Economy+1920s

Usha's comments in Blue.

Your name: Jackson San Luis

===**Initial Reading and Assessment of Textbook Treatment of the Topic** ===

Name of Gr. 10 Textbook examined:

Bogle, Don, D'Orazio, Eugene, Quinlan, Don. (2006) __Canada, continuity and change:__ __a history of Canada since 1914__ __New ed.__ Fitzhenry& Whiteside Name of more "scholarly" source examined:

__Your Initial Thoughts:__ Please provide a **brief** (5-10 sentences) initial assessment of the textbook's treatment of the subject. We have not developed any particular criteria by which to assess the textbook so this is really simply you initial reactions, feelings, questions about what you have read. Thanks!

The text provides a survey/overview of the Roaring 1920's post-WWI and pre-Great Depression era. It highlights the innovations made in this period such as the batteryless radio, the rise of the telephone and the automotive industry, as well as the role of the car in urbanization. There is also overlap with over lesson plan topics such as the changing role of women during this period. There is also mention here of the Winnipeg General Strike of 1919 resulting in the walk out of 30,000 labourers and workers, resulting in government intervention via RCMP resulting in violence. Overall, the text does a satisfactory job highlighting key events throughout the country during the period between the wars, prior to the Great Depression, but could do more to problematize the widening gap between rich and poor, as well as those who did not "benefit" from this period such as those living in the Maritime provinces, immigrants in urban centers and certain farmers. There is also no mention of the prohibition, which although a larger issue in the U.S., deserves some attention in capturing the spirit of the time, as depicted with the mentioning of the "Jazz Age". The textbook offers some focus questions, most of which are industry and economics based and centre around textual content. I would have liked to have seen more statements or questions engaging the reader directly, such as "Imagine how different life would be without this decade."

Vipond, Mary. (1974) __National consciousness in English-speaking Canada in the 1920's : seven studies__

Thanks for your assessment, Jackson. You have some excellent ideas about how to enhance students' thinking about this issue including: - problematizing the content by having assess the extent to which Canadians' benefitted - considering "what if" - i.e. how significant was the impact of this decade. I look forward to hearing how you think you might move forward with the planning on this.

Type 3 Question: The post-WWI decade saw the emergence and development of a lot goods and services that we take for granted today. How might one come to understand "The Roaring Twenties" as a decade of innovation and consumerism? Give examples.

Critical Challenge: In groups. Imagine you and your group members could go back in time and invest in one of the burgeoning businesses of the 1920's. Which would you choose? Why?

A quick clarification: There is no difference between a "type 3 question" and a "critical challenge" - same thing - you don't need to differentiate.

I think your original ideas (in your text assessment) about who did and did not benefit and how significant was the impact of the decade were very strong. I don't think they came out in the questions you've created above. The first one: How might one come to understand "The Roaring Twenties" as a decade of innovation and consumerism? is a bit unclear. It sounds like you're asking students to describe or explain what the term "Roaring Twenties" means (i.e. innovation and consumerism). Given your initial interest in who did and did not benefit, it might be worthwhile considering having students decide whether the Roaring Twenties are aptly named. Did everyone benefit from the innovation and consumerism?

Your second question: Imagine you and your group members could go back in time and invest in one of the burgeoning businesses of the 1920's. Which would you choose? is a personal preference question right now. If you want to go with this question instead of the above (pick one to be the focus of your lesson), it would need some tweaking so it doesn't end up simply being a matter of which business a student finds more interesting or appealing but rather requires some reasoned judgement. What are your thoughts? Are these comments helpful? Let me know.

Thanks Usha! Your comments were extremely helpful. I wasn't sure if the Type 3 Q and the Initial Challenge were one in the same.

I was a little worried at first with the "who didn't benefit" angle because the text I examined didn't go in depth there as much as I would have liked (just about a column when compared to rest of the content which dealt with innovation and consumerism for pages), but I definitely have an interest here. Perhaps, in my lesson plan and research I could exploit this area more. I guess I'd taken too much of a survey or "general synopsis" approach to my initial question (i.e. asking students to explain why the decade is referred to as such)... I think the question I am most interested in, but will have to invest more research with is (as you mentioned above):

The Roaring Twenties is often described as a period of innovation and consumerism. Is this description accurate in defining the experience of all Canadians of this period? How might Canadians from different parts of the country respond to this description?

I hope my second question doesn't undermine my first.

Thanks again for the guidance. Much appreciated! : )

This is a very good "tweak", Jackson. I think your first question is clearly a "critique the piece". Your second question does not undermine the first at all but I think it would be useful as scaffolding (as opposed to an extension). Once kids work through how different Canadians would have responded, they will be better equipped to answer your central question about whether it's an accurate description. Nicely done. IDENTIFY KEY LEARNING/"BIG IDEA"/LEARNING TARGET Beyond recognizing the key qualities that defined the 1920's as a period of commerce and technological innovation, students will also come to understand the period holistically from the perspectives of Canadians who did not benefit from "The Roaring Twenties", most specifically, those living in the Maritime provinces, immigrants in the city, women, and factory labourers. good

FRAME CRITICAL CHALLENGE (slightly augmented from above) The Roaring Twenties is often described as a period of technological innovation and consumerism. Is this description accurate in defining the experience of all Canadians of this period? How might individuals from different parts of Canada or Canadian society respond to this description?

HOW WILL THIS LESSON HELP STUDENTS BUILD SKILLS THEY WILL NEED FOR THE SUMMATIVE ASSESSMENT TASK FOR THE UNIT? Students will practice and develop critical thinking stategies to help them better understand the period in question (from a multitude of perspectives). They will initially be required to examine primary and secondary resources in an attempt to define the age. These resources will represent the period as is it is typically defind, but some resources will also raise questions as to the validity of the period as a universal experience for all Canadians. This will require student analysis of the resources, investigating bias (of secondary resources) and critiquing the commonly understood description of The Roaring '20s. Students will problemetize this description in work groups and produce a response piece (perhaps a letter to an anonymous historian based on what they've discovered). This is good - you might also mention directly/explicitly how this lesson will help them build the skills they will need for their final summative task (i.e. the newspaper spread) The final summative task will be to write a letter to the editor which: 1) raises the anomalies they've discovered in the literature 2) explain how the popular description of the 1920's is at best a partial account 3) explain what the implications of this partiality could mean for marginalized groups today

To achieve these 3 objectives, students will firstly, need to examine closely the literature in the text as well as the primary/secondary resources provided (and acquired). They will need to identify which groups are, for the large, part ignored in the popular account of the period and describe how they do not fit the common description. In groups they will also need to explore what a partial account of history could mean for marginalized groups today. For example, have the conditions for people living in the maritime provinces, immigrants living in the city, women and factory labourers improved since? Are there any groups today who might fit in this category should the economy have a sudden upswing? What does a partial telling of history do or not do for those interpreting it? Finally, to prepare for the summative task of "writing a letter to the editor," students will need to be provided with some exemplars to better understand the genre of literature they will be working with. They will examine perspective (first person), style/register, diction and structure (organization of the aforementioned three points). Students will work towards a first draft supported by peer editing before their final polished submission.

WHAT DIMENSION OF HISTORICAL THINKING WILL STUDENTS ACTIVELY ENGAGE IN DURING THE LESSON? The students will be actively involved in "Evidence and Interpretation". I think you mean "Evidence and Interpretation"? Oh... Yes, that's right (correction made above).

They will be re-examining the existing literature from a multitude of perspectives in an attempt to deconstruct the popular account of the period and decide whether its moniker was aptly chosen. Where possible, students may be required to re-define the period with a more accurate title and offer insights into how they arrived at their decisions.