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Backward Design Lesson Plan Template Title: The Quiet Revolution: From Richard to Referendum Subject/Course: CHC2D – Canadian History Time: 75 Minutes Strand: French-English Canadian Relations Grades: Intermediate/Senior (focused on Grade 10) Lesson Description As part of a greater unit on French and English Canadian relations, this particular lesson will convey the history of French and English Canadians from the middle of the twentieth century, concluding with the Constitution and Referendum issues of the 1980’s. Stage 1: Desired Results Fundamental Concepts/Skills Big Ideas/Essential Question • How did the Quiet Revolution shape English and French Canadian relations, or more importantly, the culture of Canada itself? Ontario Curricular Overall Expectation - From Page 46 of The Ontario Curriculum, Grades 9 and 10: Canadian and World Studies, students will “analyse the development of French-English relations in Canada, with reference to key individual, issues, and events” Ontario Curricular Specific Expectation - In more specifics, students will “describe the major events that have contributed to the growth of Quebec nationalism and the separatist movement in Quebec (e.g., Duplessis era, 1936-39, 1944-59; Quiet Revolution, 1960-66; October Crisis, 1970; election of Rene Levesque, 1976; two sovereignty referendums, 1980, 1995)” Lesson Goals • Students will learn about the transition in Quebec politics after the death of Duplessis, and the election of Jean Lesage. • Students will learn about the Richard Riot, which some considered by some to be a sign of growing nationalism in Quebec. • Students will learn about the PLQ and the October Crisis, including the War Measures Act. • The lesson will conclude on the Referendum Issue, leading into futhur discussion into French-Canadian relations from the 1980s until the Twenty-First Century. Key concepts and/or skills to be learned/applied: Background Knowledge: • • Knowledge of Quebec history • An understanding of what the Canadian Identity is. • Familiarity with particular historical figures: Rene Levesque, Pierre Trudeau, and Jean Lesage in particular. Stage 2: Planning learning experience and instruction Student Groupings Instructional Strategies • Students can be seated either individually or in • Videos: Scenes of Maurice Richard from “The Rocket”, groups for the lecture portion of the class, the Charles Du Galle’s “Vive le Quebec libre” speech, depending on class seating arrangement. the Trudeau “Just Watch Me” moment. • Students will be organized into separate groups for • The teacher will provide a lecture, with a guided debates and discussions PowerPoint for notes and context. • Students will have the chance to discuss a particular issue amongst a partner. • In the final part of the lesson, the class will be divided into two sides for a debate: one arguing in support of the War Measures Act, and one arguing against Materials Considerations • Extra papers and pens to accommodate students. • Some videos might require subtitles, so a • Projector/SMART Board for PowerPoint and videos. handout with both an English and French • DVD Copy of “The Rocket” translation might help for some students to follow along – particularly for the Charles Du • Dry Erase Markers, for making notes during the Gaulle speech. The English commentary on the debate. French speech is quite distracting, and of • Handout Sheets questionable quality. A version with subtitles may also be more effective. • Some students might not be so familiar with hockey, so a brief description of the Montreal Canadiens and the NHL may be necessary. • Accommodations • English/French language sheets handed out to students for the purposes of translation. • For the debate: students have the choice to pick some representatives. Certain students who have ideas, but would rather not speak, therefore have an outlet for their ideas. • A backup of class notes should be provided for any students with an IEP who might request them. • For the individual readings, students might not finish on time. If so, it is best to have a brief reflection, asking students questions about what the reading was about, for the benefit of these slower readers. Stage 3: Learning experience and instruction Motivational Hook ( 5 MINS.): Students will watch a video from the French Canadian movie “Maurice Richard”, a biopic of French Canadian hockey legend Maurice “The Rocket” Richard. This clip shows Maurice celebrating with his team after their Stanley Cup win. Their coach, Dick Irvin, arrives to congratulate them. After offering his thanks, he reads to them – with difficulty – a passage in French. This moves Maurice and his team. Afterwards, his attacking comments towards Commissioner Clarence Campbell for their anti-French bias land him in trouble with his team. In a heated confrontation with his coach and owner, Maurice declares: “Things have got to change!” This will lead into a brief discussion on the Richard Riots, and the climate in Quebec at the end of the Duplessis premiership. Open ( 15 MINS): As previously mentioned, this video hook will go into a discussion on the social climate in Quebec. The teacher will also contrast the Duplessis era by talking about the economic and social reforms during the Lesage era (e.g., Hydro-Quebec, Pension Plan, secularization of Education, amongst others). Body ( 50 MINS): • The teacher should highlight Expo 67, in particular the controversial Charles Du Gaulle speech. During this time, students should have the opportunities to move into groups of two to discuss the impact of this speech, and the concept of a free Quebec. The discussion should shift towards the 1970s. A video clip of the Trudeau “Just Watch Me” interview will be shown to the class, thus leading to a conversation of the PLQ, and the ensuing October Crisis. After this, a handout on the War Measures Act will be handed out to students, who will be given five minutes to read it over and reflect. After this, students will be organized into two sections of the class: one in favour of the War Measures Act, one opposed to it. Students in both groups will be asked to discuss amongst each other what their key points are in supporting their particular side. Both groups should be given at least 10 minutes to organize themselves, and once they are ready their particular points will be written on the board. Students will then be given the opportunity to “debate” the other side, with the teacher serving as the moderator. • Movie clips: 12 minutes, 5 minute to read and discuss, 10 minutes to organize groups. This leaves about 20 minutes for lecturing and leading the debates. For time purposes, the Du Gaulle speech could probably be skipped, or at least quickly mentioned. If time drags on, the teacher can take a more active role in leading the discussion Close ( 5 MINS): In the end of the lesson, students will receive a reading handout on the formation of Levesque’s Parti-Quebecois, and a description of the 1980 Referendum. From this, students will be given instructions that they will have to write a brief 200-350 word response to the reading; the topic being: “Do you think Quebec was justified in wanting to separate? In answering please contrast both particular sides, and give a justification for your position.” This assignment will be due in tomorrow’s class. As the teacher will conclude, the Quebec landscape will shift towards the modern era, with issues such as Bill 101, the Referendums, and the Meetch Lake Accord, and this assignment will thus be relevant for next class’ discussion. It is best if they submit a final copy, but keep one for themselves for the purposes of discussion. Extension Activity and Link to Future Lessons • As previously mentioned, the homework will be discussed, which will segue the class topic towards the modern era; starting with the rise of the Parti-Quebecois. • If there is extra time, a brief introduction to the Parti-Quebecois can be provided to the students (notes will be provided). • Depending on how cooperative the class has been, extra scenes from “The Rocket” can be shown to the students, as a reward for their cooperation and diligence in their discussions and listening. Assessment • Participation: Lectures will have moments to ask student’s questions. These will opportunities to assess particular students for giving responses in class. • Partner Discussion: During the discussions, keep track of which students are engaging in lively discussions. For students who are goofing off or staying quiet, feel free to jump into their group to help boost proper discussion, and to stop any distracting behaviour. • Personal Reading: While this will give time to prepare for the next part of class, keep track of which students are reading diligently, and which are chatting with friends or on their phone. Please remind students of how much time they have left to finish their reading, to encourage them to continue • Debates: Assess students both during the group discussions, and also during the debates itself. Make sure that the class stays focused on the task at hand. • Assignment: Student will be marked on the homework. Expectations and a rubric will be given. RUBRIC .

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