| Examples of suggested pedagogical activities |
Grade |
Subject |
Objectives |
Treasure Hunt
Virtual tour of the Indians1 of Canada pavilion - The student looks for Amerindian artefacts or activities that inspired modern objects or recreational activities in Canada and Quebec (collecting maple syrup, game of lacrosse etc.).
The student follows a map leading to various locations where the artefacts are buried. Clues are provided to help find the treasures we have inherited from the various Aboriginal nations. |
Elementary, 2nd level (Grades 3 and 4)
and
Elementary, 3rd level (Grades 5 and 6) |
Geography, History and Citizenship Education |
Social Studies
Knowledge relating to Competency 2
(Interpreting change in society and within its borders)
Iroquois society between 1500 and 1745
Knowledge relating to Competency 3
(Openness to the diversity of societies and their territories)
Iroquois society and Algonquin society circa 1500
Micmac society and Inuit society circa 1980 |
Scale Model
The student produces a scale model, a concrete representation of an object, person, environment or event - The student uses different types of materials to create a virtual reproduction of one of the pavilions on the Expo 67 site; the student must refer to an assembly plan and then virtually assemble all the materials. |
Elementary, 3rd level (Grades 5 and 6)
Secondary
IV |
Mathematics, Science and Technology
English Language Arts |
Life Sciences
Concept
Technology and instrumentation
- Design and build an environment (such as an aquarium, terrarium, incubator, greenhouse).
|
Role-playing and quiz
Role of politics in society - The student plays the role of the Mayor of Montreal, Jean Drapeau, or another politician who attended Expo 67.
The student answers a series of multiple-choice questions to learn about the duties of the politician chosen. |
Elementary, 3rd level (Grades 5 and 6) |
Geography, History and Citizenship Education |
Social Studies
Knowledge relating to Competency 2 (Interpreting change in a society and within its borders)
Quebec society between 1900 and 1980 |
Exchange
Thorough investigation of a theme, event or artefact - The student acts as a guide for a foreign student wishing to learn more about a theme, an event or an artefact inspired by the differences between Quebec society and a non-democratic society.
The purpose of the game is to highlight the differences between the two societies.
A number of subjects can be explored, such as freedom of expression, the right to vote, feminism, a child’s right to an education, work, agriculture, manual labour and mechanical labour in factories and in the fields etc.
In short, the themes, events and artefacts to be discovered are in the pavilions selected that will help you explore Quebec society and a non-democratic society circa 1980.
The Canada, USSR and Africa Place pavilions and others can also be used for comparison.
|
Elementary, 3rd level (Grades 5 and 6) |
Geography, History and Citizenship Education |
Social Studies
Knowledge relating to Competency 3
(Openness to the diversity of societies and their territories)
Quebec society and a non-democratic society circa 1980 |
Simulation
A simulation is the recreation of a real phenomenon - The student may recreate the history of metal processing, cinematography or any other technique or technology; the student can recreate the developments in the chosen subject on videotape. The video presentation may be accompanied by a narrative text written by the student.
References:
- Steel pavilion History of metal processing.
- Pacific-Cominco pavilion New dimension and technology in cinematography.
- Pulp and Paper pavilion History of papermaking.
- Engineer’s Place
- Telephone pavilion Telephone companies tell the history of communications in Canada.
- The kaleidoscope
- The Autostade “Permanent collapsible” structure with a capacity of 25,000 seats.
- Habitat 67 Build a shelter with all the characteristics of modernism.
- Man the Producer pavilion Man must run the world for the benefit of humankind.
|
Secondary
II
Secondary
IV and V |
Current Affairs, English Language Arts and Film Studies |
Module 7
The current century
Unit 7.1
Show the link between advances in technology and recent changesin western societies. |
Feature Story
Report the essential facts or elements of a society - The student plays the role of a journalist, forwarding his findings about a given society to a virtual “Expo 67” newspaper.
For example:
a) The student visits the following pavilions:
Ontario
- Quebec
- Atlantic Provinces
- Western Provinces
and takes note of the facts that interest him.
b) The student replies to a series of questions. Is the Canada pavilion representative of Canada’s regional disparities? Does it reflect the various cultures in the country?
Or
c) The student presents a comparative study of Canadian society in 1967 and in the year 2002.
d) The student prints the “Expo 67” newspaper that includes, among other highlights, his feature story. |
Secondary
II |
General History, English Language Arts and Journalism |
Module 7
The current century
Unit 7.2
Identify some aspects which illustrate the continuity, pace andrelativity of changes in the worldaround us.
7.2.3 - Disparities in development |
Puzzle
The puzzle is a way to share the information gathered with other students - The student gathers the information that led architects and city planners to choose Iles Notre-Dame and Sainte Hélène as the site for Expo 67; the information is gathered from topographical maps and virtual architectural drawings. The student then shares the information gathered on a specially designed Internet “chat” or “discussion” site where he can confirm or refute his findings. |
Secondary
III
Secondary
IV and V |
Introduction to Technology
Drawing I
Drawing II
English Language Arts |
Module 1
Architectural development |
Debate
Take a position “for” or “against” modern society - Compared to the 1950s, in what way is Quebec society modern in 1967?
This society has pros and cons; the student must compare and choose the society he likes best. The student must provide reasons for his choice.
Or
The student draws a comparison between Quebec in 1867 and in 1967, choosing the society that seems best to him. The student must provide reasons for his choice. |
Secondary
IV |
History of Quebec and Canada
English Language Arts |
Module 7
Contemporary Quebec
Unit 7
Analyze the changes in Quebec society from 1960 to today
Change - Unit 7.3
7.3.1. - The Quiet Revolution (1960-1970) |
Poster
The poster is a graphic representation and includes a message illustrating and summarizing essential information on a subject - The student creates a giant virtual poster including all the art forms, such as architecture, music and painting, which he saw at various Expo 67 pavilions. He draws conclusions from the various art forms he saw, highlighting the similarities and differences. |
Secondary
V |
History and Civilization
English Language Arts
Art |
Module 1
Survey of the 20th century
Unit 1.2 |
Imaginary Interview
The imaginary interview allows the student to direct questions to an animated object or historical person. The student then presents his interview to a third party - The student compares the 1900 Paris World Fair with the one in Montreal in 1967. He relies on a guide - person or object - who teaches him about the differences between the two types of world fairs. The guide answers the student’s questions. The student can also take virtual photographs. At the end of the interview, the student presents the interview as a virtual photo album. The album must also include a commentary. |
Secondary
V |
History and Civilization
Journalism |
Module 1
Survey of the 20th century and elements of civilization
Unit 1.1 |
Science Experiment
Through the science experiment, the student defines a problem, identifies and plays with variables, gathers and records data, interprets the results and shares them with others. - Using Expo 67, the student addresses problems relating to metrology, the scientific study of measurement. The student will answer questions such as: How many people can the Expo 67 site accommodate? How many restaurants, French fry stands and other similar establishments were on the site of Expo 67 to feed all the visitors? Etc. |
Secondary
V |
Natural Sciences |
Module 2
Techniques et methods used in natural sciences
(Specific objectives 4. - 4.5.) |
Critical Analysis
Evaluating a specific situation, the student draws generalizations. - The student comes to understand the role of Expo 67 as a pacifistic and rallying event.
a) The student analyzes the presence of the following pavilions at Expo 67:
- USSR
- Africa Place
- Federal Republic of Germany
- Czechoslovakia
b) The student lists the reasons justifying the presence of the UN pavilion at Expo 67. |
Secondary
V |
The 20th Century, History and Civilization
Essay Writing |
Module 4
The major conflicts and efforts to achieve peace in the 20th century
Unit 4.2
Analyze contemporary conflicts
4.3.1. - Pacifist undertakings
4.3.3. - Specific plan of action for peace and respect for human rights and freedoms |
Demonstration
Demonstration involves illustrating a phenomenon through experience - The student visits certain countries to gain an understanding of the poverty in some of them.
Then the student learns about the factors that enabled some poor countries to have visibility at Expo 67.
For example:
- Africa Place
- Cuba pavilion
- Ceylon pavilion
- Haiti pavilion
The student learns about development assistance provided by wealthier countries to poorer ones. |
Secondary
V
Secondary
IV |
The 20th Century, History and Civilization
Economics |
Module 5
Relations between rich and poor countries
Unit 5.1
Inequality between rich and poorcountries
5.1.3. - Current relations between rich and poor countries
Unit 5.2
Analyze development and international co-operation assistance |
Timeline
The timeline shows developments over time with respect to certain past or current events - The student reconstructs the developments relating to the Montreal World Fair from 1962 to 1967: Who put the idea forward and when? What were the target completion dates for each phase? When was the project completed?
The student is then able to answer the following questions: How long does it take to carry out a project with an international scope? Who were the primary proponents and what were their objectives? |
Secondary
V |
The 20th Century, History and Civilization |
Module 6
Tendency to form groups
Unit 6.2
Describe the development of certain international organizations since 1960 |
