This is a list of all lesson plans categorized as Assignments.
Students dramatize one of Sue Rodriguez's court appearances, outlining the arguments of lawyers on both sides.
Students examine the arguments in the right-to-die debate in Canada.
Students investigate both sides of the argument surrounding the right-to-die issue in Canada and participate in formal or informal debate on the topic.
Students will research, discuss, and support arguments about western Canadian alienation from the rest of Canada.
Students will write a persuasive essay supporting the pro or con position on the role of the federal government in developing provincial natural resources.
Students will chart the positive and negative impact of the oil industry on the province of Alberta and discuss the issues.
Students discuss their positions on the role of the media in portraying corporations.
Students explore investment options and the associated risks by interviewing family and/or community members.
Students will explore and debate the advantages and disadvantages of corporate social responsibility versus increased government regulation.
Students will examine create a timeline to show the events in the rise of suburbs in Canada.
Students create a visual reflecting the changing values that suburbs helped bring to Canadian society in the 1950s.
Students will consider the positive and negative aspects of living in a suburb. They will complete a Plus, Minus, Interesting chart and decide whether they would choose to live in a suburb.
Students will create a monologue that they imagine the Sir John A. Macdonald doll might give.
Students dramatize various episodes in the life and times of Sir John A. Macdonald.
Students will consider and debate whether Sir John A. Macdonald's birthday should be declared a national holiday.
Students research the conditions that led to strikes and union formation in the garment industry and draw a conclusion through guided listening/viewing.
Students analyze the response of world media and the United Nations to the growing threat of, and eventual, genocide in Rwanda.
Students examine and respond to art works that relate to Roméo Dallaire during his time in Rwanda.
Students write a reflective statement about post-traumatic stress disorder.
Students will investigate one aspect of daycare and write an information paragraph.
Students will investigate both sides of the argument surrounding dual-income families and universal daycare in Canada and participate in formal or informal debate on the topic.
Students will write an essay supporting their opinion on the need for universal daycare in Canada.
Students will explore how the business of farming is reflected in the local supermarket and in the products we buy.
Students research the mountain pine beetle as an example of conditions and practices that create opportunities for some pest populations to reach dangerous levels. They will present their information to the class in a format of their choice.
Students research the life cycle of an insect that infests Canada's forests and determine where in the life cycle it would be most effective to introduce a biological/natural control.
Students research the use of pesticides and non-chemical control of pests that affect Canadian forests and create a pamphlet or information poster to share their ideas.
Students present a simulated interview outlining how women gained the right to vote.
Students will debate a decision to change the voting age.
Students analyze the right to vote and record reasons why electoral participation is important.
Students outline the key elements of a complaint report.
Students identify criteria for success in business, create a rubric for judging that success, and use their rubric to analyze Air Canada's success in a given area.
Students create a diagram to show how job qualifications for certain airline-industry careers have changed.
Students develop and present plans for addressing the prevalence of TB in at-risk populations.
Students explore Canada's response to tuberculosis from the 1940s to the 1960s and role-play to show the range of experiences for those with active TB.
Students collaborate on an annotated timeline to trace the evolving story of medical responses to tuberculosis.
Students debate and write a group report about the controversial aspects of the Omnibus Bill.
Students role-play reactions to the Omnibus Bill based on their knowledge of the House of Commons.
Students create a flow chart outlining how a bill becomes a law.
Students define these terms and explain and apply them in relationship to the political careers of Pierre Trudeau and other Canadian or world leaders.
Students reflect on Pierre Trudeau's impact on Canadians through the memories of individuals whose lives he influenced.
Students compare and contrast the appeal of political leaders like Pierre Trudeau with today's celebrities.
Students will create a comic strip that conveys the need for continued improvements of the Trans-Canada Highway.
Students create diary entries in role as cross-Canada travelers in the early 1900s.
Students will consider the factors important for political success and evaluate the extent to which Tommy Douglas possessed those factors.
Students will prepare a news broadcast to re-enact and explain Tommy Douglas' major political struggles and achievements.
Students will create a timeline of the important developments in Canadian politics and Tommy Douglas' role in those developments.
Students write an opinion paper about a controversial aspect of Canadian missionary work abroad.
Students write a newspaper article about a Canadian missionary.
Students write a journal in the voice of a Canadian missionary working abroad.
Students will work in small groups to create a timeline tracking the significant events in the wrongful conviction of David Milgaard.
Students use maps and media reports to track the path of Hurricane Hazel from its origins in the Caribbean to eastern North America, and describe its impact along the way.
Students write a letter to an individual affected by Hurricane Hazel.
Students will compare and contrast American and Canadian media coverage of Hurricane Hazel
Students will explore portions of the site in small groups, summarize the clips they have viewed, and generate and pose questions for discussion.
Students will research and write a profile of someone connected to the Stratford Festival.
Students will create a display advertisement for the Stratford Festival based on information gathered from the website.
Students will write a response in role as someone affected by the construction of the Seaway.
Students prepare a visual presentation on a given aspect of the Seaway.
Students create a map of Canada to show the impact of the St. Lawrence Seaway on the country.
Students hold a panel discussion representing parents, players, and coaches and their viewpoints about minor hockey.
Students write a story about a sports experience.
Students create a collage illustrating the theme of one of the clips from the CBC Digital Archives website.
Students write positions on whether Canadian soldiers should be held to a higher standard than people in other professions.
Students gather information and impressions to write an imaginary letter from a soldier in Somalia to family in Canada.
Students hold a forum highlighting a variety of points of view on the Somalia affair.
Students write a short essay about the way in which humans help one another during and after a disaster.
Students compare news reports to identify and evaluate inaccuracies and discrepancies in news information over time.
Students will explore the early Quebec separatist movement and how it influenced government policy.
Students will examine the lighter side of bilingualism and create a political cartoon.
Students will examine the need for the Commission on Bilingualism and Biculturalism and identify the fears of Francophones regarding cultural assimilation.
Students will explore Louis Robichaud's life and political career and write a mock interview.
Students will discuss how politics and the economy, under Robichaud and Irving, worked together in the development of New Brunswick.
Students will explore and write a position paper about New Brunswick's Program of Equal Opportunity as a response to the Byrne Report.
Students present an oral analysis of the causes of, and responses to, the Oka crisis.
Students answer questions in role as a major figure involved in the Oka crisis.
Students prepare a position paper and hold a mock crisis-management conference to resolve issues around the Oka crisis.
Students role play interviews between reporters and key figures in the October Crisis.
Groups of students research and share presentations about various independence movements in Quebec.
In groups, students assess and analyze Pierre Trudeau's leadership during the time of the October Crisis.
Students investigate the scientific theories behind various elements of the Ocean Ranger disaster, then present their information in a format of their choosing.
Students will research and illustrate diagrams and maps detailing the weather conditions during the time of the Ocean Ranger disaster, and assess the safety regulations in place at the time.
Students will research the responsibilities of businesses, government, and workers regarding safety in the oil industry and hold an open forum to determine liability, award amounts, and award recipients following the Ocean Ranger disaster.
Students will list the pros and cons of maintaining campus traditions that are considered sexist, then debate their arguments.
Students will complete a timeline of the events and effects of the Montreal Massacre.
Students will write a newspaper article based on a television clip about the Montreal Massacre.
Students write a letter to Joe Clark inviting him to address the student body on an issue of their choice.
Students design a book cover that represents the contributions of Joe Clark to the political landscape of Canada.
Students analyze the accuracy of imagery used in a speech by Joe Clark and find examples to support their opinion.
Students create a fact sheet and a visual presentation describing in chronological order the atmospheric conditions that lead to an ice storm.
Students discuss common uses of electricity and coping mechanisms when people are forced to be without electricity.
Students study people's reactions to the ice storm, discuss them, and prepare a dramatic monologue to describe how they would have reacted in the same situation.
Students will present an accurate, live, video news account of the Halifax Explosion.
Students will express the meaning of heroism in a medium of their choice.
Students will write a letter in role as a survivor of the Halifax Explosion.
Students will create an illustrated triptych detailing the life and art of a member of the Group of Seven or of Tom Thomson or Emily Carr.
Students will research Tom Thomson's death and defend a position on whether he was murdered or died of natural causes.
Students will assess the impact of the Group of Seven on the development of a Canadian identity throughout the 20th century.
Students examine Prime Minister Pearson's speech to the Winnipeg Legionnaires and write a letter for or against his position.
Based on historical information, students create pamphlets to encourage workers to go on strike or to form a union.
Students listen to and evaluate archived and current radio news reports, and create their own radio news reports about the flag debate issue.
Students debate the advantages and disadvantages of contracting manufacturing work to developing countries.
Students use a K-W-L chart to prepare and present a summary of the key debate points on the fluoridation issue.
Students will create a visual showing how Quebec has attempted to achieve sovereignty and what the response has been from Canadians outside of Quebec.
Students hold a horseshoe debate on the resolution that the 1995 Quebec referendum question was unclear and a "Yes" vote would have led to Quebec's separation from Canada.
Premier Jacques Parizeau, after losing the referendum in 1995, blamed the loss on specific ethnic groups in the province. This led to his resignation in disgrace. Students will examine this event.
Students present their view on the fluoride debate as an editorial (written or a rant) or an editorial cartoon.
Students complete a scavenger hunt to gather information on the fluoride issue.
Students consider the impact of government regulation on business.
Students research the contributions and commemorations of Canada's First World War soldiers and create an artwork to respond to their research.
Students will explore the impact of mergers in the beer industry by role-playing a press conference.
Students explore how the marketing mix has been and can be applied to the sale of beer, and create the "ideal" beer-marketing strategy.
Students write and deliver a simulated broadcast of a radio interview, about the challenges and conditions of the First World War, with a Canadian soldier.
Students create a slide show about the Vimy Ridge Memorial, its significance to Canada, and the reasons why it was erected.
Using a variety of sources, students will explore current and historical responses to medical crises.
Students will examine the facts about AIDS and create an information pamphlet.
Students will examine and analyze the response of various groups to the AIDS crisis, then discuss whether individual or collective rights should take precedence in creating a national policy for dealing with AIDS.
Students write position papers about the current effectiveness of the World Anti-Doping Agency.
Students prepare and present an illustrated timeline of major events in the life and political career of Robert Bourassa.
Students prepare a broadcast retrospective of Bourassa's political career and analyze and discuss the factors that contribute to political success.
Students role-play a federalist-separatist debate between Robert Bourassa and René Lévesque.
Students research and dramatize the planning, objectives, execution, and consequences of the Dieppe raid.
Students research, prepare, and present a report about a military hero of Dieppe.
Students identify the countries visited and the tour highlights of the Man in Motion World Tour and locate them on a map.
Students analyze media coverage of the Dieppe raid and prepare and present propaganda posters.
Students research the merits of a fixed link between PEI and N.B. and discuss their opinions in a town-hall meeting.
Students create and perform a ballad which reflects the end of the PEI - N.B. ferry service and the construction of a "fixed link".
Students develop campaign material to support or refute the construction of a "fixed link" between PEI and N.B.
Students will explore various health-care options for the country and share their opinion in a letter to the prime minister.
Students will create a political cartoon examining the issue of Canada becoming a welfare state.
Students will write a biography of Margaret Sanger.
Students will create a visual display to share information about a key figure involved in the history of birth control in Canada.
Students will debate the resolution: Be it resolved that all women in Canada should receive the birth control pill free of charge.
Students research the goals of the Man in Motion World Tour and learn whether they were met, in spite of major obstacles.
Students will research the issues surrounding the construction of the northern pipeline, then write a report that offers recommendations on the issues.
Students will explore the report and its recommendations and explain how each recommendation affects the various players involved in the pipeline project.
Students research the pros and cons of using corporate sponsorship to raise money for medical research and form opinions about the government's responsibility in this area.
Students will research the issues surrounding both the development of the northern pipeline and the results of the Berger Inquiry, then hold class debates about chosen issues.
Students write monologues, comic strips, or rap songs to present opposing views of events at Ipperwash.
Students research and role-play a major figure in Chinese history.
Students prepare a dramatization of one of the important events in Chinese history during the 20th century.
Students examine and debate the issue of aboriginal fishing rights and set up a classroom court to find a resolution.
Students create and vote in a class plebiscite on an issue of their choice, identifying characteristics of majority and minority interests.
Students write narratives to tell the story of the Avro Arrow, and illustrate their work.
Students gather and evaluate differing historical views about the Avro Arrow, its potential, and its cancellation.
In role as a major figure involved in the issue, students will debate the appropriateness of the cancellation of the Avro Arrow project.
Students will identify the main points of the Auto Pact and explain the planned benefits of each point to Canada and the United States.
In small groups, students research and deliver a presentation about the role of a Canadian or Canadians who have had important relationships with China in recent years.
Students role-play historical figures and challenge their classmates to guess who they are portraying.
Through collage, students will identify and analyze the importance of industries related to the auto industry.
Students will stage a retrial of Louis Riel on the charge of treason, and render a verdict as a class.
Students will identify and draw diagrams of the parts that make up a car and use this information to examine the development and importance of the auto parts industry in Canada.
Students determine a way to commemorate the victims of the Air India disaster.
Students debate whether Louis Riel should receive a posthumous pardon.
Students will investigate accuracy in news reporting and the ethics involved.
Students will identify simile and metaphor and explore how they convey meaning.
Students will examine the facts about the Air India investigation and create a timeline of events.
Students will write a letter to the Canadian government to express the emotional impact on the families of the victims of the Air India disaster.
Working in groups, students prepare a position paper about, then discuss, the use of chemical and biological weapons in the Gulf War.
Students will prepare a written work to share their response to the chemical fires in Kuwait during the 1991 Gulf War.
Students will produce a creative work in response to clips about Canada's reaction to Canadian citizens of Iraqi descent during the 1991 Gulf War.
Students will explore human interest stories from the Second World War and investigate the value of such reports.
Students create a timeline of the life and career of René Lévesque.
Students prepare and present a role-play interview with René Lévesque.
Students listen to and compare René Lévesque's speeches following the Parti Québécois victory in 1976 and the referendum loss in 1980.
Students will examine how Canadians reacted to the Pope, and how they react to other public figures.
Students will write a speech in role as a B.C. Member of the Legislative Assembly (MLA) explaining why Japanese Canadians were not a threat to Canada during the Second World War.
Students will debate the right of the federal government to intern Japanese Canadians during the Second World War.
Students will compare and analyze media coverage of the Papal visit and of a royal visit.
Students will write a journal entry in role as a seven-year-old child in an internment camp.
Students will explore the Pope's attitude toward Canada's Aboriginals and investigate to what degree his visit in 1984 impacted the creation of Nunavut.
Students will explore the site to understand fully the pro and con positions in the debate, then work in groups to summarize the information.
Students plan, write, and present a memorial service for Terry Fox.
Groups of students analyze different clips from the CBC Digital Archives website, then share their information with the class to gain a broader understanding of the debate on religion in the classroom.
Students write journal entries in-role as Terry Fox or a close companion.
Students identify the significant events in the development of the debate over religion in the classroom, and create a timeline to share their information.
Students write a personal letter to Terry Fox, using information gathered from the site.
Students will investigate the effect of the Winnipeg Floodway on the rural population surrounding Winnipeg.
Students will examine the role of Canada's military and debate whether it is large enough to perform its role well.
Students will prepare presentations about issues surrounding the debate over medical marijuana use in Canada.
Students will research and debate the issue of legalizing marijuana.
Students will create a timeline tracking the debate over marijuana prohibition in Canada.
Students analyze Phil Fontaine's political career and record the reasons for his successes and failures on a T-chart.
Students research why the First Nations refused to support the Meech Lake Accord and present their conclusions to the class.
Students will build a working model of an earth and sandbag dike.
Students will explore and evaluate the decisions Phil Fontaine has made as a political leader.
Students examine Peter Gzowski's interview style to learn how to write interview questions. They then conduct an interview with a friend or family member about the importance of oral communication in that person's career.
Students compare one story that appears in three news media (newspaper, television, radio).
Students use a checklist to analyze and summarize an interview conducted by Peter Gzowski.
Students research and role-play an interview with a key figure involved in the seal hunt debate.
Students create an advertisement to either promote a seal product or advocate against the seal hunt.
Students examine the seal hunt ban and participate in a town-hall meeting to discuss both sides of the issue.
Students study Canada's role in making the world a safer place and create an illustration commemorating one of Canada's successes.
Students examine the structure of the United Nations and debate its effectiveness.
Students will analyze Canada's diplomatic history and write an editorial outlining the best direction for Canadian diplomatic policy.
Students will write a critique of several of Oscar Peterson's performances .
To reflect on the meaning of symbols in the military, and to create a new symbol in the form of art, music, drama, poetry, or prose, that represents the contributions of Canada's peacekeepers.
Students reflect on the sacrifices of peacekeepers and of inhabitants of war-torn areas and write and illustrate a poem comparing and connecting these groups.
Students will prepare a report about racism towards entertainers in Canada and the United States in the 1950s and 1960s, then discuss racism in society today.
Students will create a broadcast retrospective or a mock interview to share information about Oscar Peterson's musical career, major achievements, and national and international significance.
Students will write a campaign speech in the style of a recent or current politician from Ontario.
Students will hold a mock, pre-election debate among Ontario party leaders.
Students will act as campaign advisers on recent Ontario elections.
Students conduct research the impact of the expansion and changing role of NATO and form an opinion about these changes.
Students will conduct research about a moral issue Canada faced in the 1960s because of its membership in NATO, and form an opinion about Canada's response.
Students analyze the extent to which Canada has honoured its commitments to NATO.
Students create a Venn diagram comparing reasons for Canada's peacekeepers to leave a peacekeeping mission.
Students will create and perform a simulated radio broadcast about Paul Martin's departure from the cabinet as minister of finance.
Students will write a short story based on the experiences of Canadian women during the Second World War.
Students create campaign posters to help spread the Queen Consort's message to women.
Students role-play a scene between a recruiting officer and a female applicant during the Second World War.
Students will research and vote for a quintessential Canadian food.
Students will work in small groups to create a visual that reflects the uniqueness of Canadian foods.
Students will plan an advertising campaign and create an advertisement to promote a Canadian food product.
Students role-play a meeting between an American president and a Canadian prime minister.
Students prepare a political and personal profile of a U.S. president or a Canadian prime minister.
Students impersonate an American president or Canadian prime minister while the class tries to guess their identities.
Students create a profile of Mordecai Richler using a media of their choice.
Students identify and appreciate some of Richler's witty observations on human foibles, hypocrisy, and inconsistencies.
Students create an art work representing the reactions of war brides coming to Canada.
Students role-play a debate or discussion between Mordecai Richler and an interviewer.
Students prepare questions and answers that war brides might ask of the Canadian Wives' Bureau in order to get the information they need to prepare for their journey to Canada.
Students write a letter from the ship, in role as a war bride or as an escort officer, describing the challenges of travelling from Great Britain to Canada during or after the Second World War.
Students discuss the approach of the Ontario government to continue the recreational fishing industry in the Grassy Narrows region and create an advertising campaign that they feel shares the necessary information with fishers in the region.
Students examine the recent history of the Grassy Narrows Ojibwa people and develop a cause and effect web that connects the decline of their culture and the pollution of their waters.
Students will investigate and write an opinion paper about the claim made by the chief of the Grassy Narrows Ojibwa nation that the Ontario government was guilty of environmental racism and neglect.
Students examine the origins of Louis St-Laurent's nickname "Uncle Louis" and consider why it helped him to become more popular. Students consider nicknames that would appeal to the electorate today.
Students examine the factors that contributed to the defeat of Louis St-Laurent and the Liberal Party in the federal election of 1957. They write a letter to St-Laurent during his second term offering him advice that might change the outcome of the election.
Students will read the story, and view the video, of Roch Carrier's The Hockey Sweater.
Students prepare an article as a tribute to Maurice Richard.
Students will orally support an opinion about the justification of protest.
Students will gather information about Canadian filmmaker Norman Jewison and prepare a poster to share their findings with the class.
Students investigate Canada's "Golden Age" to identify the events and accomplishments that created this label.
Students develop an information sheet to help people avoid triggering Holocaust memories in aging survivors.
Students consider human rights and discuss or write about the actions they might take if they had been at Auschwitz.
Students will investigate Norman Jewison's opinions and ideas on the Canadian film industry and participate in an informal debate about the topic.
Students will screen a controversial film by Norman Jewison and prepare a brief presentation about the film's message.
Students will prepare an oral presentation illustrating McLuhan's concepts of "the medium is the message" and of "re-tribalizing."
Students compare and contrast the merits of the message of an award-winning story in light of recent findings.
Students will investigate the concept of the global village and prepare an oral presentation of two examples of global connectedness.
Students will investigate McLuhan's concepts of "hot" and "cool" media and define current media using those terms.
Students analyze one or two clips about Margaret Laurence in detail.
Students create a series of tips for a writing clinic.
Students complete a think-pair-share activity on censorship and Laurence's views on it.
Students develop the criteria they think should be used to award the Nobel Peace Prize and judge how well Pearson met their criteria.
Students examine Pearson's achievements and create a web showing which achievement was Pearson's greatest legacy and why.
Students will examine the theme of survival in Canadian literature and discuss it in a group.
Students create newspaper headlines highlighting Pearson's role in establishing the first United Nations peacekeeping forces.
Students will write a poem or song about something that happened to them, in the tradition of "Suzanne" or "Everybody Knows."
Students will create a seminar about an element of writing processes, skills, or techniques, based on their own experience and on their research of Atwood's work.
Students will create a recruitment poster for Canadian astronauts.
Students will analyze various personality interviews with Leonard Cohen.
Students will create a tribute to Cohen for a music award show.
Students will identify satellite tasks and explain how satellites help meet specific needs in Canada.
Students use the concepts learned about Newton's Laws, energy and momentum to explain various aspects of satellites.
Students will compare the speed and height of satellites to those of other objects which might impact on satellite deployment.
Students will develop a promotional poster, radio spot, or newspaper advertisement for the sport of lacrosse.
Students research space disasters and write a position paper about whether taxpayers' dollars should be used for space exploration.
Students will write a set of rules for the game of lacrosse showing the changes that have occurred over time.
Students will synopsize and analyze an interview with Margaret Atwood.
Students write a first-person paper describing the experience of being in space.
Students will contribute five hours of their time to a social action activity. They will complete an action plan that describes their project idea and tracks their progress.
Students will write a legend that tells of the development of the game of lacrosse.
Students write a brief, formal report detailing June Callwood's work and motivations.
Students prepare and present an oral seminar about a social justice issue of their choice.
Students write a newspaper article explaining why Kim Campbell "confounded politicians and voters alike."
Students write a poem or song about someone they respect.
Students create a work of visual art that shows how they might have reacted to Diefenbaker's death if they were a Canadian citizen at the time.
Students examine and compare qualities that make people popular.
Students write a proposal for a commemorative plaque to acknowledge Kim Campbell's contribution to Canada.
Students research the challenges faced by Kim Campbell during her political career and develop questions and answers for a role-play interview with her.
Students create a timeline of Jeanne Sauvé's early life and reflect upon the encouragement that she received to pursue non-traditional roles.
Students will debate whether Canadians and tourists have the right to access the grounds of the governor general's home.
In this activity, students work in groups to present a timeline of Karen Kain's career highlights and challenges. They will find specific references in the CBC clips to personal qualities the dancer possessed, and students will consider whether they assisted her in achieving her goals.
In this activity, students conduct individual research in order to write an essay about the amount of training and dedication required by Karen Kain throughout her dancing career.
Students create a report from the auditor general of Canada and use their information to write and perform a 30-second TV news clip.
In this activity, partners create a visual display to show their results after researching Karen Kain's successes and challenges.
Students identify key points in both sides of the debate over funding of amateur sports in Canada and present their opinion in writing.
Students write a newspaper article explaining why Jean Chrétien was deemed "the one to watch" early in his political career.
Students create a game based on the challenges and rewards of Jean Chrétien's career.
Students will develop and role-play a mock interview with Jean Chrétien, focused on one of the challenges he faced during his early political career.
Students investigate and debate government funding of amateur sports.
Students role-play a newspaper journalist to write a feature article about an amateur athlete in Canada.
Students will prepare a brief to the federal government regarding the need to honour and memorialize Canadian Korean War veterans.
Students will write diary entries in role as a Korean War soldier, from the time of enlistment to the trenches.
Students will explore the lobbying tactics of the Cree and develop their own lobbying strategy to address a local issue.
Students will write an editorial to demonstrate agreement or disagreement with Canada's role in supporting United Nations' actions in Korea.
Students will examine the impact of Phase 1 of the James Bay Project on the lives of the Cree.
Students will write a position paper on the causes and effects of mercury poisoning.
Students will explore issues facing the international community as they consider the prosecution of alleged war criminals.
Students create a timeline illustrating the development of the internet system.
Students discuss in an open forum the positive and negative aspects of the internet.
Students will work in small groups to identify the factors that hindered the successful prosecution of Imre Finta.
Students will dramatize the fears and apprehensions of people who were born long before the Internet became part of our daily lives.
Students will investigate and analyze the extradition process in war crimes cases in Canada.
Students will prepare a position statement regarding their view of federal and provincial management of the cod fishery.
Students will record and present their understandings of the connections between language, the cod fishery, and culture.
Students plan a model tidal plant to show how the technology generates electricity.
Students will investigate the impact of hydroelectric power plants on river flow and landscape and create maps and fact sheets to illustrate their findings.
Students will develop arguments for and against the construction of hydroelectric power plants.
Students will role-play an interview with a fisherperson to examine the emotional effect of the fall of the cod fishery.
Students explore the dynamics between hippies and authority figures and create a T-chart outlining the concerns and arguments of both sides.
Students will create a public or business sign before and after the passage of Bill 101.
Students create a multi-media presentation about the counterculture movement of the 1960s.
Students will research and debate the use of the notwithstanding clause to limit rights under the Charter of Rights and Freedoms.
Students will identify the benefits and drawbacks of Bill 101.
Students investigate the hippie movement and its experimentation with the politics of anarchy and communism.
Students will participate in a town-hall or mock-talk show forum to share human experiences around Newfoundland's joining of Confederation.
Students create and name a mascot that symbolizes and encourages forest fire prevention.
Students create a museum display depicting the jobs, technology, and risks associated with fighting fires.
Students conduct research and share their findings about forest fire control.
Students will create a timeline to illustrate the major events that led to Newfoundland joining Confederation in 1949.
Students create and perform an imagined interview with Joey Smallwood about the impact that Confederation might have had on the current state of the cod fishery in Newfoundland and Labrador.
Students will debate the advantages and disadvantages of mandatory fitness programs for students and/or citizens.
Students will create a radio spot that highlights the success of Canadian women in professional hockey.
Students perform exercises from the 5BX system and suggest improvements to make it more effective.
Students will evaluate the possibility of violent political action being used as a tool to gain native self-government and, in role, discuss the impact of such action.
Students will investigate the issue of aboriginal self-government and identify and present proposals that could resolve difficulties between First Nations and the government of Canada.
Students will create a collage that expresses their thoughts on self-determination for the Aboriginal Peoples of Canada.
Students record what they eat, noting all ingredients on the labels for packaged foods for 1 day. They then speculate which foods contain GMOs or are themselves genetically modified.
Students debate the pros and cons of biotechnology.
Using a courtroom setting, students role-play the legal fight of Monsanto vs. Percy Schmeiser.
Students will write a journal entry in role as swimmer Marilyn Bell.
Students will analyze the progress made by women in professional sports from the beginning of the 20th century to the present.
Students will investigate the recommendations of the Royal Commission on the Status of Women, update them, and present proposals to a classroom inquiry board.
Students complete a discussion web about the impact of economic cycles on employment prospects for Generation X.
Students analyze the advantages and disadvantages of an entrepreneurial career relating to economic cycles through guided viewing, individual work, and group discussion.
Students will investigate the connotations of the word "feminism" and discuss the role of feminism for women of today and of the next generation.
Students examine and analyze how products and services are marketed to specific demographic segments.
Students will identify facts and opinions in the arguments surrounding the abortion debate.
Students will identify personally relevant quotations from or about Dr. Henry Morgentaler and create a collage to illustrate their choices.
Students will examine the Canadian Charter of Rights and Freedoms and determine if and how it was used to defend Dr. Morgentaler.
Students create a comic book to document the moral themes of Dr. Gerald Bull's life.
Students will hear historical arguments about "a woman's place" and prepare a written response to the arguments.
Students build and test a model projectile launcher.
Students will conduct research about an endangered species in Canada and create a diorama to illustrate what they have learned.
Students will create a graffiti poster that represents their prior knowledge of biodiversity and then explore various approaches to protecting biodiversity.
Students will conduct research on a local environmental issue and present their views, as well as the range of opinion, in a position paper.
Students examine and discuss Ed Broadbent's reasons for entering politics.
Students create a spy story using the facts surrounding the assassination of Dr. Gerald Bull.
Students will identify ways that Canadians have helped one another in times of need and analyze how actions help create a national identity.
Students write the music and lyrics for a blues song based on emotions instilled by experiencing drought.
Students will create a poster or brochure outlining the impact of the grasshopper on farms during time of drought.
Students will research the death penalty and prepare a short presentation on their findings.
Students will examine two famous Canadian death penalty cases and express their findings in writing.
Students prepare a balance sheet of the strengths and weaknesses of the federal NDP during Ed Broadbent's leadership and assess their impact on the party.
Students dramatize one of the federal elections in which Ed Broadbent was involved.
Students will analyze factors that contribute to business success and failure.
Students will investigate the issues involved in the death penalty and conduct a formal debate.
Students examine the factors that contribute to customer loyalty and perform market research on how Canadian companies can create a loyal customer base.
Students will listen to political speeches from D-Day and use the qualities of an effective speech to write a speech for the prime minister telling the Canadian public of the events and impact of D-Day.
Students will listen to radio reports from D-Day and try to decipher the information.
Students will examine and compare embedded reporting in the Second World War and today.
Students will write a personal response to the Innu interview clips.
Students will create posters to highlight how Innu communities are working toward healing.
Students will create an illustrated timeline of key events in the history of Davis Inlet.
Pairs of students will create an outline for a multi-media profile of David Suzuki.
Students will evaluate the rise and fall of Eaton's sponsorship of the Santa Claus Parade and develop a campaign promoting a sponsorship opportunity for a current Canadian retailer.
Students will track their own progress as they find a way to become more environmentally aware.
Students will create learning centres that help promote interest in science learning to junior students.
Students will create an advertisement designed to curb smoking among their peers.
Students will rebut a journalist's tirade on the attack against smokers.
Students will develop and defend a position on whether the government has the right to limit the advertising of a legal product.
Students identify a challenging issue in the formation of Nunavut and write a position paper to share their view on the issue.
Students create a collage of images of Canadians found in Canadian films and analyze the way those images portray Canadians.
Students will investigate the conflicting land claims of the Inuit and the Dene in Nunavut.
Students assess whether the compensation for a given group of veterans is equitable.
Students write and perform skits detailing inequitable responses to similar challenges.
Students will respond creatively to the content and method of radio programs aired to prepare the civilian population for the return of veterans from war.
Students create and present television sound bites from key figures involved in the Meech Lake Constitutional Accord in 1990.
Students explore the similarities and differences between Quebec and the rest of Canada, using the topic Constitutional Discord: Meech Lake to focus their inquiry and information-gathering exercise.
Students take on the roles of key figures in the Meech Lake debate and discuss their points of view.
Students create television news reports based on print news.
Students list the pros and cons about the role of government in controlling media outlets.
Students examine the Canadian film audience and explain how the audience characteristics can influence how audiences interpret and enjoy media.
Students write a film script and adapt messages for a different audience and purpose.
Students discuss and write an editorial about freedom of the press in Canada.
Students will discuss the meaning of the word "hero" and whether Dr. Norman Bethune deserves the title.
Students create a dramatic presentation based on people's personal recollections of Bethune.
Students will debate the contribution of Brian Mulroney to Canada.
Students will write a letter to the Federal Government requesting a commemorative plaque to acknowledge Brian Mulroney's contribution to Canada.
Students will prepare a simulated documentary connecting Dr. Norman Bethune's life to significant historical events and developments of the 20th century.
Students will outline key events that took Brian Mulroney from his high to low points as Prime Minister.
Students create a political cartoon supporting either Canadian or international sovereignty over the waters of the Northwest Passage.
Students debate the positive and negative consequences of a computer-driven workplace.
Students create a flowchart or web representation of how computer use spread throughout our society.
Students will prepare a documentary-style dramatization or narrative about governmental and personal measures taken to ensure survival in the event of a nuclear war
Students will research the positions of civil defense and nuclear disarmament during the Cold War era, then participate in a class debate to support a given position.
Students reflect on and discuss how the Cold War affected the lives of young people in Canada, both at home and at school.
Students create a poster to send to a would-be explorer of the Northwest Passage, warning of the challenges to exploration created by the geography of the region.
Students will debate the issues involved in current forest industry practices.
Students will prepare a study on the economic impact of recent controversies in the forestry sector.
Students work in small groups to create a silhouette and a word cloud to represent arctic adventurers and their character traits.
Students will prepare a presentation about the impact of the forest industry on regional economies in Canada.
Students will examine the traits and characteristics of J. Armand Bombardier as an entrepreneur.
Students will develop a mission statement for an organization.
Students will debate how to ensure success when transferring a family business from one generation to the next.
Students will role-play a community meeting where they decide on the role they think their community should have in helping Vietnamese refugees.
Students will explore information about the crisis in Vietnam and create comparison charts to place the data in current context.
Students role-play a radio broadcast interviewing both an archivist for and a critic of an exhibition to celebrate the 100th anniversary of the Canadian Pacific Railway. The topic will be the extent of inclusion of Chinese workers in the exhibit.
Students analyze acts of discrimination and racism against Chinese-Canadians, as well as responses to those acts, and generalize about trends and changes in the acts and responses.
Students examine types and degrees of racism and discrimination faced by Chinese-Canadians before and after the Second World War.
Students will write a persuasive essay to support or refute the claim that Frederick Banting should be considered the greatest Canadian.
Students will develop a position paper to present to the WHO about the ethical use of a new medical protocol touted to be a cure for diabetes.
Students write hard news and human-interest stories about the discovery of insulin.
Students will create a class timeline of key stages in the history of identifying diabetes and the search for a cure, and then illustrate several of the key events.
Students study cutting-edge diabetes research and write a précis of research devoted to improving treatment or research devoted to developing a cure.
Students present skits to explore complex science, technology, and society questions related to diabetes research and treatment.
Students prepare and present a political talk show about the patriation of the Constitution and the enactment of the Charter of Rights.
Students will debate whether the patriation of the Constitution and the enactment of the Charter of Rights have improved Canadian society and achieved the goals of those who supported the processes.
Students create a timeline or prepare a list of key terms and concepts related to Canada's constitutional history from the late 1960s to 1982.
Students will create visual displays explaining how nuclear power is used to produce electricity.
Students will create a comprehensive sales package to market the Candu reactor.
Students will write questions for, and participate in, a quiz show based on information about nuclear power.
Students will write a journal entry in role as a refugee from Vietnam.
Students will explore the Canada-U.S. Free Trade Agreement and debate the pros and cons of the issue.
Students will create campaign materials in role as a political party or interest group involved in the debate over free trade during the 1988 federal election.
Students will create a visual presentation that describes the influence of American culture on Canadian culture, the Canadian response to that influence, and the benefits and drawbacks of that influence to Canadian culture.
Students will research and summarize the Canadian and Soviet political systems of the 1970s and discuss their impact on competitive sport.
Students write and role-play interviews reflecting the feelings and events of the 1972 Canada-Soviet hockey series.
Students create a summary of the 1972 Canada-Soviet hockey series using colours to signify the emotional state of hockey fans.
Students will explore the impact of agriculture as a business in Canada using the wine industry as an example.
Students will work in groups to analyze the way marketing transformed the Canadian wine industry.
Students will write a diary entry modeled on the journals of Lucy Maud Montgomery.
Students analyze how Canadian wine producers have addressed each stage in the product life cycle of wine.
Students will write a personal opinion paper about the Queen's place in defining Canadian identity.
Students investigate and debate the pros and cons of the continuation of the monarchy in Canada.
Students write a formal letter identifying an appropriate gift to the Queen on the occasion of a royal visit.
Students write a fact sheet of the significant physical events of the worst tsunami on record, the Indian Ocean tsunami of December 26, 2004.
Students write a newspaper article about a historic earthquake in Eastern Canada.
Students create a poster to raise earthquake awareness to the people of the city of Vancouver.
Students will prepare a timeline of the major events, figures, issues, and developments in Canadian constitutional debates from Confederation to the mid-1960s.
Students will prepare and present a role-play of a major Canadian historical, political figure.
Students will explore the elements of a constitution and develop a constitution for their class.
Students role-play a satellite recovery mission.
Students create a presentation based on a specific perspective about the Canadarm project.
Students create a working model of the Canadarm.
Students will prepare a radio script for a "Back from the Blitz" program by Art Holmes and then prepare a dramatization of how the same information might be reported today.
Students will create a poster-size visual sequence chart that records the major events in the early years of Canadian radio.
Students will write a letter to the Canadian Radio and Broadcasting Commission, in existence from 1932 to 1936, stating their position for or against the regulation of Canadian content.
Students produce a timeline illustrating the significant events in the development of phone technology.
Students prepare a dramatization or simulated news broadcast to illustrate various aspects in the history of the development of the telephone.
Students create a chart linking a scientific milestone to the development of telephone technology.
Students will assess the potential risks and benefits of therapeutic cloning and design posters to communicate the information.
Students will build models to demonstrate their understanding of the process of nuclear transfer.
Students will explore the potential power of genetic engineering by designing genetically altered humans.
Students research, prepare, and present two news reports that reflect differing points of view about issues during the time of apartheid in South Africa.
Students role-play interviews with some of the main figures involved in the struggle against apartheid in South Africa.
Students engage in an anti-racism encounter.
Students organize and conduct an election campaign, culminating in an in-class vote.
Students role-play a federal political leaders' debate from a past federal election.
Students will prepare and present a television news broadcast covering the leaders, parties, issues, events, and results of one federal election from Canada's post-1945 history.
Students examine the role of the rodeo clown.
Students create a word web to identify how the traditions of the Calgary Stampede build community.
Students write an editorial about the historical roles of Aboriginal people in the Calgary Stampede.
Students will create promotional materials about the safety of a new ski and snowboard resort in British Columbia.
Students will research equipment, safety practices, and rescue procedures to create a plan for a winter expedition.
Students will write a letter to the editor expressing their position about avalanche safety.
Students will examine the fictional village of Avonlea, which L.M. Montgomery created, and write a description of the setting.
In this parallel activity to The Costs of the Softwood Lumber Dispute, students will identify the groups in Canada and the United States who benefit from the ongoing dispute over softwood lumber.
In this parallel activity to Who Wins in the Softwood Lumber Dispute, students will examine the costs to Canadian industry and people as a result of the softwood lumber dispute.
Students will consider the complexities of the softwood lumber dispute and develop a plan of action to address the dispute.
Students will plan a celebration to mark the 2008 100th anniversary of the publication Anne of Green Gables in 2008.
Students will write an opinion paper about whether it was reasonable to close down entire towns based on asbestos fears.
To research and write about a significant individual.
Students will create a newscast or broadcast feature to illustrate the impact of the demise of the asbestos industry.
Students will build a case for government or industry negligence regarding asbestos.
Students will identify, list, and discuss arguments for and against censoring art.
Students write an editorial arguing a point of view about art and censorship.
Students write interview questions that might have been used in the Dubin Inquiry and use some of them to conduct a mock-inquiry.
Students will pose a central question about art and censorship, create hypothesis statements about the question, and list arguments supporting their statements.
Students record a story that is part of the oral tradition of a community of which they are part.
Students examine the Acadian language used in Maillet's works.
Students write a one-paragraph summary about Antonine Maillet and her place in Acadian literature and history.
Students will detail arguments for and against government involvement in Inuit education.
In groups, students examine the topic of Inuit education and present their information to one another.
Students will investigate archival materials for bias and stereotyping.
Students will examine the ideas of Douglas Cardinal and create an art work designed to show a human habitat that respects and blends with nature.
Students will write a short story based on elements of their own life.
Students will examine the life of an Alberta musician and write a poem or song inspired by that person.
Students write position papers about the current effectiveness of the World Anti-Doping Agency.
Students will explore Al Purdy's poetry and readings and write poems that convey a mood.
Students will look for examples of formal and informal language in a sample of Al Purdy's poetry and explain the impact of the two kinds of language.
Students will identify skills necessary to be a successful broadcaster.
Students prepare and role-play a narrative describing the demolition of Africville and the relocation of its residents.
Students will identify the characteristics of a personality interview, then prepare and conduct one of their own.
Students investigate and discuss the issues involved in the decision to demolish Africville and relocate its residents, and determine personal views on it.
Students will view an interview and turn it into a print news story.
Students will prepare a visual display to explain the causes of acid rain and its effects on the environment.
Students will prepare and present a news story about the economic and social consequences of acid rain.
Students will examine the Canadian and American arguments regarding causes and effects of acid rain and debate the issue.
Students create a broadcast to promote to women a CBC program from the years between 1945 to 1969.
Students create and perform a parody by reversing the gender roles in a television or radio clip broadcast between 1945 and 1969.
Students find quotations illustrating woman's role in society and then create a political cartoon to share their opinions on that role and the media's place in portraying and influencing it.
Students will write diary entries from the perspective of an aboriginal student in a residential school.
Students will investigate the repercussions of the residential school experience and express healing and reconciliation through a medium of their choice.
Students will write a letter home in role as a student at a residential school.
Students read a primary source text and then create a personal response through a medium of their choice.
In role of a soldier, students write journal entries about daily life on the front.
Students write diary entries, in role as soldiers, about the emotional impact of living through war.