Technology+-+1920s

Usha's comments in Blue. Your name: Andrew Butera **Initial Reading and Assessment of Textbook Treatment of the Topic** Name of Gr. 10 Textbook examined: Spotlight Canada Fourth Edition Name of more "scholarly" source examined: [] __Your Initial Thoughts:__ After reading through the treatment of technology in the 1920's given by spotlight Canada I am satisfied with the account. The textbook makes note of the most important technological changes during this period such as the radio, automoblie, and aviation. Spotlight Canada does a good job of linking the experiences of World War I with the emergences of these new technologies. However, the textbook did seem to miss a few other technological changes such as the advent of streetcars. I also particularly enjoyed how the very first questions asked in this unit link students thinking with the present. Students are asked to brainstorm on the ways the radio influenced the lives of Canadians in 1920 and then compare those findings to the way in which the internet affects them today. Thanks for your comments, Andrew. You rightly point out the importance of helping students make connections but also to assessing the impact of certain developments on the tim e and on the present. I look forward to hearing how you might proceed with this topic. Critical Thinking Challenge:Did the new technologies of the 1920's significantly change the way Canadians live their lives? If so, do they still impact us today? You've got a good start here, Andrew, but I wonder whether anyone could really answer "no" to this question. If you couldn't reasonably answer either Yes or No, and back it up with evidence, you don't really have a critical question yet. However, I think you just need a bit of tweaking here. If you add a "qualifier" to your question, it would add a bit more thinking. For example, if you asked whether the advancements "changed life significantly" for all Canadians; or "changed life for the better" for all Canadians - kids would be able to put forward an argument that was different than their peers and defend it with evidence. Does that make sense? Let me know what you think. I agree with you Usha, how does the new one sound? They can now answer yes or no to the significance, and also make connectio

ns to present day if they answer yes Yes - by just including the qualifying word "significantly", you have sharpened this challenge. Nicely done.

My Critical challenge would probably be a critique the piece as it is inviting students to asses the merits or shortcomings of a designated entity, in this case the technologies of the 1920’s.

**Lesson Design-Initial Planning Stages**

**Key Learning:** Students will come to understand that new

technologies such as the radio, automobile and commercial airplane permanently changed the way Canadians live their lives. Well framed.

**Frame Critical Challenge**:Did the new technologies of the 1920's significantly change the way Canadians live their lives? Given your key learning above, I think your second question is no longer a critical question since I can see the answer you're looking for in your key learning. Your first question about significantly changing lives is still a good one, though.

Students will learn to create a time line of when significant technological advancements were made/ began to be used by Canadians. They also will be able to provide a report card based on the degree of impact the technology had on the population good.
 * How will this lesson help students build skills they will need for the summative assessment task for the unit?**


 * Dimension of Historical thinking:** Continuity and Change. Perhaps Historical Significance.


 * Intellectual Tools:**

-Describe various ways in which technological developments have affected the lives of Canadians since WWI (e.g. telephones, cars, airplanes, radio, televisi
 * Background Knowledge:**

on, computers, the internet)

Students will need criteria that allows them to asses what makes/marks significant change. This includes ideas such as: changes to everyday life and connections to the present day. The criteria here needs a bit of work. Consider trying to finish this sentence to see if it helps to clarify the criteria: A technological development significantly changes life if it.... -Alters the daily life of the individual -Has an affect on a large section of the population -Influences the economy and business -Has a long lasting impact on society
 * Criteria for Judgement:**

Empathic
 * Habit of Mind:**

Evaluation
 * Critical Thinking Vocabulary:**

Copy and Pasted from word, this is my first try at the lesson plan The appendix is linked below:





**__CHC2D UNIT 1:__** **__ACTIVITY 5- CANADA’S ECONOMIC GROWTH__**  **__TECHNOLOGY-1920’S__**  **__Time: 70 Minutes__** In this activity, students learn about the technological changes of the 1920’s and the significant change they induced in Canadian society. Students will look at the advent of the radio, the mass production of the automobile and the beginnings of commercial air travel. Through this lesson students will learn the tools to assess significant technological change not only in the 20’s but throughout the century and into the present.
 * Description**

Overall Expectations : CCV.02 – demonstrate an understanding of the impact of technological developments on Canadians MIV.03 – analyze and evaluate information when researching historical topics or issues; Specific Expectations: CC2.02 - demonstrate an understanding of the relationship between invention and the economy Prior Knowledge Required : From the Grade 8 History unit - Canada: A Changing Society students have studied the effects of technology. **Critical Challenge**: Did the new technologies of the 1920's significantly change the way Canadians live their lives? -Alters the daily life of the individual -Has an affect on a large section of the population -Has a lasting impact on society Housekeeping, Attendance (5 minutes) 1. //Mental Set// (5-7 minutes): Students will be posed the question: Describe to me the means of transportation ((Ex. Car, Plane, Bus) you used to get to: your last vacation, family function or school, How long did it take? -Students will be given approximately 1 to 2 minutes to think of their answers and write them down on paper  - Some students will be called upon to give their answers orally.  - The teacher will then pose the challenge: Taking away transportation such as the Car, Bus, Subway and Airplane, how would you have gotten to your destination and how long would it take now? If it was not essential would you still take the trip?  -After 1-2 minutes of students will share their answer with the class.  -The class will come to realize how much more difficult and time consuming travelling can be without these forms of transportation. The students should gain an appreciation of just how important these forms of transportation are to their day to day lives.  2. //Sharing of Objectives and Purpose// (5 minutes): The teacher will share with the class the criteria needed to assess significant change. (See criteria for judgement) -The three main criteria will be written on the board and discussed. It will be illustrated that through the mental set students have already achieved one of the criterion. (Alters the daily life of the individual). -They will also be told that they will have to do a report card during their culminating activity and that the ability to evaluate significant change will be an important skill. 3. //Input/Information// (20 minutes): The teacher will provide students with a note taking chart (Appendix 1). -Through the use of lecture and textbook (Spotlight Canada Fourth Edition) students will need to uncover 5 major facts/ pieces of information about the automobile, radio and airplane in order to fill out the chart. -Information will centre on the significant changes that these new technologies made to the life of Canadians. Ex. The automobile allowing for faster transportation, the radio providing nightly entertainment and hockey games. -The chart will be taken up/filled in as a class to ensure students have proper answers 4. //Primary Documents// (5-7 minutes): Students will be provided with two primary documents from the 1920’s. The documents are both visual. (See Appendix 2) -The first shows three young boys listening to the radio while the second image is a Chevrolet car Ad from 1927. - The students will also be shown a chart which displays the average annual income of Canadians during the 1920’s as well as the prices of a radio and car in the 1920’s. -Through this activity and some discussion the students will see that these new technologies impacted a large section of the population as both women and children are depicted as focal points in these two documents. -The use of the car advertisement may give students a model for the creation of their own advertisement for their culminating newspaper. -The income chart and price of the technologies will help students realize that these technologies were somewhat affordable to the average Canadian and thus could have a large impact. 5. //Technology Now and Then// (5-7 minutes) Together, the class will list technologies they have that their grandparents did not have. -A list will be compiled on the board - The teacher will then ask several students how a specific technology has evoked significant change in today’s society. 6. //Significance Chart: Checking for Understanding/Closure// (15-20 minutes): Students will be given a significance chart which they will need to complete and hand-in. (See Appendix 3) -The chart will list different technologies and students will have to identify its use/function, how the function was achieved before the technology was around, and use the three criteria for significance to assess its significance. -Informal teacher assessment using probe questions to collect evidence of students’ understanding of the impact of the automobile. -Use of list of new technologies and opinion questions on the significance of contemporary technologies to see if students can make connections between significant technological change and present day. -Significance Chart will help show if the students can use the criteria for judgment independently
 * Key Learning:** Students will come to understand that new technologies such as the radio, automobile and commercial airplane permanently changed the way Canadians live their lives.
 * CC2.01 -** explain how and why developments in transportation and communication technology (e.g., cars, airplanes, telephone, radio) affected life during the twentieth century
 * Habit of Mind:** Empathic
 * Critical Thinking Vocabulary:** Evaluation
 * Dimension of Historical thinking:** Continuity and Change/ Historical Significance
 * Criteria for Judgement:** Students will need criteria that allow them to asses what makes/marks significant change. A technological development significantly changes life if it:
 * Skills for Summative Assessment: Through this lesson, students will attain the skills necessary to provide a report card** based on the degree of impact different technologies had on the population. In addition, they may wish to create an advertisement of these new consumer products in their newspaper.
 * Teaching/Learning Strategies (The Lesson)**
 * Assessment/Evaluation Techniques:**

Accommodations
-Students with writing difficulties may benefit from teacher assistance in organizing information and structuring their notes. -Some students may require a scribe to assist with note taking. -Students may use computer for note-making. -Provide assistance with completing significance chart -Ensure front of the class seating to assist in note-making.

Resources
Cruxton, J. Bradley, and W. Douglas Wilson, Spotlight Canada Fourth Edition, Oxford University Press Canada. http://www.squidoo.com/1920cars http://www.wired.com/science/discoveries/news/2008/09/dayintech_0929
 * Ministry Approved Text:**
 * Websites/Documents:**

History of General Motors http://www.gmcanada.com/english/about/hist_time.html Henry Ford http://www.hfmgv.org/histories/hf/henry.html#top