1 / 9

The Face of Canada: A Changing National Identity, 1946 – 1982 CHC 2D1

The Face of Canada: A Changing National Identity, 1946 – 1982 CHC 2D1. Michael da Cunha Samantha Lyzun Luc Ruggiero Kathleen Sanders. The Face of Canada: A Changing National Identity, 1946 - 1982. Rationale:

hesper
Download Presentation

The Face of Canada: A Changing National Identity, 1946 – 1982 CHC 2D1

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Face of Canada:A Changing National Identity, 1946 – 1982CHC 2D1 Michael da Cunha Samantha Lyzun Luc Ruggiero Kathleen Sanders

  2. The Face of Canada:A Changing National Identity, 1946 - 1982 • Rationale: • The unit focuses on the important transformations in post World War II Canada. • The lessons are broken down by theme in order to better understand the different "faces", or identities of Canada as a nation on both the world stage and at home.

  3. The Face of Canada:A Changing National Identity, 1946 - 1982 • Image of the Learner: • The students in this class are declared "University Bound. • This course focuses on teaching the students the skills and critical thinking techniques necessary for post-secondary education.

  4. Culminating Activity:: What Was the most Influential Contribution to Canada’s Post-WWII Identity?

  5. Culminating Activity: You are part of a team responsible for researching a theme/event from the period, 1946 – 1982. Students in a series of differentiated tasks will focus on one of the following: the person, the picture, the culture and the reaction. Working together as a group students will create a "Part of our Heritage" minute where they combine their individual works and explain their theme.

  6. Activity How do we measure influence?

  7. Measuring Influence Organize yourselves into groups of 3 or 4. Identify criteria to determine how historians should define ‘Influence/significance’ in terms of Canadian Identity. (At least 4 Criteria.) Then find another group – preferably the one at your table – and present your criteria for influence and significance. Working together with the other group come to a consensus of at least 4/5 criteria for establishing influence and significance. As a group, select ONE group/person/event/movement, etcetera in post WWII Canada that had the most influential/significant on Canadian Identity using your criteria.

  8. Measuring Influence • What is your criteria? • Explain why you have chosen this one group, person, event, movement, trend using your criteria.

  9. Any Questions?

More Related