CHM4E

Group members: Sabrina , Draz, Zack, ( Draz + Zack)


 * //Work collaboratively on creating your course plan on this page. You can add and delete things on this page - it is a "living document" - your most current version of your course plan. You can see previous versions by clicking on "History" which is especially useful if you've deleted something by mistake or want to go back to an earlier version. You can also have a discussion with your group members virtually about your work by clicking on "Discussion".//
 * //I will be following your work on this page and providing my feedback by adding to the "Discussion" part of this page.//
 * //Please click on "Notify Me" at the top of this page; you will be sent an email any time changes are made to this particular page so you'll know if your group members (or I) have posted anything related to your work.//
 * // Please NOTE: Your final course plan will come in on the templates I will provided to you - this space is your "working copy". //
 * //Please NOTE: Only group members will be able to alter this page. However, all others can read it. I hope that you will take the opportunity to observe how other groups are tackling this task. They, too, are struggling and refining their thinking as they go.//

Usha's comments will always appear in BLUE.

** Enduring Understandings (for the whole course) **
//Reminders:// //- check characteristics of EUs from notes// //- check the "4 Filters"// //- create them by grouping your Overall Expectations (from the curriculum document)//
 * Create 3 - 5 (approx.) EUs/Key Learnings/Big Ideas


 * When we look at the world of the past and the world of the present we see that some things have changed and some things have stayed the same.**


 * History is living, not static.**


 * Historical investigation can be engaging,exciting and informative.**


 * History is made up of competing narratives.**


 * The skills we use in historical investigation can be applied to other fields.**

** Critical Questions (to drive the course) **
// Reminder: // // - check the criteria for an effective critical questions //
 * Create 1 - 5 (approx.) critical question(s) for your course


 * 1. Does history repeat itself? //Good.// **
 * 2. Is society today better than those in the past? How? //Good.// **
 * 3. Has the evolution of technology been positive or negative on society? Has it helped or hurt us? Has it had a '__more__' positive or '__more__' negative effect? //Good.// **

** Historical Thinking **
//Reminders:// //- check Teaching about Historical Thinking (by Roland Case and Mike Denos) for the 6 dimensions// //- which ones and how many you choose are up to you but should reflect a consideration of your content, grade level// //and destination//
 * Simply list the dimensions of historical thinking that your course will help students become competent in
 * Next to each dimension of historical thinking, provide NO MORE than 1 sentence that indicates how this dimension will specifically be applied in your course

Historical Significance - By learning to compare and contrast differing histories, students will recognize the significance of histories that aren't "their own".

Evidence and Interpretation - Through analyzing a variety of sources, students will learn to judge a source's utility and gather and combine information from them in order to form a larger understanding of history, and to come to an overarching conclusion.

Change and Continuity - Students will learn the appropriate research skills in order "to investigate what has changed or stayed the same over periods of history", in order to "comprehend their own time."

Cause and Consequence - Students will have to analyze historical consequences and judge wether led to positive or negative historical change. Historical Perspective - Students will gain an understanding about the historical shift of value systems (or lack thereof)

Ethical Dimensions - Students will analyze history through their own moral compass and that of others to determine what the "right thing" to do is, and whether or not there is a "right" answer.

** Generic Skills **
//Reminders:// //- which ones and how many you choose are up to you but should reflect a consideration of your content, grade level and destination// //- some of these skills are listed in// //in your curriculum document in the "Methods of Historical Inquiry" Strand;// //you do not need to repeat all the skills in the "Methods of Historical Inquiry" Strand; however, you may wish to highlight any that you think will be a major focus for the course//
 * Simply list the other crucial skills that your course will focus on that are not necessarily history-specific (e.g. different types of literacy skills, social skills, etc.)

//Articulate and support arguments defending their position.//

// Consider literacy skills, collaborative skills, habits of mind, etc. //

- The following generic skills, given that the course is a grade 12 workplace course, will be focused on:

- Interpersonal Skills - communication, group work, conflict resolution (collaborative skills)

- Organizational Skills - task management, follow-through, scheduling

- Research/Analytical Skills - navigating technology for legitimate sources of information (literacy), problem solving, learning how to articulate and defend a point of view (literacy)

The above listed skills are ALL skills that a student intent on entering the workplace post-high school would need. Regardless of one's career path, there will be a definitive need for healthy workplace social dynamics and independent organization and critical thinking skills.\ Good!

___

= Summative Assessment =

a) Breakdown of Achievement Chart

- Knowledge + Understanding, Thinking, Communication, Application

Knowledge/Understanding: 25% Thinking: 25% Communication: 25% Application: 25%

- no less than 15% or over 30% for each achievement You still need to decide the exact breakdown by categories.

b) Determining the Grade

- Drop the lowest grade, and take the median. Keep in mind to use "the most recent and consistent".

c) Units

Unit 1 = History and Culture --> Fashion, Music, Architecture, Fine Art, Drama, Literature, etc...

Unit 1 Summative: - Pick a piece of historical architecture, music, art, drama, literature that we did not study in class (but from one of the groups that we looked at) and create your own. Provide a brief outline of the background information of the piece (i.e. When it was built, who built it, why it was built, what it was used for) and evaluate whether or not it has had an impact on modern architecture (i.e. where can you see pieces of the structure, if not the whole structure itself, today?)

Unit 2 = History and Society --> Economics, Warfare, Politics, Social Revolution, Sex and Sexuality, Evolution of Urban Planning

Unit 2 Summative: - Option 1: Warfare - Pick a historical battle that we studied in class and recreate a simulation of it on Lux ("Risk" style computer game - able to custom build maps and armies). Create the actual sequence of events as they happened in order to show class a visual simulation of how the battle played out. And also, evaluate whether or not either the losing or winning side made mistakes and show (using the simulation) how those mistakes could have been rectified.

Option 2: Sex and Sexuality - Create a historical timeline of the evolution of sexual "norms, beliefs and practices" starting at the earliest time period studied in class to present day.

Unit 3 = History and "Exploration" --> Navigation, Colonization, Transportation (mastery of the seas), Trade (Mercantilism)

Unit 3 Summative: -Choose a relevant figure or nation studied in class and create a map of his/her/its "progress" (debatable) from point of origin to finish. Select 10 major historical points of "progress" to include in the map and explain their significance. Scaffolded work will be assessed as the unit progresses (i.e. "Usha's cuecards and initialing of work" system)

Unit 4 = History and Religion --> Monotheism, Polytheism, Religious Rites and Ceremonies, Spiritualism

Unit Summative: - Religion - Pick a historical religious rite or ceremony that we studied in class and reenact it for us (as accurately as possible within reason - i.e. no animal or virginal sacrifices). Evaluate whether or not the rite or ceremony can be seen in some form in today's world, or has impacted modern society in some way.

d) Final 30% of grade

- "Usha's Special Exam" - 15 % -- Exam period to evaluate whether students have obtained the outlined course skills. The exam is broken into two chunks: the first chunk of the exam sees students without pens, pencils or papers, talking to one another about anything they wish (hopefully the course). The second chunk of the exam sees students no longer allowed to conference with each other, but allowed to use any materials accessible within the class to answer critical questions that they have previously been informed of. Wise choice for this grade/destination.

- Final Project Menu - Groups 2-3 - Students will be offered two options for a project worth 15% of their mark. The 2 options are as follows:

SUMMATIVE NEEDS TO ANSWER ONE OF THE DRIVING CRITICAL COURSE QUESTIONS -- NEEDS TO DISPLAY EVIDENCE OF ACROSS ALL 4 UNITS

Summative assignment ideas:

Option 1: Create a timeline/ concept map like presentation of major technological developments (first car, first train, first cell phone, computer, nuclear power, fuel, etc) with a paragraph for each development that details what happened, who invented/discovered it and how it changed how life had been lived prior to it's invention and what it led to for later developments. Using this timeline/ concept map for supporting evidence, prove that technology has either changed our world for the better, or for the worse.

Option 2: Essay 5-6 pages: a) Using at least two major events that we have studied in class, as well as outside resources and research, prove that history either does, OR does not, repeat itself. Make sure that you look at a minimum of three civilizations from three different time periods to ensure a wide scope. (Assignment sheet would have to be very specific to ensure that students are not using insignificant events to prove their thesis, teacher verification would probably be a good idea before they started writing).

b) Using at least three major world events that we have NOT studied in class prove that society either is OR is not better today than it was 1000 years ago. Make sure you look at ideas of religion, family, politics, etc and WHY those ideas were in place. (Again, assignment sheet would have to be very specific and teacher conference would be required to ensure that students are on the right track).

Formative Assessment Ideas:
Formative Assessment Approaches:

Approach 1 - Mind Map - For the duration of the unit students will create a mind map centered around the unit focus. By checking in consistently (ie. exit ticket - twice a week have students get your initial on their mind map before they are able to leave).

Approach 2 - Personal Conferencing - 2 days per unit devoted to personal conferencing. Both days will see students having short 1-on-1's with the teacher, while the rest of the class works on their unit summative. The first conference period will come in the middle of the unit and perhaps be a shorter (5 min) conference. The second conference period will come at the beginning of the last week of the unit and perhaps be a bit longer (10 min) so that students might use the feedback gathered to modify their unit summative.

Draz: Research Assignment The aim of this assignment is to have students put their research skills to use. Students will be required to find one artifact from the unit, have it approved by the teacher, research on the on it (who, what, where, how) and put together a half to one page paragraph about it and eventually present it to the class. The assignment would be scaffolded so that students are doing the work in chunks and it is being assessed by the teacher. They would ultimately hand in a rough draft of the paragraph to the teacher for feedback and then give an informal presentation to the class. Sabrina: Summative aspect of the Research assignment-- The students would be informed that they will be tested on the information given by their peers and so they must be taking notes and paying attention. When everyone has presented, the teacher will give them time to study and a test date will be set. On the test date (possibly open book?) the students will be given a picture of one of the artifacts that was presented on and they are required to write a short paragraph about the importance of the object. No student will have the same artifact that they presented on. Draz and Sabrina: Timeline assignment: Much like the one that we have done for Usha, this would be a group project and students would be assigned a very broad topic to cover. Some of the topics we came up with were: technology, clothing, transportation, weaponry and armor, living centres (villages, towns, cities, etc). The time line would be presented artistically on bristol board or the like.

=Template #1= =Template #2= =Template #3=

**Template #4**
**Unit 1 Assignment:** **Unit 1 Assignment Rubric:**