The 1920s & 30s Radio Show A WebQuest for CHC2D Designed by Yvette Duffy Time: 4 classes Introduction The 1920s and 30s were exciting and turbulent years. The introduction of the radio to Canadian homes allowed for more and more Canadian adults and children to gather around their radios to hear of world events, discover what is happening in other parts of Canada, as well as to be entertained by music and comedy. In order for students to become more familiar with the events of the 1920s and 30s, they will research a particular event and people to create a radio show as a means to demonstrate their understanding of the time period. Learners This research assignment is planned for the grade 10 Canadian History in the 20th Century course, specifically CHC2D. As this is a culminating activity for the second unit of this course, learners will have had some exposure to all topics presented in the assignment. Learners will be familiar with some primary sources, such as radio clips, music and film, as well as secondary sources, such as print and online materials. Learners will also be familiar with Smart Ideas software as it has already been used in a previous lesson. As this is the second culminating activity for course, learners will work collaboratively to brainstorm and explore a topic, take notes, write a script, and create a radio show, and reflect on their learning. Using the subject-specific pathfinders provided, learners will begin their research. Learners may deviate from these pathfinders but will have to complete a website evaluation form to ensure reliability of resources. Curriculum Connections Canadian History in the 20th Century: Strand: Communities: Local, National, and Global Overall Expectation explain how local, national, and global influences have helped shape Canadian identity Specific Expectations Forging a Canadian Identity explain why the federal government has tried to promote a common Canadian identity, and how it has done so Strand: Change & Continuity Overall Expectation analyse the impact of scientific and technological developments on Canadians. Specific Expectations Impact of Scientific and Technological Developments describe various ways in which technological developments have affected the lives of Canadians since World War I assess the scientific and technological innovations of Canadian scientists and inventors Strand: Citizenship & Heritage Overall Expectation analyse the contributions of various social and political movements in Canada since 1914 assess how individual Canadians have contributed to the development of Canada and the country’s emerging sense of identity Specific Expectations Social & Political Movements analyse the impact of the women’s movement in Canada since 1914 explain how the labour movement has affected social, economic, and political life in Canada evaluate the role of movements that resulted in the founding of political parties Individual Canadians & Canadian Identity assess the contributions of selected indi- viduals to the development of Canadian identity since 1914 assess how artistic expression has reflected Canadian identity since World War I assess the contributions of selected Canadian political leaders since 1914 Strand: Social, Economic & Political Structures Overall Expectations analyse how changing economic and social conditions have affected Canadians since 1914 analyse the changing responses of the federal and provincial governments to social and eco- nomic pressures since 1914 Specific Expecations Economic & Social Conditions compare economic conditions of the 1920s and 1930s, and describe the impact of those conditions on Canadians, individually and collectively compare regional social and economic dis- parities in Canada in selected decades Changing Role of Government explain how and why social welfare programs were designed, and assess their effectiveness in meeting the needs of various segments of society Strand: Methods of Historical Inquiry and Communication Overall Expectation 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 interpret and analyse 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 Research formulate different types of questions when researching historical topics and events gather information on Canadian history from a variety of sources distinguish between primary and secondary sources organize and record information gathered through research Interpretation and Analysis distinguish between fact, opinion, and inference in texts draw conclusions and make reasoned generalizations on the basis of relevant and sufficient supporting evidence complete research projects that reflect and contain the elements of historical inquiry process: preparation, research, supporting evidence, and conclusions based on evidence Communication express ideas, arguments and conclusions as appropriate for the audience and purpose, using a variety of styles and forms use an accepted form of documentation use appropriate terminology to communicate results of inquiry into historical topics and issues OSLA: Information Studies Strand: Organizing Communicating: collaborate with others to share findings and ideas use informal meeting strategies to share ideas during research Strand: Applying Processing: synthesis findings and formulate conclusions discover relationships in information Transferring: transferring information skills and knowledge to solve problems and make decisions make judgments and draw conclusions to solve problems Strand: Concepts/Reasoning Transferring: reflect on and evaluate research product and process understand general principals of good research Process Learners will begin by visiting: http://email@example.com and follow the links to the Unit 2 The Roaring 20s and Dirty 30s assignment. Resources Smart Ideas software is an option for the brainstorming exercise; this is licensed by the Ontario Ministry of Education and can be found on the OSAPAC website: http://www.osapac.org/cms/. Learners will need access to audio recording software. Free software is available from Audacity at http://audacity.sourceforge.net. The following sites can be used to host the ‘radio shows’ - Podomatic or Podbean. Print materials are required and are available in most all secondary school libraries. Online resources are also required and available through internet access. Some of the online materials require passwords. These passwords are available through the teacher-librarian at the secondary school. All other necessary resources are provided on the wiki. Evaluation Learners will be evaluated on both the process and the product equally. The rubric for the process and final product is located on the wiki. Not included in this lesson is the metacognition piece. Learners would need to demonstrate understanding at the end of the ‘radio shows’. This could be done in a number of ways, such as in the form of a quiz (pen and paper or electronic using clickers). Learners would also need to be provided with an opportunity to reflect on their learning at the end of this unit. Extension of Activity Learners could be requested to contribute to a social bookmarking site as a means of sharing online research links. Credits All images have been taken from clip art with the expectation of the primary source historical image. The singular primary source images used in the wiki were taken from: http://www65.statcan.gc.ca/acyb05/acyb05-06/acyb05-06_0001-eng.htm This culminating activity was adapted from an original designed by Yvette Duffy & Gloria Whyte.
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