CHC2D LG#5: Postwar Canada

Transcription

1 Learning Guide: #5 CHC2D LG#5: Postwar Canada Expectations This learning guide gives students the opportunity to demonstrate achievement of the following expectations from the Canadian and World Studies curriculum: A) Historical Inquiry and Skill Development A1. Historical Inquiry: use the historical inquiry process and the concepts of historical thinking when investigating aspects of Canadian history since 1914; A2. Developing Transferable Skills: apply in everyday contexts skills developed through historical investigation, and identify some careers in which these skills might be useful. D) Canada, D1. Social, Economic, and Political Context: describe some key social, economic, and political events, trends, and developments in Canada between 1945 and 1982, and assess their significance for different groups in Canada. D2. Communities, Conflict, and Cooperation: analyse some key experiences of and interactions between different communities in Canada, as well as interactions between Canada and the international community, from 1945 to 1982 and the changes that resulted from them. D3. Identity, Citizenship, and Heritage: analyse how significant events, individuals, and groups, including Aboriginal Peoples, Quebecois, and immigrants, contributed to the development of identity, citizenship, and heritage in Canada between Big Ideas Canadian society experienced major changes during this period, as a result of a variety of national and international social, cultural, and political factors. Although this period was marked by conflict and tensions, both nationally and internationally, Canada also participated in cooperative ways in the international community. This was a time of major transformation in Canadian identity. Framing Questions What impact did international politics and movements during this period have on the quality of life of Canadians? Why do times of change lead to both conflict and cooperation? What factors contributed to the development of social movements in Canada during this period? Which event or development during this period made the most significant contribution to Canadian identity? What criteria can we use to make that judgement? Evaluation: Readings from textbook, LG Work: Inquiry Project ( ): assessed evaluated Throughout this course, you will be exploring social, economic and political developments and events and their impact upon Canadians since Specifically, you will be examining forces that have shaped Canada as nation on two levels: domestically (within the nation) and internationally (outside the nation). This learning guide distinguishes between domestic and international developments and events by using the following symbols: = domestic = international

2 Activity #1 Comfort and Fear View the video titled Postwar Canada: Comfort and Fear. This will either be viewed in class as a lesson or it may be located on your class Google site or D2L. After you screen the video, answer all the questions below in full sentences. In order to answer the questions to their fullest degree, you may need to consult your textbook, a Canadiana Scrapbook, extra/classroom resources or a reliable internet source. 1. What tone did the Gouzenko affair set in Canada? Do you think this event encouraged the nation of Canada to take greater notice and therefore an increased role in international relations of the time? (D2.4) 2. View the chart below concerning Immigration patterns in Canada. What changed? What factors contributed to these changes? (D1.1) 3. Identify and explain two disparities (differences) that existed in Canada s provinces and citizens during this time. These could be regional disparities (ie. differences in resources, income, wages or jobs) or even pertain to social inequalities. (D2.1) 4. View the ads below for a 1950s kitchen design and an RCA TV. Screen the commercials (short videos on your class Google Site located on the Lessons subpage for this era) for some of the changing technologies of the 1950s. Who are these ads aimed towards (target audience)? What values do they promote? (D1.2) 5. How did the consumer culture of the 1950s change Canadians lifestyles? (D1.3)

3 Activity #2 Social Conflict and Inequality View the short video titled Postwar Canada: The Displaced located on your class website and answer the questions at the end of the video, also written below. (D2.1) 1. What were the positions of the residents in B.C. s Columbia River basins, in Newfoundland s fishing outposts and in Africville in the city of Halifax regarding their expropriation? 2. What were the positions of regional politicians? 3. How might you account for these differences in point of view? Activity #3 Canadian Culture Closely examine the pictures below. Each depicts someone or something of cultural significance to Canada during the postwar era. Use the video Comfort and Fear as a reference and reliable internet sources to complete additional research for this activity. Select two of the six pictures. For each picture of your choice: a) Determine who or what is depicted. b) Explain how he/she/it contributed to the arts and popular culture in Canada during the postwar era. c) Assess his/her/its significance to the development of identity or heritage in Canada. (D3.1, D3.2)

4 Activity #4 In the Shadow of Nuclear War Read the article titled Canada s Role in the Cold War, located on your class website. Answer the critical thinking questions below in full sentences. 1. On page one of the article there is a movie poster for a 1948 called The Iron Curtain. This was loosely based on the story of Igor Gouzenko. In the film, he is portrayed as a man trying to escape the tyranny of the Soviet state to embrace democracy in Canada. How might this movie have influenced public opinion or hysteria in Canada? 2. Examine the map showing Canada s position in the northern hemisphere. In what ways does the map illustrate that Canada was, in fact, in the middle of the Cold War? (D2.5) 3. Examine the pictures on the document Canadian Life With The Bomb, listen to the Tocsin B audio file from CBC s Digital Archives and the U.S. Department of Defense video Duck and Cover (all available on your class website.) Identify and discuss some of the effects of the arms race on the lives of ordinary Canadians. (D1.4)

5 Activity #5 Exit Card At the end of each guide you will be asked to reflect on your understanding of the expectations and content of the guide. Really knowing something means being able to explain how you know, you know something. Yes, read that last sentence again. It means, you know how you know something. So, with that in mind here is your reflective exit card for this guide. Key Words: Big Idea: An Image I Have In My Mind s Eye:

6 Connection(s) to Today: Questions I Still Have: