CHI4U

Template #1:

Template #2:

Template #3:

Template #4:

Summative Tasks (Annotated Bibliography, Essay Test, and Rubrics):

Individual Lesson Plans:

// Group members: //Tina Marroum, Connor McGuinty, Derek Chiu, John Christink


 * //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. Tina = Pink Connor = Bright Green Derek = Orange = ** __Course:__ ** =

= ** (The first 4 sections are connected to Template #1) ** = = ** Enduring Understandings (for the whole course) ** =
 * Create 3 - 5 (approx.) EUs/Key Learnings/Big Ideas

//Reminders:// //- check characteristics of EUs from notes// //- check the "4 Filters"// //- create them by grouping your Overall Expectations (from the curriculum document)//


 * Students will:**

I've revised your revised EUs slightly to show how I would frame these sentences as EUs. I'm not sure if that clarifies. I know it might seem like semantics, though. Let me know what you think.
 * 1) Understand how Canada has transformed from a homogeneous society into a multicultural mosaic. //what will they understand ABOUT this?// ﻿ how this transformation influenced its growth? how it informs our identity.
 * **REVISED #1**: ** Understand how Canada's transformation has influenced its growth and informed our identity from starting off as a homogeneous society to developing into a multicultural mosaic. Better. **
 * 1) **Understand that prior to European colonization, Canada had a rich and flourishing Native population that contributed to the country's growth.** //good//
 * 2) **Understand that French and English relations, while strained at times, have always and continue to define Canada.**
 * 3) Understand historical perspectives through methods of historical inquiry. //what will they understand ABOUT this?// ﻿how history can be studied through different historical perspectives etc.
 * **REVISED #4**: ** Understand that methods of historical inquiry help us understand/discover how diverse groups (Aboriginal, Inuit, French, Metis, Women) view Canada ** through methods of historical inquiry.
 * 1) Examine and understand the social, political, and economic forces that have shaped Canada on both a national and global scale. //what will they understand ABOUT this?//
 * **REVISED #5: Students will understand that ** Examine and understand HOW the social, political, and economic forces (The Great Depression, Participation in the 2 World Wars, Unions, Leadership, etc.) have shaped Canada on a national and global scale.

= ** 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. To what extent has multiculturalism **(diversity)** played an important role in shaping Canadian society? 2. To whom does Canada belong? 3. To what extent has Canada's current society been formed by pivotal turning points in history? 4. Which historical inquiry skills are most transferable to work outside of the history classroom? 5. How significant a role has Canada played on the world scale?

//All very well fra//

//med. Nicely done.//

= ** 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

Cause and Consequence - Students will examine how historical events have affected Canadian society today. Historical Significance - Students will determine what were and what constitutes a significant event in Canadian history. Evidence and Interpretation - Students will use and analyze primary sources as evidence for arguments and interpretation. Historical Perspective - Students will look at a variety of points of view and perspectives (i.e. Aboriginal and Eurocentric) when examining historical events //Well done - clearly framed as what students will do.//

= ** 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.)

be able to research and use methods of historical inquiry in order to understand Canada through a variety of historical perspectives

Tina = Pink

Debating ski lls, perhaps?

Connor= Bright Green

Yeah...debating skills are good maybe something along the lines of: Be able to properly articulate an informed opinion (i.e. use appropriate terms and concepts) when discussing Canadian history, identity, and society.

I'd also like something about teamwork skills...how about: Be able to share ideas, discuss, and work productively with fellow students.

Also, how about these from the curriculum doc:

Select and use a wide variety of relevant primary and secondary sources (e.g., written, visual, oral, physical, electronic) that represent a diverse range of perspectives.

Use an accepted form of documentation (e.g., footnotes, endnotes, or author-date citations; bibliographies or reference lists) to acknowledge all sources of information, including electronic sources.

//Good start - consider other collaborative skills and literacy skills too. You might also look at skills associated with habits of mind.//

=Building Block #1: Foundations=



=** Building Block #2: Summative Assessment Plan **=




 * a) Breakdown of Achievement Chart**

Our Achievement Chart category will be split 25/25/25/25 between Knowledge/Understanding, Thinking/Inquiry, Communication, and Application


 * b) Determining the Grade**

Students' final grade will be determined by calculating the mean of their unit summative grades and the Final 30% grade.


 * c) Units**

Total 15 weeks per semester, split into 5 Chrono-thematic Units (3 weeks each).

Topics: Unit 1: Aboriginal Life, Exploration, Encounter, Colonization (Pre-Contact Society to 1763) Good title but the course indicates that that you need to cover "pre-contact" so that would mean before the mid-1400s... Unit 2: Establishment, Labour, Expansion and Anglo-Franco Relations (1763 to 1867) Unit 3: Confederation and Immigration (1867 to 1913) Unit 4: Canada and National Identity (1914 to 1953) Unit 5: Canada in the Modern Era (1954 to Present)

Well structured final 30%. Clearly thought out according to achievement chart categories. Appropriate for grade and destination.
 * d) Final 30% of the Grade**


 * 10% - Formal Debate** (Answering a Course Critical Question)
 * Knowledge
 * Being able to draw on concrete themes and examples and discussed in the course
 * Thinking/Inquiry
 * Thoughtful analysis of arguments that support the student's position
 * Communication
 * Effectively communicating, persuading, and articulating the position and arguments
 * Application
 * Effectively applying course content into the critical debate topic and position.

=**Summative Assessment Plan for the 70% portion of the grade**=
 * 20% - Final Written Exam**
 * Knowledge
 * Short Answer Definitions (Overall key course terminology)
 * Concept Map
 * Critical Art Analysis
 * Essay (Answer a Course Critical Question)
 * Thinking/Inquiry
 * Concept Map
 * Critical Art Analysis
 * Essay
 * Communication
 * Critical Art Analysis
 * Essay
 * Application
 * Concept Map
 * Essay

Unit 1: First Nations Life, Exploration, Encounter, Colonization (Pre-1600 to 1763)
 * Summative Assessment Task: **Earth Watchers Report (REVISED)**
 * **REVISED Summary:** Students will weigh the pros and cons of each cultural group and judge to the extent which group will most likely dominate the country for the next 200 years and write a report that highlights their position and supporting evidence. The assignment name will use the Critical Question asking, "To whom does Canada belong?" What will the product be? (e.g. An essay? A museum display? A magazine article? A speech?)
 * **Critical Question #2**: To whom does Canada belong? I'm not sure how exactly this question will be answered through the task above - the question is related but not it's not obvious how the task and question will interact.
 * **Enduring Understanding #2**: Understand that prior to European colonization, Canada had a rich and flourishing Native population that contributed to the country's growth.
 * ======**Overall Expectation:** Describe the characteristics of Aboriginal communities before and after contact with Europeans and analyse the significant effects of the interactions between Aboriginal communities and the colonizers.======
 * **Generic Skills to be Used/Taught**: Use an accepted form of documentation (e.g., footnotes, endnotes, or author-date citations; bibliographies or reference lists) to acknowledge all sources of information,including electronic sources.
 * **Dimension of Historical Thinking**: Cause and Consequence
 * Unit Summative Test

Unit 2: Establishment, Labour, Expansion and Anglo-Franco Relations (1763 to 1867)
 * Summative Assessment Task: **Annotated Bibliography (REVISED)**
 * **REVISED Summary:** Students will be given unit-specific topics related to Establishment, Labour, Expansion, and Anglo-Franco Relations, research primary and secondary documents, and write an annotated bibliography. This will scaffold students for the the Unit 3 Mini-debate and the Unit 4 Essay writing assignment.
 * **Critical Question #4**: Which historical inquiry skills are most transferable to work outside of the history classroom? Again, I'm not sure how students will convey/argue their answer to this question by writing the eulogy.
 * **Enduring Understanding #3**: Understand that French and English relations, while strained at times, have always and continue to define Canada.
 * **Overall Expectation**: Analyse the principal characteristics of the French and English colonial experience in Canada;
 * **Generic Skills**: Select and use a wide variety of relevant primary and secondary sources (e.g., written, visual, oral, physical, electronic) that represent a diverse range of perspectives.
 * **Dimension of Historical Thinking**: Historical Significance
 * Unit Summative Test

Unit 3: Confederation and Immigration (1867 to 1913)
 * Summative Assessment Task: **Mini-Debate** (Scaffolding for the Final Summative)
 * **Summary**: Students will evaluate and defend a controversial issue relating to the Unit topic (e.g. French-language use in schools)
 * **REVISED Critical Question #1**: To what extent has **diversity** played an important role in shaping Canadian society? Multiculturalism is a specific concept that developed later in Canada's history. You might reconsider whether you mean multiculturalism in particular or diversity in general...
 * **Enduring Understanding #1**: Understand how Canada's transformation has influenced its growth and informed our identity from starting off as a homogeneous society to developing into a multicultural mosaic.
 * **Overall Expectations**: Assess the significance of successive waves of immigration in the development of regional, provincial, and national identities in Canada;
 * **Generic Skills**: Students will be able to form, argument, persuasively articulate and defend their thoughts and ideas.
 * **Dimension of Historical Thinking**: Evidence and Interpretation
 * Unit Summative Test

Unit 4: Canada and National Identity (1914 to 1953)
 * Summative Assessment Task: **Historical Movie & Essay**
 * **Summary:** Students will be given a choice of movies. They will select, view and review a historical movie that pertain to Canada during the National Period. They will research an event/figure that was discussed in the movie and assess to the extent that the movie is historically accurate. Criteria for judgment will include dialogue, character portrayal, costume and set design. Good idea - do you have a variety of movies they can choose from from this period? Or will they all be assessing the same movie?
 * **Critical Question #3**: To what extent has Canada's current society been formed by pivotal turning points in history?
 * **Enduring Understanding #4**: Understand how diverse groups (Aboriginal, Inuit, French, Metis, Women) view Canada through methods of historical inquiry.
 * **Overall Expectations**: Use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources;
 * **Generic Skills**: Students will be able to research and use methods of historical inquiry in order to understand Canada through a variety of historical perspectives;
 * **Dimension of Historical Thinking**: Historical Perspective
 * Unit Summative Test

Unit 5: Canada in the Modern Era (1954 to Present)
 * Summative Assessment Task: **Concept Map** (Scaffolding for the Final Exam)
 * **Summary**: Students will pick a social, political, economic individual/event and map out how it has propagated Canada's image on a global scale.
 * **Critical Question #5**: How significant a role has Canada played on the world scale? This question is clearly related to the summative task.
 * **Enduring Understanding #5**: Examine and understand HOW the social, political, and economic forces (The Great Depression, Participation in the 2 World Wars, Unions, Leadership, etc.) have shaped Canada on a national and global scale.
 * **Overall Expecatations: Analyse the relationship between major social changes in Canada ; **
 * **Generic Skills**: Students will be able to communicate the results of their historical inquiries, using the appropriate terms and concepts in a variety of forms of communication;
 * **Dimension of Historical Thinking**: Historical Significance
 * Unit Summative Test

=Template #3: Formative Assessment Plan=



=Unit Calendar=



=Unit Overview (Draft)=



April 12, 2011