Historical Dilemma:
Who was the Greatest Canadian Prime Minister of the 20th Century?
Students will research Canadian Prime Ministers and using critical thinking skills, determine
who was the greatest of the 20th Century.
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. By employing the historical thinking concepts of historical
significance; evaluating sources; historical perspective; continuity and change, students will
resolve this historical dilemma by determining the historical significance of Canadian Prime
Ministers.
Submitted by:
Janet Ruest
Chemainus Secondary,
Chemainus, BC
V0R 1K1
JANET RUEST
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Project Submission Information:
Teacher Information:
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 that 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. By employing the historical thinking concepts Historical
Dilemma: “Who was the Greatest Canadian Prime Minister of the 20th Century?” Students will
resolve this historical dilemma by determining the historical significance of Canadian Prime
Ministers. In BC, the Social Studies 11 course focusses on the 20th century - hence the limited
timeframe for this activity. This activity has two handouts and
Historical Dilemma:
Who was the Greatest Canadian Prime Minister of the 20th Century?
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.
o 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.
 List of 20th Century Prime Ministers is found on Handout 1 – space is provided to
record student names next to the prime minister they are assigned to research.
Students will use primary and secondary source documents to shape their opinion about
the prime minister being studied
 Record sheet for analyzing primary source evidence is Handout 2.
JANET RUEST
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
Suggested website for students to begin their research:
https://www.collectionscanada.gc.ca/primeministers/h4-3000-e.html [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.
o 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.
o Suggested marking rubric for presentations is Handout 3
o 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.

Suggested marking rubric for persuasive letter is Handout 4
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o Historical thinking concepts being developed: historical significance;
evaluating sources; historical perspective; continuity and change.
Student Information:
You will complete six tasks to help you determine “Who was the Greatest Prime Minister of the
20th Century?”
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?”

Handout 1: List of 20th Century Prime Ministers.
Task 2: In partners, students will research two of the sixteen, 20th Century prime ministers.

Handout 2: Record sheet for documenting research sources
Task 3: Partners meet to determine which of their two prime ministers should be the greatest
(use the criteria determined in Task 1).
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 C.

During presentations, students are required to make brief notes on information that may
convince the student to vote for a prime minister other than the one they originally
supported.
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.
 Marking rubrics will be provided by your teacher for the tasks that will be assessed.
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Assessment Rubrics:


Task 4: presentations (Handout 3)
Task 6: persuasive letter for the student’s choice for the Greatest Canadian Prime
Minister of the 20th Century. (Handout 4)
Resources:
http://www.canadashistory.ca/Education/Your-Resources/Articles/Pondering-the-Past-(1)
(Guide to Historical Thinking Concepts).
https://www.collectionscanada.gc.ca/primeministers/h4-3000-e.html (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.
http://historicalthinking.ca/about-historical-thinking-project (Detailed information about
Historical Thinking Concepts. Templates to use in the classroom to facilitate Historical Thinking
Concepts).
Library resources: encyclopedias, text, magazines, newspapers
… Continued on following pages: handouts and rubrics
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Handout 1: 20th Century Canadian Prime Ministers
Prime Minister
Wilfrid Laurier
Robert Laird Borden
Arthur Meighen
William Lyon Mackenzie King
Party
Term(s)
Liberal
Conservative
July 11, 1896 - Oct. 6, 1911
Oct. 10, 1911 - Oct. 12, 1917
Unionist
Oct. 12, 1917 - July 10, 1920
July 10, 1920 - Dec. 29, 1921
Liberal
June 29, 1926 - Sept. 25, 1926
Dec. 29, 1921 - June 28, 1926
Student assigned to this Prime Minister
Sept. 25, 1926 - Aug. 7, 1930
Oct. 23, 1935 - Nov. 15, 1948
Richard Bedford Bennett
Louis St. Laurent
Liberal
Aug. 7, 1930 - Oct. 23, 1935
Nov. 15, 1948 - June 21, 1957
John Diefenbaker
P.C.
June 21, 1957 - Apr. 22, 1963
Lester Bowles Pearson
Liberal
Pierre Elliot Trudeau
Liberal
Apr. 22, 1963 - Apr. 20, 1968
Apr. 20, 1968 - June 3, 1979
Progressive Conservative
March 3, 1980 - June 30, 1984
June 4, 1979 - March 2, 1980
Liberal
June 30, 1984 - Sept. 17, 1984
Brian Mulroney
Progressive Conservative
Sept. 17, 1984 - June 25, 1993
Kim Campbell
Progressive Conservative
June 25, 1993 - Nov. 3, 1993
Jean Chrétien
Liberal
Nov. 4, 1993 - Dec. 12, 2003
Paul Martin Jr.
Liberal
Dec. 12, 2003 - Feb. 6, 2006
Stephen Harper
Conservative
Feb. 6, 2006 - present
Charles Joseph Clark
John Turner
Conservative
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Hand out #2: Primary Source Evidence
Who was the Greatest Canadian Prime Minister of the 20th Century?
Name: _______________________________________________
1. What type of source is it?
2. Who authored/created it?
Date: ________________________
3. When was it created?
4. What historical events were occurring when it was created? What was the impact/involvement of the Prime Minister you are
researching?
5. Why was it created? Who was the intended audience?
6. What point of view/position does the author/creator represent regarding the Prime Minister you are researching?
7. How does the point of view/position shape the source? How does it affect your opinion regarding the Prime Minister you are
researching?
8. What evidence does it contribute to the topic you are studying, the narrative you are writing, or the argument you are making?
(Adapted from the Centre for the Study of Historical Consciousness, UBC)
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Handout 3
Marking Rubric: Student Oral Presentations
Name: ___________________________
Historical
significance
4 - Excellent
Discusses detailed examples of
this P.M.’s historical significance
during their time in office and
afterward.
Cause and
Consequence
Provides strong factual evidence
about the impact this P.M. had
on Canada
Delivery
Holds attention of the entire
audience with the use of direct
eye contact, seldom looks at
notes. Speaks with fluctuation in
volume and inflection.
Enthusiasm
Audience
Awareness
Demonstrates strong enthusiasm
about topic throughout the
presentation. Significantly
increases audience understanding
and knowledge of the P.M.
Convinces the audience to
recognize the validity and
importance of this P.M.
/16 Marks
3 – Good
Discusses some
examples of this P.M.’s
historical significance
during their time in
office and afterward.
Provides a mix of
factual evidence about
the impact this P.M.
had on Canada
Consistent use of eye
contact with audience,
but still returns to
notes. Speaks with
satisfactory variation of
volume and inflection.
2 – Fair
Discusses few examples
of this P.M.’s historical
significance. May note
during or after their time
in office (but not both)
Provides limited factual
evidence about the
impact this P.M. had on
Canada
Displays minimal eye
contact with audience,
while reading mostly
from the notes. Speaks in
uneven volume and little
or no inflection.
Shows some
enthusiastic feelings
about the P.M. Raises
audience understanding
and awareness of most
points for this P.M.
Shows little or mixed
feelings about this P.M.
Raises audience
understanding and
awareness of some points
for this P.M.
1 – Needs Improvement
May note historical
connections during or
after their time in office
(but not both)
Provides minimal factual
evidence about the impact
this P.M. had on Canada
Holds no eye contact with
audience, as entire report
is read from notes. Speaks
in low volume and/or
monotonous tone, which
causes the audience to
disengage.
Shows no interest in the
P.M. being presented.
Fails to increase audience
understanding of
knowledge about this P.M.
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Handout 4
Marking Rubric: Persuasive letter for the Greatest Canadian Prime Minister of the 20th Century.
Name: ___________________________
Focus
Organization
Sentence
Fluency and
Word Choice
Conventions
/16 Marks
2 – Fair
Takes a position but
provides limited historical
content (undeveloped) OR
letter is no more than a
well-written beginning.
Provides limited
information on why this
P.M. is the Greatest of the
20th Century.
Is disorganized, or
unfocused in much of the
letter OR is clear, but too
brief.
Consistently exhibits variety in Most sentences are well
Sentence structure may be
sentence structure and word
structured but have similar simple and unvaried;
choice.
structure; word choice lacks word choice may often be
variety or flair.
inaccurate.
4 - Excellent
Takes a clear position and
supports it consistently with
well- chosen historical details
and/or examples; may use
persuasive strategy to convey
an argument. Provides strong
information on why this P.M.
is the Greatest of the 20th
Century.
Is focused and well organized,
with effective use of
transitions.
Errors in grammar, spelling
and punctuation are few and
do not impede meaning.
3 – Good
Takes a clear position and
supports it consistently with
relevant historical details
and/or examples through
most of the letter. Provides
satisfactory information on
why this P.M. is the
Greatest of the 20th
Century.
Is generally organized but
may lack some transitions.
1 – Needs Improvement
Attempts to take a position
but it is unclear OR takes a
position but provides
minimal supporting
historical content. Provides
little to no information on
why this P.M. is the
Greatest of the 20th
Century.
Exhibits little or no
apparent organization.
More frequent errors in
grammar, spelling and
punctuation and are
somewhat impede meaning.
Sentences run-on and
appear incomplete or
rambling; word choice is
inaccurate in much of the
letter.
Many errors in grammar,
spelling and punctuation
are few and are a
distraction to the reader.
Many errors in grammar,
spelling and punctuation
and are a distraction to
the reader.
JANET RUEST
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JANET RUEST
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