Andrew+Butera



**__ Critical Challenge Lesson Plan __** = Judge the Better or Best Design to Specs = Rework the Piece Perform to Specs
 * || || =Critique the Piece Decode the Puzzle =
 * || || =Critique the Piece Decode the Puzzle =

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 * Course: CHC2D Grade Level: 10 **

Overall Expectations/Objectives: 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

CC2.02 - demonstrate an understanding of the relationship between invention and the economy
 * Specific Expectations/Objectives: **
 * CC2.01 -** explain how and why developments in transportation and communication technology (e.g., cars, airplanes, telephone, radio) affected life during the twentieth century

Did the new technologies of the 1920's significantly change the way Canadians live their lives?
 * Critical Tasks/Question: **

The students will start off with a minds on activity in which they will describe the means of transportation they used to get to their last vacation, family function, school day, etc and how long it took. They will then be told to take away motorized transportation and determine how they would have gotten there and how long it would take. This will allow them to gain an appreciation of motorized transportation and how significant it is to their daily lives. The Criteria for what makes a significant change will be outlined to the students. Students will use a brainstorming chart to uncover 4 main points about the new technologies and how they changed peoples lives in the 1920’s. Students will be provided with two primary documents, a Chevrolet car ad and a picture of boys listening to the radio. The students will also be given a chart of annual income during the 1920’s. Students will come to see that these new technologies were affordable and accessible to much of the population. Students will also be asked to list technologies that they have now that their grandparents do not. They will be shown primary documents of today’s world such as the internet, computers and DVD players. Once again the students will work through the 3 criteria to show that significant change was evoked. Lastly, students will do a significance chart which will list and provide primary document images of 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.
 * Overview: **


 * Objectives **
 * __ Broad Understanding __**:
 * __ Requisite Tools: __**

v **Background Knowledge:** From the Grade 8 History unit - Canada: A Changing Society students have studied the effects of technology.

-Alters the daily life of the individual -Has an affect on a large section of the population -Has a lasting impact on society
 * 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:

v **Critical Thinking Vocabulary:** Evaluation: To judge or determine quality or worth

v **Thinking Strategies:** Students will use brainstorming, problem solving and criteria to solve the critical challenge.

v **Habits of Mind:** Emphatic: Is able to empathize with those in situations different from one’s own and in different historical context.

1.The students will start off with a minds on activity in which they will describe the means of transportation they used to get to their last vacation, family function, school day, etc and how long it took. They will then be told to take away motorized transportation and determine how they would have gotten there and how long it would take. This will allow them to gain an appreciation of motorized transportation and how significant it is to their daily lives. 2. The Criteria for what makes a significant change will be outlined to the students. 3.Students will use a brainstorming chart to uncover 4 main points about the new technologies and how they changed peoples lives in the 1920’s. 4. Students will be provided with two primary documents, a Chevrolet car ad and a picture of boys listening to the radio. The students will also be given a chart of annual income during the 1920’s. Students will come to see that these new technologies were affordable and accessible to much of the population. 5. Students will also be asked to list technologies that they have now that their grandparents do not. They will be shown primary documents of today’s world such as the internet, computers and DVD players. Once again the students will work through the 3 criteria to show that significant change was evoked. 6. Lastly, students will do a significance chart which will list and provide primary document images of 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. ** Evaluation: ** 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 ** Extension: ** ** References: **
 * Suggested Activities **