CHH3C

// Group members: Catalina, Jackson, Krista, Matt //


 * Hey guys, USHA is locking this up forever and ever on Sunday night 11:59 PM, so if there are any docs you want to add make sure they are up by then!**


 * Krista - done**
 * Matt - done**
 * Jackson - done**
 * Catalina -**
 * //Work collaboratively on creating your course plan on this page. You can add and delete things on this page - it is a "living document" - your most current version of your course plan. You can see previous versions by clicking on "History" which is especially useful if you've deleted something by mistake or want to go back to an earlier version. You can also have a discussion with your group members virtually about your work by clicking on "Discussion".//
 * //I will be following your work on this page and providing my feedback by adding to the "Discussion" part of this page.//
 * //Please click on "Notify Me" at the top of this page; you will be sent an email any time changes are made to this particular page so you'll know if your group members (or I) have posted anything related to your work.//
 * // Please NOTE: Your final course plan will come in on the templates I will provided to you - this space is your "working copy". //
 * //Please NOTE: Only group members will be able to alter this page. However, all others can read it. I hope that you will take the opportunity to observe how other groups are tackling this task. They, too, are struggling and refining their thinking as they go.//

Usha's comments will always appear in BLUE.

__ Chronology of Significant Events in Canadian history since 1945 __
1945 ** UN **. Canada joins the United Nations. 1947 ** Oil discovered near Leduc **, Alberta. Vern "Dry Hole" Hunter struck oil near Leduc, Alberta ending a long decline in the Alberta oil industry and started an era of prosperity for the province and spared Canada's dependence on foreign oil. 1949 ** Newfoundland ** becomes Canada's ** 10th province **. 1949 Canada (along with 11 other countries) signs to ** NATO ** in Washington, DC. It marked a new era of ties with the US and greater distance from Great Britain, spelling out the importance of economic collaboration. It also marked the beginning of a long Cold War. 1950 Canadian Military joins United Nations in the ** Korean War ï»¿ ** (war ends in 1953). 1950 ** Pipeline Completed **. The 1770 km oil pipeline from Edmonton to the Great Lakes was completed, linking Canada's gas fields to the markets of Central Canada. 1956 ** Hungarian Revolution ** - 38,000 Hungarian refugees are admitted to Canada after the Soviet Union crushes the Hungarian Revolution. 1957 Lester.B. Pearson wins the ** Nobel Peace Prize ** for successfully resolving the Suez Crisis. 1958 Pipeline Benefits. Alberta gas finally reached Toronto, ending gas imports from Texas. 1959 ** The St. Lawrence Seaway opened ** to commercial shipping. It provided transportation for ocean going vessels from Lake Superior to Montreal. 1960 ** Bill of Rights **. The House of Commons approves the Bill of Rights. It obliged the federal government to guarantee civil rights and freedoms to all Canadians (including the rights of individuals to life, liberty, personal security and enjoyment of property). 1960 ** Liberals win Quebec **. Under Jean Lesage the Liberals win the Quebec provincial election, finally breaking the hold of the Union Nationale, signaling a time of profound change and reform which came to be known as the Quiet Revolution. 1960 Indigenous ** First Nations ** peoples win the right to vote in federal elections. 1960s ** The Quiet Revolution **. Quebec under the Liberal government sees the creation of the welfare state. The government takes over health & education from the Roman Catholic Church, creates ministries, expands public service and makes massive investments in education. Despite the many reforms it also creates a surge in Quebec nationalism. 1964 ** Flag Act ï»¿. ** Canada adopts a new national flag. Royal assent was given on 28 January 1965 and the flag was proclaimed on 15 February and raised for the first time on the peace tower in Ottawa. 1964 Canadians get ** Social Insurance Number ** Card. 1967 Army, Air Force and Navy are unified as the ** Armed Forces **. 1968 ** Warsaw Pact invades Czechoslovakia ** - 10,795 refugees arrive to Canada. 1969 ** Refugee Convention (1951) and Protocol (1967) **. Canada finally signs the UN document (after chairing the committee who originally drafted it). 1970 ** October Crisis. ** ï»¿ A series of events (e.g. terrorism, bombings, etc.) that were triggered by the kidnapping of 2 government officIals by members of the Front de liberation du Quebec (FLQ) implementing the only peacetime use of the War Measures Act (enacted in 1914 and superceded by the Emercies Act in 1988). 1971 **Multiculturalism** adopted as official policy (within a bilingual framework) by the Trudeau government. 1971 ** Tibetan Refugee Program ** Canada implements the first refugee program to accommodate non-European refugees. 1973 ** Anik A-2 Launched **. The telecommunications satellite Anik A-2 was launched making Canada the first country to have a satellite in geostationary orbit for non-military communications. 1973 House of Commons criticizes America's ** bombing of North Vietnam **. 1973 ** Terry Fox ** begins his Marathon of Hope at St. John's, Nfld. on April 20 to raise money for cancer research. The run ended on Sept. 1 in Thunder Bay, but it already solidified Terry fox as a national hero symbolizing courage and promoting greater attention for those with disabilities. 1976 ** ï»¿Death Penalty ** ï»¿ is abolished (July 14). 1980 ** ï»¿Quebec Referendum "Non" ï»¿. **Quebeckers vote 60% against giving the provincial government the right to vote against sovereignty. The defeat put referendum on hold for another 15 years when a second referendum failed. 1980 ï»¿**"O Canada"** ï»¿ is adopted as Canada's national anthem (June 27). 1982 ** Multiculturalism policy ** officially confirmed in new Constitutions (Canada Act) and Charter of Rights and Freedoms. 1982 ** Canada Act. ï»¿ ** The act ended British legislation over Canada. Queen Elizabeth signed the proclamation in Ottawa on April 17. 1982 The worst ** recession ** since the Great Depression begins. 1984 ** Marc Garneau ** becomes the first Canadian in space. 1985 ** Star Wars **. Brian Mulroney and Ronald Reagan declare mutual support for orbital Strategic Defense Initiatives (Star Wars). 1986 ** Nansen Refugee Award **. The only country to win the award for its commitment to aiding refugees. 1986 ** ï»¿Apartheid. ï»¿ ** Canada adopts sanctions against South Africa for its Apartheid policies. 1987 ** Meech Lake Accord ** was the Mulroney government's failed attempt at convincing the province of Quebec to endorse the Canadian Constitution (1982). Instead of solidifying Quebec's inclusion to Canada the initiative actually heightened Quebec's sentiment for sovereignty. 1988 ** Multiculturalism Act ** passed by Mulroney government 1989 **ï»¿Free Trade**. ï»¿ The pact, later expanded through NAFTA, would profoundly alter the economic relationship between the US and Canada. 1989 Heather Erxleben becomes the first Canadian female combat soldier. 1989 ** Montreal Massacre **. 14 female engineering students are murdered by a gunman in Montreal. 1990 A ** recession ** is officially announced. 1992 ** Roberta Bondar ** is Canada's first female astronaut in orbit. 1992 ** Charlottetown Agreement **. Canadians vote "no" in a referendum seeking popular support for the Charlottetown Agreement, intended as a corrective to the Canadian Constitution in the wake of the failed Meech Lake Accord. 1993 ** Catherine Callbeck **becomes the first woman premier. 2005 ** Enactment of same-sex marriage ** (making Canada the 4th nation in the world) to legalize same-sex unions


 * __ FOCUSED TIMELINE (1963-1970) __**

The //**Front de libÃ©ration du QuÃ©bec**// ("Quebec Liberation Front", commonly known as the **FLQ**) was a left wing nationalist and socialist paramilitary group in Quebec active between 1963 and 1970, which is widely regarded throughout Canada as a terrorist organization. It was responsible for over 160 violent incidents which killed eight people and injured many more, including the bombing of the Montreal Stock Exchange in 1969. These attacks culminated in 1970 with what is known as the October Crisis, in which British Trade Commissioner James Cross was kidnapped and Quebec Labour Minister Pierre Laporte was murdered by strangulation. Founded in the early 1960s, it supported the Quebec SOveriegnty Movemen FLQ members practised propaganda of the deed and issued declarations that called for a socialist insurrection against oppressors identified with Anglo-Saxon imperialism.the overthrow of the Quebec givernment the independence of Quebec from Canada and the establishment of a French-speaking workers society. The organization was also influenced by other movements, such as those for the independence of former colonies such as Algeria, Vietnam and Cuba.
 * // FLQ:(1963-1970) //**

The **Official languages Act** is a law adopted by the [|Parliament of Canada] in 1969 and substantially amended in 1988. The law gives [|English] and [|French] equal status in the government of Canada.[|[][|1][|]] This makes them â€œofficialâ€ languages, having preferred status in law over all other languages. Although the //Official Languages Act// is not the only piece of federal language law, it is the keystone legislation of [|Official Bilingualism in Canada].

//**October Crisis: October 5, 1970**// On October 5, 1970, members of the FLQ's Liberation cell kidnapped James Cross the British Trade Commissioner as he was leaving his home for work. Shortly afterwards, on October 10, the Chenier Cell kidnapped the Minister of Labour and Pierre Laporte was coming from a meeting with others, discussing the demands of the FLQ. After the demands were denied, Pierre Laporte was immediately killed by the FLQ (although it is still not known how the FLQ knew of the decision so quickly). In the following days, FLQ leaders held meetings to increase public support for the cause. Consequently, a general strike involving students, teachers and professors resulted in the closure of most French-language secondary and post-secondary academic institutions. On October 15, 1970, more than 3,000 students attended a protest rally in favour of the FLQ. Demonstrations of public support influenced subsequent government actions.

__**THEMES AND TOPICS**__
 * //French/English relations (including FLQ, October Crisis, bilingualism-Trudeau's initiative)//**

=**__Course:__ ** =

=**(The first 4 sections are connected to template #1) ** = =**Enduring Understandings (for the whole course) ** = //Reminders:// //- check characteristics of EUs from notes// //- check the "4 Filters"// //- create them by grouping your Overall Expectations (from the curriculum document)//
 * Create 3 - 5 (approx.) EUs/Key Learnings/Big Ideas

ENDURING UNDERSTANDING FOR CITIZENSHIP, MULTICULTURALISM, POLITICS AND ECONOMICS 1. In Canada there are a core set of values that are held by informed, active citizens 2. In Canada there are multiculturalism policies that affect Canadian society today 3. The post WWII boom ignited the Canadian economy and stimulated population growth. 4. The Cold War necessitates Canada's involvement in forming international alliances and policies. 5. French and English relations while strained, have and continues to shape Canada. //You've addressed some important issues of the course. A couple of suggestions:// //- consider tweaking your statements so that they state WHAT students will understand about each topic you've outlined above. E.g. #1 above might be reframed to say: "In Canada there are a core set of values that are held by informed, active citizens" or "Since 1945, there has been significant debate about what the core values of citizenship are." Do you see what I'm getting at. Right now your EUs simply state the topics you will address rather than what students will leave the course understanding or believing as a result of your instruction.//

=**Critical Questions (to drive the course) ** = // Reminder: // // - check the criteria for an effective critical questions //
 * Create 1 - 5 (approx.) critical question(s) for your course

HAS OUR COUNTRY'S POLICY ON MULTICULTURALISM SUCCESSFULLY ACHIEVED ITS GOALS OF INTEGRATING DIFFERENT CULTURAL COMMUNITIES INTO CANADA? IS CANADA A COUNTRY WE CAN BE PROUD OF? AS CANADIANS, WHAT DO WE NEED TO KNOW TO BECOME ACTIVE, INFORMED CITIZENS? WAS THE POST WWII PERIOD THE MOST SIGNIFICANT IN DEFINING CANAD AS WE KNOW IT TODAY?

//Good start - a well framed question. "addessed the issues" is a bit vague - are you asking if it's achieved its purpose? or if it's been successful? Consider being a bit more direct.//

//Looking forward to seeing your other critical questions.//

=**<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Historical Thinking ** =

//Reminders:// //- check Teaching about Historical Thinking (by Roland Case and Mike Denos) for the 6 dimensions// //- which ones and how many you choose are up to you but should reflect a consideration of your content, grade level// //and destination//
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Simply list the dimensions of historical thinking that your course will help students become competent in
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Next to each dimension of historical thinking, provide NO MORE than 1 sentence that indicates how this dimension will specifically be applied in your course

1. HISTORICAL SIGNIFICANCE Students will understand the significant historical events shaping Canada up until the present day 2. CONTINUITY AND CHANGE Students will understand major events that have changed Canada and the ways in which it has remained the same. 3. CAUSE AND CONSEQUENCE Students will understand that international events and policy that have caused changes within Canada and there consequences.

//Good start - don't forget a sentence or so for each explaining what this means in your course for your group of students.//

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Generic Skills ** =

//Reminders:// //- which ones and how many you choose are up to you but should reflect a consideration of your content, grade level and destination// //- some of these skills are listed in// //in your curriculum document in the "Methods of Historical Inquiry" Strand;// //you do not need to repeat all the skills in the "Methods of Historical Inquiry" Strand; however, you may wish to highlight any that you think will be a major focus for the course//
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Simply list the other crucial skills that your course will focus on that are not necessarily history-specific (e.g. different types of literacy skills, social skills, etc.)

//1.communicate the results of historical inquiries using appropriate terms and concepts in a variety of forms// //2.demonstrate an ability to use the organizing concepts of chronology and cause and effect in the study of Canadian history in 1945// //3.use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources// //4. literacy skills will be incorporated in every lesson through reading, writing, response, and communication// //5.students will learn the value of meaningful collaboration//

// Also consider literacy skills, group work skills, etc. //

=Building Block #2 Summative Assessment Plan= = Breakdown of achievement chart categories = sound= Units = reasonably divided You have been very cognizant of the grade and destination when designing your summative tasks although you might consider whether averaging their grades BECAUSE they'll be averaged them in college is sound justification for that assessment decision.

a) Breakdown of achievement chart: They will be broken down equally: 25% for each They will be equally weighted in every unit b) Determining the grade The grade will be determined by averaging the course work throughout the year. This will be reflective of their future experiences in preparation for college. c)Units Will have 5 units approximately 3 weeks each

Unit 1: Redefining Identity, 1945-1963 Summative - Letter to the Prime Minister that answers what critical question

Unit 2: Change and Crisis, 1963-1970 Summative task: Looking at ONE of (either concepts, people or social changes) Numbers will be chosen out of a hat, as one topic cannot be presented more than once.


 * 1) feminism- Catalina
 * 2) Trudeaumania
 * 3) Vietnam conflict
 * 4) Lester Pearson
 * 5) Jeanne Lesage
 * 6) Pierre Trudeau [Jackson's Lesson Plan Topic]
 * 7) Rene Levesque
 * 8) Medicare
 * 9) the Status of Women report -Catalina
 * 10) the Canada Pension Plan,
 * 11) Quiet Revolution,
 * 12) the FLQ bombings [Matt's Lesson Plan Topic]

Creating a Timeline of Turbulence: 1963 to 1970

 * Listed below are 19 events or developments from 1963 to 1970. Your job is to indicate whether each of these events might best be described as: Political (P), Social Reform (SR), Nationalism (N), or French/English Relations (F/E), then create a timeline placing the events in the correct order of occurrence.**
 * 1. Parti QuÃ©bÃ©cois formed; Rene Levesque becomes first leader of Separatist Party.**
 * 2. Canada adopts new national flag.**
 * 3. Liberal government introduces Order of Canada to honour significant Canadians.**
 * 4. Government introduces White Paper; calls for assimilation of Indians.**
 * 5. Universal Health Care Plan is introduced for Canada.**
 * 6. Trudeaumania sweeps elections campaign.**
 * 7. October Crisis: James Cross still captive; Pierre LaPorte murdered.**
 * 8. New Universal Points System introduced to end discrimination in immigration.**
 * 9. Diefenbaker out, Pearson in with new minority government.**
 * 10. Expo â€˜67 â€“ Most Successful Worldâ€™s Fair ever**
 * 11. Lesage is re-elected in Quebec on slogan â€œMaÃ®tres Chez Nous.â€**
 * 12. Royal Commission on the Status of Women is established.**
 * 13. Canada monitors USS Manhattan; claims sovereignty over Arctic waters.**
 * 14. Quiet Revolution turns noisy with mailbox explosions.**
 * 15. Diefenbaker out; Conservatives choose new leader.**
 * 16. Trudeau passes Official Languages Act; Canadaâ€™s two official languages affirmed.**
 * 17. Northern Dancer wins Kentucky Derby; Canadian horse toast of USA.**
 * 18. Canadian Pension Plan comes into effect.**
 * 19. Another minority: Pearson is re-elected.**

Students in groups of 2-3 will select one of these MAJOR themes/personalities in Canada from 1963-1970 They will create a news broadcast in which they report on their chosen topic as if they were living in the time period. They can record it ahead of time and show it to they class or they can perform it live. Alternatively, they can create a talk show scenario in which they interview someone from the time period to further understand the topic they are researching. Both good ideas - right now the invitation to think critically is based on fact that they need to create a product that is authentic to the time period. But the actual product asks them only to convey information (report or interview). You might consider how to tweak the task slightly so they have to first make a judgement about one of your course wide critical questions and then use the format of the broadcast or the interview to convey/argue their answer to that question.

Unit 2: Change and Crisis 1963-1970 Summative Assessment Task: News broadcast or talk show on a significant theme or figure from the era, convince the class why their topic was the most significant of the era and whether or not it makes us proud as Canadians


 * Summary: Students will engage in a presentation in which they construct a broadcast or talk show which they perform live infront of the class OR video tape live
 * Critical Question: Is Canada a country we can be proud of?
 * Enduring Understanding: In Canada there are multiculturalism policies that affect Canadian society today and how they evolved from immigration policies, Relations between minority groups and society while strained, have and continues to shape Canada.
 * Overall Expectation: Students will be able to demonstrate an understanding of how the events of this time period contributed to shaping Canada as we know it today
 * Generic Skills: research skills, critical thinking skills, organizational skills, oral skills/communication, collaborative skills
 * Dimension of Historical Thinking: Judge the better or best, historical significance

Unit Description This unit considers issues, events, and individuals that helped shape the social, political, and economic fabric of Canada. The growth of feminism, Trudeaumania, the emergence of the Aboriginal peoples as a political force, Africville, the influence of the Vietnam conflict, and the Hippy movement are considered. Students look at the role of key leaders, such as Lester Pearson, Jeanne Lesage, Pierre Trudeau, and Rene Levesque. The federal initiatives through Medicare, the Status of Women report, the Canada Pension Plan, and the Bilingualism and Biculturalism Commission are explored. The growth of nationalism in the country with the new flag debate and Expo are examined. Students examine changes in Quebec with the Quiet Revolution, the FLQ bombings, the emergence of separatist parties (e.g., Parti Quebecois), and the October Crisis of 1970.

Unit 2 Overview Chart || **Activity**

CGE2a, 2e, 3c, 7e || Knowledge/ Understanding || An Overview of an Era || CGE3d, 4a, 5e, 7g || Thinking/Inquiry Application || Male/Female Stereotyping || CGE1h, 3c, 5e, 7f || Thinking/Inquiry Communication || An Immigrantâ€™s Experience || CGE2b, 2d || Communication || Aboriginal Life || CGE1d, 2d, 3f, 7e || Knowledge/ Understanding Communication || French/English Relations ||
 * **Expectations** || **Assessment** || **Focus** ||
 * 1 || SEV.01, CCV.01, SE3.01, SE1.03, CH2.02, HI2.03, SE1.02, CC1.04, CC3.01, CC3.02
 * 2 || CHV.03, HIV.01, HI2.01, CC1.03
 * 3 || SEV.03, HI1.01, CO1.01, HI1.02, SE1.03, HI1.03
 * 4 || SEV.03, COV.02, HI3.01, HI3.03, SE1.03
 * 5 || COV.02, HIV.01, HIV.03, HIV.02, CO2.04, HI2.01, SE1.03, HI3.03, HI3.01

Unit 3: Social Justice, 1970-1984 Summative - Newspaper Scrapbook - collect current political events from newspapers throughout the semester

Students will be asked to collect newspaper topics that relate to Social Justice issues in Canada and abroad from the beginning of the semester, and will culminate into a newspaper scrapbook consisting of their clippings and a brief write up about how the issue affects Canadian society. Students will learn what Social Justice early on in the year and issues from history will be looked at, and students will externalize the topics as something worth learning about and perhaps even acting upon. Same as above - scrapbook is a good idea but consider how to tweak it so the final product, the decisions they make about what to include in the scrapbook are the result of some thinking, some reasoned judgement about one of your critical questions rather than just a collection of things they've gathered.

Unit 4: Canada on the World's Stage, 1984-1993 Summative Assessment- Drawing Historical Parallels

As history teachers, we can see many parallels between the treaties, wars and the civil conflicts of today reflected in those of a different time. The purpose of this assignment is to get students to view the study of history/ historical events as relevant and current to their daily lives. For this assignment students are asked whether or not -as the saying goes- history is repetitive? Good! Here you have asked them to answer the question THROUGH the creation of the summative product. Students will select an event (from 1984-1993) and compare it to one that is more recent, examining the factors at play, the forces that brought these events about, and the way each incident is being treated by Canada as well as by the international community ( ie. similarities / differences). This assignment will be a visual representation of relationships between the past and present (concept map), although a short description of each selected event will be required along with the visual product. You might have to streamline this a little or clarify what the final product will look like - I'm having a hard time visualizing it since there a lot of different components. Good start, though.

Unit 5: New Directions, 1993 to the present

d) Final Grade 15% Final Exam This is an interesting decision since you haven't indicated that there will be any tests throughout the units. You might want to consider if it makes sense to have tests so students can practice that skill for the exam and what those tests might be like. 15% Final assignment (authentic assessment with several options, including an annotated bibliography worth 5% of mark) - photo essay - alternative timeline - What if? question (can be done as an essay, or a Bitstrip comic) - Pick a significant historical event that we've studied in class and compare it to a current event Good ideas. Final Exam will be held on the last day of class Final Assignment will be worked on in the months of May and June and be due in the last week of class
 * //We'll add more detail as we move forward//**


 * I HAVE BEGUN FILLING IN THE TEMPLATE WE NEED TO FILL IN FOR OUR UNIT THAT WE WILL BE FLESHING OUT (UNIT 2) IT STILL NEEDS WORK BUT I GOT STARTED **
 * PLEASE ADD, CHANGE, I will NOT be offended!! **

**Unit 2 Overview** Course: CHH 3C-Canada After WWII
 * Unit: #2: Change and Crisis: 1963-1970**
 * SUMMARY of UNIT: In this unit we will explore the major events that occurred from 1963-1970 in Canada, including the examination of minorities, Anglo-French relations, and major changes towards immigration and multiculturalism. We will be examining these events while keeping in mind the critical question driving the unit; is Canada a country we can be proud of?.**

**1.** **Is Canada a country we can be proud of?** **2.** **To what extent did Anglo-French relations shape this time period and affect future relations?** **3.** **Did the events surrounding immigration change the way Canada dealt with immigrants to the country represent a positive change? Did they lead the way to multiculturalism as we know it today?**
 * CENTRAL QUESTIONS:**
 * SUMMATIVE ASSESSMENT TASK(S): The students will be asked to put together either a news broadcast or a talk show in which they explore one of the major events or persons from this time period (which they will select from a list that will be handed to them at the beginning of the unit). There will be a choice to perform the presentation live or to record it ahead of time and show it to the class. They will answer the critical question in their presentation, in groups of 2-3. They will explain why the person/event has the greatest historical significance and judge the contribution this person/event had to making us proud of our country (or not).**

+ length of lesson (i.e. number of periods) || **Summary of lesson** (3-4 sentences maximum describing the topic of the lesson and the skill focus) || **Formative assessment** that will occur during this lesson (or that is due on this day) to provide feedback to students on the progression of their skills and/or knowledge required for the summative || **Specific Expectations Addressed** || (150 min) || This lesson will introduce the time period and an overview of some of the major events of the time period. The students will also be introduced to the summative activity, have a chance to pick their topics and their focus. We will discuss criteria for what it is that makes us proud as Canadians, what it is that constitutes multiculturalism today and how Anglo-French relations play out in the present day. || The students will hand in a proposal for their summative assessment including the topic, what they will be doing, their group members and what question they will be addressing. They will receive feedback at the end of the 2nd class in which they will have a short 3-5 minute meeting with the teacher. ||  || (225 min) || This activity is predominantly student generated. Students have an opportunity to participate in a research assignment, which provides them with insight into the challenges, hardships, and rewards experienced by immigrants who have settled in Canada since the end of World War II. Although the majority of immigrants interviewed will be people who arrived after the introduction of the point system in 1965 (the first conscious effort to end past discrimination policies pertaining to colour or national origin), the assignment includes any post-war immigrant to demonstrate the pattern or shared experience of all immigrants and immigrant groups ||  || SEV.03, HI1.01, CO1.01, HI1.02, SE1.03, HI1.03 CGE1h, 3c, 5e, 7f || (150 min) || Students view a movie, //Where the Spirit Lives// and prepare diary entries to demonstrate the Aboriginal experience. || The prepared diary entry will be assessed for feedback. The diary entry should include why the experience of Aboriginal's at this time was the most historically significant event to this time period. || SEV.03, COV.02, HI3.01, HI3.03, SE1.03 CGE2b, 2d || (75 min) ||  ||   || CHV.03, HIV.01, HI2.01, CC1.03 CGE3d, 4a, 5e, 7g || (150 min) ||  ||   ||   || (75 min) ||  ||   || COV.02, HIV.01, HIV.03, HIV.02, CO2.04, HI2.01, SE1.03, HI3.03, HI3.01 CGE1d, 2d, 3f, 7e ||
 * OVERVIEW OF LESSONS IN UNIT**
 * **Lesson Title**
 * Introduction to the Unit and the Summative
 * Refugees and Immigrationâ€”Did Canada provide refuge?
 * Minorities: Aboriginal right
 * Minorities: The Status of Women and Feminism: Protestors or pests?
 * The FLQ: terrorism in Quebec?
 * Anglo-French relations: have they changed for the better?


 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * || 1

Summative Letter Work Period/Formative Assessment || FAMILY DAY || 22 February 2011
 * UNIT 1: Refining Identity (1945-1963)** || 2 || 3 || 4 ||
 * 7 || 8 || 9 || 10 || 11 ||
 * 14 || 15 || 16 || 17 || 18
 * 21
 * UNIT 2: Change and Crisis (1963-1970)*** || 23 || 24 || 25 ||
 * 28 ||  ||   ||   ||   ||

MARCH BREAK || 15 MARCH BREAK || 16 MARCH BREAK || 17 MARCH BREAK || 18 MARCH BREAK || Present Talk Show/News Report || March 2011
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * || 1 || 2 || 3 || 4 ||
 * 7 || 8 || 9 || 10 || 11 ||
 * 14
 * 21 || 22 || 23 || 24 || 25
 * 28
 * UNIT 3: Social Justice** || 29 || 30 || 31 ||  ||

Good Friday || Easter Monday || 26 || 27 || 28 || 29 || April 2011
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * ||  ||   ||   || 1 ||
 * 4 || 5 || 6 || 7 || 8 ||
 * 11 || 12 || 13 || 14 || 15 ||
 * 18 || 19 || 20 || 21 || 22
 * 25

Victoria Day || 24 || 25 || 26 || 27 || May 2011
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * 2
 * UNIT 4: Canada on the World's Stage** || 3 || 4 || 5 || 6 ||
 * 9 || 10 || 11 || 12 || 13 ||
 * 16 || 17 || 18 || 19 || 20 ||
 * 23
 * 30
 * UNIT : New Directions** || 31 ||  ||   ||   ||

P.A. DAY ||  || June 2011
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * ||  || 1 || 2 || 3 ||
 * 6 || 7 || 8 || 9 || 10 ||
 * 13 || 14 || 15 || 16 || 17 ||
 * 20 || 21 || 22 || 23 || 24 ||
 * 27 || 28 || 29 || 30

Good Job Team!! It was good to meet up with everyone on Saturday March 12th at OISE. Good luck with the lesson plans and the rest of practicum!! Almost there!! : )