Canada-US+ties

 Usha's comments in blue Your name: Amanda O'Malley

**Initial Reading and Assessment of Textbook Treatment of the Topic**

Name of Gr. 10 Textbook examined:

Name of more "scholarly" source examined: Canadian-American Relations:  []   Canda and the World: A History, 1921 - 1939: Between Two Wars: []

__Your Initial Thoughts:__ Please provide a **brief** (5-10 sentences) initial assessment of the textbook's treatment of the subject. We have not developed any particular criteria by which to assess the textbook so this is really simply you initial reactions, feelings, questions about what you have read. Thanks! I found that the Grade 10 textbook gave a brief overview of Canadian and American relations during 1914-1929. It dicussed the export and import of goods between Canada and US, and also touched on the auto industry, hydro, agriculture, WW1 and the stock market. I found the textbook to be adequate compared to the scholarly articles I was able to find on the subject. Based on what I read I didn't find much biases and felt the information was for the most part very objective. All of this being said I found it very difficult to find scholarly articles devoted to just this subject of "Canada-US ties 1914-1929". I believe the information is most likely to be found in several doucuments that deal with specific topics of the time such as the topics mentioned above in the textbook. I will have to do much more research for this topic to be able to plan a good lesson plan. I am open to suggestions as to where to look. I have checked the Toronto Library and the U of T library and there are a couple of books which may have some information. Thanks for this, Amanda. It sounds like you have a good start. Although you'll want to read broadly to have a sense of the issue, you will need to narrow it down to a particular focus for you lesson so don't go overboard with the research. You might want to find a first or second-year text used in university courses on Canadian history which will give you that broader overview. **__Critical Thinking Question__**: Did the United States have a positive or negative influence on the Canadian economy during the 1920’s? Provide 3 examples. I think this question fits the "Critique the piece" challenge. Nicely done, Amanda. This is clearly framed as a critical challenge. You don't need to say "provide 3 examples" at this point - we'll talk about how to scaffold student thinking about this challenge throughout the lesson plan.

__**Lesson Design - Initial Planning Stages**__
(Written as a statement of understanding that students will walk away with i.e. "Students will understand that...")
 * Grade: __10__ Course:__CHC2D__ Topic / Unit: __1914 - 1929 Canada/U.S. Ties__**
 * Identify Key Learning / "Big Idea" / Learning Target**

Students will understand the significance of the United States' impact on Canada's political, economic and cultural development during the period 1914-1929. They will do a critique in which they will decide whether various impacts had either: 1) a considerable and lasting influence, or 2) a limited influence at the time, but one that would grow in importance over time, or 3) an influence that would diminish over time. They will then assign a "letter grade" based on whether each impact was overall positive, overall neutral, or overall negative, for Canada.

Good start, Amanda. Consider expanding this just a bit so that it identifies WHAT the students will understand about the impact of the US (e.g. " it had a considerable impact...", "it had limited impact but it was the start of a new relationship...", "it's impact seemed small at the time but the long-term would prove otherwise") - i.e. the key learnings reflect what students will walk away thinking about the topic at the end of the lesson.

(Central question or task students will grapple with)
 * Frame Critical Challenge**

What impact did the United States have on Canada's political, economic and cultural development during the period 1914-1929? Consider the results of American influence in the following areas: Media and Entertainment; Prohibition; Branch Plants; Introduction of Automobile; Natural Resources, Canada/Us Trade Agreements. Compile information & prepare a "report card" on the above topics. This task will span approximately three classes.

Example:

So the grade will indicate positive (e.g. A+) vs negative (e.g. F) - is that right?
 * Topic || Grade || Comments and examples to support grade ||
 * __Media and entertainment__ ||  ||   ||
 * __Branch Plants__ ||  ||   ||
 * __Natural Resources__ ||  ||   ||
 * etc... ||  ||   ||

In groups of approximately 5, students will focus on one of the above topics. Each group will research their topic, make their judgements, and present their findings to the class. The other classmates (the "audience") will then have an opportunity to hear the information, and make their own judgements, and fill out their report cards.

(What skill or ability will you help them develop/)
 * How will this lesson help students build skills they will need for the summative assessment task for the unit?**

Based on their findings they will prepare an individual report card on the above topics which will build intellectual integrity.


 * What dimension of Historical Thinking will students actively engage in during the lesson?**

Continuity & Change because it will help students understand Canada in that time period and some of the historical journey that has lead us to our current circumstance with United States.

-What //specific expectations// (directly from curriculum document) will need to be addressed? -What content / skills will students need to learn to be successful? || Students will need to... -describe some of the ways in which American culture and politics have influenced Canada since WW1 - demonstrate an understanding of the relationship between invention and the economy - summarize the evolution of Canadian political autonomy from Great Britain since WW1 - analyse Canada's changing relationship with the United States - evaluate the credibility of sources and information and distinguish between primary and secondary sources. -identify different viewpoints and explicit biases -draw conclusions and make reasoned generalizations on basis of relevant and sufficient supporting evidence || a) What criteria will students use to make good decisions about the question being asked of them? (e.g. criteria for a good friend; criteria for a hero; criteria for an effective solution; criteria for a plausible inference)
 * Intellectual Tools** that will need to explicitly taught and formatively assessed
 * **Explanation** || **Details for our Critical Challenge** ||
 * **Background Knowledge**
 * **Criteria for Judgement**

b) What criteria will students use to develop and effective product? (e.g. criteria for an engaging headline; criteria for a convincing poster; criteria for an effective presentation; criteria for an authentic portrayal in a role-play; criteria for an engaging children's book) || a) Criteria for judging impact: positive impact? - costs or benefits of the particula impact (eg. effect on: living standards, economic activity, environment)

-costs of economic growth (eg. inflation risks, inequalities in income & wealth, regional disparities, environmental damage) I see that you want them to weigh the benefits vs. the costs and you have outlined the topics they should consider. - Consider finishing this sentence: "The relationship has a positive impact if... - it raises the living standards, it raises incomes, creates employment, leads to the creation of new infra-structure, leads to more leisure and family time, more artistic output from canadians, strenghtens our diplomatic relations -doesn't lead to environmental damage, doesn't lead to inequalities in wealth,  -

Let me know if that makes sense.

__b) Criteria for__ (optional unless activity will be summatively assessed in the end) - communicates ideas effectively - good organziation of ideas - uses a variety of examples to backup reasons for grade || practice to be successful? || ======Intellectual Intregrity as it requires students be true to their own thinking====== and guides then to improve and enhance their reasoning. || -What are some of the key thinking strategies students will use to sift through background information, apply criteria and make a decision? (e.g. a rating scale, a report card, a decision making matrix, etc.) || A report card: as students will confirm understanding by restating in their own words. They will also examine issues from changing perspectives. || -What critical thinking vocabulary is most crucial for students to understand in order to be successful? (e.g. "criteria", "judgement", "bias", "perspective", "inference", "argument", "clues vs. conclusions", etc.) || Critique because it requires them to objectively judge or evaluate while recognizing both strengths and weakness for revising and recreating. ||
 * **Habits of Mind**
 * (Choose 1 to focus on)**
 * -**What habit of mind is most crucial for students to develop and
 * **Thinking Strategies**
 * **Critical Thinking Vocabulary**
 * (choose 1 to focus on)**

Canada/U.S. relations and be able to formulate their own ideas about what the advantages and disadvantages are...Think about PMI/ Think, Pair, Share...Think Apple/Microsoft!!! Good idea. Or have them complete a "report card" on some other relationship they are more familiar with and consider whether it had a positive impact on those involved in the relationship, maybe. Just an idea.
 * Mental Set**: Plan something around advantages and disadvantages so students undertand how to critically analysis the information provided to them about