969)
23. Red Paper (1970)
24. October Crisis (1970)
25. James Bay Project (1971)
26. Summit Series (1972)
27. Marathon of Hope (1980)
28. Toronto Bathhouse Raids (1981)
29. Inuit Broadcasting Corporation (1982)
30. Charter of Rights and Freedoms (1982)

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PED3141 C&A Plan Assignment

Example of a pigpen cypher used in Lesson 3.

27
PED3141 C&A Plan Assignment

Potential Brainstorming Sheet/Organizer to be used by Students

28