Sports+in+Canada

Usha's comments in Blue.

Your name: Mandy Campbell

Initial Reading and Assessment of Textbook Treatment of the Topic I read the Grade 10 textbook first, before I examined the more scholarly sources, and my initial reaction was that there was not a great amount of information in the textbook on Sports in Canada from 1914-1929. This being said, I wouldn't neccessarily expect that there would be that much information or go very in depth, because it is such a small topic in the scheme of things, when you limit it to the time period also. It does a decent job at putting in context WHY sports in Canada during that time period is an important topic- it touches on how it accompanied or gave proof of Americanization in Canada, mentions the use of the newer radio technology (Hockey Night in Canada), Gender roles and also highlights that Canada had something to be proud of on the world stage through it's atheletes records and performances especially at the 1928 Olympics. In Comparison to the Scholarly sources, the textbook actually stood up pretty well for the above reasons mentioned. The textbook used examples of accomplishments and trends in sports in Canada from 1914-1929 (but mainly from the "Roaring Twenties") to effectively convey to the students WHY sports was important to Canada in the greater context of social change and Canada's place in society. I wouldn't expect or require much more from a textbook because I believe this topic would be dealt with quite briefly in the course because it is such a minor theme compared to larger ones such as WWI. At any rate, the textbook is a great overview, and students could explore the subject more deeply on their own for a class project for example if they wanted to know more.

Name of Gr. 10 Textbook examined: Cruxton, J. Bradley and W. Douglas Wilson. //Spotlight Canada: Fourth Edition (//Don Mills: Oxford University Press, 2000), 172-175.

Name of more "scholarly" source examined: Francis, Douglas R., Richard Jones, and Donald Smith. //Destinies: Canadian History Since Confederation// (New York: Nelson Education Ltd., 2008), 282-283. West, Thomas J. and Peter L. Lindsay."Sports History: Sport from 1900 to the Present." //The Canadian Encyclopedia Online//. []. Thanks for your assessment, Mandy. It sounds like the text did a decent job of placing sports within the context of other pressing issues. The questions of whether it is a major or minor theme is an interesting one, though, and something we'll have to grapple with.

Lesson: Big Question: Can studying Sports in Canada from 1914-1929 be reflective of Canadian society and changes at the time? --Critique the Piece Question..? This minor change in wording might seem like semantics but it really does make a difference. You've now moved from having students simply list a number of ways to making a judgement about whether or not Sports are a reflection of other issues in society. I can see kids being engaged by this question and arguing it with each other. Well done!

** Lesson Design – Initial Planning Stages **

Grade **: 10** Course: **CHC2D1** Topic / Unit **: Sports in Canada, 1914-1929**

//**Identify Key Learning / “Big Idea” / Learning Target**// //(Written as a statement of understanding that students will walk away with//   //i.e. “Students will understand that…”)//

Well framed. **//Frame Critical Challenge//** //(The central question or task students will grapple with)﻿// //﻿//  To what extent can studying sports in Canada from 1914-1929 be reflective of Canadian society and changes at the time? (I was thinking Sports reflected Canadian society because... It reflected Canada's economy (professionalization, money to build big arenas, fake grass, etc.), reflected Canada's feelings on the position of women (women free to play contact sports for the first time), reflected new technology in Canada (Radio- hockey night in Canada), reflected Canada's social priorities (more liesure time, the need to return to 'normalcy' post-war), Reflected Canada's changing image on the World Stage (independant from Britain by winning medals for Canada in the 1928 Olympics, world records) AND signified the beginning of Americanization (NHL became increasingly controled by U.S. throughout the 20's) OR I could change mu question...  ﻿To what extend did Sports contribute positivley to our National identity???????????????????   **//How will this lesson help students build skills they will need for//**    **//the summative assessment task for the unit?//** //(What skill or ability will you help them develop?)//
 * 1) The 1920s were the Golden Ages of Sports in Canada ﻿Students will understand that the 1920's were the Golden Ages of Sports in Canada
 * 2) Sports were significant in that they caused and reflected social change at the time (Ex: Women's rights, more liesure, post-war recovery, canada's significance on the world stage...)

Writing skills: the ability to recognize the attributes of a newspaper article and write one effectively

Critical Thinking Skills: Analyze a topic for its Historical significance (portal) and assess Primary sources **//What dimension of Historical Thinking will students actively engage in during this lesson?//**

Historical Significance: “Why were sports such a significant aspect of Canadian life during the 1920’s? Decide, in order, the top 3 reasons why sports were so significant. Are they still as important? Why or Why not? (somewhat change and continuity- 3 major ways sports in the 1920’s changed Canada..) It's interesting that in your criteria below, you identify the importance of "cause" - I wonder if the question of whether something reflects society is a question of cause and consequence. For example, when we ask whether art reflects society, what we're often asking is whether changes in society cause changes in art or vice versa. Just something to think about.

that will need to be explicitly taught and formatively assessed || - What //specific expectations// (directly from curriculum document) will need to be addressed? - What content / skills will students need to learn to be successful? || Describe various ways technological developments have affected the lives of Canadians since WWI? (Radio (Foster Hewitt’s “Hockey Night in Canada”)
 * **Intellectual Tools**
 * **Explanation** ||  **Details for our Critical Challenge**  ||
 * **Background Knowledge**

Assess the contributions of selected individuals to the development of Canadian identity since 1914 (ex: Lionel Conacher, Foster Hewitt, Fanny “Bobbie” Rosenfeld) ||
 * **Criteria for Judgement**

a) What criteria will students use to make a decision about the question being asked of them? (e.g. criteria for a good friend; criteria for a hero; criteria for a an effective solution; criteria for a plausible inference)

b) What criteria will students use to develop an effective product? (e.g. criteria for an engaging headline; criteria for a convincing poster; criteria for an effective presentation; criteria for a an authentic portrayal in a role-play; criteria for an engaging children’s book) || a) Criteria for judging if an institution/theme is reflective of society? - it demonstrates and causes change - its accepted by a large and diverse part of the population - it is not only recognized as the local population, but it is recognized world-wide as representing that society’s National identity.

b) Criteria for an effective Newspaper article //(optional unless the activity will be summatively assessed in the end)//

- It focuses on an important issue or event good -It concisely addresses the 5 W’s (who what when where why) and How this is a requirement but not criteria yet. i.e. all kids will have to include the 5Ws but what will distinguish 2 pieces of work where both have addressed the 5Ws? What will make one better than the other - the answer to that question will be your criteria. e.g. "it thoroughly addresses the 5W" or "it concisely addresses the 5Ws" - do you see what I mean? -Describes the issue in detail with sufficient background knowledge so good -The newspaper report argues an opinion effectively this one is a bit confusing - are you looking for an opinion in a newspaper report? Or are you thinking of an editorial instead? || **(choose 1 to focus on)** - What habit of mind is most crucial for students to develop and practice to be successful? || Critically Minded || - 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 chart the records the Canadian individual/event/team that represents Canada in sport (ex: Percy Williams), What they accomplished (ex: Gold medal sprinter in the 1928 Olympics) and WHY it was significant for Canada (ex: Won gold which gave Canada a prominent name on the World stage post-war) I think this example makes me wonder about the "reflects society" part of the question. Does the fact that it boosted our reputation show that sport reflects society? When I think of whether something is reflective of society, I think of whether it acts as a "mirror" - e.g. do we see the issues with minority or women's rights in society playing themselves out in sports? Or do we see issues of class affecting participation in sport? Reflects, to me, means "is like a mirror". When you talk about the fact that wining a gold boosted our reputation, it might be a different question - e.g. Did sports contribute positively to our national identity? or something. What do you think? || **(choose 1 to focus on)** - 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.) || Judgment (with criteria) ||
 * **Habit of Mind**
 * **Thinking Strategies**
 * **Critical Thinking Vocabulary**