Prohibition+-+Michelle

Usha's comments in Blue.

Your name: Michelle Green

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

Name of Gr. 10 Textbook examined:

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 textbook that I chose to look at was Canada: Face of a Nation and the scholarly source that I found was an article found on The Canadian Encyclopedia. Overall, I was unimpressed by the lack of information found in this text regarding prohibition. However, in comparison to the other textbooks available this one was the best. While the information was short the authors did apply critical thinking by posting various questions surrounding the pages. The Canadian Encyclopedia article I found was very helpful. It gave more in depth information about prohibition including the reasons for it coming about, who was responsible for it, which provinces signed on and when. Overall, I found that prohibition was a topic that was only briefly examined but that lead into much broader topics such as influential groups and organizations in Canada during the 1920s and 1930s.

Thanks for your comments, Michelle. In addition to more information, do you think a particular approach to examining the issue might be helpful? Are there opportunities to critically examine the issue? Look at it from different perspectives? Understand the underlying causes or consequences? I look forward to hearing you thoughts.

__Critical Challenge Question__

If prohibition was implemented in Canada in the 21st century how would society react/how would it affect society? After you have thought about this and come up with 3 valid and supported pieces of evidence, I want you to compare the affects and reactions of today's society to that of the society of the 1920s and 1930s. What are some similarities and/or differences? Who would be involved? Why? This is an interesting approach, Michelle. I think having students consider the present context is often a good opening activity (i.e. mental set/"minds on" activity) to hook kids and have them practice the thinking they will do. The core of your task (compare your predictions about what would happen today to what actually happened in the past) does not yet invite critical thinking - it just asks them to describe or list similarities and differences. Consider how you might bump up their thinking to have them make a judgement (consider the 6 types of critical challenges - they might help you frame a challenge about the historical context of the topic).

Revised Critical Challenge After reviewing the comments and suggestions I have decided that perhaps I would have the students choose a side of Prohibition, for or against, and then have a classroom debate. However, I would also have each side create a few pieces of propaganda to go with their debate. Arguing for one side of the prohibition debate is a good idea, Michelle. You'll have to decide whether to have them consider the question as if they were living in the time (i.e. in role) or whether they are debating from a contemporary perspective (i.e. looking back at Prohibition to decide if it was a good idea). I like the idea of having them create a visual to support their argument but you may be trying to do too much if you have to teach them about propaganda too! Try not to make your life difficulty by trying to include too much in the same lesson.

Lesson Design – Initial Planning Strategies Identify Key Learning/ “Big Idea” / Learning Target • Students will come away with the understanding that all historical events have a variety of perspectives that must be taken into consideration in order to have a comprehensive and justified understanding. They will also understand that all arguments they present in any manner must be justified and factual along with un-bias and persuasive.

Frame Critical Challenge • Perform to specs • After the “hook” of identifying the various types of people that were affected by and involved with prohibition (both negatively and positively) each student will be placed into a group with two other students. Within these groups the students will be designated a certain character to portray ie: officials, mafia, women’s groups, bar owners, etc. • For each group the students will have to identify whether they are for or against prohibition and they will have to justify their reasoning to the town council (small group of students) • In doing this activity all students will be actively engaged in a debate type scenario and will have to provide a certain amount of primary and secondary resources in order to help justify their reasoning

How will this lesson help students build skills they will need for the summative assessment task for the unit? • This lesson will help make students aware of the variety of perspectives present in all historical events • Students will learn about persuasive and justified arguments by exploring the uses of evidence and opinions to form arguments.

What dimension of Historical Thinking will students actively engage in during this lesson? •Historical Perspective- Taking Understanding how certain people in the past would have responded to Prohibition and why they responded that way.

Intellectual Tools Background Knowledge •Methods of Historical Inquiry and Communication •Overall Expectations Interpret and analyze information gathered through research, employing concepts and approaches appropriate to historical inquiry. Communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication. •Specific Expectations Formulate different types of questions when researching historical topics, issues, and events. Complete research projects that reflect or contain the elements of a historical inquiry process. Express ideas, arguments, and conclusions as appropriate for the audience and purpose, using a variety of styles and forms Use appropriate terminology to communicate results of inquiries into historical topics and issues • Criteria for Judgment Criteria for a Persuasive Argument - evidence is justified with facts and opinions - recognition of opposing arguments (both strengths and weaknesses) - communication is clear and concise

• Habit of Mind (1) Consultative: Is inclined to seek several sources of information, solicit expert opinion and confer with others.

• Thinking Strategies In order to help the students sift through all the evidence that they will be reviewing I would have them create a list of all their facts, then state their opinions about those facts and then have then rank the persuasiveness of each one. Thus they will be able to decide in the end which ones will be most beneficial in their debate. • Critical Thinking Vocabulary (1) Argument: To give reasons for or against a proposal or an idea. The use of logic and evidence to support or refute a point.

Lesson Plan -- Prohibition Day 1 Lesson Plan – Prohibition Introduction (75 minutes) Students will be introduced to the topic of Prohibition and the role it played in Canada’s history.
 * • Topic of the Lesson **

Students will walk away with an introductory understanding of Canadian Prohibition and an understanding of the variety of perspectives on prohibition that existed from 1900 to 1920s.
 * • Key Learning Targets **

** Critically Minded **: For the T or F Fact Sheet activity students should be reminded that when they are examining “facts” that have been put before them they should always remain critical and evaluative when expected to supply an answer. They should never simply accept something as true simply because it is stated as a fact. ** Managing Impulsivity **: For the T or F Fact Sheet activity students should be reminded that while they have no prior knowledge of Prohibition, when they are answering true or false they should think about what they believe to be the answer and consider the alternative. ** Attentive to Detail **: While watching // The Simpsons // clip students should be reminded to pay close attention to the variety of perspectives portrayed as well as the specific role each character played in Prohibition. ** Consultative **: While giving brief individual descriptions of the variety of perspectives, each student should be reminded that in order to get a complete definition every student’s perspective should be taken into consideration.
 * • Habits of Mind **

While reviewing answers on T or F Fact Sheet students will record correct answers on sheet as well as keep notes from class discussion (including three guiding questions). While reading primary documents provided, students will record findings on the “Inside Someone’s Head HO.
 * • Thinking Strategies **

** Assumption **: After students have completed the T or F Fact Sheet activity they should be told that they should never accept a statement as true without proof. In doing so they are taking for granted a statement and neglecting to think critically. ** Fact **: Something that actually happened or something that is true and verifiable. Statements that claim to be factual need to be assessed for their accuracy and relevance to an issue and not blindly accepted. This term should be explained after the students have completed the T or F Fact Sheet. ** Accuracy **: Striving to be free from errors or mistakes. After the students have watched // The Simpsons // they should examine the accuracy of the portrayal of the roles. Once students understand this term they can complete their brief descriptions of the roles and also conclude that these descriptions are based on potentially inaccurate portrayals.
 * • Critical Thinking Vocabulary **

The following Overall and Specific Expectations cover all three lessons. // Overall Expectations // 1. Formulate questions on topics and issues in the history of Canada since 1914, and use appropriate methods of historical research to locate, gather, evaluate, and organize relevant information from a variety of sources 2. Interpret and analyze information gathered through research, employing concepts and approaches appropriate to historical inquiry 3. Communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication. // Specific Expectations // Research 1. Formulate different types of questions when researching historical topics, issues, and events. 2. Evaluate the credibility of sources and information. 3. Organize and record information gathered through research. Interpretation and Analysis 1. Distinguish between fact, opinion, and inference in texts and visuals found in primary and secondary sources. 2. Identify different viewpoints and explicit biases when interpreting information for research or when participating in a discussion. 3. Complete research projects that reflect or contain the elements of a historical inquiry process: preparation, research, thesis, supporting evidence, conclusion based on evidence. Communication 1. Express ideas, arguments, and conclusions, as appropriate for the audience and purpose, using a variety of styles and forms. 2. Use appropriate terminology to communicate results of inquiries into historical topics and issues.
 * • Ministry Expectations **

 • Put ** agenda ** on board  à T or F Fact Sheet  à Introduction to Prohibition  à Watch // The Simpsons // > What roles in Prohibition do // The Simpsons // characters play? > Briefly define, as a class, what each role entailed à Gather into assigned groups and read primary sources provided by me || || 5 min || • Once all students have entered class gather attention by examining the agenda || ||
 * ** Purpose, Reminders and Timing ** || ** Instructional Strategies/Activities ** || ** Resources Required ** ||
 * ** Before Class ** || • Cut up small pieces of paper and write the different roles of Prohibition on them, have each role repeated three times. Put all the pieces into a bowl and keep out of sight of students.
 * ** Sharing Objectives **
 * ** Minds on Activity **

15 min


 * Input: **Reading textbook

(right after taking up HO – leading into discussion)
 * Habit of Mind: **// Critically Minded //

** Habit of Mind: ** // Managing Impulsivity // (ask students “How many of you immediately put T or F?”) ** Critical Thinking Vocab: **// Assumption // // Fact // || • Students will be given a fact sheet with 10 statements about Prohibition. Each statement will be either true or false. Students will answer statements to the best of their ability without deliberating with their peers or the teacher.

• Students will next read the assigned paragraph on Prohibition found in their textbook.

• As a class, we will take up the T or F Fact Sheet and students will be able to observe their misconceptions of Prohibition.

• We will then have a brief class discussion surrounding the following guiding questions: > What were some of your common misconceptions of Prohibition? > Where did you get your pervious knowledge of Prohibition? > Is Prohibition something you believe could be brought back in the 21st century? || • T or F Fact Sheet HO

• Textbook pg. 87-88 || 20 min
 * ** Instructional Activity: The Who’s Who of Prohibition **

// Attentive to Detail //
 * Habit of Mind: **


 * Critical Thinking Vocab: **// Accuracy //


 * Understanding the roles **

20 min

// Consultative //
 * Habit of Mind: **


 * Before I tell students to think independently I will // model // a description of one of the characters on the board ** || ** Critique the Piece **
 * • ** After class discussion I will have the students watch a 13 minute clip of // The Simpsons //. This specific clip gives an excellent representation of the variety of interpretations of Prohibition.

• Before I play the clip I will inform the students that while they are watching // The Simpsons // I expect them to constantly remain critical and aware of the detail. I will also ask that while watching, students record on a piece of paper every different role the characters of // The Simpsons // are portraying of Prohibition.

• Watch // The Simpsons //

// • // After the clip has been viewed and students have had a few minutes to deliberate I will ask students to volunteer their answers, if nobody replies I will randomly select students for their answers.

• While students are supplying me with their answers I will have a large chat drawn on the board where I will record all their findings.
 * Think/Pair/Share **

• Once all the roles have been discovered I will ask the students to think on their own about a description of each character. Then I will ask them to turn to their desk partners and share with each other what they have come up with. Lastly, I will ask groups to volunteer their combined answers and give me a brief description of what each role entailed.

• Students will answer using these guiding questions: > In the clip how were the characters portrayed? I.e.: authoritative, offended, threatened, etc. > What did the character do and why? > What were the consequences of his or her actions?

• Once a general description has been developed for each perspective, have students draw from a bowl a piece of paper that places them in one of the perspectives. For every perspective there should be three students.

• After every student has been assigned a role I will ask that they gather in their groups.

• Once every student is sitting with their group members I will distribute primary resources that pertain specifically to each group’s assigned role as well as a handout designed to get students thinking specifically about their role.

• Inform students that I want them to read through the provided resources and fill in the handout. I will also let the students know that I am not going to mark this, but that this in-class work will help them with the following two classes. || • // The Simpsons // (iwatchsim sons.com) Season 8 Episode 18 5:55-18:20

• While students are watching clip, draw chart on board

• Bowl with papers

• HO primary sources

• Inside Someone’s Head HO ||
 * ** Conclusion **

15 minutes || • At the end of the class as each student to record in a piece of paper the role they have been assigned, their group members, and a couple sentences about something they found interesting in their readings.  • Inform students that Friday we will be examining how to write a “persuasive” argument using the primary sources provided to each group. <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 77.95pt; mso-element-top: 19.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 77.95pt; mso-element-top: 19.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">• Inform students that on Monday we will be doing an activity called ** Angles and Devils ** – utilizing the knowledge and skills gathered on Thursday and Friday <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 77.95pt; mso-element-top: 19.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> • Tell students they will need the notes from the Working With Primary and Secondary Documents lecture for the following day. || ||

Day 2 Lesson Plan – Creating a persuasive argument Students will be learning about the criteria of a // persuasive // argument. They will be directly utilizing the criteria in order to formulate their own // persuasive // argument for or against the introduction of prohibition into 1920s Toronto.
 * • Topic of the Lesson **

Students will walk away with an in depth understanding of how to write and communicate a // persuasive // argument for or against the enactment of prohibition. Students will also walk away with a better understanding of how prohibition affected different groups of people differently in early 1900s Canada.
 * • Key Learning Targets **

In order to organize the criteria of a // persuasive // argument effectively students will need to draw out chart on a piece of paper and record findings. While students are re-examining their documents and pulling out facts they will be writing their findings down on the Evidence Evaluation HO. This will help them to sift through and organize their most and least effective evidence.
 * • Habits of Mind **
 * Attentive to Detail: ** Is careful in attending to detail. While students are watching the debate clip I expect them to be paying attention to the ways in which the speakers make their arguments // persuasive //.
 * Consultative: ** Is inclined to seek several sources of information, solicit expert opinion and confer with others. After all the group members have re-examined the documents I expect the students to work collaboratively with each other to formulate a strong // persuasive // argument. I do not want to see one student doing all the work.
 * • Thinking Strategies **

Students will already have learned how to work with primary and secondary sources.
 * • Critical Thinking Vocabulary **
 * Criteria: ** A set of standards, rules or tests by which something can be measured or judged. The central topic of today’s lesson is creating a // persuasive // argument, and the only way students will be successful in creating this is if we, as a class, establish the criteria that should be followed.
 * Evidence: ** The data used to make a judgment or draw a conclusion. Before students re-examine their documents I need to make sure that every student understands what evidence is. Using the notes from the pervious class on Working with Primary and Secondary Sources.
 * • Prior Knowledge **

à Please sit with your group mates à Any questions about previous days work? à Today’s topic: Writing a // persuasive // argument à Watch clip and take notes (further instructions required) à Create criteria for what makes a // persuasive // argument à Collect documents from front of class à In groups formulate your argument for or against prohibition – using handout à Understanding self-assessment || • Set up projector to watch clip from laptop ||
 * ** Purpose, Reminders and Timing ** || ** Instructional Strategies/Activities ** || ** Resources Required ** ||
 * ** Before Class ** || • Put ** agenda ** on board
 * ** Sharing Objectives **

5 min || • While students are entering class direct their attention to the board so they know where to sit.

• Begin class by reviewing agenda and asking if there are any questions

• Inform students that the central question for the day is: What makes an argument persuasive? || ||
 * ** Minds on Activity **

15 min


 * Modeling: **This clip will model to students an effective // persuasive // argument


 * Habits of Mind: **// Attentive to Detail //


 * Critical Thinking Vocab: ** // Criteria //

• After reviewing the agenda, have students watch a short clip that demonstrates a // persuasive // argument.
 * Modeling: ** I will show students exactly what I want to see in their arguments on Monday || ** Critique the Piece **

• Before beginning the clip have students record on a piece of paper the days central question and the following three guiding questions: Ø What made the argument persuasive? Ø What did the speaker look and act like? Ø What evidence did they use to “back-up” their argument? • Inform students that while they are watching the clip they should write down their answers to the questions. Also inform them that I will be calling upon them to provide me with their answers.

• Watch clip “Medical marijuana debate heats up in Arizona” Youtube.com

• After the clip ask students to raise their hands and provide an answer to the central question using the guiding three questions. Ask volunteer to record their answers on the board.

• All students should be recording the criteria of a // persuasive // argument in their notebooks. Inform students that they will need to know how to write one for Monday’s class.

• Once criteria has been established, I will quickly model a persuasive argument for or against prohibition using one of // The Simpsons // characters (this character will not be from one of the groups)

• Open up for class questions and discussion ||

• While students are watching clip draw a chart on the board to record student answers ||
 * ** Instructional Activity: Creating your own // persuasive // argument FOR or AGAINST prohibition **

45 min

// Attentive to Detail //
 * Habits of Mind: **


 * Critical Thinking Vocab: ** // Evidence //


 * Habits of Mind: ** // Consultative // || • Once students have established criteria for a // persuasive // argument and they have observed my example one person from each group will need to go to the front of the class and collect their group’s documents.

• While students are retrieving documents I will give out three copies to each group a handout they will be using to sift through the information they will be gathering from their documents.

• Before explaining what students will be doing with their documents, explain the reason why they are developing a // persuasive // argument: Ø On Monday, every group will be participating in an activity called ** Angels and Devils **. In doing so every group will be given five minutes to approach me, the mayor, and attempt to persuade me to either put prohibition up for vote or to eliminate the idea of prohibition completely.

• Once students have their documents, inform them that they will be re-examining their sources and pulling // evidence // to help them support their argument for or against prohibition.

• Explain the Evidence Evaluation HO Ø While you are re-examining your documents I want you to pull out facts that support your argument. Ø Write your facts on the HO and rate the fact and your explanation from 1-5. Ø Any facts that you think rate a 2.5 or less avoid using them in your argument

• Using the rated facts that you have pulled from your documents, formulate as a group your argument for or against prohibition. Recording your arguments coherently on a piece of paper

• Once you have your arguments, divide it into three parts so each member of your group has a chance to speak on Monday. || • Primary documents

• Evidence Evaluation HO

• Will need access to computers for some resources ||
 * ** Conclusion **

10 min || • In the last few minutes of class ask if anybody has any questions regarding the ** Angels and Demons ** debate on Monday

• Inform students that they will allowed to take their group documents home with them if they have not completed what is required of them for Monday. Students should also be told that they are responsible for the documents and that I would like them back in same shape I lent them out.

• Also inform students that they will be allowed to utilize any secondary sources they research on their own time. Not mandatory though.

• Hand out self-assessment and inform students that this is what I will be assessing their performance with. Make note that this assignment is not for grades, it is simply to assess understanding. ||

• HO self-assessment sheet ||

Day 3 Lesson Plan – Prohibition Debate Students will be experiencing how to effectively debate, in front of their classmates, for or against prohibition. They will utilize the criteria they have collected over the pervious two lessons in order to successfully complete the ** Angels and Devils ** activity. Students will walk away with an understanding of what an effective debate looks and sounds like. They will walk away with an experience of presenting their own arguments in a communicative manner. ** Fair Minded: ** Will judge ideas on their merits and not simply on enforce personal interests and bias. Students need to be reminded that while they are strongly supporting their own argument they should always take into consideration the opposing teams views and arguments. Every argument is level; it is the // persuasiveness // of the argument that counts not the ignorance. ** Taking Responsible Risks: ** Is able to view setbacks as interesting and challenging. When each group is being questioned on their argument students must remember that this debate is not a personal attack against their opinions or intelligence, they should view counter arguments as an opportunity to make their argument stronger. While students are listening to opposing arguments they should be recording on a piece of paper the fact they wish to rebuttal and an explanation. ** Accuracy: ** Striving to be free from errors or mistakes. While students are presenting their arguments they should always be as concise and accurate as possible to avoid lessening the // persuasiveness // of their argument. ** Bias: ** Favoring one view over another, noticing some things rather than others. In order to have a strong argument, students must recognize that each group is presenting a side of prohibition that is valid and it must be taken into consideration. Students must avoid being bias towards their own argument. ** Fair: ** Treating all sides in a similar fashion without preference for one’s own feelings or interests. While all students have friends on opposing teams, students must remember that a debate is an academic argument and every group must be treated with equal respect.
 * • Topic of the Lesson **
 * • Key Learning Targets **
 * • Habits of Mind **
 * • Thinking Strategies **
 * • Critical Thinking Vocabulary **

<span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> à Please sit with your group at the designated desk <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> à Any questions regarding the debate? <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> à 10 minutes for finishing preparations <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> à Rules and Regulations <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> à PROHIBITION DEBATE! J <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> à Hand back the readings from you group <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> à Decision will be made <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> à Class discussion à Self-assessment || <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">• Organize tables into clusters in a U with a table for me at the very front. • Label each group of tables || 2 min || • Once all students are in the class go through agenda with them || ||
 * ** Purpose, Reminders and Timing ** || ** Instructional Strategies/Activities ** || ** Resources Required ** ||
 * ** Before Class ** || <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">• Put ** agenda ** on board
 * ** Anticipatory Set **
 * ** Instructional Activity: Angels and Devils **

68 min


 * Habits of Mind: ** // Fair Minded //


 * Critical Thinking Vocab: ** // Accuracy //


 * Critical Thinking Vocab: **// Bias //


 * Habits of Mind: **// Taking Responsible Risks //

<span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">• Each group must start with an opening statement. No arguments or debating. <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">• Each group will be allotted 10 minutes to present their argument to me, the mayor, as my conscience. <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">While opposing groups are presenting their arguments, groups listening should be writing down points that they can counter in the open forum debate. <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">• Once all groups have presented their arguments there will be a two-minute period where every group will formulate their counter arguments. <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">• Lastly, there will be an open forum debate where the floor is open to all groups and everybody will be given an opportunity counter any points of the opposing groups. <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">• At the end of the 15-minute open debate we will have closing statements. <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">• Once the debate is finished groups need to return their documents to me. <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">• Put class back to the way it was and I will reveal who I believe the winning group is.
 * Critical Thinking Vocab: **// Fair // || <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 58.35pt; mso-element-top: -610.2pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">• I will commence the debate and start the open statements

• Discuss as a class the activity and the results. || || 5 min || • Review self-assessment HO. Every student must hand-in a self-assessment by the end of class. || • HO self-assessment ||
 * ** Conclusion **

Handouts and Resources PROHIBITION

Answer the following ten statements true or false to the best of your ability.

1. Prohibition was an attempt to forbid by law the selling and drinking of intoxicating beverages. T

2. Prohibition was a movement and succession at the local, county and provincial levels. T

3. Prohibition was mainly spurred on by the efforts of businessmen. F

4. The Dunkin Act of 1864 forbade any county to forbid the sale of liquor by majority vote. F

5. Canadian prohibition was enacted through laws passed by the provinces during the first twenty years of the 1900s. T

6. Prince Edward Island was the first province to bring in prohibition and Quebec was the last. T

7. While prohibition was enacted provincially, alcohol could still be purchased through government dispensaries for industrial, scientific, mechanical, artistic, sacramental and medicinal uses. T

8. While prohibition was enacted the illegal brewing and selling of alcohol never occurred. F

9. One method to drink legally during prohibition was to have a prescription written by a doctor. T

10. The last province of Canada gave up the “noble experiment” of prohibition in 1948. T Evidence Evaluation || // The Simpsons // characters || Role in Prohibition || • James Darrell (business man), letter to the editor, // The Daily News-Advertizer //, September 7, 1916. • Stephen Jones (owner of a hotel), letter to the editor, // Victoria Daily Times //, September 13, 1916. || Mafia Homer || • Speakeasies • Illegal alcohol smugglers • Moonshiner, Rumrunner, Bootlegger • // Iced: The Story of Organized Crime in Canada //, Stephen Schneider > The Whiskeyman pg. 199-202 • // The Encyclopedia of Canadian Organized Crime //. Ø Bronfman, Samuel: Thirst Quencher pg. 36-37  Ø Papalia, Antonio “Tony”: Prohibition Bootlegger pg. 174 || Group of women || • WCTU, Women’s Suffrage • Nellie McClung, “An Appeal to the Women of British Columbia,” // The Vernon New //, September 7, 1916. • Bishop MacDonald, letter to his Roman Catholic diocese, // Victoria Daily Times //, September 13, 1916. • The Canadian Encyclopedia – WCTU • // Through Sunshine and Shadow // pg. 41-44 ||
 * <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 76.35pt; mso-element-top: -1.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">Rating || <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 76.35pt; mso-element-top: -1.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">Evidence || <span style="mso-element-anchor-horizontal: page; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: 76.35pt; mso-element-top: -1.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">Supporting Reasoning ||
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 * Duff Brewery Businessman || • Distillery owners, hotel owners
 * Moe’s Tavern
 * Reverend’s Wife


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