Strand/Topic: Grade: Date:

Canadian History 10
Overall Expectations: Connections:
B1. Social, Economic, and Political Context: describe some key social, economic, and political events,
trends, and developments between 1914 and 1929, and assess their significance for different groups Students are very multicultural and come from various backgrounds and
in Canada cultures. There are are also students whose parents and grandparents
B2. Communities, Conflict, and Cooperation: analyse some key interactions within and between were born in Canada. This allows for very dynamic groups formed and
different communities in Canada, and between Canada and the international community, from 1914 to
combined knowledge put into assignments. Gives students an opportunity
1929, and how they affected Canadian society and politics
B3. Identity, Citizenship, and Heritage: explain how various individuals, organizations, and specific to use the internet to be engaged with the material and lets them practice
social changes between 1914 and 1929 contributed to the development of identity, citizenship, and their researching skills.
heritage in Canada
Specific Expectations:
By the end of the course, student will describe some significant changes in the arts and popular culture
in Canada during this period and explain the contributions of some individuals and/or events to these
changes.

Learning Goals
By the end of this lesson, I will be able to:
o analyze various documents (art, music, events, and important figures) to establish its significance to the 1920s
o Identify specific progressions in popular culture of the 1920s
o Discuss the development and changes in Canadian Identity that took place in the 1920s
Questions to Ask Accom. / Modifications Materials

Part 1: Minds What would you If there are students

On As students are coming into class there will be some 1920s associate with who were not born Ipads will
music playing and there will be either a slideshow of 1920s your identity as in Canada open up be given out
comics, newspaper headlines and advertisements, or a a Canadian the discussion to to students,
short clip of flappers dancing being projected at the front of Teen in the international ideas. that didnt
the class. 1920s? Have them think bring their
The purpose of this is that as the students are getting What type of about what own
settled in they are slowly being exposed to the material that music would immigration might devices, at
is going to be covered in the lesson. you be listening have been like in the
Have students imagine themselves to be a teen living in the to? the 1920s or what beginning of
1920s What are some their own countries class. They
Have them come up with a few thoughts/ worries/ ideas famous people were going through will be using
they might have from living in that time period you might at the time. them all
Create a hashtag or post the question What might it have know? Are there any period.
meant to be a teen in the 1920s? on Twitter What are connections
They would be tweeting throughout class time any films/movies between their Twitter
thoughts/ideas where other students can see and gain might you be homeland and
further insight (also will be useful to go back to as they can watching if Canada
favorite, star, important ideas and go back during any?
studying) What would
your house be?
Part 2: Action What did For students that IPads/lapto
MINI CLASS ASSIGNMENT art,fashion, don't feel ps would
There will be a brief explanation of the activity and what they are music look like comfortable talking need to be
required to do for it. during the in front of the class, handed out
The class will be split into 4 groups; each with a specific topic 1920s? or aren't feeling for internet
(Art, Fashion, Music, Significant Events) What were sociable, can be the access to
Significant events gets its own group because it will examine major group scribe. This class in
events that took place in the 1920s that is outside the scope of movements or would be their order for
pop culture. So they would be looking at events like: the Chinese events that took participation mark. research to
Exclusion Act of 1923, the King Byng Affair, 1929 Pearson Case, place in the Music group might take place.
Prohibition in Canada and USA, 1922 Chanak Crisis, Nova Scotia 1920s? have trouble
Education Act (separate schools for whites and Blacks), and so WHY were narrowing down Students can
forth. these specific exactly what type of use their
Each group will get a handout that provides them with keywords, characteristics/ music to look for a personal
links and questions that will act as a guide as they research and events good suggestion devices if they
discuss their topics significant? might be to tell them decided to
Using Ipads or laptops, each group will research what each EXAMPLE: that they can list a bring them to
respective topic meant in regards to the 1920s Dont just say few different genres school.
Once each group is familiar with what their topics meant to the women had of music and have
1920s, there last step is to discuss how the idea of Canadian shorter hair; them list a few Chart paper
Identity in the 1920s changed from that of the WWI and prior. EXPLAIN why songs/ artists from and markers
after researching students will combine their collective they wanted each will be
thoughts/ideas on chart paper; which would then be displayed shorter hair and Events might be handed out to
around the class what this meant difficult to narrow each group.
Throughout the activity, teacher will walk around the classroom in a larger down as well so
and help guide the group discussions and to make sure everyone context having prompts
is engaged and participating. For Fashion; such as (events
ask them to relating to
look at the government e.g.
differences protests; events
between relating to
Victorian style entertainment e.g.
and that of the radio broadcasts);
flappers. sports events
Did Canada (Canada and the
have an identity Olympics 1928)
in the art /
fashion / music
world before
the 1920? Did
that change?
 Questions to Ask Accommodations / Materials
Differentiation
(content/process/prod
uct)
P Part 3: Consolidate What did you Depending on the class
Debrief Each group will put up their chart papers around find the teacher may Blackboard
the classroom, that way students will be able to interesting consider
demonstrate their thinking and work to each other. about your creating a
The students will be asked to present their findings group's handout that
on their topic to the class, should be no longer than topic? consisted of
5-10 minutes. Are there any what the
Once all groups have presented, their will be a significant students
closing discussion about the impact each group changes that presented to the
topic had on Canadian Identity. take place? class. Also
This will also be an opportunity to ask the teacher After the war include what
any questions that came up during the group there was a you wanted the
activity. sense of students to
National understand
Pride, with when it came to
that followed Canadian
the question, Identity in the
who are we? 1920s.
On the board
write keywords
that come up
from the group
presentations
and the closing
discussion on
Canadian
Identity.
Assessment Tools (diagnostic/formative/summative)
Exit Slip: Before students leave class they will be expected to add a new event, figure or date to their timelines.
Formative Assessment:
When the students are in their groups there will be observational notes to keep track of student progress and who is struggling
They will be assessed on their group participation/presentation, thinking process and how they used their chart paper (marks for work completed).

Prior Knowledge
In prior lessons students have learned:
what it means to be an Aboriginal, the implication of Residential Schools
cultural shifts that took place in WWI and the treatment of immigrants and minorities
what canadian identity was during WWI
 Next Steps
Do a lesson that recaps what they discussed in their groups and as a class. This is when the teacher would include any key points, events and figures that the
students missed during the activity/presentations.
Take all the themes and ideas on Canadian identity from 1914 to 1929, and have students come up with their own answer to the question of what Canadian
identity means from 1914 to 1929. Students will use evidence and primary/ secondary sources to support their ideas, and it will be done in the form of a mini
essay. Students will also have the option of making a remix and writing a response about what picture and sounds they decided to use.
They will need to cite their sources using Chicago Manual of Style (paintings, photographs,videos, and any other research) They might also want to
incorporate sound or music into their essay (attaching a CD)
The assignment will have to be submitted online, so that all videos, mp4 files and links that are used by the students can be easily accessed.

SAMR Justification

Ipads used for group research = Substitution