Professional Documents
Culture Documents
Outcomes
Unit
2:
Outcome
2:
Students
will
be
able
to
demonstrate
an
understanding
of
the
manner
in
which
industrialization
and
urbanization
transformed
Canada.
Unit
3:
Outcome
2:
Students
will
demonstrate
understanding
of
the
increasing
influence
of
the
various
forces
that
promoted
nationalism
and
Continentalism
in
Canada
during
the
1920s,
the
1930s,
and
1940s.
Outcome
3:
Students
will
demonstrate
an
understanding
of
the
causes
and
consequences
of
the
Great
Depression
on
Canada
following
the
Stock
Market
Crash
of
1929.
Unit
4:
Outcome
1;
Students
will
demonstrate
an
understanding
of
the
factors
which
allowed
Canada
to
play
a
significant
role
as
a
middle
power
in
the
post-war
years,
and
the
manner
in
which
Canada
exercised
that
role.
Outcome
2:
Students
will
demonstrate
an
understanding
of
the
effect
of
globalization
on
Canada
and
the
Canadian
response.
Unit
4.2:
Outcome
3:
Students
will
demonstrate
an
understanding
of
the
contemporary
factors
that
have
shaped
the
social
and
cultural
fabric
of
the
Canada
we
know
today.
SWBAT
(in
student
friendly
terms):
I
will
be
able
to
respond
critically
to
both
Bruce
Hutchisons
novels,
The
Unknown
Country
and
Tomorrows
Giant,
highlighting
their
commentary
on
Canadian
development.
Assessment
(formative/summative,
self/peer)
What
prior
data
is
informing
your
instruction?
-
This
is
one
of
the
culminating
classes
on
this
Canadian
History
122
literature
unit
in
which
we
are
analysing
Canadas
changing
past
through
the
lens
of
one
of
its
most
accomplished
journalists
and
historians.
-
Class
has
been
looking
at
Canadian
History
from
a
linear
perspective.
We
have
just
finished
examining
multiple
intelligences
and
learning
styles.
-
Begin
class
with
an
essential
question
that
you
will
address
throughout
the
class.
Capture
students
attention
to
pique
interest
in
the
topic.
-
Allow
students
to
work
in
pairs
or
small
groups.
-
Give
prompt
ongoing
and
formal
feedback.
Engagement
-
Invite
students
to
speak
to
you
about
learning
challenges
they
may
have.
-
Consider
the
career
goals,
personal
interests,
and
values
of
students.
-
Consider
student
diversity.
-
Ensure
in-class
examples
are
relevant.
-
Consider
recording
classes
and
posting
them
as
podcasts
(I
plan
to).
-
Create
a
welcoming
classroom
environment.
-
Encourage
greater
cooperation
and
collaboration
between
students.
-
Create
some
energy
in
class.
-
Share
interest/enthusiasm
in
the
topic
by
citing
personal
experiences,
research
results,
related
news,
etc.
-
Give
prompt
and
ongoing
feedback
to
support
learning
and
self-
assessment.
Students
should
use
the
book
they
read
to
comment
on
the
question
above
while
pulling
from
the
secondary
book
and
notes
from
their
peers.
The
goal
of
this
class
is
to
have
students
familiar
with
both
Hutchison
books
as
they
provide
a
very
unique
and
important
view
of
Canada
bookending
the
Second
World
War.
Opportunity
for
individual/small
group
instruction
-
I
plan
to
monitor
student
pairs
as
well
as
general
group
discussion.
Students
will
mostly
be
teacher
one
another
so
this
gives
me
the
opportunity
to
gauge
comprehension
and
overall
learning.
-
I
will
make
myself
available
to
any
groups
requiring
assistant
and
will
help
push
those
conversations
that
seem
to
be
lacking.
After
5m
Exit
Ticket:
Complete
a
journal
entry
focusing
on:
What
is
the
most
important
Canadian
development
as
highlighted
in
either
of
Hutchisons
books,
in
your
opinion.
What
makes
it
so
important
(Why
did
you
chose
it)?