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Table of Contents
SocialStudies9:WhyShouldWeLearnAboutHistory?............................................................................ 4 LearningOutcomes/Intentions..................................................................................................................... 4 FormalUnitOutcomesandIndicators:..................................................................................................... 4 Understandings/BigIdeas:........................................................................................................................ 4 EssentialQuestions:..................................................................................................................................4 Knowledge:...............................................................................................................................................4 Skills:.........................................................................................................................................................4 Icanstatements: .................................................................................................................................5 AssessmentEvidence....................................................................................................................................6 SummativeAssessments........................................................................................................................... 6 Say:GenreResearch............................................................................................................................. 6 Do:VisualConnections......................................................................................................................... 6 Write:WhyShouldWeLearnAboutHistory?...................................................................................... 6 Howaretheseauthentic?..................................................................................................................... 6 FormativeAssessments............................................................................................................................ 7 WhatandWhen?..................................................................................................................................7 Howwillstudentsreflectandassess?...................................................Error!Bookmarknotdefined. Howwillweadjustourteachingbasedonthis?.................................................................................. 7 KeyCriteria:(Whatcriteriawillbeusedtojudgethesummativeassessments?) .....Error!Bookmark notdefined. LearningPlan..............................................................................................................................................11 Lesson1:.................................................................................................................................................11 Lesson2:.................................................................................................................................................11 Lesson3 ...................................................................................................................................................12 Lesson4:.................................................................................................................................................12 Lesson5:.................................................................................................................................................13 Lesson6:.................................................................................................................................................13 Lesson7:.................................................................................................................................................13 Lesson8:.................................................................................................................................................14 Lesson9:.................................................................................................................................................14 Lesson10:...............................................................................................................................................15 Lesson11:...............................................................................................................................................16
Lesson12:...............................................................................................................................................16 SummativeAssessments............................................................................................................................. 17 AppendixA:VisualConnections.............................................................................................................. 17 ResearchSheet ....................................................................................................................................19 MultimediaProject:VisualConnectionsRubric................................................................................. 20 AppendixB:MusicGenreResearch:OralPresentation.......................................................................... 21 OralPresentation:GenreResearchRubric......................................................................................... 23 AppendixC:WhyShouldWeLearnAboutHistory?................................................................................ 24 WrittenProject:WhyShouldWeLearnAboutHistory?Rubric.........................................................26 FormativeAssessments............................................................................................................................... 27 AppendixD:PastSocietiesandModernCanadaKWL............................................................................ 27 AppendixE:BrainstormGuidingQuestions............................................................................................ 28 AppendixF:VideosonFlagsThinkPairShare........................................................................................ 29 AppendixG:ExitSlip................................................................................................................................30 AppendixH:TheHistoryofHouseMusic................................................................................................ 31 AppendixI:Met/NotYetMetSelf/GroupAssessment.......................................................................... 32 AppendixJ:AppointmentstoDiscussFirstNationsandInuitSymbols...................................................34 AppendixK:GuidelinesforReflectionJournal......................................................................................... 35 AppendixL:PeerFeedbackforGenreResearchAssignment..................................................................36 AppendixM:FeedbackformforGenreResearchPresentation..............................................................37 AppendixN:JigsawonWhyStudyHistory............................................................................................. 38 AppendixO:TheHistoryofTransportationinCanada........................................................................... 41 AppendixP:InstructionsforaDebateonCanada'sNationalSport........................................................42 AppendixQ:ExitSlip............................................................................................................................... 43 AppendixR:FeedbackformforVisualConnectionsPresentation..........................................................44 AppendixS:ExitSlip................................................................................................................................45
Learning Outcomes/Intentions
Outcome: DynamicRelationship(DR)9.4Determinetheinfluenceofsocietiesofthepastoncontemporarylifein Canada. Indicators: a.Identifyideas,images,andsymbolsincontemporarylifethathavetheirrootsinsocietiesofthepast (e.g.,political,artistic,recreational,technological,mathematical,andscientific). b.Analyzetheimpactofknowledgeacquiredfromhistoricaleventsonthefutureofcontemporary societies(e.g.,thedeclineoftheRomanEmpire;theattemptedannihilationofindigenousculturesand languages,thepowerofthechurch;ethnocentrism;theconcentrationofpowerintheorganizationof largecorporations;thecontributionofindigenouspeoplestothesurvivalofnewcomersatthetimeof contact,andthewillingnesstosharethebountyandabundanceoftheland,sometimesthrough sophisticatedarrangementsknownasTreaties). c.Constructaninventoryofreferencestotraditionaloralnarrativesfoundincurrentpopularmedia,and determinetherelevanceoftraditionalnarrativestocontemporarysociety.
Understandings/Big Ideas:
History Images/Ideas/Symbols Impact AcquiredKnowledge OralNarratives
Essential Questions:
Whyshouldwelearnabouthistory?(Main questionfortheUnit) Howdoeventsofthepastaffectcurrentculture? Wheredoyouseeelementsofthepastin presentpopculture?
Knowledge:
LearnerswillKnow Wheretofindelementsofthepastinpresent culture Whyitisimportanttolearnabouthistory Whichpastcivilizationshavemadethemost impactonCanada(indifferentsectorssuchas politics,art,philosophy,etc.)
Skills:
Learnerswillbeableto(orbeskilledat) Identifyimagesandsymbolsofthepast Makeconnectionsbetweenpast symbols/ideas/imagesandhowtheyarepresentin modernpopularculture Analyzetheimportanceofdifferenthistorical eventsonmodernsocietyinCanada Presentresearchonaparticulartopicinvisual, written,andoralformats
I can statements:
Icanexaminetheideas,images,andsymbolscommoninlifetoday.Icanthenidentifythe connectiontheseideas,images,andsymbolshavewithsocietiesfromthepast. Icandescribehowtheknowledgeofmodernsocietiesisaffectedbyeventsfromthepast. Icanconstructacollectionofpresentdayexamplesoftraditionaloralnarratives.Icanusethis collectiontodeterminethesignificanceoftraditionalnarrativestomodernsociety.
Formative Assessments
What and When? ExitSlipswillbeusedattheendofseverallessons,primarilynearthebeginningoftheunittoensure thatkeyconceptsarebeingunderstood. AReflectionJournalwillbeutilizedthroughoutthecourse,notjustthisunit.Thestudentswillwritein thejournalaboutwhattheylearned,reflectingonwhattheylearnedandwhattheywouldliketo continuetolearnabout.Studentswillpostanentrytotheirjournalseveryweek.Wewillbegiving commentsandfeedbacktothestudentsbasedontheseentries,aswellasallottingtimeatthestartof thefollowinglessontofollowuponcommentsorquestionsraisedinthejournals. ABrainstormwillbeusedatthestartoftheunit.Thestudentswillbrainstormwhattheythinksome modernsymbolsare,inCanadianSociety,thathavetheiroriginsinthepast. ThroughClassDiscussions/Groupwork,whichwillbeconductedthroughouttheunit,thestudentswill beabletosharetheirthoughtsandideaswiththeirclassmates. AKWLChartwillbecompletedintandemwiththeBrainstormatthebeginningoftheunit.Thestudents willbeaskedtofillintheKnowandWanttoKnowsectionsoftheKWLchartpriortothebrainstorm beingconducted.Afterthebrainstormandthelessoncontentisdelivered,thestudentswillbeaskedto completetheLearnedsectionoftheKWLchartasatypeofexitslip. WeuseInformalLearningChecksthroughouttheunittohelpassessthestudentsunderstandingand comfortlevelwiththeunitmaterial.Theselearningcheckswillbedoneisseveralways.Wewillaskthe studentshowcomfortabletheyarewiththematerial.TodothiswewillusemethodsliketheFistofFive andFourCorners.WewillalsoObservethestudentsduringdiscussiontimeandgroupworktime.These observationswillhelpusbetterunderstandifthestudentsaretrulyconnectingwiththeinformation. How will we adjust our teaching based on this? InresponsetotheinformationgatheredfromtheExitSlips,wemayneedtogooverthematerial again,possiblywithadifferentapproach.Ifonlysomestudentsarestrugglingwiththekeyconcepts thenwemayneedtoprovideoneononetimewiththosestudents. InreviewingtheReflectionJournals,wemaynoticecertainstudentsdonotunderstandorare disengagedwiththelessoncontent;wethenwillneedtoadjustourapproach.Wemayneedtosimply adaptthelesson/assessmentforcertainstudentsifwenoticetheyarestrugglingorareboredwiththe concept,orwemayhavetorevisethelessonfortheentireclassifwenoticeatrendacrossmany students. AfterconductingastartoftheunitBrainstorm,wewillhaveastartingpointfortheoverallclass knowledgeonconnectionsofthepasttomodernCanada.Wewillstillneedtodelvedeeperinto individualknowledgelevels. TheKWLChartwillgiveusinformationabouttheindividuallevelofreadinessforthistopic.Some studentsmayhaveagreatdealofknowledgeabouthowthepastandthepresentareconnected,and howsocietiesfromthepastinfluencethepresent.Otherstudentsmaynothaveanypriorknowledge. Thisinformationwillbeusedtohelptierthelesson/assessmentsbasedonindividuallearninglevels. ClassDiscussions/Groupworkcanhelpinformusastohowwelltheclassasawholeisunderstanding thetopic.Thenatureofpoints/ideasthatarediscussedwillberepresentativeofthelearningthatis occurring.Sincesomestudentsmaydominateclassdiscussionsandsomemaywishtoavoidthem,we mayemployamethodofrandomselectiontoaskquestionsduringthediscussions.Randomselection willbeconductedbywritingallthestudentnamesonPopsiclesticks.Thesestickswillbeplacedinajar andselectedatrandomtoanswerquestionsorofferacomment.Theselectedstudentwillbe encouragedtoattempttheanswereveniftheythinktheydonotknow.Itisokaytobewrong,butitis notokaytonottry.
Student Reflection Throughouttheentirecourse,thestudentswill useareflectionjournaltoreflectontheweek's learningandwhattheywishtolearnmoreabout. Whenyouthinkaboutwhatyoulearned,andthe processoflearningitself,theconceptstendtobe rememberedwithgreaterdetail.Thereflectionlog doesnotneedtobelongortimeconsumingfor thestudents,butitshouldallowthestudentto pauseandthinkaboutwhathe/sheislearningand iftheyaretrulyconnectingwiththeconcepts.
Assessment As Learning Duringthecompletionofthe3summative assessments,thestudentswillhavethe opportunitytoassessapeer'swork.Thiswillbe donebycomparingtheworktoarubric.The commentsgivebythepeersshouldbetakenby thestudent(s)and,combinedwithfeedbackgiven duringinformallearningchecks,usedtoimprove theoverallproject. Thestudentswillhavetheopportunityto self/groupassessinLesson4ontheirprogressfor theVisualConnectionsAssignment. Thestudentswillbeableofferpeerassessment toeachotherduringtheGenreResearch Presentation.Thisknowledgewillhelpimprove thepresentationskillsofthestudent. Thestudentswillalsohavetheopportunityto peerassesstheVisualConnectionsPresentations. Thisagainwillhelpimprovethepresentationskills ofthestudent. Finally,whenthestudentshaveaperiodtowork ontheirWhyShouldWeLearnaboutHistory assignmenttheywillbeassignedapartnerwho canassesstheirwork.Theycansendthe assignmenttotheirpartnerforspellingand grammarchecks,aswellas,checkstoforlogicand flow.Thisassessmentwillbefarmoreinformal andisintendtogivethestudentsanotherperson tocheckinwithontheproject.
Feedback Needtohighlightwhatwewilldoforfeedbackwilladdafterthelessonsareorganizedintonumbered format Key Criteria: (Whatcriteriawillbeusedtojudgethesummativeassessments?) Thestudentswillworkwithustocreatethefinalrubricsforthesummativeassessments.Havingsaid thatwehaveprecreatedrubricsforeachofthethreesummativeassessmentsthatoutlinewhatwe wanttobeassessed.Theserubricswillonlybeusedasguidesforcreatingourformativeassessment plansandtoensurethattheclasscreatedrubricsarecomplete.Eachrubricfollowstheappropriate assignmentinthisdocument.Foreachofthethreeassignmentstherearecertaincriteriawefeelmust bemet. 1)VisualConnections:Overallattractivenessofthevisualpresentation,presentationdelivery,complete summaryhandout,correctuseofterminology,connectionstopastcivilizationsandmodernCanada,and pastconnectionsofmodernsymbols. 2)GenreResearch:Content,TimeLimit,Enthusiasm,ClarityofSpeech,willbethemainareaswewant toseeincludedinthefinalrubric. 3)WhyShouldWeLearnHistory?:Content,Arguments,Organization,Spelling&Grammar,Formatand Referencesarethemainareaswewanttoseeincludedinthefinalrubric.
Grading CourseGrading: IN(4outcomes)InteractionsandInterdependence30%[Eachoutcome7.5%] DR(4outcomes)DynamicRelationships30%[Eachoutcome7.5%] PA(3outcomes)PowerandAuthority20%[EachOutcome6.67%] RW(3outcomes)ResourcesandWealth20%[EachOutcome6.67%] UnitGrading: DynamicRelationship(DR)9.4Determinetheinfluenceofsocietiesofthepastoncontemporarylifein Canada. Threesummativeassignmentsequallyweightedare7.5%ofthefinalcoursegrade. Eachsummativeassessmentwillnormallybeweightedat331/3%,againaccountingfor7.5%of thefinalgradeasawhole.Allthreesummativeassessmentsmeasurethesameoutcome,justin differentways.Wewillallowthestudentstoweighttheaveragetoamaximumof+/15%foreach assignment,stilltotally100%ofcourse.Forexample,onestudentmaywishtoweighthergradesas GenreResearch45%,VisualConnections35%andWhyShouldWeLearnaboutHistory20%.Allowing thestudents,achancetoweighthegradesgivesthemavoiceintheirowngrade,andmakesthemfeel morevaluedandimportant.Sinceallthreeassignmentsareworkingtowardthesameoutcome,then flexibleweightingispossible.Theactualgradesofeachassignmentwillonlyberevealedattheendof theunit,oncealltheunitworkiscomplete.However,thestudentswilllikelyhaveagoodunderstanding ofhowtheydidoneachsummativeassessment;therefore,theyshouldbeabletodetermineaweight. Ourgradebook,whichinincludedinAppendixT,trackthestudentsgradesbycurriculumgoal andoutcome.Asmentionedthegoalsbreakdownto30%forInteractionsandInterdependence,30% DynamicRelationships,20%forPowerandAuthorityand20%forResourcesandWealth.TheOutcomes fromeachgoalarefurtherallocated,forDynamicRelationshipseachoutcomewillbeworth7.5%ofthe finalgrade.TheoutcomesthemselvesarefurthersubdividedintoFormativeandSummative Assessments.Eachassessmenthasadatewhenitwasoriginallydueandavalueassociatedwithit.The summativeassessmentmarksareweightedandtheycontributetothe7.5%allocatedtotheoutcome. TheformativeassessmentvaluesareeitherMet/NotYetMetorascalefromonetofour.Aonewould requirefurtherimprovement,atwoissatisfactory,athreeisproficient,andafourisexcellent. ThegradebookisincludedandcanbefoundinAppendixT. VideosandArticles: Throughoutthelearningplan,wementionseveralvideosandarticlesthatweplantouse.Thevideos andarticleswillbeavailableforthestudentstoaccessfromourEdmodopage.Anyonecanjointhe Edmodopageifhe/sheknowsthegroupcode.ThecodetojoinourEdmodopageis5a60w1.
Learning Plan
Lesson 1:
Inthefirstlessonforthisunit,wewillintroducetheconceptthatthepast,andpastcivilizations, affectmodernCanada.First,tounderstandwhatisthestudentspriorknowledgeastohowthepast influencescontemporarysociety,wewillcompleteaKWLchart.TheKWLchartwillhaveseveralpoints toconsiderwrittenonthebottom,asisincludedinAppendixD:PastSocietiesandModern
CanadaKWL.ThestudentswillbeaskedtocompletetheKnowandWanttoKnowsectionsofthe
KWLchartindependently,keepingthesepointsinmind.Afterthestudentshavebeengiventimeto completethefirsttwosections,roughly10minutes,wewillreturntoalargeclassgroup.Asagroup, usingtheinformationfromtheKWLandnewideasthatoccuraswego,wewillcreateabrainstormof howthepastaffectsmodernCanada.Theideaswillbewrittenontheboardorsmartboard,and recordedsothatthestudentscanreferencethemlater.ThebrainstormislocatedinAppendixE:
BrainstormGuidingQuestions.Oncethebrainstormhasbeensufficientlyfilledin,approximately
15minutesintime,wewillgiveabriefoverviewoftheunit.Wewillalsohandoutthefirstassignment, VisualConnections,whichisfoundinAppendixA:VisualConnections.5minutesofthistimewill bespentdiscussingthecriteriaforassessment.Therubricincludedintheappendixisforourpurposes. Itincludeswhatwefeelisneeded,thefinalrubricwillbebasedonideaspresentedinclassandthispre maderubric.Wewilllettheclassknowthattheywillhaveclasstimetoworkonthisprojectanditisnot dueuntiltheendoftheunit.Wewanttopresentthisassignmentasaunitlongproject,sinceitrequires groupworkanditmayrequirevideoediting,whichistimeconsuming.Theexplanationofthe assignmentwilltake10minutes.Theclasswillhavetimetoformulatetheirgroupsandbegintothink aboutwhatcivilizationtheywishtochoosefortheirproject.Wewillgive15minutestoformthebasisof theirgroup.Thefinal10minutesoftheclasswillbespentcompletingthefinalcolumnoftheKWLchart. Basedonthegroupbrainstormandclassdiscussion,thestudentswillhavedevelopednewknowledge abouthowthepastaffectsmodernCanada.TheywillfillthisinformationinontheLearnedsectionof theKWLchartandhanditinasanexitslip.WewillusetheKWLchartsasadiagnosticassessmenttosee wherethestudentsareat,priortotheunit. *VisualConnectionsassigned.
Lesson 2:
Inthislesson,wewillbeginexploringdifferentsymbolsthathavetheirrootsinthepast.Today, weexploretheCanadianFlag.Wewillstartthelessonbyhandingoutasheettoguidethestudents throughaThinkPairShare,whichisfoundinAppendixF:VideosonFlagsThinkPairShare.As aclass,wewillwatchtwovideosontheCanadianflagdebateofthe1960's.Thestudentswillusethe questionsonthehandouttothinkcriticallyaboutthevideos.Theywillthencollaboratewithanother student,compare,andfurtherdeveloptheirthoughtsaboutthevideocontent.Finally,asaclass,wewill discussthevideostogether.AftertheThinkPairShare,thestudentswillhandintheirdatacollection sheets.ThisexercisewillleadusintoadiscussionabouttherootsandsymbolismbehindtheCanadian Flag.WewillalsodiscusstheCanadianRedEnsignandtheRoyalUnionJack.Thepurposeofthis exerciseistoshowhowsymbolsfromthepastBritain,France,andthecrusadeshelpeddevelopone ofournationalsymbols.AftertheThinkPairShare,thelectureandtheclassdiscussionontheCanadian
Lesson 3: ContinuingwithourdiscussionsontherootsofmodernCanadainthepast,wewilldiscuss
music.Thestudentswillbeassignedthegenreresearchproject,whichwilllargelybeanindependent assignment.Theremainingtimeinthisclasswillbegivenforthestudentstoformthebasisoftheir project.Theassignment,whichisfoundinAppendixB:MusicGenreResearch:Oral
Presentation,willbehandedouttothestudents.Thefirst10minuteswillbespentdiscussingthe
actualassignment,followedbyanother5minutesinwhichwewillcollectivelydiscussandcreatethe criteriaforassessment.Therubricincludedisforourpurposesandincludeswhatwefeelisneeded,the finalrubricwillbebasedonideaspresentedinclassandthispremaderubric.Withtheassignmentfresh inthestudentsminds,theywillspend20minutesreviewingkeytermsandexamplesneededforthis project.Theassignmentrequiresthatthestudentsknowwhatamovementis;therefore,wewilldefine thetermandwewillshowashortvideoassociatedwithmusicmovements.ThevideoisonHouse Music,asitisnotoneofthelistedgenresintheproject.ThevideoistitledtheHistoryofHouseMusic andisabout10minuteslong.Aswithallourvideos,thiscanbefoundonourEdmodopage.Wewillalso handthestudentsaninformationsheetonhousemusicthatwillhelpthembetterunderstandwhatis expectedofthemfortheGenreResearchproject.TheinformationsheetislocatedinAppendixH:The
HistoryofHouseMusic.Theremaining30minutesofthisclasswillbegiventothestudentsto
begintheirownGenreResearchproject;thisistheonlyclasstimetheywillreceiveforthisproject.We willalsogivethestudentsalinktoaninfographthatshowstheconnectionbetweenmanydifferent typesofmusicthroughouttime.Theinfographisavailableathttp://www.thomson.co.uk/blog/wp content/uploads/infographic/interactivemusicmap/index.html. *GenreResearchassigned
Lesson 4:
Thisweek'sreflection,whichisdueinlesson5,willcontainaparagraphreflectingonthe progressthroughtheVisualConnectionsassignment.Thestudentswillbeaskedtoreflectontherubric andaskthemselves,andtheirgroupmembers,iftheyhavemetornotyetmetthegivencriteria.This willbeincludedaspartoftheirweeklyreflection;however,thefinal10minutesofclasstimewillbe usedtoallowthestudentstocompletethemet/notyetmetformwiththeirgroup.TheMet/NotYet MetformisincludedinAppendixI:Met/NotYetMetSelf/Group.Wewillalsoremindthe studentsthatthenextlessonwillbeaworkperiod,inwhichtheyshouldbeabletocompletealarge sectionoftheworkforVisualConnection,whichiswhytheyneedtoassesswheretheyareatnow.First Nations&InuitpeopleshavemanysymbolsthathavebecomecommonplaceinCanadiansociety.Today wewillexaminehowprecontactFirstNations&Inuitimages,symbolsandideashavefoundaplacein modernCanada.Wewillspecificallyexaminethetotempoleandtheinuksuk.Wewillwatchavideoon totemsentitled,FirstNationsCarvingsandCultureandoneoninuksukentitled,Inuksuk,itsUsageand BuildYourOwnInuksuk.WewillfacilitatethediscussionaboutFirstNationsandInuitsymbolsina slightlydifferentmannertoday.Thestudentswillhavefourappointmentswithanothermemberoftheir
AppendixJ:AppointmentstoDiscussFirstNationsandInuitSymbols.
Lesson 5:
Theweeklyreflectionjournalisdue.Anoutlineofwhatisexpectedfortheweeklyjournalis includedinAppendixK:GuidelinesforReflectionJournal;however,bythispoint,thestudents willhavecompletedseveraljournalentries.Thisweek'sentrywillincludeaportion,asitnormallydoes, onwhattheyhavelearnedthisweek,whatquestionsarestilloutstandingandwhattheywouldlike reviewed.Additionally,therewillalsobeasectionreflectingontheprogressoftheVisualConnections groupproject,andwhatneedstobedonetomeettherubric.Thisclasswillbesplitintotwoportions, partonewewillspend40minutesworkingontheVisualResearchproject.Inparttwo,thestudentswill begivingeachotherpeerfeedbackontheirGenreResearchproject,whichisdueinthefollowingclass. Thiswilltakeabout15minutesandthepurposeofthepeerfeedbackistoallowthestudentstobe givenhonestinformationabouttheirproject,beforetheyactuallyhavetopresentit.Thepeerfeedback fortheGenreResearchprojectisincludedinAppendixL:PeerFeedbackforGenreResearch
Assignment.
*WeeklyJournalpostdue
Lesson 6:
Lessons6and7willbededicatedtooralpresentationsofthegenreresearchprojects.Before thepresentationsbegin,wewillallocateatleastthefirsttenminutestodiscussinganyissuesthatmay havearisenfromreadingthejournalposts.Ifthestudentshavequestions,needfurtherunderstanding, oraretroublewiththeVisualConnectionsassignment,wewilladdressthatnow.Iftheconcernsthat aroseinthejournalsaffectonlyafewstudents,thenwewilladdressthemindividually.Thestudentswill havetwotasksduringthelessons.Numberone,theywillberesponsibleforpresentingtheirown projecttotheclass.Numbertwo,theywillbegivencopiesoftherubric,withafeedbackpageattached, thattheywillusetocommentontheirpeerspresentations.Thepurposeofincludingthestudentsfor peerfeedbackduringtheactualpresentationistwofold.First,thestudentpresentingwillreceivea multitudeofcommentforms,whichtheycanrefertoforfuturepresentationimprovement.Thepeer feedbackwillnotmakeuppartofthegradeforthisassignment.Secondly,sincethestudentswillbe responsibleforrecordingcommentsfortheirpeers,theywillhaveagreaterincentivetopayattention andlistentothepresentations.ThecommentformcanbefoundinAppendixM:Feedbackform
forGenreResearchPresentation.
*GenreResearchdue *Genreresearchpresentationdayone
Lesson 7:
Lesson7willbeacontinuationofLesson6,andthesecondhalfoftheclasswillpresenttheir genreresearchprojects.Again,thestudentswillberesponsibleforassessingtheirpeersduringthe presentations.Beforetheendofclass,wewillgivethestudentsanarticleentitledWhyStudyHistoryto readbeforethenextclass.
*Genreresearchpresentationdaytwo
Lesson 8:
Thislessonwillconsistoftwoparts,partonewillbetheassignmentofthethirdandfinal summativeassessment.Wewillexplainwhattheassignmententailsandasusual,wewillworkwiththe classtobuildthefinalversionoftherubric.Therubricwehaveincludedwiththeassignmentisintended forourpurposes,sowehaveaguidewhilewedevelopthefinalrubrictogether.Theassignmentcanbe foundinAppendixC:WhyShouldWeLearnAboutHistory?,andisentitledWhyShouldWe LearnHistory?Inthisassignment,thestudentswillcreateanessaythatargueswhywestudyhistory. Theessaywillbethreetofivepagesinlengthandwillincludemultiplesources.Intheassignment handout,wenotethatifthestudentsareunfamiliaroruncomfortablewithAPAformatforciting referencestoletusknow.IfwehavemanystudentsthatareuncomfortableorunfamiliarwithAPA format,thenwewillconductaminilessononitinthenextclass.Thestudentswillbeusingtheir journalstomakepostsaboutwhytheythinkweshouldlearnhistory.Thesepostswillbeaddedeach dayandwillbeusedtoformthebasisoftheiressay.Thereasonforthepostsissothatwecanread themandprovidefeedback,priortothestudentsactuallywritingtheessay.Thefeedbackgivenwillhelp thembuildabetter,strongerargumentativeessay.Thesecondpartofthelessonwillbeaboutthe purposeofhistory.InAppendixN:JigsawonWhyStudyHistory,eightquestionsareincluded, whichwillaccompanythearticlethestudentsread.Thearticlewewillbediscussingwasassignedatthe endofthepreviousclassandisentitledWhyStudyHistory.Wewillbeconductingajigsawactivityand theclasswillbebrokenintogroupsofsevenstudents.Eachgroupwillnumberthemselvesfromoneto sevenandthenallthestudentswiththesamenumberwillgettogether.Eachofthesenewexpert groupswillhaveonequestiontodiscussfromthequestionsheet;thequestioneachgroupdiscusseswill bebasedontheirgroupnumber.Thegroupswillhave15minutestodiscussthearticleandanswertheir question.Aftereachgrouphascompletedtheirquestion,thestudentswillreturntotheiroriginalgroup, wheretheywillsharetheanswertheydevelopedintheirexpertgroup.Thegroupswillhave approximately20minutestosharetheiranswersamongsteachother.Thefinal10minutesofclasswill bespentansweringquestion8individually.Thestudentswilladdtheanswertotheirjournalastheir journalpostfortheday.Thisquestionwillserveasastartingpointfortheiressayassignment.Wewill readovertheanswersandprovidethestudentsfeedbackforthenextclass. *WhyShouldWeLearnAboutHistory?assigned
Lesson 9:
Theweeklyreflectionjournalisdueatthestartofclass.Thejournalentrywillincludea paragraphaboutwhatthestudentslearnedthisweek,whattheyarestillunsureaboutandwhatthey wanttogooveragain.Theywillalsoincludeasectiononthewhyweshouldstudyhistoryassignment. VisualsConnectionsisdueintwoclassesandWhyShouldWeLearnHistoryisdueinthreeclasses; therefore,ifthestudentsarehavingproblems,weneedtoaddresstheminthenextclass.Theclasswill besplitintotwoportions,onefornewcontentandoneforworktimeonthe,WhyShouldWeLearn History,assignment.Thislessonwillbecenteredonthehistoryoftransportation,andhowmodern transportationhasitsrootsinthepast.WewillbeginbyshowingashortvideofromBloombergentitled, AnAbridgedHistoryofTransportation.Thiswillserveasanintroductiontostudentstotherootsof transportation.TherearemanymodesoftransportationthatareimportanttothehistoryofCanada
includingthecanoe,horse,automobile,airplane,trainandship.Wewilldiscussthecanoeandthetrain aspartofourlecture.WewilldescribetherootsofthecanoeinFirstNationssocietiesandhowFrench andBritishexplorersusedthecanoetoexploreCanada.Wewilldescribehowthetrain,whichusedto besteampoweredbutisnowdieselorelectric,helpedshapetheCanadaweknowtoday.TheCanadian PacificRailwayconnectedtheeastandwestofCanadaandallowedforgoodsandrawmaterialstobe transportedacrossthecountry.Therailwaybecameapartofournationalpolicy.Afterthestudents havehadtimetolistentousdescribealittleaboutthehistoryofcanoesandtrains,wewillgivethem timetolookintodifferentmodesoftransportationthemselves.Thestudentswillbedividedintogroups ofthreeandassignedamodeoftransportationthatwassignificanttothehistoryofCanada.The studentswillanswerfivequestionsontheirassignedmodeoftransportation.Tofacilitatethisactivity, wewillhavelaptopsbroughtintotheroomorwewillhavetheclassconductedinthecomputerlab.The studentswilleitherhandintheiranswersoremailthemtous.Wewillcollectalltheanswerstogether andprovidethemtoallthestudents.TheoutlinefromthisactivityisincludedinAppendixO:The
HistoryofTransportationinCanada.Thequestionsshouldtakeabout1520minutesto
complete,leavingthefinal20minutesforthestudentstoworkindividuallyontheiressays.Theyshould beabletoknowwheretheywanttogowiththeiressayandhaveanintroductionbuiltbytheendofthe class. *WeeklyJournalpostdue
Lesson 10:
Atleastthefirsttenminuteswillbeallocatedtodiscussingquestionsthatarosefromreading thejournals.Ifthereareanyoutstandingissueswiththeassignmentsorthingswehavediscussedin class,itisimperativethatweanswerthemnowbeforemovingon.Inthislesson,wewilldiscusstheroot ofdifferentsportsthathavebecomenationalsymbols.Wewillexplainthathockey,basketball,lacrosse, football,baseball,curlingandsoccerallhaveplacesasnationalsymbols.Havingsaidthis,wewillfocus onlyonLacrosseandIceHockeyforthislesson,astheyareourtwonationalsports.Wewillbeginby watchingtwovideostheHistoryofLacrosseandHockey:APeoplesHistory(onlythefirstfive minutes).Thiswillserveasanintroductiontothehistoricalrootsofthesesports.Wewillspend10 minutesdiscussingthetwosportsfurther.Asof1994,LacrosseisCanada'sofficialsummersportandIce HockeyisCanada'sofficialwintersport.WewillexplainthatLacrossehasitsrootsInFirstNations cultureandtraditions.Itwasoriginallyasportusedtoprepareforconflictandhadadeepspiritualside toit.IceHockey,asasport,wasfirstplayedinMontrealin1875.However,therootsofhockeymaygo backasfarastheearlystickandballgamesplayedinChinaaround600BC.Lacrossewasplayedonice atonetimetooandtheuseofastickandballgameonicemayhaveinfluencedIceHockey's development.AfterweprovidesomebackgroundinformationonLacrosseandIceHockey,wewill providethestudentswithanalternaterealityscenario.Inthisscenario,Mr.McLauchlinandMs. McFarlanehavebecomethedictatorsofCanadaandhavedecidedthatCanadaonlyneedsonenational sport.Wewillasktheclasstohelpusdecidewhichsportthatshouldbe,bydividingtheclassinhalfand conductingadebate.OnehalfwilldebateforLacrossetostayandtheotherhalfwilldebateforIce Hockey.Theclasswillhave10minutestoformulatetheirarguments,beforepresentingtheircasetous. Thestudentswillbegiven5minutestomaketheircasebeforetheothergroupcanasktheotherside questions,foramax.of3minutes.Wewillthenreversetherolesbeforehavingtheeachgrouppresent ashortclosingstatement.Asthedictators,wewilllistenandjudgethedebate,butastheteachers,we
Lesson 11:
ThislessonandthefollowinglessonwillbededicatedtothepresentationofthestudentsVisual Connectionsassignment.Aswiththeoralpresentation,thenonpresentinggroupswillberesponsible forprovidingpeerfeedbackforthepresentingones.AformforpeerfeedbackcanbefoundinAppendix R.Thestudentswillbeaskedtolookattherubricwecreated,priortoeachpresentation,sotheyhavea betterunderstandingofwhattheirpeersshouldbeoffering.Againtherationalforallthestudents providingpeerfeedbacktoeachotherisnottobecomepartofthegradebuttoprovidethestudents withmoreinformation.Thepresentinggroupswillgetavolumeoffeedbacktheycanuseforfuture presentationsandthosewatchingwillberequiredtofocusonthepresentationsothattheycangive qualityfeedback.TheWhyShouldWeLearnHistoryassignmentisdueinthenextclass.Thelastten minuteswillbespentgoingoveranyoutstandingquestionswiththeassignment. *VisualConnectionsassignmentdue
Lesson 12:
Aswiththepreviouslesson,theentiredaywillbedevotedtopresentationsontheVisual Connectionsassignment.Thestudentsagainwillprovidepeerfeedbacktotheirfellowstudents,while theyarepresenting.ThestudentswillalsohandintheirWhyShouldWeLearnHistoryassignmentatthe startofclass,whichwewillgradeandprovidefeedbacktothestudents.Thefinaltaskinthelast10 minutesofclasswillbeanexitslip.Thisexitslipwillhavetwopurposes;thefirstistoinformusofhow theunitwent.Whilewecannotadjustourteachinganyfurtherforthisunit,wecanforthenextunit; therefore,itisimportanttoseehowstudentslikedtheunit.Secondly,theoverallcommentsaboutthis unitmayalterhowwepresenttheunitinfutureclasses;thereforegainingthestudentsopinionwillbe invaluable.TheexitslipcanbefoundinAppendixS. *WhyShouldWeLearnAboutHistory?assignmentdue
Class:SocialStudies9Winter2013
Teacher:Mr.McLauchlin&Ms.McFarlane
TheBigIdea:Thepasteventsandthesocietiesthoseeventscomefromhaveaconnectiontoandan impactonmodernsociety. EssentialQuestion:Howdotheideas,images,andsymbolsinmodernCanadiansocietyhave connectionstoandrootsinpastcivilizations? Assignment:Yourgoalistoidentifyideas,imagesandsymbolsinmodernCanadianlifethathavetheir rootsinsocietiesfromthepast.Thismayincludepolitics,art,technology,mathematics,scienceor philosophy.Ingroupsoftwoorthree,youwillcreatesometypeofvisualpresentationthatdepictsthe contributionsofapastcivilizationtomodernCanada.Yourgroupwillneedtoselectfromthefollowing listofcivilizationsfromthepastforthisproject.Pleasenotethatonlyonegroupmayselectagiven civilization,sopleaseletMs.McFarlaneorMr.McLauchlinknow,onceyouhavechosenyourcivilization. Civilizationsfromthepast: AncientRome AncientGreece PrerevolutionaryFrance MedievalEurope
OnceyourgrouphaschosenacivilizationfromthepastandinformedMr.McLauchlinorMs. McFarlaneofit,youmaybeginworkonyourproject.Youmustbeginresearchingthecontributionsyour chosencivilizationhasmadetomodernCanada,payingparticularattentiontotheideas,imagesand symbolsfromthatpastcivilization.Youdonotneedtopresenteverythingyouresearch,howeverwhat youdopresentmusthelpthoseviewingitunderstandtheinfluencethispastcivilizationhasonmodern Canada. Thevisualpresentationmaybedoneinanumberofways,thechoiceisyours.Youmaywishto demonstrateyourfindingsthroughaposterboard,video,photoessay,Prezi,minimagazine,etc.The pointisnotthemediumyouchoosebutthemessageyougivetoyouraudience(therestoftheclass). Thevisualpresentationwillbeaccompaniedbyaonepagehandoutthatwillbegivento everyoneintheclass.Thehandoutneedstoexplaintheconnectionsyouhaveuncoveredbetweenyour pastcivilizationandtheideas,imagesandsymbolsofmodernCanada.Thehandoutwillhelpexplainthe visualcontentyouhaveinyourpresentationandcanbeusedasareferenceforyourclassmates.It shouldnotbetreatedlikearesearchessaythisisasummaryonly.
Differentiation:(TieringbasedoffofDamianCoopersRedefiningFair:HowtoPlan,AssessandGrade forExcellenceinMixedAbilityClassrooms) LearningTask:Identifyideas,images,andsymbolsofthepastinmodernsociety. TierOneTask(designedtoprovideevidenceofproficientachievementatgradelevel): Inagroupof23,studentswillchoosefromthelistofpastsocieties.Thegroupwillresearchoneofthe pastsocietiesandsearchforcontributionsthispastcivilizationhasonmodernCanadiansociety.The findingswillbepresentedthroughaposterboard,video,photoessay,Prezi,minimagazine,etc,along withaonepagesummaryofthestudentsfindings. TierTwoTask(designedtoprovideanadditionallevelofchallenge): Inagroupof23(orindividually),studentswillchoosefromthelistofpastsocieties.Thestudentswill chooseatheme,suchaspolitics,art,technology,mathematics,scienceorphilosophy,andbasetheir researcharoundthatspecifictheme.Thefindingswillbepresentedthroughaposterboard,video, photoessay,Prezi,minimagazine,etc,alongwithaonepagesummaryofthestudentsfindings. TierThreeTask(scaffoldingtaskdesignedtoprovidestrugglingstudentswithanappropriatelevelof challenge): Inagroupof23,studentswillchoosefromthelistofpastsocieties(withguidancefromtheteacher). Theteacherwillprovideabroadlistofresourcesthatthestudentscanusetoresearchtheirchosen society,andwillworkcloselywiththeteachertodrawparallelsbetweenthepastsocietyandpresent dayCanada.Thefindingswillbepresentedthroughaposterboard,video,photoessay,Prezi,mini magazine,etc,alongwithaonepagesummaryofthestudentsfindings,whichmayinclude pictures/graphs.
Research Sheet1
Contributions Language Culture name:
Religion
Art
Architecture (buildings)
Medicine
Politics/Government
Athletics
Inventions
Weapons
1 TakenfromtheAlbertaEducationresourcecatalogue.(http://education.alberta.ca/apps/lrdb/qlist.asp)
StepTwo:Startyourresearch!.Inyourpresentation,youmustincludethefollowing: Whendidthemovementbegin? Whatarethehistoricalrootsormovementsassociatedwiththegenre? Whereintheworlddiditbegin(beasspecificaspossible)? Nameoneortwoartistsfromthisgenre. StepThree:Takeadeepbreath. StepFour:Piecetogetheryourpresentation.Youcanpresentitasanoralessay,adramaticreading,a charactermonologue,aradio/talkshowinterview,etc,butrememberitmustbe23minuteslong.If youhaveanideathatyouarenotsureabout,askMr.McLauchlinorMs.McFarlaneforassistance. Yourpresentationswillallbereadytobepresentedonthesameday,buthalfofyouwill presentoneperiod,whiletheotherswillpresentthenextperiod.BringyourAgameifyouwantthe Agrade!
Differentiation:(TieringbasedoffofDamianCoopersRedefiningFair:HowtoPlan,AssessandGrade forExcellenceinMixedAbilityClassrooms) LearningTask:Identifyideas,images,andsymbolswithinacurrentmusicalgenre. TierOneTask(designedtoprovideevidenceofproficientachievementatgradelevel): Individually,studentswillchooseagenrefromthelistthattheycanresearch.Studentswillthen researchtheirgenre,answerthenecessaryquestions,anddocumentallresourcesused.Studentswill createcuecardswiththeiroralpresentationwrittenoutonthem,tomakeavisualrecallofthe presentationeasier. TierTwoTask(designedtoprovideanadditionallevelofchallenge): Asagroup,thestudentswillbrainstormalistofgenresthattheycouldpossiblyuse.Studentswillalso brainstormalistofplacestheycouldfindinformationonthesegenres.**Wikipediacanbeusedasa jumpingoffpointbyusingthefootnotestolocateothersources,butdoesnotstandaloneasa crediblesource.**Studentswillthenresearchtheirgenre,answerthenecessaryquestions,and documentallresourcesused.Studentswillcreatecuecardswithbigideas/termstoguidetheiroral discussion. TierThreeTask(scaffoldingtaskdesignedtoprovidestrugglingstudentswithanappropriatelevelof challenge): Individually,studentswillchooseagenrefromthelistthattheycanresearch.Underthedirect supervisionoftheteacher,studentswillbegivenalistofresourcespertainingtotheirspecificgenre. Then,thestudentswillresearchtheirgenre,answeringthenecessaryquestions,anddocumentall resourcesused.Studentswillcreatecuecardswiththeiroralpresentationwrittenoutonthem,tomake visualrecallofthepresentationeasier,andmaychoosetopresenttotheteacherandoneother student,ratherthantothewholeclass.
CATEGORY Content
910Excellent
78Proficient
56Fair
Below5Limited
Shows a full understanding of the topic, and answers all questions regarding genre research. Presentation is 2-3 minutes long.
Shows a good understanding of the topic, and answers most of the questions regarding genre research.
Shows a good understanding of parts of the topic and only answers a few of the questions regarding genre research.
Does not seem to understand the topic very well, and does not follow the questions regarding genre research.
Time-Limit
Presentation is more than a Presentation is more than Presentation is more than three minute over or under the time two minutes over or under minutes over or under the time limit. the time limit. limit.
Enthusiasm
Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.
Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Often mumbles or cannot be understood OR mispronounces many words.
Clarity of speaking
Speaks clearly and distinctly Speaks clearly and all (100-95%) the time, but distinctly most (94-85%) mispronounces one word. of the time and/or mispronounces several words.
Differentiation:(TieringbasedoffofDamianCoopersRedefiningFair:HowtoPlan,AssessandGrade forExcellenceinMixedAbilityClassrooms) LearningTask:Analyzetheimpactofknowledgeacquiredfromhistoricaleventsonthefutureof contemporarysocieties. TierOneTask(designedtoprovideevidenceofproficientachievementatgradelevel): Individually,studentswillgobackthroughtheirreflectionjournalsandbuildtheirargumentfromwhat theyhavelearnedaboutthelinksbetweenthepastandthepresentandwhyseeingthisconnectionis importanttooureverydaylives.Studentswillhavetofindrelevanthistoricalexamplestobackuptheir argument,andthoseexamplescancomefromlookingatotherstudentsVisualConnectionsorGenre Researchpresentations.StudentscangoontoURSummonorGoogleScholartolookupmorearticles aboutwhylearninghistoryisimportant.Mr.McLauchlinandMs.McFarlanewillsupportandguidethe studentsintheirresearchandwriting.Withformatting,bothMr.McLauchlinandMs.McFarlanewillbe availabletoassistwithanyquestionsthestudentsmayhave. TierTwoTask(designedtoprovideanadditionallevelofchallenge): Individually,studentswillgobackthroughtheirreflectionjournalsandbuildtheirargumentfromwhat theyhavelearnedaboutthelinksbetweenthepastandthepresentandwhyseeingthisconnectionis importanttooureverydaylives.Studentswillhavetofindrelevanthistoricalexamplestobackuptheir argument;theyareencouragedtogobeyondclassroomexamplesandfindtheirownfromany outstandingconnectionstheyseethattheyhaventhadtheopportunitytopresentinclass.Students cangoontoURSummonorGoogleScholartolookupmorearticlesaboutwhylearninghistoryis important,andcangobeyondandwatchhistoricaldramafromtheHistorychanneltoassistintheir research.Mr.McLauchlinandMs.McFarlanewillbeavailabletoanswerquestionsregardingresearch andwriting.Withformatting,wewillprovidethelinkstoPurdueOWL(OnlineWritingLab) <http://owl.english.purdue.edu/owl/resource/560/01/>aswellasResearchandDocumentationOnline 5thEditionAPA:WritingfortheSocialSciences <http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_o.html>. TierThreeTask(scaffoldingtaskdesignedtoprovidestrugglingstudentswithanappropriatelevelof challenge): Individually,studentswillgobackthroughtheirreflectionjournalsandbuildtheirargumentfromwhat theyhavelearnedaboutthelinksbetweenthepastandthepresentandwhyseeingthisconnectionis importanttooureverydaylives.Studentswillhavetofindrelevanthistoricalexamplestobackuptheir argument,andthoseexampleswillprimarilycomefromlookingatotherstudentsVisualConnectionsor GenreResearchpresentations.StudentscangoontoURSummonorGoogleScholartolookupmore articlesaboutwhylearninghistoryisimportant.StudentswillbegivenacopyofDianaHackersA CanadianWritersReference,andwillhaveMr.McLauchlinandMs.McFarlaneavailabletoanswer questionsregardingresearch,writing,andformatting.Studentsmaychoosetotalkouttheirpaper andhaveoneoftheteachersscribeforthem.After,thestudentmaychoosetocorrectandformatby themselves,butmayalsochoosetodosidebysideeditingwiththeteacher.
Spellingand Grammar
Format
References
Nomorethan five misspellingsand/or grammaticalerrorsarepresent. Theessayistwothreepages Theessayis lessthantwothree Theessayis lessthantwo inlength. threepagesinlength,including pagesinlength. Thetextisdoublespaced,and Thetextisdoublespaced,and thetitleandreferencepage. meetsthemarginandfontsize meetsthemargin,fontand Thetextisdoublespaced,but stylerequirements. andstylerequirements. marginorfontsizeandstyle requirementsarenotmet. Atitlepageispresentand Atitlepageispresentand Atitlepageispresent,but containsallthree containsallthree doesnotmeetallofthe requirements. requirements. requirements. Paginationhasbeenaddedto theessay. Thereferencepagecontains Thereference pagecontains Thereferencepagecontains fiveormorereferences. threetofourreferences. twoorthreereferences. Thereferenceslistedfollow Thereferenceslistedfollow Thereferenceslistedfollow APAformateffortlessly. APAformatwithacouple APAformatbuthaveminor errors. minorerrors.
Morethanfive spellingand/ orgrammaticalerrorsare present. Theessayis lessthantwo pagesinlengthalltogether. Spacing,marginsandfont havenotbeenmetasrequired. Atitlepageisnotpresent.
Name:
WhatIWanttoKnow WhatILearned
WhatIKnow
Video1:TheGreatCanadianFlagDebate Video2:Flags:APartofOurHeritage WewillbewatchingtwovideosontheCanadianflag.Asyouwatchthevideos,keeptheeightquestions belowinmind,aswewillbeansweringthemafterwards. Questions: 1)ThepartIlikethebest,2)Whatwasconfusing,3)TwothingsIlearned,4)OnequestionIhave, 5)Iwassurprisedthat,6)Ialreadyknewthat,7)OnethingIknowthatwasnotmentionedis,and 8)Iwouldliketoknowmoreabout Part1:Individually,thinkaboutthetwovideosonflagsandanswertheeightquestionsfromabove. Part2:Together,withthepersonnexttoyou,gooveryouranswers.Trytoaddmoredetailinresponse towhatyourpartnerhastosay. Part3:Asagroup,wewillallshareourthoughtsonthevideosandthequestionsabove.Thepointswill berecordedontheboardsowecanallbuildoffofeachother'sideasandthoughts. IndividualThought PairThoughts GroupThoughts 1) 2) 3) 4) 5) 6) 7) 8)
QuestionstakenfromSelfAssessmentandGoalSettingbyKathleenGregory,CarenCameronandAnneDavies
VisualConnectionsSelf/GroupAssessment
1.Foryourchosenculture,isyourresearchfilledinandcomplete? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Yourresearchsheetisthebasisoftheinformationyouwillusetofindconnectionsbetween Canadaandyourcivilizationfromthepast,withoutityouwillhavetroublefindingdirection. 2.Haveyouidentifiedimages,symbolsandideasinmodernCanadiansocietythathavetheirrootsin yourpastcivilization? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Thebasisofthisassignmentistheconnectionsbetweenthepastcivilizationsandmodern Canada.Beforeyoucanstartcreatingyourproject,youneedtohavetheseimages,ideasandsymbols identified. 3.Haveyouchosenavisualmediuminwhichtopresentyourconnections? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Youwillneedavisualmediumofsometypeforthispresentation.Itcaninclude,butisnot limitedto,posterboard,video,photoessay,Preziorminimagazine.Ifyouarestrugglingchoosinga mediumpleaseconsultMr.McLauchlinorMs.McFarlane.
4.Haveyouusedyourvisualmediumtoshowyourconnectionsbetweenyourpastcivilizationand modernCanada? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Sincetheconnectionsarethefoundationofthisproject,youwillneedtoeffectively incorporateyourconnectionsintoyourchosenvisualmedium. 5.Haveyoubegunthecreationofyoursummaryhandout? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Youwillneedasummaryhandouttoaccompanyyourvisualpresentation,soyourfellow classmatescanshareinyourresearch. 6.Haveyouincludedinyourvisualpresentationandsummaryhandoutuseofterminologydiscussed throughoutthiscourse,particularlytermsassociatedwithpastcivilizations? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Youneedtouseterminologyfromthisclasstohelpimprovetheoverallfeelofyourproject. Furthermore,inusingtheseterms,youwilldemonstratethatyouhaveagoodunderstandingofthe concepts.
SampleMeetingCard(forJohn):
Inuksuk TableA:1:10pm1:20pm JohnandJames Circle TableI:1:30pm1:40pm JohnandMelissa TotemPole TableE:1:20pm1:30pm JohnandBrittany Kayak TableD:1:30pm1:40pm JohnandSimon
AppointmentTableQuestions:
InuksukAppointmentQuestions: 1)Whatdoesinuksukmeanorrepresent? 2)Whatweresometraditionalusesofaninuksuk? 3)Wherewereinuksukusedrecently?Why? TotemPoleAppointmentQuestions: 1)Howoldaretotempoles?Whataboutthesmallersizedtotems? 2)Whatweresomeofthepurposesforthetotempoles? 3)Ninstintsdrawshundredsoftouristseveryyeartolookattheancienttotems.Howaretotemsseenin modernCanada? CircleAppointmentQuestions: 1)ThecircleisfoundinmanyplacesthroughoutFirstNationsculture.Whataresomeofitsmeanings? 2)Whatweremedicinewheels,liketheover2,000yearoldwheelatMooseMountain,Saskatchewan, believedtohavebeenusedfor. 3)WhataresomecommonplacesyouseenthecircleusedinmodernCanadianimagery? KayakAppointmentQuestions:
CATEGORY Content
910Excellent
78Proficient
56Fair
Below5Limited
Enthusiasm
Clarity of speaking
2.Historicallyspeaking,howhasthehistorybeenusedwithinmanysocieties?
3.Whatexamplescanyouthinkofregardinghistorywelltold?Thinkofbooksyouhaveread,stories youhaveheard,moviesyouhaveseen,etc.
3
QuestionsaretakenfromWakeCountyPublicSchoolSystemresourcelistandisavailableathttp://www.wcpss.net/.
6.ChoosethetwoofStearnssreasonsforstudyinghistory,whichyoubelievetobethemostimportant, andsupportyouropinionwithashortbutcompleterationale.
8.Afterreadingthisarticleandcompletingthejigsaw,brainstormandwritedownafewreasons(both personallyandgenerally)whyoneshouldstudyhistory.
2.Whatcivilization(s)wasthefirsttousethismodeoftransportation?
3.HowdidthismodeoftransportationcometobepartofCanadiantransportation?
4.WhatistheaffectofthismodeoftransportationonmodernCanada?HowdidithelpshapeCanada today?
5.WouldCanadabethesameifthismodeoftransportationneverbecamepartofCanadiansociety? WhatdoyouthinkCanadawouldlooklikewithoutit?