CHY4C



this should work



Emina Muminovic Individual Lesson Plan:

Katie's lesson plan:



Appendices:





// TEMPLATE #1: COMPLETE ﻿ //

//TEMPLATE #2: COMPLETE// //TEMPLATE #3: Calendar and Formative Assessment// //TEMPLATE #4://

SUMMATIVE ASSESSMENT: Task sheet and Rubric



// VANESSA KUTSUKAKE Individual Lesson Plan: //

// Group members: Emina, Vanessa, Jason, Katie //


 * 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 Vanessa's comments in ﻿RED Emina's comments in PURPLE Jason's comments in GREEN Katies comments in BLUE Everyone's contributions in BLACK

=Course:=

=(The first 4 sections are connected to template #1)= =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

=BY THE END OF THIS COURSE, STUDENTS WILL UNDERSTAND THAT TECHNOLOGICAL CHANGE AND SOCIAL INTERACTION BETWEEN DIVERSE COMMUNITIES CREATED LASTING POWER STRUCTURES THAT INFLUENCED THE RELATIONSHIP BETWEEN THE WEST AND THE WORLD.=

=BY THE END OF THIS COURSE, STUDENTS WILL UNDERSTAND THAT THE INTERACTIONS BETWEEN DIVERSE CULTURAL COMMUNITIES SINCE THE SIXTEENTH CENTURY INFLUENCED SOCIAL IDENTITY AND POLITICAL RELATIONSHIPS BETWEEN THE DOMINANT AND DOMINATED CULTURES.=

= BY THE END OF THIS COURSE, STUDENTS WILL UNDERSTAND THAT ESCALATING TECHNOLOGICAL ADVANCEMENTS HAVE HAD ECOLOGICAL AND CULTURAL EFFECTS. =

By the end of the course, students will understand that various economic, political and social systems have emerged and evolved since the 16th century through a series of power struggles and peaceful negotiations/diplomacy.

By the end of the course, students will understand that history has been written and interpreted in ways that privilege certain voices and perspectives while marginalizing others.

By the end of the course, students will understand that many non-Western societies and cultures have resisted the spread of Western influences and continue to assert their own unique cultural heritage and identity.

These are all very well framed and address the important underlying issues of the course. Nicely done. My only suggestion would be to revisit them in light of the destination. Knowing that this is a college destination course and picturing the students that will be taking this course, you might consider re-framing the key learnings/EUs into language that you could imaging those kids saying. I don't think you should scale back the thinking inherent in these EUs but try to imagine how the students that you're likely to get in this course might understand these things by the end. Does that make sense? It might just keep you focused on the destination as you proceed.

=   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) Write a document, as an experienced explorer, outlining ethical guidelines for future explorers who interact with diverse communities. Oh, I like this idea! This might be a great summative task to end the course. 2) Have Western beliefs, philosophies, and ideologies helped society to progress? Well framed. 3) Have Western beliefs, philosophies, and ideologies triumphed over non-Western beliefs? If so, how? T his is an interesting question but seems like you're already implying that if the latter has triumphed, it's silly to say that western ideals are superior. Is this what you're saying? It's a bit wordy. However, if you just ask "are Western ideals superior?" you've got yourself in a sticky situation in terms of what kids might end up understanding by the end... I like the idea here but it's a bit sticky - might need to think this one through a bit 4) Has conflict between Western and non-Western societies played a role in human progress and development? I'm trying to figure out how I would answer this one and I'm not sure so it might need a bit of rethinking. Can you imagine what the answer would be? 5) Which force has been most influential in shaping the course of history in the West and the wider world since the 16th century—key individuals or key groups? Good. 6) Assess whether or not Western beliefs, philosophies, and ideologies have had a negative or positive impact on non-Western cultures and societies. 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 Perspective-Taking---Students will develop an empathetic awareness of the impact of particular events through the lens of various communities and groups Historical Significance---Students will learn why certain events have been included in the study of the West and the World based on their prominence and consequence in both historical and contemporary contexts. But remember that the idea of dimensions of historical thinking are about the students doing the thinking about significance so you might want to consider how they will grapple with the idea of significance in addition to learning about decisions other people have made about significance. Moral Dimension—Students will examine different ethical/moral frameworks underpinning certain historical events such as those involving technology, conflict and interaction, and culture (power).

= ** 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.)
 * **analytical skills**
 * **organizational skills**
 * **active listening skills** **﻿**

Note: The first three units with their themes and questions will be geared towards the summative task of producing an ethical document in the 4th unit. Each unit will be a balancing of the theme of the unit and the summative task. The units are organized as follows: Unit 1 deals with the general perspective of the European World and their thirst for knowledge that made them want to explore the West and gave them a condescending view of the Western World. This perspective led to conflict between the West and the European World, which is Unit 2. Technology gave the European world the upper hand in this conflict and also gave them the ability to explore foreign lands, which is Unit 3.

__**UNIT 1**__ **: (4 WEEKS) //__WESTERN AND NON-WESTERN BELIEFS, PHILOSOPHIES, IDEOLOGIES__//** __**Summative task**__: //__Salon Activity__// (Design to Specs)

__**Description:**__ Students will be required to research 2 western philosophers and 1 non-western philosopher. They will focus on an ethical theme if possible and how this theme might colour the views of Western people towards non-western people in the case of western thinkers, and non-western views in the case of non-western thinkers. Each week students will research 1 of the philosophers and will be formatively assessed on this, perhaps through a debate activity. At the end of the unit, Students will design an invitation to their "salon," which must include (1) the theme being discussed (2) the thinkers at the discussion and their views on the theme (3) the biographies of the thinkers (4) a key note address by the organizer of the salon i.e. the student (5) bibliography of resources used.

__**Critical Question**__: is 'How might have Western beliefs, philosophies, and ideologies coloured Western views of the East, and how might have eastern beliefs, philosophies, and ideologies coloured eastern views of the west?'

make a judgment about whether the two philosophies more similar or more different.

-describe key Western beliefs, philosophies, and ideologies that have shaped the West and the rest of the world since the sixteenth century -describe selected social structures and principles that have guided social organizations in both Western and non-Western societies since the sixteenth century -interpret and analyze information gathered through research, employing concepts and approaches appropriate to historical inquiry
 * __Overall Expectations:__**


 * __Analytical and Research skills__**


 * __Perspective Historical Thinking__**


 * __UNIT 2:__ (4 WEEKS) __//CONFLICT AND COOPERATION//__**
 * //HOW HAS CONFLICT AND COOPERATION INFLUENCED HUMAN PROGRESS AND DEVELOPMENT?//**


 * __Summative task:__** __Debating Activity__ (perform to Specs)


 * __Description__**:


 * __UNIT 3 :__ (4 WEEKS) __//TECHNOLOGY AND THE ENVIRONMENT//__**
 * //HOW HAVE ESCALATING TECHNOLOGICAL ADVANCEMENTS HAD PROFOUND ECOLOGICAL REPERCUSSIONS?//**

__ Building Block #2: Summative Assessment Plan __

I'm so sorry! I think I just overwrote someone else's changes! Would you mind re-posting those changes?

**(a) Breakdown of achievement chart**

The categories of the achievement chart will be equally weighted in the final grade (25% each) and they will be evaluated in every unit.

**(b) Determining the Grade**

Method of grade calculation most appropriate: mean or mode?

**(c) Units** ﻿--CHRONOLOGICAL with emphasis on certain themes (see below) Your units are well organized but I have one question - do you see them as unfolding in chronological order? If so, what dates bookend each unit? If not, are you going to deal with all 500 years of history in this course in every unit? If so, you might consider this a bit: students generally have a difficult time understanding themes out of the context of parallel themes that influenced the same time period. It's hard when students don't already have an overview of the chronology to understand history thematically. Something to consider.

I notice that none of your units have a test as a summative but you have an exam at the end. You might want to reconsider whether students need to practice and hone their test-taking skills before writing an exam which will have a big impact on their mark in the end.

__ **UNIT 1** __ ** : (4 WEEKS) __ WESTERN AND NON-WESTERN BELIEFS, PHILOSOPHIES, IDEOLOGIES __** General topics to be covered (in chronological order): Renaissance and Reformation (1480-1600); Age of Absolutism (1600-1715); and The Enlightenment (1700-1789)

**__ Summative task __**: __ Salon Activity __ (Design to Specs)

__ **Description:** __ Students will be required to research 2 western philosophers and 1 non-western philosopher. They will focus on a **contemporary?** ethical theme/issue and explore how each of these philosophers would have approached this topic at the time. Each week students will research 1 of the philosophers and will be formatively assessed on this, perhaps through a debate activity. At the end of the unit, Students will design an invitation to their "salon," which must include (1) the theme being discussed (2) the thinkers at the discussion and their views on the theme (3) brief biographies of the thinkers (4) a key note address by the organizer of the salon i.e. the student (5) bibliography of resources used. So, just to clarify, they won't participate in a salon but rather design the (extended) invitation. Is that right? How will they use the invitation to answer the critical question below?

__ **Critical Question** __:

Have Western beliefs, philosophies, and ideologies helped society to progress?

**__ Overall Expectations: __** -describe key Western beliefs, philosophies, and ideologies that have shaped the West and the rest of the world since the sixteenth century -describe selected social structures and principles that have guided social organizations in both Western and non-Western societies since the sixteenth century -interpret and analyze information gathered through research, employing concepts and approaches appropriate to historical inquiry

__ **Generic Skills:** __

-research skills -analytical skills

__ **Dimension of Historical Thinking:** __

-Historical perspective-taking

__** ﻿UNIT 2: (3 WEEKS) WESTERN AND NON-WESTERTN CONTACT, INTERACTIONS and RELATIONS **__ Contact and Conflict (1450-1715); The World in the Eighteenth Century (1700-1799)


 * __Summative Task:__** Tableau (Perform to Specs)

Students determine which aspects (economic, social, cultural etc.) in both Western and Non-Western societies were greatly influenced by one another's contact and interactions. Students then create a tableau (in small groups) depicting a significant interaction between a Western and Non-Western group. In the tableau, students are expected to illustrate key elements involved in the interaction (e.g. trading goods, borrowing aristic ideas, conquest etc.) and attempt to capture the feelings, tensions etc. each party would have experienced at the time.
 * __Description:__**


 * __Critical Question:__**

Which of the following dimensions changed most dramatically in Western and Non-Western societies as a result of their contact, interactions and relations---economic, social, political, or cultural aspects of life?

__ Connection to Enduring Understanding: __

By the end of the course, students will understand that many non-Western societies and cultures have resisted the spread of Western influences and continue to assert their own unique cultural heritage and identity.

By the end of the course, students will understand that cultural superiority and power play a role in the interactions between diverse communities and has had both negative and positive outcomes within these communities.


 * __ Overall Expectations to be evaluated: __**

-demonstrate an understanding of the variety of types of communities that have evolved since the sixteenth century -compare elements of various types of interactions that have occurred among diverse peoples and cultures since the sixteenth century


 * __ Generic Skills: __**

-analytical skills -research skills -application skills

**__ UNIT 3 : __**** (4 WEEKS) __TECHNOLOGY AND THE ENVIRONMENT__ **

General topics to be covered (in chronological order): Revolution to Restoration 1789-1815; Modern Industrial Society: Europe 1815-1850; Imperialism, Colonialism, and Resistance in the 19th Century

//__ Summative Task: __//// Advertisement (Design to Specs/Perform to Specs) //

//__ Description: __//// Students will research a significant technological advancement since the 16th century (from a prepared list) and illustrate its historical significance within the particular context it was invented/developed. Students will present this technological advancement and attempt to "promote" it to the class by underscoring its current (historical from our perspective) and future (current from our perspective) importance/value. A visual piece (e.g. poster) will be created as well to highlight key aspects of the technology and evaluate its social, cultural and ecological impact on certain communities. (The negative attributes of the technological advancement, such as environmental degradation, might be mentioned "in the fine print"). Neat idea and interesting way to incorporate the negative into an advertisement! I worry though that they won't have to make a judgment - they'll just show both the negative and positive aspects so it doesn't really allow them to argue the critical question below... //

//__ Connection to Critical Question: __//

Which Western invention/technology has had the greatest impact (both negative and positive) on society since the sixteenth century?

//__ Connection to Enduring Understanding: __//

By the end of the course, students will understand that escalating technological advancements have had cultural and ecological effects.

__ Overall Expectations to be evaluated: __

-explain significant economic developments in the West and the rest of the world since the sixteenth century -describe how the historical concept of change is used to analyze developments in the West and throughout the world since the sixteenth century

__ Generic Skills __

-research skills -verbal skills

__ Dimension of Historical Thinking __

-Historical Significance -Cause and Consequence

**__ UNIT 4: __ (4 WEEKS) __ CONFLICT AND COOPERATION __**

General topics to be covered (in chronological order): Nations in Upheaval 1850-1914; World War One 1914-1918; World War Two 1939-1945; The New World Order, 1945-present

Summative task: Rewrite a page from a textbook (3-4 paragraphs) from another individual or group’s point of view (Rework the Piece)

__ **Description** __:

Select either (a) 2 key conflicts and 1 key example of cooperation from the textbook **or** (b) 2 key examples of cooperation and1 key conflict from the textbook. Rewrite these sections (total of 3) from the perspective of another individual and/or group that was not emphasized in the passage. Great idea. Consider how this task will allow them to directly argue their answer to the critical question below.

__Connection to Critical Question:__

Which has been more profound in shaping the course of history—instances of conflict or instances of peace and cooperation? Or were both equally important?

__ Connection to Enduring Understanding: __

By the end of the course, students will understand that various economic, political and social systems have emerged and evolved since the 16th century through a series of power struggles and peaceful negotiations/diplomacy.

By the end of the course, students will understand that interactions between diverse cultural communities since the sixteenth century influenced social identity and political relationships between the dominant and dominated cultures.

__ Overall Expectations to be evaluated: __

-evaluate factors that have led to conflict and war or to cooperation and peace between various communities since the sixteenth century -describe key developments and innovations in political organization in the West and the rest of the world since the sixteenth century

__ Generic Skills __

-research skills (in terms of what? Primary/Secondary source documents? If so, wouldn't we have to teach them somewhere in here how to critically look at both?) -analytical and interpretation skills

__ Dimension of Historical Thinking __

-continuity and change -evidence and interpretation

__**COURSE SUMMATIVE:**__

**(1)** **WRITE A DOCUMENT, AS AN EXPERIENCED EXPLORER, OUTLINING ETHICAL GUIDELINES FOR FUTURE EXPLORERS WHO INTERACT WITH DIVERSE COMMUNITIES. (2) A CULMINATING EXAM ?????**

__ Connection to the Critical Challenge/Question: __

Write a document, as an experienced explorer, outlining ethical guidelines for future explorers who interact with diverse communities.

**(d) Final 30% of grade**

Final course culminating summative assessment task: Authentic Performance Task (Ethical Document) and Exam The Ethical Document will be worth 10% and the final exam will be worth 20%. The exam will consist of a combination of multiple choice (pg. 387 of Anthology has some great ideas!), short answer and essay type questions? (Giving them the choice of writing a point form essay outline or essay would be good = more variety, helps those who need that visual tool (graphic organizer perhaps) to organize their ideas and aren't good with essay writing (time constraints))? Just an idea.

Another idea for a bonus exam question could be to come up with 2 critical question that have not been addressed in the course and that students would ask if they were teaching the course.

So, it seems that you have listed the ethical document and possible the exam as your unit 4 summative task AND your 30% course culminating tasks. You can't use the same mark twice (i.e. as part of the 70% unit summatives and then reuse that mark in your calculation of the 30% course summative) which, I'm sure you know, so you just need to clarify what your plan is.

__ REVISED FOUNDATIONS DOCUMENTCritical Questions and Enduring Understandings __


 * Critical Questions (to drive the course) **

1. Have Western beliefs, philosophies, and ideologies helped society to progress?

2. Assess which non-European society experienced the greatest transformation (economic, cultural, social or otherwise) as result of Western European contact.

3. Which Western invention/technology has had the greatest impact (both negative and positive) on society since the sixteenth century?

4. How effectively does the textbook incorporate alternative voices/perspectives in topics pertaining to conflict and peace?

5. Write a document, as an experienced explorer, outlining ethical guidelines for future explorers who interact with diverse communities.


 * Enduring Understandings **

· By the end of the course, students will understand that Western beliefs, philosophies, and ideologies have played a significant role in shaping many aspects of the modern world

· By the end of the course, students will understand that contact between Western European and Non-European societies have resulted in long lasting economic, cultural and social changes in those societies

· By the end of the course, students will understand that increasing technological advancements have had profound cultural and ecological consequences

· By the end of the course, students will understand that recorded history tends to reflect the views of those who have dominated, but there are other perspectives/lenses through which to interpret historical events

· By the end of the course, students will understand that the spread of Western influences has been met with both acceptance and resistance within diverse communities

__ REVISED UNIT SUMMATIVE ASSESSMENT PLAN __


 * __UNIT 1: (3-4 WEEKS) WESTERN BELIEFS, PHILOSOPHIES, IDEOLOGIES__**

//General topics to be covered (in chronological order): Renaissance and Reformation (1480-1600); Age of Absolutism (1600-1715); and The Enlightenment (1700-1789)//

__**Summative Task:**__ Salon Invitation (Design to Specs)

__**Description:**__ Students will design an invitation to a party at which intellectuals are going to discuss a topic a hotly debated topic (the critical question). Although students will answer the critical question themselves in the "key-note address," they will use the thoughts of three Western philosophers as back-up their opinions and arguments on the critical question. The invitation will contain a summary of the view points of each of the three philosophers answer to the critical question below i.e. "have Western beliefs, philosophies, and ideologies helped western society to progress? and how?" So, This question is hotly debated between key philosophers. Francis Bacon and Jean-Jacques Rousseau, for instance, would have very different answers to the questions Francis Bacon stated, in his //Novum Organum//, that scientists could have complete control of mother nature if they first obeyed her and learned from her. He said, "knowledge is power." He had a high opinion of his Western Society because it had come to a point in its development where it could actually consider having complete control of nature. This kind of thinking eventually led to the industrial revolution. Jean-Jacques Rousseau, on the other hand, thought that Western society had become over-complicated, that Western people had lost their innocence and lost the harmony that was found among the savages of the day, who were not plagued by greed, avarice, and so on. These people he termed "noble savages" in his //On The Social Contract//. The popularization of his theory manifested itself trough wealthy Europeans "escaping" into the sublime wilderness to live like the natives and hunt like them. He said "man is born free and yet everywhere he is in chains." His thoughts laid the foundations for our conception of modern democracy. Two philosophers of the time periods in consideration had very different views on whether Western beliefs and philosophies have transformed or deformed Western society. It is expected that students will think through and answer the critical question themselves, and then, use the theories of any three Western philosophers of the period to prove their points.

__** What will students do? **__ Students will design an invitation for this salon/"party" that contains: (1) a key note address in which they will state their answer to the critical question (2) a researched presentation of (a) short biographies of the three philosophers to speak at the party and (b) their view points on the question gleaned and inferred from snippets of their texts to be read and reflected on in class. (3) a bibliography of the research texts used. (4) bonus marks will be awarded for embellishment and creativity of the final invitation. (5) on the final due date, each student's invitation will be displayed and appreciated through a carousel activity.

__** Formative Assessment: **__ This would involve students handing in a summary of the life, thought, relation of thought to critical question, and one scholarly source each week to the teacher. This will be returned with feedback from the teacher.

__** Summative Assessment: **__ (1) The Salon invitation (2) A test

Find both my assessments recorded in the fish bone file below:

__**Connection to Critical Question**__:

Have Western beliefs, philosophies, and ideologies helped society to progress?

__**Connection to Enduring Understanding**__:

By the end of the course, students will understand that Western beliefs, philosophies, and ideologies have played a significant role in shaping many aspects of the modern world

__**UNIT 2: (3 WEEKS) WESTERN and NON-WESTERN CONTACT, INTERACTIONS and RELATIONS**__

//Contact and Conflict (1450-17-15); The World in the Eighteenth Century (1700-1799)// __**Summative Task:**__ Tableaux (Perform to Specs)

__**Description**:__

Students determine which non-European society experienced the greatest transformation as a result of Western European contact. Students then create a series of tableaux highlighting key elements and consequences involved in the contact/interactions (e.g. trading goods, borrowing cultural/artistic ideas, imposing religious values, conquest etc.) of the selected non-European society. Within the tableaux, students are also expected to capture the feelings, tensions etc. different parties would have experienced during the time.

__**Connection to Critical Question**__:

Assess which non-European society experienced the greatest transformation (economic, cultural, social or otherwise) as result of Western European contact.

__**Connection to Enduring Understanding**__:

By the end of the course, students will understand that contact between Western European and Non-European societies have resulted in long lasting economic, cultural and social changes in those societies

__**UNIT 3 : (4 WEEKS) TECHNOLOGY AND THE ENVIRONMENT**__

//General topics to be covered (in chronological order): Revolution to Restoration 1789-1815; Modern Industrial Society: Europe 1815-1850; Imperialism, Colonialism, and Resistance 1850-1914 //

__**Summative Task**__: Museum Piece (Design to Specs/Perform to Specs)

__**Description**__:

Students will research a major technological advancement since the 16th century (from a prepared list) and illustrate its historical significance within the particular context it was invented/developed. Students will then present this technological advancement and attempt to convince a curator that it should be included in the museum’s collection given its historical (and contemporary if applicable) impact (both negative and positive) on society. In order to do this students will get prior time to research various “technological advancements” (in the lab) of that particular era and use their judgment to pick one of interest to them and be able to ‘argue” its historical significance and why that particular item, out of all items, should be put on display. The following criteria will be established below:

I suggest that the students examine or at least think about the following framework: - What constitutes "advancement"? What purpose does it serve in a technological sense? - Who benefited from this technology? To what extent did each of the major technological advancements impact society in that historical time period? (How has it affected society and its surroundings?) - What is the relationship between advancement and transformation? (Gearing towards--> how technology transformed the 16th century)

Formative Assessment: - Cue cards that will be formally assessed and checked for completion - this is to be done on a daily basis - will research a variety of inventions and jot down historical information in regards to each one (maximum of 10) - Mind map to narrow the information - centered around "Technological advancements" and branching off into the top 4 inventions/technologies with further sub categories to explain or illustrate the reasoning behind it - Cue cards --> to help with researching the historical information that pertains to that time period (giving it context) - Mind map --> to incorporate opinions and formulate arguments they can jot down to support their top 4 inventions = combination of historical facts AND analytical thinking

Connection to Critical Question:

Which Western invention/technology has had the greatest impact on society since the sixteenth century?

__**Connection to Enduring Understanding**__:

By the end of the course, students will understand that escalating technological advancements have had cultural and ecological effects.

__**UNIT 4: (5 WEEKS) CONFLICT AND COOPERATION**__

//General topics to be covered (in chronological order): Nationalism and Nations in Upheaval 1850-1914; World War One 1914-1918; World War Two 1939-1945; The New World Order, 1945-present//

__**Summative Task**__: Alternative Booklet (Rework the piece)

__**Description**:__

Students will select 2 key examples of conflict and 1 key example of cooperation from the textbook (or vice versa) and rewrite each selected passage from another individual or group’s point of view. Through this process, students will reflect on how well the textbook has incorporated alternative voices/perspectives. Which text book are we using for our course? ** ﻿TEXTBOOK: The West and the World: Contacts, Conflicts, Connections by Haberman and Shubert (2002) **

What criteria will be established? What will get the students thinking about this criteria? I suggest that the students ask the following questions: (1) Does the textbook address a variety of perspectives? i.e. that of offender and victim; governmental; social - each strata of society; and so on. (a) how many perspectives can you pin point in the textual section?

(2) is the text book preferential i.e. does it give equal value to each perspective? (a) by "equal" I mean does the text book award more physical space to one perspective over others; also, does it exclude any perspectives? (b) is it critical of one perspective and not critical enough of another perspective? (c) perhaps students can do a concept attainment activity to realize the meaning of "preferential."

(3) If the text book is preferential, why do you think this is so? (a) do you think the authors of the text book are trying to tell the reader something by preferring one perspective over another? (b) do you think for any reason that the text ought to be //more// preferential? Does the text book sympathize too much with the offender? (c) the text book may consider every perspective equally but is it being fair to every perspective?

__**Connection to Critical Question**__:

How effectively does the textbook incorporate alternative voices/perspectives in topics pertaining to conflict and peace?

__**Connection to Enduring Understanding**__:

By the end of the course, students will understand that recorded history tends to reflect the views of those who have dominated, but there are other perspectives/lenses through which to interpret historical events

Hi Everyone! Take a look at the Foundations Document and make any changes if necessary.

__ BUILDING BLOCK #3: Formative Assessment Plan __ //** Unit 1 and 3: **//

__ Test: __

-completion of all class activities and homework -notebook organized and complete -in-class review

//** Unit 4: Conflict and Cooperation **//

__ Alternative Booklet __

-exemplar analysis using rubric -feedback on bibliography -feedback on research notes -feedback on rough copy of alternative textbook passages

__ BUILDING BLOCK #4: Unit Overview __


 * //UNIT 4: CONFLICT AND COOPERATION (approx. 25 days) //**

__ Overview of Lessons Titles/Topics in Unit 4 (DRAFT--just some ideas to get us started!) __


 * __Path to World War One / Europe in Turmoil / Aftermath of the Great War (4 periods)__
 * Fragile Years In-Between (1920-1929) (2 periods)
 * Fragile Years In-Between (1929-1937) (2 periods)
 * Mussolini, Hitler, and the Rise of Fascism (1 period).This will be the focus of my individual lesson plan
 * Setting the Stage: Pacific and European Theatres (1 period)
 * Diplomacy Shattered: Outbreak of WWII (2 periods)
 * The Holocaust (2-3 periods) This will be the focus of my individual lesson plan
 * Post-WWII: New nations and the idea of human rights (1-2 periods)
 * A Post-Colonial World (1-2 periods) -- *I am doing a lesson plan for this topic*
 * The Cold War (1-2 periods) * NOTE: I will be focusing on this topic for my individual lesson plan**
 * Putting the Present in Context: Economic Overview Since WWI (1-2 period)
 * Society and Culture in a Global Context (1 period)

ORGANIZATIONAL FISH BONE TO ORGANIZE OUR ASSESSMENTS

Hey Guys, I have explained and done the Formative and Summative Assessment part for my Unit 1; I have recorded this on the fish bone chart in my colour. Would it be a good idea for all of us to do the same? Check it out. - Jason.



HEY EVERYONE: Here is template #2, please change and re-submit as you see fit...I looked at the achievement chart and distributed the 4 categories equally among the 4 units - Jason, for the unit that you are doing (#1) - I saw that the summative assessment included BOTH the salon invitation AND a test...I only included the "salon invitation" for the actual template, if you want you can add the test in as well..but I think that with the salon invitation we have effectively covered the "Communication" part of the achievement chart so I don't think it is necessary for the test to be included as a summative assessment piece. HOWEVER YOU can still keep it if you want, but just make sure you add it into the template. Thanks :)

P.S. I just noticed that for the fish bone assessment organizer Jason you divided the 4 categories equally among *each* unit summative, whereas I added ONE category *per* unit for template 2...I don't know which you guys want to stick with - change (or add) as you see fit (remember to paste bullet points from the achievement chart if you want to add anymore to each unit).

Emina, I like your template 2. It looks so much more compact, detailed and important.....;) I say we stick with your template 2. Good job! Here is the Summative task sheet I promised. Emina, are you doing the rubric for the summative or should I?



Hey Everyone! Sorry I haven't contributed recently...I haven't been feeling well! Emina, the template looks great! Jason, the summative task is awesome but I think we need to create a summative task sheet and rubric for the summative assessment of UNIT 4...not for the final culminating activity. In other words, we need to complete a summative task sheet for the "alternative booklet". I can get started on that and perhaps someone could begin working on the rubric?

Also, we still have a little bit do for the building block #4: Overview of One Unit including a brief overview of every lesson of the unit, specific expectations, short (3-4 sentences) describing the focus of the lesson (both content and skills focus). I'll try to get started on this as well, but maybe everyone can post this information for their individual lesson topics and I'll insert it into the template...

Sorry about that guys, I misunderstood! (maybe we can keep the task sheet for the summative?) Vanessa, If you are doing the task sheet for the alternative booklet, I can take care of the Rubric. I do not think you should do descriptions of every lesson by yourself. I will do the overview of these lessons since my focus is the holocaust.
 * Diplomacy Shattered: Outbreak of WWII (2 periods)
 * The Holocaust (2-3 periods)This will be the focus of my individual lesson plan
 * Post-WWII: New nations and the idea of human rights (1-2 periods)
 * __ A Post-Colonial World (1-2 periods) __ note: this is the topic of my lesson plan

If each of us does an overview for 4 lessons, it should work out well. ALSO, I do not see template 3. Maybe we can use the fish bone chart i uploaded for that. Can you guys just enter your formative and summative evaluation on that?

(I too have been sick pretty consistently since the end of practicum . . . ugh . . .) I can do lesson overviews for the following: plus my own: A Post-Colonial World (1-2 periods)
 * __Path to World War One / Europe in Turmoil / Aftermath of the Great War (4 periods)__
 * Fragile Years In-Between (1920-1929) (2 periods)

I'll complete the last two "Putting the Present in Context" and "Society and Culture in a Global Context" plus my own "Cold War". I'm still working on the task sheet...I'll try to have it posted soon!

Here is the calendar that we need to hand in as well. Feel free to make changes. I just went with what Jason and I discussed before practicum 2.

I will do lesson overviews then for


 * Diplomacy Shattered: Outbreak of WWII (2 periods)
 * The Holocaust (2-3 periods)This will be the focus of my individual lesson plan
 * Post-WWII: New nations and the idea of human rights (1-2 periods)

I am still unsure about Template 3??? The fish bone organizer for our formatives and summatives. Are we going to us the one that I uploaded?

The Calendar looks good. Thanks Vanessa! I will try and upload the rubric for the task sheet.

Template 3 looks great Jason! I think we should use it! I just added my parts in for Unit 4. Here is an updated version

Here is the completed "Task Sheet" for the alternative booklet. Please make changes if need be!

Jeese Louise Vanessa! that looks professional! I wish you were my history teacher!.....The rubric will soon follow. I am going to bed now and will upload my stuff tomorrow morning.

Thanks Jason! I really appreciate that! I've finished my section for the template #4. I wasn't sure what to write for the unit "summary", so please feel free to change it! We're almost there everyone!

So I guess what's left is the formative assessment and template 4. When you have finished your sections, let's put that bad boy at the top!