Social Studies 9 - Why Should We Learn About History

7/22/2019 Social Studies 9 - Why Should We Learn About History

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Creating a Classroom Assessment Plan: Social Studies 9

Todd S. McLauchlin & Rhea McFarlane

University of Regina - ECS 410


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TableofContentsSocialStudies9: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:Visual

Connections

.........................................................................................................................

6

Write:WhyShouldWeLearnAboutHistory?...................................................................................... 6

Howaretheseauthentic?..................................................................................................................... 6

FormativeAssessments............................................................................................................................ 7

WhatandWhen?.................................................................................................................................. 7

Howwillstudentsreflectandassess?................................................... Error!Bookmarknotdefined.Howwillweadjustourteachingbasedonthis?.................................................................................. 7

KeyCriteria: (Whatcriteriawillbeusedtojudgethesummativeassessments?).....Error!Bookmarknotdefined.

LearningPlan.............................................................................................................................................. 11

Lesson1:................................................................................................................................................. 11

Lesson2:................................................................................................................................................. 11

Lesson3................................................................................................................................................... 12

Lesson4:................................................................................................................................................. 12

Lesson5:................................................................................................................................................. 13

Lesson6:

.................................................................................................................................................

13

Lesson7:................................................................................................................................................. 13

Lesson8:................................................................................................................................................. 14

Lesson9:................................................................................................................................................. 14

Lesson10:............................................................................................................................................... 15

Lesson11:............................................................................................................................................... 16


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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:

Videos

on

Flags

Think

Pair

Share

........................................................................................

29

AppendixG:ExitSlip................................................................................................................................ 30

AppendixH:TheHistoryofHouseMusic................................................................................................ 31

AppendixI:Met/NotYetMet Self/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


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SocialStudies9:WhyShouldWeLearnAboutHistory?ToddMcLauchlin&RheaMcFarlane

LearningOutcomes/Intentions

FormalUnitOutcomesandIndicators:Outcome:

DynamicRelationship(DR)9.4Determinetheinfluenceofsocietiesofthepastoncontemporarylifein

Canada.

Indicators:

a.Identifyideas,images,andsymbolsincontemporarylifethathavetheirrootsinsocietiesofthepast

(e.g.,political,artistic,recreational,technological,mathematical,andscientific).

b.Analyze

the

impact

of

knowledge

acquired

from

historical

events

on

the

future

of

contemporary

societies(e.g.,thedeclineoftheRomanEmpire;theattemptedannihilationofindigenousculturesand

languages,thepowerofthechurch;ethnocentrism;theconcentrationofpowerintheorganizationof

largecorporations;thecontributionofindigenouspeoplestothesurvivalofnewcomersatthetimeof

contact,andthewillingnesstosharethebountyandabundanceoftheland,sometimesthrough

sophisticatedarrangementsknownasTreaties).

c.Constructaninventoryofreferencestotraditionaloralnarrativesfoundincurrentpopularmedia,and

determinetherelevanceoftraditionalnarrativestocontemporarysociety.

Understandings/BigIdeas: History

Images/Ideas/Symbols

Impact

AcquiredKnowledge

OralNarratives

EssentialQuestions: Whyshouldwelearnabouthistory?(MainquestionfortheUnit)

Howdoeventsofthepastaffectcurrentculture?

Wheredoyouseeelementsofthepastin

presentpopculture?

Knowledge:LearnerswillKnow

Wheretofindelementsofthepastinpresent

culture

Whyitisimportanttolearnabouthistory

Whichpastcivilizationshavemadethemost

impactonCanada(indifferentsectorssuchas

politics,art,philosophy,etc.)

Skills:Learnerswillbeableto(orbeskilledat)

Identifyimagesandsymbolsofthepast

Make

connections

between

past

symbols/ideas/imagesandhowtheyarepresentin

modernpopularculture

Analyzetheimportanceofdifferenthistorical

eventsonmodernsocietyinCanada

Presentresearchonaparticulartopicinvisual,

written,andoralformats


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Icanstatements: Icanexaminetheideas,images,andsymbolscommoninlifetoday.Icanthenidentifythe

connectiontheseideas,images,andsymbolshavewithsocietiesfromthepast.

Icandescribehowtheknowledgeofmodernsocietiesisaffectedbyeventsfromthepast.

Icanconstructacollectionofpresentdayexamplesoftraditionaloralnarratives.Icanusethis

collectiontodeterminethesignificanceoftraditionalnarrativestomodernsociety.


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AssessmentEvidence

SummativeAssessmentsSay:GenreResearch(FoundinAppendixB:MusicGenreResearch:

Oral

Presentation)

Studentswillresearchtheirfavouritegenreof

music.Whatarethehistoricalrootsormovements

associatedwiththegenre?Whereintheworlddid

itbegin?Whoaresomeofthegrassrootsartistsin

thatgenre?Whatistheculturalsignificanceofthis

genremovement?

Do:VisualConnections(FoundInAppendixA:VisualConnections)ChooseamodernCanadiansymbolandusethe

visualpresentationtodrawconnectionsfromthe

pastandtieittothepresent.(DigitalVideo,

Poster,Scrapbook,VideoEssay,orApproved

VisualMedia)

Write:WhyShouldWeLearnAboutHistory?(Found

in

AppendixC:

Why

Should

We

LearnAboutHistory?)

Throughouttheunit,studentswillbeconstantly

asked:Whyshouldwelearnabouthistory?.

Theirresponsesviajournals,exitslips,etc.will

informthisfinalwrittenproject.Studentswillneed

tousehistoricalconnectionstomodernsocietyin

ordertodefendtheirposition.

Howaretheseauthentic? Genreresearchisauthenticbecauseitallowsthestudentstoexaminetheconnectionsbetween

pastsocietiesandcontemporaryCanadawhile

examiningsomethingtheyenjoy,music.

VisualConnectionsisauthenticbecausethemediuminwhichthestudentspresenttheir

connectionsisoneinwhichtheywillutilize

throughouttheirlives.

WhyShouldWeLearnAboutHistory?isauthenticbecauseitdrawsonthereflective

process

that

individuals

should

and

do

go

through

onaregularbasis.Thereflectionsaboutlearning

historyandtheconnectionstothestudent's

personallifebuildinanauthenticitythatisoften

missinginwrittenwork.


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FormativeAssessmentsWhatandWhen?ExitSlipswillbeusedattheendofseverallessons,primarilynearthebeginningoftheunittoensurethatkeyconceptsarebeingunderstood.

AReflectionJournalwillbeutilizedthroughoutthecourse,notjustthisunit.Thestudentswillwritein

thejournalaboutwhattheylearned,reflectingonwhattheylearnedandwhattheywouldliketo

continuetolearnabout.Studentswillpostanentrytotheirjournalseveryweek.Wewillbegiving

commentsandfeedbacktothestudentsbasedontheseentries,aswellasallottingtimeatthestartof

thefollowinglessontofollowuponcommentsorquestionsraisedinthejournals.

ABrainstormwillbeusedatthestartoftheunit.Thestudentswillbrainstormwhattheythinksome

modernsymbolsare,inCanadianSociety,thathavetheiroriginsinthepast.

ThroughClassDiscussions/Groupwork,whichwillbeconductedthroughouttheunit,thestudentswillbeabletosharetheirthoughtsandideaswiththeirclassmates.

AKWLChartwillbecompletedintandemwiththeBrainstormatthebeginningoftheunit.ThestudentswillbeaskedtofillintheKnowandWanttoKnowsectionsoftheKWLchartpriortothebrainstorm

being

conducted.

After

the

brainstorm

and

the

lesson

content

is

delivered,

the

students

will

be

asked

to

completetheLearnedsectionoftheKWLchartasatypeofexitslip.

WeuseInformalLearningChecksthroughouttheunittohelpassessthestudentsunderstandingandcomfortlevelwiththeunitmaterial.Theselearningcheckswillbedoneisseveralways.Wewillaskthe

studentshowcomfortabletheyarewiththematerial.TodothiswewillusemethodsliketheFistofFiveandFourCorners.WewillalsoObservethestudentsduringdiscussiontimeandgroupworktime.Theseobservationswillhelpusbetterunderstandifthestudentsaretrulyconnectingwiththeinformation.

Howwillweadjustourteachingbasedonthis? InresponsetotheinformationgatheredfromtheExitSlips,wemayneedtogooverthematerialagain,possiblywithadifferentapproach.Ifonlysomestudentsarestrugglingwiththekeyconcepts

thenwe

may

need

to

provide

one

on

one

time

with

those

students.

InreviewingtheReflectionJournals,wemaynoticecertainstudentsdonotunderstandoraredisengagedwiththelessoncontent;wethenwillneedtoadjustourapproach.Wemayneedtosimply

adaptthelesson/assessmentforcertainstudentsifwenoticetheyarestrugglingorareboredwiththe

concept,orwemayhavetorevisethelessonfortheentireclassifwenoticeatrendacrossmany

students.

AfterconductingastartoftheunitBrainstorm,wewillhaveastartingpointfortheoverallclass

knowledgeonconnectionsofthepasttomodernCanada.Wewillstillneedtodelvedeeperinto

individualknowledgelevels.

TheKWLChartwillgiveusinformationabouttheindividuallevelofreadinessforthistopic.Somestudentsmayhaveagreatdealofknowledgeabouthowthepastandthepresentareconnected,and

how

societies

from

the

past

influence

the

present.

Other

students

may

not

have

any

prior

knowledge.

Thisinformationwillbeusedtohelptierthelesson/assessmentsbasedonindividuallearninglevels.

ClassDiscussions/Groupworkcanhelpinformusastohowwelltheclassasawholeisunderstandingthetopic.Thenatureofpoints/ideasthatarediscussedwillberepresentativeofthelearningthatis

occurring.Sincesomestudentsmaydominateclassdiscussionsandsomemaywishtoavoidthem,we

mayemployamethodofrandomselectiontoaskquestionsduringthediscussions.Randomselection

willbeconductedbywritingallthestudentnamesonPopsiclesticks.Thesestickswillbeplacedinajar

andselectedatrandomtoanswerquestionsorofferacomment.Theselectedstudentwillbe

encouragedtoattempttheanswereveniftheythinktheydonotknow.Itisokaytobewrong,butitis

notokaytonottry.


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KnowledgegainedthroughInformalLearningCheckswillpromptustoreviewthematerialinwhichthe

studentsrequiremoreknowledge.Thismaybedoneasagroupifthemajorityneedsmoreclarification,

orasindividualsifonlysomestudentsneedmoreinformation.


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StudentReflection Throughouttheentirecourse,thestudentswill

useareflectionjournaltoreflectontheweek'slearningandwhattheywishtolearnmoreabout.

Whenyouthinkaboutwhatyoulearned,andthe

processoflearningitself,theconceptstendtobe

rememberedwith

greater

detail.

The

reflection

log

doesnotneedtobelongortimeconsumingfor

thestudents,butitshouldallowthestudentto

pauseandthinkaboutwhathe/sheislearningand

iftheyaretrulyconnectingwiththeconcepts.

AssessmentAsLearning Duringthecompletionofthe3summative

assessments,thestudentswillhavethe

opportunitytoassessapeer'swork.Thiswillbedonebycomparingtheworktoarubric.The

commentsgivebythepeersshouldbetakenby

thestudent(s)

and,

combined

with

feedback

given

duringinformallearningchecks,usedtoimprove

theoverallproject.

Thestudentswillhavetheopportunityto

self/groupassessinLesson4ontheirprogressfor

theVisualConnectionsAssignment.

Thestudentswillbeableofferpeerassessment

toeachotherduringtheGenreResearch

Presentation.Thisknowledgewillhelpimprove

thepresentationskillsofthestudent.

Thestudentswillalsohavetheopportunityto

peer

assess

the

Visual

Connections

Presentations.

Thisagainwillhelpimprovethepresentationskills

ofthestudent.

Finally,whenthestudentshaveaperiodtowork

ontheirWhyShouldWeLearnaboutHistory

assignmenttheywillbeassignedapartnerwho

canassesstheirwork.Theycansendthe

assignmenttotheirpartnerforspellingand

grammarchecks,aswellas,checkstoforlogicand

flow.Thisassessmentwillbefarmoreinformal

andisintendtogivethestudentsanotherperson

tocheckinwithontheproject.

FeedbackNeedtohighlightwhatwewilldoforfeedback willaddafterthelessonsareorganizedintonumbered

format

KeyCriteria: (Whatcriteriawillbeusedtojudgethesummativeassessments?)Thestudentswillworkwithustocreatethefinalrubricsforthesummativeassessments.Havingsaid

thatwehaveprecreatedrubricsforeachofthethreesummativeassessmentsthatoutlinewhatwe

wanttobeassessed.Theserubricswillonlybeusedasguidesforcreatingourformativeassessment

plansandtoensurethattheclasscreatedrubricsarecomplete.Eachrubricfollowstheappropriate

assignmentinthisdocument.Foreachofthethreeassignmentstherearecertaincriteriawefeelmust

bemet.

1)VisualConnections:Overallattractivenessofthevisualpresentation,presentationdelivery,completesummaryhandout,correctuseofterminology,connectionstopastcivilizationsandmodernCanada,and

pastconnectionsofmodernsymbols.

2)GenreResearch:Content,TimeLimit,Enthusiasm,ClarityofSpeech,willbethemainareaswewanttoseeincludedinthefinalrubric.

3)WhyShouldWeLearnHistory?:Content,Arguments,Organization,Spelling&Grammar,FormatandReferencesarethemainareaswewanttoseeincludedinthefinalrubric.


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GradingCourseGrading:

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

more

valued

and

important.

Since

all

three

assignments

are

working

toward

the

same

outcome,

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

requirefurther

improvement,

atwo

is

satisfactory,

athree

is

proficient,

and

afour

is

excellent.

ThegradebookisincludedandcanbefoundinAppendixT.

VideosandArticles:Throughoutthelearningplan,wementionseveralvideosandarticlesthatweplantouse.Thevideos

andarticleswillbeavailableforthestudentstoaccessfromourEdmodopage.Anyonecanjointhe

Edmodopageifhe/sheknowsthegroupcode.ThecodetojoinourEdmodopageis5a60w1.


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LearningPlanLesson1:

Inthefirstlessonforthisunit,wewillintroducetheconceptthatthepast,andpastcivilizations,

affectmodernCanada.First,tounderstandwhatisthestudentspriorknowledgeastohowthepast

influencescontemporarysociety,wewillcompleteaKWLchart.TheKWLchartwillhaveseveralpoints

toconsider

written

on

the

bottom,

as

is

included

in

AppendixD:

Past

Societies

and

Modern

CanadaKWL.ThestudentswillbeaskedtocompletetheKnowandWanttoKnowsectionsofthe

KWLchartindependently,keepingthesepointsinmind.Afterthestudentshavebeengiventimeto

completethefirsttwosections,roughly10minutes,wewillreturntoalargeclassgroup.Asagroup,

usingtheinformationfromtheKWLandnewideasthatoccuraswego,wewillcreateabrainstormof

howthepastaffectsmodernCanada.Theideaswillbewrittenontheboardorsmartboard,and

recordedsothatthestudentscanreferencethemlater.ThebrainstormislocatedinAppendixE:BrainstormGuidingQuestions.Oncethebrainstormhasbeensufficientlyfilledin,approximately

15minutesintime,wewillgiveabriefoverviewoftheunit.Wewillalsohandoutthefirstassignment,

VisualConnections,whichisfoundinAppendixA:Visual

Connections.5minutesofthistimewill

bespentdiscussingthecriteriaforassessment.Therubricincludedintheappendixisforourpurposes.

Itincludeswhatwefeelisneeded,thefinalrubricwillbebasedonideaspresentedinclassandthispre

maderubric.Wewilllettheclassknowthattheywillhaveclasstimetoworkonthisprojectanditisnot

dueuntiltheendoftheunit.Wewanttopresentthisassignmentasaunitlongproject,sinceitrequires

groupworkanditmayrequirevideoediting,whichistimeconsuming.Theexplanationofthe

assignmentwilltake10minutes.Theclasswillhavetimetoformulatetheirgroupsandbegintothink

aboutwhatcivilizationtheywishtochoosefortheirproject.Wewillgive15minutestoformthebasisof

theirgroup.Thefinal10minutesoftheclasswillbespentcompletingthefinalcolumnoftheKWLchart.

Based

on

the

group

brainstorm

and

class

discussion,

the

students

will

have

developed

new

knowledge

abouthowthepastaffectsmodernCanada.TheywillfillthisinformationinontheLearnedsectionof

theKWLchartandhanditinasanexitslip.WewillusetheKWLchartsasadiagnosticassessmenttosee

wherethestudentsareat,priortotheunit.

*VisualConnectionsassigned.

Lesson2:Inthislesson,wewillbeginexploringdifferentsymbolsthathavetheirrootsinthepast.Today,

weexploretheCanadianFlag.Wewillstartthelessonbyhandingoutasheettoguidethestudents

throughaThinkPairShare,whichisfoundinAppendixF:VideosonFlagsThinkPairShare.Asaclass,wewillwatchtwovideosontheCanadianflagdebateofthe1960's.Thestudentswillusethe

questionsonthehandouttothinkcriticallyaboutthevideos.Theywillthencollaboratewithanother

student,compare,andfurtherdeveloptheirthoughtsaboutthevideocontent.Finally,asaclass,wewill

discussthevideostogether.AftertheThinkPairShare,thestudentswillhandintheirdatacollection

sheets.ThisexercisewillleadusintoadiscussionabouttherootsandsymbolismbehindtheCanadian

Flag.WewillalsodiscusstheCanadianRedEnsignandtheRoyalUnionJack.Thepurposeofthis

exerciseistoshowhowsymbolsfromthepast Britain,France,andthecrusades helpeddevelopone

ofournationalsymbols.AftertheThinkPairShare,thelectureandtheclassdiscussionontheCanadian


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Flag,thestudentsshouldhaveastrongunderstandingoftherootsofournationalflag.Todemonstrate

this,theclasswillbeaskedtocompleteanexitslipontheCanadianFlagbeforeleaving.Theexitslipcan

befoundinAppendixG:ExitSlip.Lesson3:

ContinuingwithourdiscussionsontherootsofmodernCanadainthepast,wewilldiscuss

music.The

students

will

be

assigned

the

genre

research

project,

which

will

largely

be

an

independent

assignment.Theremainingtimeinthisclasswillbegivenforthestudentstoformthebasisoftheir

project.Theassignment,whichisfoundinAppendixB:MusicGenreResearch:OralPresentation,willbehandedouttothestudents.Thefirst10minuteswillbespentdiscussingtheactualassignment,followedbyanother5minutesinwhichwewillcollectivelydiscussandcreatethe

criteriaforassessment.Therubricincludedisforourpurposesandincludeswhatwefeelisneeded,the

finalrubricwillbebasedonideaspresentedinclassandthispremaderubric.Withtheassignmentfresh

inthestudentsminds,theywillspend20minutesreviewingkeytermsandexamplesneededforthis

project.Theassignmentrequiresthatthestudentsknowwhatamovementis;therefore,wewilldefine

theterm

and

we

will

show

ashort

video

associated

with

music

movements.

The

video

is

on

House

Music,asitisnotoneofthelistedgenresintheproject.ThevideoistitledtheHistoryofHouseMusic

andisabout10minuteslong.Aswithallourvideos,thiscanbefoundonourEdmodopage.Wewillalso

handthestudentsaninformationsheetonhousemusicthatwillhelpthembetterunderstandwhatis

expectedofthemfortheGenreResearchproject.TheinformationsheetislocatedinAppendixH:TheHistoryofHouseMusic.Theremaining30minutesofthisclasswillbegiventothestudentsto

begintheirownGenreResearchproject;thisistheonlyclasstimetheywillreceiveforthisproject.We

willalsogivethestudentsalinktoaninfographthatshowstheconnectionbetweenmanydifferent

typesofmusicthroughouttime.Theinfographisavailableathttp://www.thomson.co.uk/blog/wp

content/uploads/infographic/interactivemusicmap/index.html.

*GenreResearchassigned

Lesson4:Thisweek'sreflection,whichisdueinlesson5,willcontainaparagraphreflectingonthe

progressthroughtheVisualConnectionsassignment.Thestudentswillbeaskedtoreflectontherubric

andaskthemselves,andtheirgroupmembers,iftheyhavemetornotyetmetthegivencriteria.This

willbeincludedaspartoftheirweeklyreflection;however,thefinal10minutesofclasstimewillbe

usedtoallowthestudentstocompletethemet/notyetmetformwiththeirgroup.TheMet/NotYet

MetformisincludedinAppendixI:Met/NotYetMet Self/Group.Wewillalsoremindthestudents

that

the

next

lesson

will

be

awork

period,

in

which

they

should

be

able

to

complete

alarge

sectionoftheworkforVisualConnection,whichiswhytheyneedtoassesswheretheyareatnow.First

Nations&InuitpeopleshavemanysymbolsthathavebecomecommonplaceinCanadiansociety.Today

wewillexaminehowprecontactFirstNations&Inuitimages,symbolsandideashavefoundaplacein

modernCanada.Wewillspecificallyexaminethetotempoleandtheinuksuk.Wewillwatchavideoon

totemsentitled,FirstNationsCarvingsandCultureandoneoninuksukentitled,Inuksuk,itsUsageand

BuildYourOwnInuksuk.WewillfacilitatethediscussionaboutFirstNationsandInuitsymbolsina

slightlydifferentmannertoday.Thestudentswillhavefourappointmentswithanothermemberoftheir


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class.Wewillhaveroughly40minutesforthisportionofthelesson,meaningeachappointmentwilllast

about810minutes.Therewillbeadifferentsetofquestionsateachappointmenttable,wherethey

willmeetwithadifferentmemberoftheirclass.Thequestionsatthetablewillbeaccompaniedbya

shortarticleorwriteuponaFirstNationsorInuitsymbol.Thestudentswillneedtoreadtheshort

writeupandanswerthethreequestionsinthistime.Thiswillallowthestudentstoexploremore

symbolsinashortperiodoftime.Itwillalsoallowustocirculatethroughtheroom,listeningforthe

currentlevel

of

understanding

of

each

symbol

and

by

each

student.

If

we

notice

that

students

are

gettinginformationincorrect,wemayneedtointerjectandaddinthecorrectfacts.Thequestionsfor

thisactivitycanbefoundin


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AppendixJ:AppointmentstoDiscussFirstNationsandInuitSymbols.

Lesson5:Theweeklyreflectionjournalisdue.Anoutlineofwhatisexpectedfortheweeklyjournalis

includedinAppendixK:GuidelinesforReflectionJournal;however,bythispoint,thestudentswillhavecompletedseveraljournalentries.Thisweek'sentrywillincludeaportion,asitnormallydoes,

onwhattheyhavelearnedthisweek,whatquestionsarestilloutstandingandwhattheywouldlike

reviewed.Additionally,therewillalsobeasectionreflectingontheprogressoftheVisualConnections

groupproject,andwhatneedstobedonetomeettherubric.Thisclasswillbesplitintotwoportions,

partonewewillspend40minutesworkingontheVisualResearchproject.Inparttwo,thestudentswill

begivingeachotherpeerfeedbackontheirGenreResearchproject,whichisdueinthefollowingclass.

Thiswilltakeabout15minutesandthepurposeofthepeerfeedbackistoallowthestudentstobe

givenhonestinformationabouttheirproject,beforetheyactuallyhavetopresentit.Thepeerfeedback

fortheGenreResearchprojectisincludedinAppendixL:PeerFeedbackforGenreResearchAssignment.

*WeeklyJournalpostdue

Lesson6: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:FeedbackformforGenreResearchPresentation.

*GenreResearchdue

*Genreresearchpresentationdayone

Lesson7:Lesson7willbeacontinuationofLesson6,andthesecondhalfoftheclasswillpresenttheir

genreresearchprojects.Again,thestudentswillberesponsibleforassessingtheirpeersduringthe

presentations.Beforetheendofclass,wewillgivethestudentsanarticleentitledWhyStudyHistoryto

readbeforethenextclass.


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*Genreresearchpresentationdaytwo

Lesson8:Thislessonwillconsistoftwoparts,partonewillbetheassignmentofthethirdandfinal

summativeassessment.Wewillexplainwhattheassignmententailsandasusual,wewillworkwiththe

classtobuildthefinalversionoftherubric.Therubricwehaveincludedwiththeassignmentisintended

forour

purposes,

so

we

have

aguide

while

we

develop

the

final

rubric

together.

The

assignment

can

be

foundinAppendixC:WhyShouldWeLearnAboutHistory?,andisentitledWhyShouldWeLearnHistory?Inthisassignment,thestudentswillcreateanessaythatargueswhywestudyhistory.

Theessaywillbethreetofivepagesinlengthandwillincludemultiplesources.Intheassignment

handout,wenotethatifthestudentsareunfamiliaroruncomfortablewithAPAformatforciting

referencestoletusknow.IfwehavemanystudentsthatareuncomfortableorunfamiliarwithAPA

format,thenwewillconductaminilessononitinthenextclass.Thestudentswillbeusingtheir

journalstomakepostsaboutwhytheythinkweshouldlearnhistory.Thesepostswillbeaddedeach

dayandwillbeusedtoformthebasisoftheiressay.Thereasonforthepostsissothatwecanread

themandprovidefeedback,priortothestudentsactuallywritingtheessay.Thefeedbackgivenwillhelp

thembuild

abetter,

stronger

argumentative

essay.

The

second

part

of

the

lesson

will

be

about

the

purposeofhistory.InAppendixN:JigsawonWhyStudyHistory,eightquestionsareincluded,whichwillaccompanythearticlethestudentsread.Thearticlewewillbediscussingwasassignedatthe

endofthepreviousclassandisentitledWhyStudyHistory. Wewillbeconductingajigsawactivityand

theclasswillbebrokenintogroupsofsevenstudents.Eachgroupwillnumberthemselvesfromoneto

sevenandthenallthestudentswiththesamenumberwillgettogether.Eachofthesenewexpert

groupswillhaveonequestiontodiscussfromthequestionsheet;thequestioneachgroupdiscusseswill

bebasedontheirgroupnumber.Thegroupswillhave15minutestodiscussthearticleandanswertheir

question.Aftereachgrouphascompletedtheirquestion,thestudentswillreturntotheiroriginalgroup,

where

they

will

share

the

answer

they

developed

in

their

expert

group.

The

groups

will

have

approximately20minutestosharetheiranswersamongsteachother.Thefinal10minutesofclasswill

bespentansweringquestion8individually.Thestudentswilladdtheanswertotheirjournalastheir

journalpostfortheday.Thisquestionwillserveasastartingpointfortheiressayassignment.Wewill

readovertheanswersandprovidethestudentsfeedbackforthenextclass.

*WhyShouldWeLearnAboutHistory?assigned

Lesson9:Theweeklyreflectionjournalisdueatthestartofclass.Thejournalentrywillincludea

paragraphaboutwhatthestudentslearnedthisweek,whattheyarestillunsureaboutandwhatthey

wantto

go

over

again.

They

will

also

include

asection

on

the

why

we

should

study

history

assignment.

VisualsConnectionsisdueintwoclassesandWhyShouldWeLearnHistoryisdueinthreeclasses;

therefore,ifthestudentsarehavingproblems,weneedtoaddresstheminthenextclass.Theclasswill

besplitintotwoportions,onefornewcontentandoneforworktimeonthe,WhyShouldWeLearn

History,assignment.Thislessonwillbecenteredonthehistoryoftransportation,andhowmodern

transportationhasitsrootsinthepast.WewillbeginbyshowingashortvideofromBloombergentitled,

AnAbridgedHistoryofTransportation.Thiswillserveasanintroductiontostudentstotherootsof

transportation.TherearemanymodesoftransportationthatareimportanttothehistoryofCanada


17/47

includingthecanoe,horse,automobile,airplane,trainandship.Wewilldiscussthecanoeandthetrain

aspartofourlecture.WewilldescribetherootsofthecanoeinFirstNationssocietiesandhowFrench

andBritishexplorersusedthecanoetoexploreCanada.Wewilldescribehowthetrain,whichusedto

besteampoweredbutisnowdieselorelectric,helpedshapetheCanadaweknowtoday.TheCanadian

PacificRailwayconnectedtheeastandwestofCanadaandallowedforgoodsandrawmaterialstobe

transportedacrossthecountry.Therailwaybecameapartofournationalpolicy.Afterthestudents

havehad

time

to

listen

to

us

describe

alittle

about

the

history

of

canoes

and

trains,

we

will

give

them

timetolookintodifferentmodesoftransportationthemselves.Thestudentswillbedividedintogroups

ofthreeandassignedamodeoftransportationthatwassignificanttothehistoryofCanada.The

studentswillanswerfivequestionsontheirassignedmodeoftransportation.Tofacilitatethisactivity,

wewillhavelaptopsbroughtintotheroomorwewillhavetheclassconductedinthecomputerlab.The

studentswilleitherhandintheiranswersoremailthemtous.Wewillcollectalltheanswerstogether

andprovidethemtoallthestudents.TheoutlinefromthisactivityisincludedinAppendixO:TheHistoryofTransportationinCanada.Thequestionsshouldtakeabout1520minutesto

complete,leavingthefinal20minutesforthestudentstoworkindividuallyontheiressays.Theyshould

beable

to

know

where

they

want

to

go

with

their

essay

and

have

an

introduction

built

by

the

end

of

the

class.

*WeeklyJournalpostdue

Lesson10:Atleastthefirsttenminuteswillbeallocatedtodiscussingquestionsthatarosefromreading

thejournals.Ifthereareanyoutstandingissueswiththeassignmentsorthingswehavediscussedin

class,itisimperativethatweanswerthemnowbeforemovingon.Inthislesson,wewilldiscusstheroot

ofdifferentsportsthathavebecomenationalsymbols.Wewillexplainthathockey,basketball,lacrosse,

football,baseball,curlingandsoccerallhaveplacesasnationalsymbols.Havingsaidthis,wewillfocus

onlyon

Lacrosse

and

Ice

Hockey

for

this

lesson,

as

they

are

our

two

national

sports.

We

will

begin

by

watchingtwovideos theHistoryofLacrosseandHockey: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


18/47

willbelisteningtotheargumentstocheckforunderstandingofhowthesportisrootedinthepastand

contributestomodernCanada.Wewillalsouseinformalobservationwhilethestudentsarepreparing

theirdebatesbycirculatingfromonegrouptothenextandlisteningtothecommentsmade.AppendixP:InstructionsforaDebateonCanada'sNationalSportincludestheinstructionsforthedebate.Therewillalsobeatypeofexitsliphandedoutattheendoftheclass.Thisslip,duetotime

constraints,willnotbehandedinatthelessonsend;instead,thestudentswillbeinstructedtoaddthe

answerstotheirjournal.TheexitslipisincludedinAppendixQ:ExitSlip.Wewillusetheexitslipanswerstocheckforunderstandingofthelessonwepresentedandtheconceptofhowmodernsports

arerootedinthepast.

Lesson11:ThislessonandthefollowinglessonwillbededicatedtothepresentationofthestudentsVisual

Connectionsassignment.Aswiththeoralpresentation,thenonpresentinggroupswillberesponsible

forprovidingpeerfeedbackforthepresentingones.AformforpeerfeedbackcanbefoundinAppendixR.Thestudentswillbeaskedtolookattherubricwecreated,priortoeachpresentation,sotheyhavea

betterunderstandingofwhattheirpeersshouldbeoffering.Againtherationalforallthestudents

providingpeerfeedbacktoeachotherisnottobecomepartofthegradebuttoprovidethestudents

withmoreinformation.Thepresentinggroupswillgetavolumeoffeedbacktheycanuseforfuture

presentationsandthosewatchingwillberequiredtofocusonthepresentationsothattheycangive

qualityfeedback.TheWhyShouldWeLearnHistoryassignmentisdueinthenextclass.Thelastten

minuteswillbespentgoingoveranyoutstandingquestionswiththeassignment.

*VisualConnectionsassignmentdue

Lesson12:Aswiththepreviouslesson,theentiredaywillbedevotedtopresentationsontheVisual

Connectionsassignment.

The

students

again

will

provide

peer

feedback

to

their

fellow

students,

while

theyarepresenting.ThestudentswillalsohandintheirWhyShouldWeLearnHistoryassignmentatthe

startofclass,whichwewillgradeandprovidefeedbacktothestudents.Thefinaltaskinthelast10

minutesofclasswillbeanexitslip.Thisexitslipwillhavetwopurposes;thefirstistoinformusofhow

theunitwent.Whilewecannotadjustourteachinganyfurtherforthisunit,wecanforthenextunit;

therefore,itisimportanttoseehowstudentslikedtheunit.Secondly,theoverallcommentsaboutthis

unitmayalterhowwepresenttheunitinfutureclasses;thereforegainingthestudentsopinionwillbe

invaluable.TheexitslipcanbefoundinAppendixS.*WhyShouldWeLearnAboutHistory?assignmentdue


19/47

SummativeAssessments

AppendixA:VisualConnections

Class:SocialStudies9 Winter2013 Teacher:Mr.McLauchlin&Ms.McFarlane

TheBigIdea:Thepasteventsandthesocietiesthoseeventscomefromhaveaconnectiontoandanimpactonmodernsociety.

EssentialQuestion:Howdotheideas,images,andsymbolsinmodernCanadiansocietyhaveconnectionstoandrootsinpastcivilizations?

Assignment:Yourgoalistoidentifyideas,imagesandsymbolsinmodernCanadianlifethathavetheirrootsinsocietiesfromthepast.Thismayincludepolitics,art,technology,mathematics,scienceor

philosophy.Ingroupsoftwoorthree,youwillcreatesometypeofvisualpresentationthatdepictsthecontributionsofapastcivilizationtomodernCanada.Yourgroupwillneedtoselectfromthefollowing

list

of

civilizations

from

the

past

for

this

project.

Please

note

that

only

one

group

may

select

a

given

civilization,sopleaseletMs.McFarlaneorMr.McLauchlinknow,onceyouhavechosenyourcivilization.

Civilizationsfromthepast:AncientRome AncientEgypt Aztec

AncientGreece AncientChina IroquoisFirstNation

PrerevolutionaryFrance RenaissanceEurope SquamishFirstNation

MedievalEurope PreunificationEngland DenFirstNation

OnceyourgrouphaschosenacivilizationfromthepastandinformedMr.McLauchlinorMs.

McFarlaneof

it,

you

may

begin

work

on

your

project.

You

must

begin

researching

the

contributions

your

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

shouldnotbetreatedlikearesearchessay thisisasummaryonly.


20/47

Differentiation:(TieringbasedoffofDamianCoopersRedefiningFair:HowtoPlan,AssessandGrade

forExcellenceinMixedAbilityClassrooms)

LearningTask:Identifyideas,images,andsymbolsofthepastinmodernsociety.TierOneTask(designedtoprovideevidenceofproficientachievementatgradelevel):

Inagroup

of

23,

students

will

choose

from

the

list

of

past

societies.

The

group

will

research

one

of

the

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.


21/47

ResearchSheet1Contributions Culture name:

Language

Religion

Art

Architecture(buildings)

Medicine

Politics/Government

Athletics

Inventions

Agricultural Products(Tools/Foods)

Weapons

1TakenfromtheAlbertaEducationresourcecatalogue.(http://education.alberta.ca/apps/lrdb/qlist.asp)


22/47


23/47

AppendixB:MusicGenreResearch:OralPresentation

BigIdea:Theideas,imagesandsymbolsthatarefoundinmodernCanadafortheirrootsinsocietiesfromthepast.

EssentialQuestion:Howdothesymbols,ideasandimagesweseetodayhavetheirrootsinthepast?Howdoesthemusicwelistentodayhaveitsrootsinthemusicandsoundsfromthepastandpast

societies?

Now,forsomethingcompletelydifferent yougettoresearchyourfavouritegenreofmusic!

Whenwelookatdifferentgenresofmusicandwheretheirrootscomefrom,webegintoseehow

politicalandsocialmovementscancreatechangeinnotonlythepoliticalandsocialsectors,butalsoin

thesectoroftheartsmusic,inparticular.Youwillbegivinga23minuteoralpresentation.Youmay

portrayitinanywayyouchoose,butitmustincludealltheinformationinStepTwo.For

this

assignment,

you

will

follow

these

steps:

StepOne:Chooseyourfavouritegenreofmusicfromthelistbelow.Note:Youmayalsopickadifferentgenre;HOWEVER,itmustfirstbeapprovedbyMr.McLauchlinorMs.McFarlane.

Folk Electronica Pop Country

RockandRoll HipHop Blues Jazz

PunkRock BluegrassCountry SouthernRock BigBandSwing

Dubstep

StepTwo:Startyourresearch!.Inyourpresentation,youmustincludethefollowing:Whendidthemovementbegin?

Whatarethehistoricalrootsormovementsassociatedwiththegenre?

Whereintheworlddiditbegin(beasspecificaspossible)?

Nameoneortwoartistsfromthisgenre.

StepThree:Takeadeepbreath.StepFour:Piecetogetheryourpresentation.Youcanpresentitasanoralessay,adramaticreading,acharactermonologue,aradio/talkshowinterview,etc,butrememberitmustbe23minuteslong.If

youhaveanideathatyouarenotsureabout,askMr.McLauchlinorMs.McFarlaneforassistance.

Yourpresentationswillallbereadytobepresentedonthesameday,buthalfofyouwill

presentoneperiod,whiletheotherswillpresentthenextperiod.BringyourAgameifyouwantthe

Agrade!


24/47



LearningTask:Identifyideas,images,andsymbolswithinacurrentmusicalgenre.TierOneTask(designedtoprovideevidenceofproficientachievementatgradelevel):

Individually,studentswillchooseagenrefromthelistthattheycanresearch.Studentswillthen

researchtheirgenre,answerthenecessaryquestions,anddocumentallresourcesused.Studentswill

createcuecardswiththeiroralpresentationwrittenoutonthem,tomakeavisualrecallofthe

presentationeasier.


Asagroup,thestudentswillbrainstormalistofgenresthattheycouldpossiblyuse.Studentswillalso

brainstormalistofplacestheycouldfindinformationonthesegenres.**Wikipediacanbeusedasa

jumpingoffpointbyusingthefootnotestolocateothersources,butdoesnotstandaloneasa

crediblesource.**Studentswillthenresearchtheirgenre,answerthenecessaryquestions,and

documentallresourcesused.Studentswillcreatecuecardswithbigideas/termstoguidetheiroral

discussion.


challenge):

Individually,studentswillchooseagenrefromthelistthattheycanresearch.Underthedirect

supervisionoftheteacher,studentswillbegivenalistofresourcespertainingtotheirspecificgenre.

Then,thestudentswillresearchtheirgenre,answeringthenecessaryquestions,anddocumentall

resourcesused.

Students

will

create

cue

cards

with

their

oral

presentation

written

out

on

them,

to

make

visualrecallofthepresentationeasier,andmaychoosetopresenttotheteacherandoneother

student,ratherthantothewholeclass.


25/47

OralPresentation:GenreResearchRubricTeacherName:Mr.McLauchlin&Ms.McFarlane StudentName:

CATEGORY 910Excellent 78Proficient 56Fair

Content Shows a full

understanding of thetopic, and answers all

questions regarding

genre research.

Shows a good understanding

of the topic, and answersmost of the questions

regarding genre research.

Shows a good

understanding of parts ofthe topic and only answers

a few of the questions

regarding genre research.

Do

theno

reg

Time-Limit Presentation is 2-3minutes long.

Presentation is more than aminute over or under the time

limit.

Presentation is more thantwo minutes over or under

the time limit.

Prmi

lim

Enthusiasm Facial expressions andbody language generate a

strong interest and

enthusiasm about thetopic in others.

Facial expressions and bodylanguage sometimes generate

a strong interest and

enthusiasm about the topic inothers.

Facial expressions andbody language are used to

try to generate enthusiasm,

but seem somewhat faked.

Veex

Di

in

Clarity of

speaking

Speaks clearly and

distinctly all (100-95%)

the time, and

mispronounces nowords.

Speaks clearly and distinctly

all (100-95%) the time, but

mispronounces one word.

Speaks clearly and

distinctly most (94-85%)

of the time and/or

mispronounces severalwords.

Of

un

ma


26/47

AppendixC:WhyShouldWeLearnAboutHistory?

BigIdea:TheknowledgegainedfromthepasthasanimpactonlifeinmodernCanada,andthroughunderstandingthatknowledgewecanbetterunderstandourcontemporarysociety.

EssentialQuestions:HowdoestheknowledgeacquiredfromhistoryaffectmodernCanada?Whyshouldwelearnabouthistory?

Throughanexaminationofhistoryanditsimpactonmodernsociety,youwilldevelopyour

answerofwhyweshouldlearnabouthistory.Thisassignmentwilltaketheformofanargumentative

essay,andyouwillmakeacaseforyourreason(s)astowhyweshouldlearnabouthistory.Theessay

willbe23pages,doublespaced,inlengthandwillincludeanopeningparagraphexplainingyour

argument,severalparagraphscitingrealworldexamplesorexplanationsforyourargument,anda

closingparagraphthatwilltietheentireessaytogether.

Thisassignmentwillworkinconjunctionwithyourreflectionjournalandyouwilluseentriesin

yourjournaloverthenextseveralclassestobuildyourargument.Pleasenotethattheseentrieswillbe

separatefromyournormalweeklypost.Thereasonforusingyourreflectionjournaltomakeyour

argumentissothatMs.McFarlaneandMr.McLauchlincanreviewyourpostsandprovideyouwith

feedbackasyouprogressthroughtheprocessofwritingyouressay.Youwillneedtousehistorical

connectionstomodernsocietyinordertodefendyourpositiononwhyitisimportanttolearnhistory.

Wheretobegin:Wewillbeginbyreadingashortarticleaboutwhyweshouldstudyhistory,inclasstogether.

Withthis

article,

there

will

be

several

questions

to

answer.

The

questions

are

designed

to

spark

your

ideasaboutwhyweshouldlearnhistory;however,thisarticlebynomeansisthecompleteanswer.

Therefore,pleaseuseadditionalarticles,eitherfromthisclassoronesyouhavefoundonyourownto

buildyouressay.

Format:Youressaywillbe23pagesinlengthandwillbedoublespaced.YouwilluseTimesNewRoman

size12font,andyourmarginsshouldbeleftatthestandard2.54cmsetting.Youwillneedtoincludea

titlepagethatconsistsofyourname,thetitleoftheassignmentandtheourclassname.Youwillalso

needareferencepagethatwillincludealltheworksyouusedtocreateyouressay.Thereferencepage

shouldfollowAPAformat.IfyouhaveneverusedAPAformatoryouareunsurehowanAPAreference

pageshouldlook,pleaseletMr.McLauchlinorMs.McFarlaneknowandwewillhelpyouwiththe

formatting.


27/47



LearningTask:Analyzetheimpactofknowledgeacquiredfromhistoricaleventsonthefutureofcontemporarysocieties.TierOneTask(designedtoprovideevidenceofproficientachievementatgradelevel):

Individually,studentswillgobackthroughtheirreflectionjournalsandbuildtheirargumentfromwhat

theyhavelearnedaboutthelinksbetweenthepastandthepresentandwhyseeingthisconnectionis

importanttooureverydaylives.Studentswillhavetofindrelevanthistoricalexamplestobackuptheir

argument,andthoseexamplescancomefromlookingatotherstudentsVisualConnectionsorGenre

Researchpresentations.StudentscangoontoURSummonorGoogleScholartolookupmorearticles

aboutwhylearninghistoryisimportant.Mr.McLauchlinandMs.McFarlanewillsupportandguidethe

studentsintheirresearchandwriting.Withformatting,bothMr.McLauchlinandMs.McFarlanewillbe

availabletoassistwithanyquestionsthestudentsmayhave.




importanttooureverydaylives.Studentswillhavetofindrelevanthistoricalexamplestobackuptheir

argument;theyareencouragedtogobeyondclassroomexamplesandfindtheirownfromany

outstandingconnectionstheyseethattheyhaventhadtheopportunitytopresentinclass.Students

cangoontoURSummonorGoogleScholartolookupmorearticlesaboutwhylearninghistoryis

important,andcangobeyondandwatchhistoricaldramafromtheHistorychanneltoassistintheir

research.

Mr.

McLauchlin

and

Ms.

McFarlane

will

be

available

to

answer

questions

regarding

research

andwriting.Withformatting,wewillprovidethelinkstoPurdueOWL(OnlineWritingLab)

aswellasResearchandDocumentationOnline

5thEditionAPA:WritingfortheSocialSciences

.


challenge):



importantto

our

everyday

lives.

Students

will

have

to

find

relevant

historical

examples

to

back

up

their

argument,andthoseexampleswillprimarilycomefromlookingatotherstudentsVisualConnectionsor

GenreResearchpresentations.StudentscangoontoURSummonorGoogleScholartolookupmore

articlesaboutwhylearninghistoryisimportant.StudentswillbegivenacopyofDianaHackersA

CanadianWritersReference,andwillhaveMr.McLauchlinandMs.McFarlaneavailabletoanswer

questionsregardingresearch,writing,andformatting.Studentsmaychoosetotalkouttheirpaper

andhaveoneoftheteachersscribeforthem.After,thestudentmaychoosetocorrectandformatby

themselves,butmayalsochoosetodosidebysideeditingwiththeteacher.


28/47


29/47

FormativeAssessmentsAppendixD:PastSocietiesandModernCanadaKWL

Name:WhatIKnow WhatIWanttoKnow WhatILearned

PointstoConsider: WhataresomecommonsymbolspresentinmodernCanada?(Example:DollarSign)

WhataresomepastsocietiesthathaveinfluencedCanada?(Example:PreRevolutionaryFrance)

WhatareAboriginalideas,imagesandsymbolsthathavecontinuedincontemporarysociety?(Example:

Anishinaabedreamcatcher)

DoyouknowanyartisticinfluencesfrompastsocietiesthathavebecomepartofmodernCanada?(Example:

Jazzin1910'sNewOrleans)

CanyouthinkofeventsfromthepastthathavehadanimpactonmodernCanadiansociety?

AnythingyoumaywishtoknowmoreaboutconcerninghowpastsocietiesinfluencedcontemporaryCanada.


30/47

AppendixE:BrainstormGuidingQuestions

Wewillusethebrainstormandtheclasslessonitselftoprovidethestudentstheknowledgetofillinthe

L

section

of

their

KWL

chart.

Therefore,

the

points

to

consider

from

the

KWL

will

serve

as

guiding

questionsforthebrainstorm.

GuidingQuestions: WhataresomecommonsymbolspresentinmodernCanada?(Example:DollarSign)

WhataresomepastsocietiesthathaveinfluencedCanada?(Example:PreRevolutionaryFrance)

WhatareAboriginalidea,imagesandsymbolsthathavecontinuedincontemporarysociety?(Example:

Anishinaabedreamcatcher)

DoyouknowanyartisticinfluencesfrompastsocietiesthathavebecomepartofmodernCanada?

(Example:Jazzin1910'sNewOrleans)

CanyouthinkofeventsfromthepastthathavehadanimpactonmodernCanadiansociety?(Example:

PreRevolutionary

French

explorers

colonizing

Canada)

Anythingyoumaywishtoknowmoreaboutconcerninghowpastsocietiesinfluencecontemporary

Canada.

Thebrainstormwillbewrittenonthewhiteboard,orsmartboardifavailable,andrecordedsothe

entireclassmayreferencetheideaslater.


31/47

AppendixF:VideosonFlagsThinkPairShare2

Video1:TheGreatCanadianFlagDebate Video2: Flags:APartofOurHeritageWewillbewatchingtwovideosontheCanadianflag.Asyouwatchthevideos,keeptheeightquestions

below

in

mind,

as

we

will

be

answering

them

afterwards.

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.Trytoaddmoredetailinresponsetowhatyourpartnerhastosay.

Part3:Asagroup,wewillallshareourthoughtsonthevideosandthequestionsabove.Thepointswillberecordedontheboardsowecanallbuildoffofeachother'sideasandthoughts.

IndividualThought PairThoughts GroupThoughts1)

2)

3)

4)

5)

6)

7)

8)

2QuestionstakenfromSelfAssessmentandGoalSettingbyKathleenGregory,CarenCameronandAnneDavies


32/47

AppendixG:ExitSlip

WhatisonethingIlearnedabouttheCanadianFlagthatIdidnotknowbefore?

WhydidPrimeMinisterPearsonwanttochangeCanada'snationalflagfromtheRedEnsign?

WhatarethedifferentpartsthatmakeuptheCanadianFlag?

Wheredothesedifferentpartsoftheflaghavetheirroots?

Inyour

opinion,

ifthe

flag

debate

was

happening

today,

which

design

would

have

you

chosen?

Why?


33/47


34/47

AppendixI:Met/NotYetMetSelf/GroupAssessment

VisualConnectionsSelf/GroupAssessment1.Foryourchosenculture,isyourresearchfilledinandcomplete?

0 notyetaddressed

1 Notmet

2 Partiallymet

3 Almostmet

4 Fullymet

Rationale:Yourresearchsheetisthebasisoftheinformationyouwillusetofindconnectionsbetween

Canadaandyourcivilizationfromthepast,withoutityouwillhavetroublefindingdirection.

2.Haveyouidentifiedimages,symbolsandideasinmodernCanadiansocietythathavetheirrootsin

yourpastcivilization?

0 notyetaddressed

1 Notmet

2 Partiallymet

3 Almostmet

4 Fullymet

Rationale:The

basis

of

this

assignment

is

the

connections

between

the

past

civilizations

and

modern

Canada.Beforeyoucanstartcreatingyourproject,youneedtohavetheseimages,ideasandsymbols

identified.

3.Haveyouchosenavisualmediuminwhichtopresentyourconnections?

0 notyetaddressed

1 Notmet

2 Partiallymet

3 Almostmet

4 Fullymet

Rationale:Youwillneedavisualmediumofsometypeforthispresentation.Itcaninclude,butisnot

limitedto,posterboard,video,photoessay,Preziorminimagazine.Ifyouarestrugglingchoosinga

mediumpleaseconsultMr.McLauchlinorMs.McFarlane.


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4.Haveyouusedyourvisualmediumtoshowyourconnectionsbetweenyourpastcivilizationand

modernCanada?

0 notyetaddressed

1 Notmet

2Partially

met

3 Almostmet

4 Fullymet

Rationale:Sincetheconnectionsarethefoundationofthisproject,youwillneedtoeffectively

incorporateyourconnectionsintoyourchosenvisualmedium.

5.Haveyoubegunthecreationofyoursummaryhandout?

0 notyetaddressed

1Not

met

2 Partiallymet

3 Almostmet

4 Fullymet

Rationale:Youwillneedasummaryhandouttoaccompanyyourvisualpresentation,soyourfellow

classmatescanshareinyourresearch.

6.Haveyouincludedinyourvisualpresentationandsummaryhandoutuseofterminologydiscussed

throughoutthiscourse,particularlytermsassociatedwithpastcivilizations?

0 notyetaddressed

1 Notmet

2 Partiallymet

3 Almostmet

4 Fullymet

Rationale:Youneedtouseterminologyfromthisclasstohelpimprovetheoverallfeelofyourproject.

Furthermore,inusingtheseterms,youwilldemonstratethatyouhaveagoodunderstandingofthe

concepts.


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AppendixJ:AppointmentstoDiscussFirstNationsandInuitSymbols

SampleMeetingCard(forJohn):Inuksuk TotemPole

TableA:1:10pm 1:20pm

JohnandJames TableE:1:20pm 1:30pmJohnandBrittanyCircle Kayak

TableI:1:30pm 1:40pm

JohnandMelissa

TableD:1:30pm 1:40pm

JohnandSimon

AppointmentTableQuestions:InuksukAppointmentQuestions:1)

What

does

inuksuk

mean

or

represent?

2)Whatweresometraditionalusesofaninuksuk?

3)Wherewereinuksukusedrecently?Why?

TotemPoleAppointmentQuestions:1)Howoldaretotempoles?Whataboutthesmallersizedtotems?

2)Whatweresomeofthepurposesforthetotempoles?

3)Ninstints

draws

hundreds

of

tourists

every

year

to

look

at

the

ancient

totems.

How

are

totems

seen

in

modernCanada?

CircleAppointmentQuestions:1)ThecircleisfoundinmanyplacesthroughoutFirstNationsculture.Whataresomeofitsmeanings?

2)Whatweremedicinewheels,liketheover2,000yearoldwheelatMooseMountain,Saskatchewan,

believedtohavebeenusedfor.

3)WhataresomecommonplacesyouseenthecircleusedinmodernCanadianimagery?

KayakAppointmentQuestions:1)Howoldarekayaksbelievedtobe?Whodevelopedthefirstkayaks?

2)Whatwasthepurposeofthekayak?Whataresomeofitssignificantdesignfeatures?

3)Kayakingisaninternationalsporttoday;howdoesthemodernkayakdifferfromthekayaks

ofthepast?


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AppendixK:GuidelinesforReflectionJournal

Throughouttheentiresemesteryouwillbekeepingareflectionjournal,thatwillinclude

thoughtsabouttheclass,assignments,groupwork,howwellyouunderstand,howthenewknowledge

changeshow

you

see

things

and

what

you

may

want

to

know

more

about.

Throughout

the

different

lessons,youwillalsoneedtoadddifferententriesthatareapplicabletothatlesson.

Youwillbecompletingajournalentryeveryweek,buttheydonotneedtobeoverlylong.The

journalentrysimplyneedstocovertherequiredinformation,whichcanbeeasilydoneinapage.The

formatofthejournalisuptoyou,itisthecontentthatismostimportanttous!Youmaywishtowritea

traditionaljournalonpaper,typeupadocumentcontainingyourentries,createanonlinewikiorblog,

useanaudiologtorecordyourthoughts,orkeepavideojournal.

Aportionofyourfinalmarkwillcomefromthisjournal,soitisimportantthatyoucompleteall

ofyourentries.Theentriesareshortandtheywillnottakemuchtimetocomplete,butifyouleave

themforseveralweeks,theywilladdup.Therefore,werecommend,gettingyourjournalentriesdone

asquicklyaspossible.

Whattoinclude: Whatdidyoulearnthisweek?

Whatdidyouthinkofthelessonsfromthisweek?

Howareyourassignmentsgoing?Doyoufindthemtooeasy/difficult?

Is

there

something

you

wished

we

would

spend

more

time

on?

Ahighlightfromthisweek'sclasses.

Howyournewknowledgehaschangedwhatyouthoughtyouknew?orHowthisknowledgehas

reaffirmedwhatyoualreadyknew?

Istheresomethingyouwouldliketoknowmoreabout?

Whatnottoinclude: Asummaryofeachclass;thiswilladdunnecessaryworktoyourjournalentry.

Anythingderogatoryorinsulatingtoyourfellowclassmates;pleaseberespectfulofeveryoneandthey

willberespectfulofyou.

Asummaryofyourdailylife;whilewearesureyourlifeisexciting youdonotneedtoincludeitin

yourjournalentries.


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AppendixL:PeerFeedbackforGenreResearchAssignmen

InstructionsforpeerfeedbackontheGenreResearchassignment:You

will

be

partnered

with

one

of

your

classmates

and

each

of

you

will

receive

a

copy

of

the

rubric

to

usereviewtherubrictogetherbeforegivinganyfeedbacktoeachother.Sincethisassignmentisanoralproject,som

foractualwrittencontenttoassess;therefore,yourpartnerwillneedtoexplainhis/herprojecttoyouorally.Yo

thetimeportionoftherubric,sodisregardthatforthisassessment.Enthusiasmandclaritywillbeassessedasyo

projectconsistsofandwhattheoralpresentationwillbe.Thecontentwillbethebulkofyourfeedbackandwill

partnerexplainhis/herprojectandlookingatanywrittenworktheymayhave.

Pleaseusetheblankrubricbelow,withtheassignmentrubricasaguide,tofillinyourcommentsforyourpartne

CATEGORY 910Excellent 78Proficient 56Fair

Content

Enthusiasm . .

Clarity of

speaking


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AppendixM:FeedbackformforGenreResearchPresentation

InstructionsforfeedbackduringtheGenreResearchpresentations:Foreachpresenter,listencarefullytothepresentation,makingnotesineachofthefour

commentsections

below

as

you

do.

Pay

particular

attention

to

the

items

that

we

have

discussed

in

our

rubricandmakenotesaboutboththepositiveandnegativeaspectsofthepresentation.Ensureyou

criticismsareconstructiveanddesignedforimprovement;donotwritecommentsasanattackonyour

peer.Youwillnotberequiredtohandeachpersonarubricontheirpresentation,justthecomments

sheet;however,youmaywishtohaveacopyoftherubriconyourdesksoyoucanreferenceit

throughoutthepresentations.Keepallofyourfeedbackformsuntiltheendofclass,atwhichtimeyou

willhandthemtoMs.McFarlaneorMr.McLauchlin.

PeerFeedbackSummaryFormforGenreResearchPresentationsEvaluatorname: Presentername:

Overall,whatarethestrengthsofthispresentation?

Overall,whataretheweaknessesofthispresentation?

Whatwerethingsyoureallylikedtoseeinthepresentation?

What

are

some

ways

to

improve

this

presentation

for

the

future?


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AppendixN:JigsawonWhyStudyHistory3Directions:

AfterreadingtheWhyStudyHistoryarticlebyPeterStearns,youwillhaveabasisforsomeof

thereasonswestudyhistory.Todayyouwillbedividedintogroupsofseven.Ineachgroupplease

number

yourselves

from

one

to

seven.

All

the

ones

will

collect

together,

as

will

all

the

twos

and

so

on.

In

yournumberedgroup,youwilllookatthecorrespondingquestiontoyournumberfromthelistbelow

(youdonotneedtolookatallthequestions).Youwillfirstdiscussthearticleoverallandthenasagroup

answeryourassignedquestion.Youshouldprovideasfullofanansweraspossibleasyouwillbethe

representativeofthisquestionbacktoyouroriginalgroup.Youwillhave15minutestoworkonthis

portion.

Aftercompletingthequestioninyournumberedgroup,returntoyouroriginalgroup.Each

personwillhaveaturntoexplainhis/heranswerandhowitwasformed.Thisportionshouldtakeyour

groupabout20minutes.Pleaserecordtheanswerstoallthequestionsastheyareprovided,asyouwill

beabletousetheseanswerstobuildyouressay.

Thefinal

question,

number

8,

is

to

be

answered

individually.

After

your

group

is

done,

please

thinkaboutthisanswerandeitherpostitasanentryinyourjournalorhanditintoMr.McLauchlinor

Ms.McFarlanetoday.Wewillreadoveryourresponseandprovideyoufeedback.Thisansweriswhere

youwillbeginfortheWhyWeShouldLearnAboutHistoryassignment.

Questions:

1.Whataresomereasonsonemightarguethatsupportwhyoneshouldnotstudyhistory?

2.Historicallyspeaking,howhasthehistorybeenusedwithinmanysocieties?

3.Whatexamplescanyouthinkofregardinghistorywelltold?Thinkofbooksyouhaveread,stories

youhaveheard,moviesyouhaveseen,etc.

3QuestionsaretakenfromWakeCountyPublicSchoolSystemresourcelistandisavailableathttp://www.wcpss.net/.


41/47

4.Whatdoyouthinkthefollowingquotemeans,inyourownwords?Thinkofoneexample,which

supportsthisquote/assertion,andincludeitbelow.

Consequently,historymustserve,howeverimperfectly,asourlaboratory,anddatafromthe

pastmustserveasourmostvitalevidenceintheunavoidablequesttofigureoutwhyour

complexspeciesbehavesasitdoesinsocietalsettings.This,fundamentally,iswhywecannot

stayawayfromhistory:itofferstheonlyextensiveevidentialbaseforthecontemplationand

analysisof

how

societies

function,

and

people

need

to

have

some

sense

of

how

societies

functionsimplytoruntheirownlives.

5.Whatdoyouthinkthefollowingquotemeans,inyourownwords?Thinkofoneexample,which

supportsthisquote/assertion,andincludeitbelow.

Exploringwhathistorianssometimescallthe"pastnessofthepast"thewayspeoplein

distantagesconstructedtheirlivesinvolvesasenseofbeautyandexcitement,andultimately

anotherperspectiveonhumanlifeandsociety.

6.

Choose

the

two

of

Stearnss

reasons

for

studying

history,

which

you

believe

to

be

the

most

important,

andsupportyouropinionwithashortbutcompleterationale.

7.Practicalapplication: So,youenjoyyourSocialStudiesandHistoryclassesinhighschoolsomuchthat

youdecidetomajorinhistoryincollege.Yourparents,afterrecoveringfromtheshock,agreetolisten

toyourexplanationofyourchoice,solongasyouprovethatyouwillbeabletoobtainandretainajob.

Howwill

you

convince

them

that

history

is

useful

in

the

world

of

work?


42/47

8.Afterreadingthisarticleandcompletingthejigsaw,brainstormandwritedownafewreasons(both

personallyandgenerally)whyoneshouldstudyhistory.


43/47

AppendixO:TheHistoryofTransportationinCanada

Canadahasarichanddiversehistoryintermsoftransportation.Thedifferenttypesof

transportationhavetheirrootsindifferentsocietiesandatdifferenttimes.Eachgroupofthreewillbe

assignedonemodeoftransportationfromthelistbelow.

Eachgroupwillneedtoanswerthefivequestionsbelowinreferencetotheirmodeof

transportation.Tofindinformation,youwillbeprovidedcomputeraccess pleaserememberthatyou

needtousethecomputerfortheassignmentathandandnotpersonalthings.Onceyouhaveanswered

allfivequestions,pleasehandthemintoeitherMr.McLauchlinorMs.McFarlane,oremailthemtous.

Wewillcollectalltheanswerstogetherandhandthemouttoeveryone,sowecanallshareinthe

knowledgegainedthroughthisactivity.

Questions:1.Whendidhumanitybeginusingyourassignedmodeoftransportation?

2.Whatcivilization(s)wasthefirsttousethismodeoftransportation?

3.HowdidthismodeoftransportationcometobepartofCanadiantransportation?

4.WhatistheaffectofthismodeoftransportationonmodernCanada?HowdidithelpshapeCanada

today?

5.WouldCanadabethesameifthismodeoftransportationneverbecamepartofCanadiansociety?

WhatdoyouthinkCanadawouldlooklikewithoutit?

Canoe* Horse Dog Automobile Train* ShipAirplane Bicycle Snowshoe Helicopter Ferry *NotAssigned


44/47

AppendixP:InstructionsforaDebateonCanada'sNationalSport

SHOCK!WehaveenteredanalternatedimensionwhereCanadaisnowadictatorship!Mr.McLauchlin

and

Ms.

McFarlane

are

the

new

dictators

of

this

alternate

Canada

and

one

of

their

first

rulings

is

to

get

ridofoneofournationalsports.ThedictatorsfeelthatCanadadoesnotneedtwonationalsportsand

wouldlikeyoutoargueforwhichshouldbekept!

Outline:Theclasswillbedividedintotwogroups,oneforkeepingLacrosseasournationalsportand

oneforkeepingIceHockeyasournationalsport.Inyourgroups,usingtheinformationpresentedinthis

classbuilda5minuteargumentastowhyCanadashouldkeepyoursportasitsofficialnationalsport.

Yourargumentwillbemadebeforethedictators,butyouwillreceivequestionsfromyourfellow

classmates,sobereadytoansweracouple.

Debate:Thepointofthisdebateistogetyoutopracticeyourcriticalthinkingskills,speakingskills,and

writingskills.

You

will

also

have

to

show

that

you

can

construct

aconvincing

argument

while

maintaining

civility.Youwillshow,throughthisdebate,thatyouunderstandtheconnectionbetweenthepast,past

societiesandmodernsportinCanada.Thisdebatewillbeginwithonegroupmakingtheircaseina5

minuteargumenttothedictators.Wewouldlikeeachpersontohaveachancetospeak;therefore,

eveniftheroleissmall,eachpersonshouldhaveasomethingtosayintheargumentstage.The

opposinggroupwillthenhave3minutestoaskquestionsorlookformoreinformation.Wewillrepeat

thisprocesswiththeopposinggroupmakingtheircaseandyourgrouptakingtimetoaskquestions.

Afterthequestionshaveconcluded,eachgroupwillhave2minutestosummarizetheircaseandmakea

closingargument.Thedictatorswillmaketheirrulingastowhichsportgetstostaybasedonthis

debate.

Beforeleaving,pleasetakeanexitslipaboutthehistoryofournationalsports.Thesequestionsshould

bepostedtoyourjournalbeforenextclass.


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AppendixQ:ExitSlip

WhatisonethinkIlearnedaboutLacrossethatIdidnotknowbefore?

WhatisonethinkIlearnedaboutIceHockeythatIdidnotknowbefore?

WhataretherootsofLacrosseandIceHockey?

HowhavethesesportsfromthepastbecomepartofCanada'snationalimage?

Inyouropinion,ifthedebateonCanada'snationalsportwerereal,whichsportwouldyouchoose?

Why?


46/47

AppendixR:FeedbackformforVisualConnectionsPresentation

InstructionsforfeedbackduringtheVisualConnectionspresentations:For

each

presenter,

listen

carefully

to

the

presentation,

making

notes

in

each

of

the

four

commentsectionsbelowasyoudo.Payparticularattentiontotheitemswehavediscussedinourrubric

andmakenotesaboutboththepositiveandnegativeaspectsofthepresentation.Ensureyoucriticisms

areconstructiveanddesignedforimprovement;donotwritecommentsasanattackonyourpeer.You

willnotberequiredtohandeachpersonarubricontheirpresentation,justthecommentssheet;

however,youmaywishtohaveacopyoftherubriconyourdesksoyoucanreferenceitthroughoutthe

presentations.Keepallofyourfeedbackformsuntiltheendofclass,atwhichtimeyouwillhandthem

toMs.McFarlaneorMr.McLauchlin.

PeerFeedbackSummaryFormforGenreResearchPresentationsEvaluator

name:

Presenter

name:

Overall,whatarethestrengthsofthisvisualpresentation?

Overall,whataretheweaknessesofthisvisualpresentation?

Whatwassomethingaboutthevisualpresentationyoureallylikedtosee?Whywasthissignificant?

Whataresomewaystoimprovethevisualpresentationforthefuture?


47/47

AppendixS:ExitSlip

Aftercompletingthisunit,whatwasonethingIreallyliked?

WhatisonethinkIwishwouldhavebeendonedifferently?

IsthereanythingIstillwishIknewmoreabout?

Is

there

any

part

that

you

felt

we

spent

too

much

time

discussing?

Ifwewereatthestartoftheunitagain,whatisonethingyouwouldsaytousaboutthe

content/assignments/activities?

Social Studies 9 - Why Should We Learn About History

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