Historical Dilemma: Who was the Greatest Canadian

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General Steps:

Students often know the names of Canada's Prime Ministers and possibly the dates they were in office. But do students really understand the impact these leaders had on our country and the world? This activity will increase student knowledge, awareness and understanding of the impact of 20th century Prime Ministers. Through the use of historical thinking concepts, students will resolve this historical dilemma by determining the historical significance of Canadian Prime Ministers.

Task 1: Individually, then in pairs and finally as a full class, students will brainstorm to establish criteria to resolve the historical dilemma of “Who was the Greatest Prime Minister of the 20th Century?” Guide students to consider the historical significance of Canadian Prime Ministers.

• Suggested possible criteria: led the country through a historically significant event(s); made national or international contribution(s); promoted changes to Canada socially, politically, and economically; long-lasting positive impact; Canadian unity; improved cultural understandings.

Once the criteria has been established, the teacher may create a wall poster and/or provide each student with their own, typed criteria sheet.

Historical thinking concepts being developed: historical significance; continuity and change.

Task 2: In partners, students will research two of the sixteen, 20th Century prime ministers (one per student). Teacher will assign the prime ministers so that each prime minister is being researched. Students will use primary and secondary source documents to shape their opinion about the prime minister being studied. Suggested website for students to begin their research:

List of prime ministers in chronological order. Click on each prime minister for: quick facts; biography; anecdotes; bibliography (for further research); speeches (primary source documents); other references to each prime minister]. 

Historical thinking concept being developed: evaluating sources.

Task 3: Partners meet to determine which of their two prime ministers should be the greatest (use the criteria determined in Task 1).

• Discuss all the information gained through student research.
• Evaluate its importance and use the information to come to a consensus on which of the two prime ministers should be the Greatest Prime Minister of the 20th Century. One must be eliminated based on research and discussion of the partners.
• Prepare detailed supporting evidence from the sources to strengthen students’ decision.

Further research may be completed at this stage in preparation for Task 4.

 Historical thinking concepts being developed: historical significance; evaluating sources; historical perspective; continuity and change.

Task 4: Partners present to the rest of the class… students are going to ‘campaign’ on behalf of this prime minister. Presentations should be done as enthusiastically as possible. The intent is to convince other students to vote for their prime minister as the Greatest of the 20th century.

• During presentations students record evidence on each prime minister as the other groups present (on paper supplied by each student).
• Discussion after all presentations are completed: Did students change their minds? If so why? If not, why not? o NB: The presentations may or may not be assessed at the teacher’s discretion.

Historical thinking concepts being developed: historical significance; evaluating sources; historical perspective; continuity and change.

Task 5: Class vote: this can be done by a simple show of hands or by secret ballot.

Task 6: Students will write a letter of support for the prime minister that they think was the Greatest Canadian Prime Minister of the 20th Century. Provide supporting evidence.

Historical thinking concepts being developed: historical significance; evaluating sources; historical perspective; continuity and change.

Suggested Resources:

Guide to Historical Thinking Concepts

List of prime ministers in chronological order. Click on each prime minister for: quick facts; biography; anecdotes; bibliography (for further research); speeches (primary source documents); other references to each prime minister.

Detailed information about Historical Thinking Concepts. Templates to use in the classroom to facilitate Historical Thinking Concepts

LESSON RESOURCES: (Click on the link)

Rubric