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Grade 6 — Social Studies: An Emerging Nation 1914 - 1945
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Overview
Students explore Canadian history from 1914 to 1945 by reading accounts and researching a number of significant events including the Winnipeg Strike, the Depression, the causes and events in Canada’s involvement in the two World Wars. Students explore the social, political and economic changes that occurred such as women’s suffrage, urbanization and technological development. Students gather or create images, develop timelines and maps as part of their research. Students compile an interactive multi-dimensional timeline on topics of their choice, share them with the class and insert them into a class electronic multi-dimensional timeline.
Activate
Students view a film or website, which provides an overview of important social, political and economic events in the history of Canada from 1914 to 1945. [Gather and Make Sense] After a class discussion to clarify and answer questions, students complete an Exit slip listing at least three topics they would like to research giving reasons for their choices. [Plan and Question] Reasons for choices are shared with the class.
Teacher Tips:
Topics should be chosen from the Social Studies Curriculum. They include: The Winnipeg General Strike, The Great Depression, the causes and events in Canada’s involvement in World War 1 and World War 2 in terms of the social, political and economic changes that resulted during this time period. Women’s Suffrage, urbanization and technological development should be considered within each topic.
Suggestions for Assessment:
Read students’ Exit Slips and look for gaps in understanding of issues at hand.
Working with a partner students search selected websites to obtain further information and images on the three topics they would like to research. [Gather and Make Sense] Students record notes, images and sources in electronic journals and decide on the topic they will research in depth. [Gather and Make Sense]
Teacher Tips:
The Jigsaw strategy is recommended for this learning experienceso that students become experts about one topic and teach it to members of their Home group. [Collaborate] Thus, all students will learn about each of the topics. Within the groups, students work with a partner for support and to extend what each student is likely to learn alone. Make sure that there are at least two Expert groups researching the same topic so that they can compare their information and come to a consensus about the information and issues they will share with their Home groups.
Acquire
As a class decide on an approach for the research and on the categories of information that are to be researched for each topic. With a partner, using print and electronic sources, students adapt the class plan for their need and research the topic they have chosen. [Plan and Question, Gather and Make Sense] Students choose an application of their choice to note answers to important questions they have raised, and to compile and organize information and images. [Plan and Question, Gather and Make Sense]
Student pairs meet with their expert groups to review and evaluate the electronic research data they have compiled. [Collaborate] They determine whether their questions have been answered or whether more questions need to be raised or more information is required [Gather and Make Sense]. They analyze the information to reach consensus on issues such as accuracy, credibility, and reliability [Gather and Make Sense]. Student pairs do further research to complete their information needs making sure to they have included value issues.
As a class decide on the electronic format that Expert groups are to use to present their research to their Home groups, for example, an electronic report explaining the topic and issues related to it, a format for presentation (including a time line, multimedia presentations, or graphic organizers, with hyperlinked web pages). [Produce to Show Understanding] Decide also on criteria for the quizzes Expert groups will develop and administer to their Home groups to check their understanding of the topics. [Produce to Show Understanding] Model these processes with the class before groups work independently.
Teacher Tips:
These processes may need to be modeled. For example, students may not be familiar with writing reports, which include historical events, the issues related to them and drawing conclusions.
Support File:
Constructing Student-Generated Criteria for Quality Work
Apply
Expert groups prepare, revise, and present their reports on the topic and issues they researched, based on the criteria developed as a class. [Produce to Show Understanding, Communicate] Expert groups [Collaborate] develop and administer quizzes on the topic content to determine what their peers have learned.
Teacher Tip:
Consider creating an electronic timeline for the class. All groups would hyperlink the report about their subject in the appropriate time period on the timeline, which can be posted on the school’s Web site.
Suggestions for Assessment:
Peer Assessment: Student pairs within the Expert group assess each other’s research to determine issues such as accuracy, credibility, and reliability of the information. [Gather and Make Sense] They analyze whether the information is sufficient and suitable for the purpose and audience and give feedback [Gather and Make Sense, Reflect].
Peer Assessment: Students within the Home group assess each others’ quizzes and presentations based on the quality of the information and questions.
Work Sample: Assess students’ reports for the quality of information about the historical events as well as the explanation of the issues and values related to them. .
