The 1920s _ 30s Teacher Resource by linzhengnd


									                  The 1920s & 30s Radio Show

                                   A WebQuest for CHC2D
                                  Designed by Yvette Duffy
                                       Time: 4 classes

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.

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
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
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
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

Learners will begin by visiting: and
follow the links to the Unit 2 The Roaring 20s and Dirty 30s assignment.


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:
Learners will need access to audio recording software. Free software is available
from Audacity at 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.


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.


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
This culminating activity was adapted from an original designed by Yvette Duffy & Gloria Whyte.

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