CHA3U

// ﻿ ﻿ Group members: // KARAN //, // STEPH // , // ANNE // , // HIBAQ


 * //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.

FINAL ASSIGNMENT Completed Template #1

Completed Template #2

Completed Template #3

Completed Template #4 UNIT FIVE ASSESSMENT: QUIZ UNIT FIVE ASSESSMENT: RESEARCH ASSIGNMENT HANDOUT PACKAGE

UNIT FIVE LESSON PLAN: ANNE

UNIT FIVE LESSON PLAN: HIBAQ

UNIT FIVE LESSON PLAN: KARAN

UNIT FIVE LESSON PLAN: STEPH

= **__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

The students will be able to understand that the current American Identity has been developed and constructed by the American people throughout the evolution of the nation.

The students will be able to understand that social changes that have occurred within the nation, as they changed from colony to independant nation to global superpower, have caused changes to the policies and practices of the American government.

The students will understand that diversity, identity and culture have influenced the country's social and political formation.

The students will understand that as the United States developed from a British colony to global superpower, the country has not only influenced other nations, but has also been influenced by events beyond its borders.

//These are well framed and cover the broad areas of focus in the course. I have to admit that after reading these EUs, I have a general feeling that American history developed calmly and in an organized fashion. It all seems to be quite tame. I'm not sure if you feel that way too but when I think of American history, I often think of tumultuous disagreement, conflict, imposition of one group's ideals/principles on another, conflicting views of America's "mission", etc... I'm not saying you have to go that route but just something to think about. And now that I look at your critical questions, they seem to be more down that road... interesting.//

The students will understand that rather than an orderly series of events, American history developed through constant conflict and struggle between various groups that make up the American people. It is this chaos of conflict and disagreement that demonstrates that history is not a grand narrative.

=**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)  Through examining the course of American history and those who were actors in it, is the 'American Dream' a myth, or are there examples throughout history that show that the 'Dream' is attainable by everyone? //A well framed question but I wonder if it is more of a philosophy question than a history question. You might consider how to frame this so it causes students to look back on history to answer it.//
 * 2) Is conflict necessary for change?
 * 3) How well did the Founding Fathers do in setting up the basis of the nation? //A good question (might need a bit of wordsmithing so it's smooth) - this can be approached in 2 ways - i.e. how well did they do given what they knew at the time, at incorporating different perspectives, addressing various issues/needs/concerns, looking forward and also, looking back, how well has the original founding vision/constitution, etc. served the nation. Neat.//
 * 4) How much influence does the American President have in democratic decision making? To what extent is change a result of individual contributions versus greater social forces?

//This is an interesting question and I think you should definitely pursue it although I agree it needs a bit of tweaking. It sounds like what you're asking here is about who holds the real power...//

=**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//
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Simply list the dimensions of historical thinking that your course will help students become competent in
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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**- Students will be asked to consider which social and political events have had the biggest impact on nation building and the formation of an American identity.

**Evidence and Interpretation**- Students will learn to examine both primary and secondary sources as a means of gathering information and constructing reliable and fact-based accounts of American history.

**Continuity and Change**- Students will explore a chronological timeline of American history and develop an understanding of how social, political and economic progression and/or decline are the major contributors to the American identity.


 * Cause and Consequence- ** Students will recognize that history is complex and multidimensional and learn to analyze the relationship between events and their subsequent repercussions, and how it affects the nation's future.


 * Historical Perspective Taking - ** Students will understand the social, political, cultural, emotional and intellectual attitudes of the past, and analyze how it has affected personal and national decision-making.


 * Moral Dimension- ** Students will assess the ethics behind controversial events/decisions that have contributed and/or redirected the formation of the American nation.

//Good - you have considered what students will do with each dimension of thinking.//

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">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//
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">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.)
 * Research: ** Studetns will learn the appropriate use of both primary and secondary resources to analyze and interpret information.

**Social Skills**: Students will be expected to work independently and or co-operative on a continual basis.


 * Communication ** : students will learn to express convincing ideas and arguements through both oral and written communication.

**Literacy:** Students will continue to develop their literacy skills through the reading and interpreting of documents.

**Organization:** Students will have to learn to organize the information that they learn into different types of graphic organizers and other formats.

//Good start - you'll probably find yourselves expanding these skills or being more specific as to what they include as you proceed.//

Sound breakdown of achievement chart and of units. Be cautious about weighting assessment tasks AND weighting achievement chart categories. You might be setting yourself up for an overly complicated system of grade calculation.

**A.** **Breakdown of achievement chart** K/U-25% T-25% C-25% A-25%

**B.** **Determining the grade** Grades will be determined through **//averaging//**, with the option to drop your lowest course mark so that the most consistent grade can be reached

**C.** **Units** **5 units**, which will run for roughly **3 weeks** each 1. Colonization and the Discovery of America 2. Revolution and Early America 3. Civil War and Reconstruction 4. WWI and WWII 5. Cold War to Global Superpower

**D.** **Final 30% of the Grade** 1. 15%- Trials of American Presidents (performance exam) Great idea · Students will be put into groups of 6. Three students will be lawyers for the defense and three students will be lawyers for the prosecution. The group will have to choose a President and each prosecution and defense lawyer pair will choose an issue which they will charge the President with. Each student will be graded individually on their portion of the presentation. Students may call upon 'witnesses' to help prove their case. Witnesses will not be mrked on their contribution, but as the witness was prepared by the lawyer who called upon them, the information presented by the witness will affect the mark of the presenting lawyer. Enduring Understandings and Critical Questions: · As this assignment can be approached from many angles. Each of the enduring understandings and critical questions could be addressed in this assignment because any President can be charged with any 'crime'. Once students choose their charges they will have show the connection to the enduring understanding and critical questions which their presentation addresses. Generic Skills Addressed: · Students will have to use all the generic skills which we have outlined in our plan because it is a summative evaluation and so they will have to use all the skills that we have been building throughout the course. They will have to use their research skills to find evidence and examples to support their cases. Even though students will be marked individually, they will have to work within their groups to build a coherent case and they will have to work with the lawyer who opposes them to decide on a charge. Students will have to use their communication skills to present their arguments orally and have their written communication skills to formulate their arguments and they will have to hand in the notes from their research process and argument formulation. Students will need to employ their literacy skills to read and interpret information and decide what is relevant to their case. Organization skills will be extremely important in this assignment. Students will have to be exrememly organized to present their case in a coherent and effective manner. Students will have to orgnaize the evidence that they find and be able to use and present and call upon this information at a moments notice not only during their own examination of the President, but also in the open debate portion of the presentation Historical Skills Addressed: · Once again as this is a summative assignment, students will have to use all the historical skills taught over the course of the unit. The most important historical skills which are addressed in this assignment is Evidence and Interpretation. Since students will have to be able to look at and use evidence and interpret it in a way which bolsters their argument. Also, since students will be arguing against one another, they will have to also look at the other side of their issue and the evidence and interpret that evidence and be able to find their own evidence to refute it. Moral Dimensions are also important because students will be looking at controversial events and have to argue on one side or the other and will have to look at the moral implications of both sides of the issue which they are charging the President with. Achievement Chart Categories: · In this assignment all of the four categories will be addressed. Each category will be marked out of 10 and the total assignment will be out of 40. The Knowledge and Understanding section will evaluate the students knowledge of the facts and issues surrounding their charge. The Thinking section will evaluate the depth and thoroughness of their arguments and how well they have built up their argument to refute their opposing lawyer. The Communication section will evaluate how well the student presents their argument. They will be evaluated on their ability to follow the structure of the court proceedings, how well organized their presentation skills, their use of voice and their 'presence'. The Application section will evaluate the students how well the information that they gathered is used to further their own argument and how well the student uses their own information to refute the arguments of their opposing lawyer.

2. 15%- Final written exam Enduring Understandings/ Critical Questions Students should understand that... - the American Identity has been developed and constructed by the American people throughout the evolution of the nation. - the American government social changes that have occurred within the nation, as they changed from colony to independant nation to global superpower, have caused changes to the policies and practices of the American government.

The students will understand that diversity, identity and culture have influenced the country's social and political formation.

The students will understand that as the United States developed from a British colony to global superpower, the country has not only influenced other nations, but has also been influenced by events beyond its borders.

The students will understand that rather than an orderly series of events, American history developed through constant conflict and struggle between various groups that make up the American people. It is this chaos of conflict and disagreement that demonstrates that history is not a grand narrative.


 * 1)  Through examining the course of American history and those who were actors in it, is the 'American Dream' a myth, or are there examples throughout history that show that the 'Dream' is attainable by everyone? //A well framed question but I wonder if it is more of a philosophy question than a history question. You might consider how to frame this so it causes students to look back on history to answer it.//
 * 2) Is conflict necessary for change?
 * 3) How well did the Founding Fathers do in setting up the basis of the nation? //A good question (might need a bit of wordsmithing so it's smooth) - this can be approached in 2 ways - i.e. how well did they do given what they knew at the time, at incorporating different perspectives, addressing various issues/needs/concerns, looking forward and also, looking back, how well has the original founding vision/constitution, etc. served the nation. Neat.//
 * 4) How much influence does the American President have in democratic decision making? To what extent is change a result of individual contributions versus greater social forces?

Generic skills addressed

Historical skills addressed

Achievement Chart Categories to be assessed

1. Title of summative assessment tasks/description
 * Summative Assessment plan for the other 70% of the portion grade**
 * Unit 1: Mind Map and Unit Test (worth 7% each) Steph**


 * Connection to critical question
 * This assignment is connected to the critical questions "is conflict necessary for change?" and it begins to look at the foundation of the United States which will help students to be able to answer the American Dream question.
 * Connection to which EU/ Key Learning?
 * The Mind Map assignment will help the students to understand how the current American Identity has been developed and constructed by the American people throughout the evolution of the nation. Each student will make a concept map to show information about either a country that colonized North America or one of the 13 original colonies. Students will have to analyze information and decide the most important information to be added to their mindmap. They will also have to include information about how the toopic of their mind map became America. Ex. spanish colony ... How did the territory go from colony of spain to American territory? Consider how to frame the description of the task so it's obvious what thinking students will have to do - i.e. what decision will they be making and conveying through the creation of the mindmap?
 * OEs to be evaluated?
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: small;">Communities: Local, National, and Global
 * Territorial Expansion: assess the causes and effects of American expansion from colonial times to the end of the nineteenth century
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: small;">Change and Continuity
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: small;">The Role of Change: describe pivotal events that marked profound changes in American history

>>> and theories appropriate to historical inquiry >> Literacy: Studetns will have to use their literacy skills to read through different sources to find the information >> Organization: Students will have to organize the information into the proper structure of a mind map
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: small;">Understanding Chronology and Cause and Effect: describe the chronology of events relating to significant developments in American history
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: small;">Methods of Historical Inquiry and Communication
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: small;">Research: organize and record information gathered through research, using a variety of methods﻿, organize and record information gathered through research, using a variety of methods
 * <span style="color: #800080; font-family: Arial,Helvetica,sans-serif; font-size: small;">Interpretation and Analysis: analyse information, employing concepts
 * Generic skills to be used/ taught?
 * Research: Students will have to choose relevant information to put in their mind maps.
 * Dimension of historical thinking to be used/ taught?
 * Historical Significance, Perspective Taking, Evidence and Interpretation.
 * Formative Assessment:
 * Resource Assessment and Research Notes Check
 * Timeline of Important Events in early America
 * Mind Map of one resource explaining the important points in the resource


 * Unit 2: Role Playing Situation and Unit Test (worth 7% each) Karan**

2. Connection to critical question (A) Over the course of this unit, students will be evaluating the the causes of the American Revolution, and therefore connecting to the Critical Question "Is Conflict Necessary for Change?" Did the American colonists *really* have to rise up against Great Britain? Were all attempts for a peaceful solution a failure, leaving revolutionaries no other option than to fight an oppressive mother country? Clearly framed question to frame unit.

(B) Additionally, students will have to look at the political foundations of the young nation: the division of power across Congress, the President, Judiciary; the myth of universal political freedom in America (i.e. exclusion of African-Americans and women). In so doing, students will have to answer the Critical Question: "How well did the Founding Fathers do in setting up the basis for the nation?"--How different was the USA in its political make-up compared to Britain? Was this a stable basis for a nation? Students can also look at/compare the Articles of Confederation vs. The Constitution, and the context of both documents (America as an isolated nation that feared concentrated power like the British Parliament).

(C) Through the Role-Play Situation, students will be able to examine the 2 Critical Questions above by taking a leading role in drafting the Constitution and become a "Founding Father" by getting into small groups and representing individual States, thus realizing what it was like to try and peacefully create a balanced system of government while managing diverse issues post-American Revolution. Neat idea. Consider trying to frame in one sentence what the final product will look like - e.g. "Students will participate in a round table discussion where each will orally defend...." or something. Or "Students will draft a constitution that reflects their answer to the 2 critical questions..." - Is this an oral summative? A written summative? Both? Just need a clearer picture.

Students will participate in a round-table discussion and will orally defend their respective State's position regarding important issues about the future of the United States. The Convention will begin with each State's representatives introducing themselves through a brief Introduction that highlights the State's greatness and views on the issues under discussion. The issues to be debated will include: (a) Federal Legislature: Rep by Pop or Rep by State? (b) Slavery in the USA (c) How to Elect a National Executive/Leader. Note that all three issues must be resolved with all States agreeing on set criteria for the future of the nation, lest the country fall into Civil War.

In addition to being evaluated on Debate Performance and handing in Introduction + Debate Notes, students will also be evaluated on the quality of their State Poster.

3. Connection to which EU/ Key Learning? Throughout the Unit and specifically in the the Role-Playing Situation, students will connect to multiple Enduring Understandings, including a)The notion that America has been influenced by events beyond its borders (i.e. European politics--fear of British meddling), b) Diversity, Identity, and culture have shaped American social and political institutions (13 Colonies had separate, often conflicting interests that needed to be dealt with in order to form a united nation)

4. OEs to be evaluated? Cut and paste the overall expectations from the curriculum document that will be evaluated through this summative. Overall Expectations to be evaluated through Role-Playing Situation Summative: A) Communities: Local, National, Global: Analyze the interactions among major groups and communities in the United States throughout its history B) Change and Continuity: Analyze the historical process of change in the context of events that have transformed the United States C) Citizenship and Heritage: Explain how the American social and political identity has changed over time D) Social, Economic, and Political Structures: Demonstrate an understanding of the development of American political systems and structures. E) Methods of Historical Inquiry and Communication: Communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication.

5. Generic skills to be used/ taught? Generic Skills to be used/taught include Research (finding out more about the State they will be representing, how the state existed at the time of the Constitutional Convention), Social + Communication Skills (Students will be expected to debate in a round-table format), Literacy + Organization (ability to properly read and interpret historical information regarding the State, and what to say when)

6. Dimension of historical thinking to be used/ taught? Evidence and Interpretation, Continuity and Change, Historical Significance

7. Formative Assessment -Students will prepare for the Role Playing Situation by: (a) Moderates vs. Radicals Activity: Half the class will hand in a 1-2 paragraphs arguing for violent revolt against Britain, while the other half argues for patience and possible negotiation. In this way, students will practice both paragraph-writing and argument/debate skills. Feedback will given to students well before the summative. (b) Rough Draft Check: Students will hand in an initial draft of their Introduction (same for all group members) and Debate Notes (different for each member), with feedback given before the Convention.


 * Unit 3: 1 Visual representation of unit theme (i.e.** **artist's portfolio, scrapbook, poster, bulletin board, journal, life in a box, photo essay, etc) and Unit Test (worth 7% each) Anne**

- OK, so I have some problems and we can discuss this either in person or here...I want to know what you guys think about this: in terms of the visual-based assessment task, we need to come up with exactly what the final product is. Choice is great, but the list of choices we provide needs to be very limited because remember that every summative task needs to be scaffolded (every component needs to be taught in class and given feedback) and if that's the case, there's way too many to be scaffolded here all in one unit--the choices are too many (artist's portfolio, poster, bulletin board, etc etc). When we saw the example for Usha's Grade 10 class, they only had to do 2 unit tests and 3 summative tasks of their choice, so it makes sense--there is room to scaffold each component for the final product, but here, it's just way too much to do and very unrealistic.

So I thought we should narrow it down to: newspaper spread and artist's portfolio.

Just to clarify: a portfolio is basically a collection of different pieces. In that sense, the newspaper spread is called a newspaper spread but it is technically also a portfolio, for it will include various components such as letter to the editor, a newspaper article, a report card, a political cartoon, a map, etc

Remember, we can't have too many choices of different pieces in the portfolio either because that means we have to teach ALL of them! there's simply no time in a span of 3-4 weeks we can do this and we can't do it earlier either because every unit has its OWN summative task we need to teach and give feedback too.

ANYWAYS, so newspaper spread--I want it to be half a newspaper....does that make sense? I want them to choose 3 out of 4 options: letter to the editor, a newspaper article, a political cartoon, and a map. Note: the newspaper article and the letter to the editor will require relevant pictures, either drawn by hand or photocopied. The headline of the newspaper article will answer one of the critical questions that relate to this unit. each component will come together to demonstrate the thesis (the answer to one of the central questions)

Artist's portfolio--students will produce 3 artistic pieces that represent/answer a central question (choice includes sketches, models, sculptures, collages, cartoons) and for each piece, students must provide a paragraph describing what if represents and how it reflects the unit. In this way, the artistic products themselves answer the central question.

BOTH the newspaper spread and the artist's portfolio must answer one of the CRITICAL QUESTIONS that relate to this specific unit. And I think they're both visual in that the newspaper spread as a whole needs to be a visual representation of the past,right? So if you don't want to make sculptures, you can always turn to writing a letter to the editor but you're still asked to make a visually appealing representation.

NOTE: both the newspaper spread and the artist's portfolio must include components that represent various perspectives of the Civil War

2. Connection to critical question Good ideas - just need to clarify slightly - are the students required to answer one (or more?) of these question and convey their answer THROUGH their choice of visual representation?
 * Some of the visual-based assignments will give the the students the opportunity to assess the American Dream. As they think about all the different groups and the different perspectives they will think about what the American Dream means for different groups and whether it can be attainable if they contradict the American Dream of another group. Is the American Dream attainable or is it just a myth?
 * They will also think about whether conflict is truly neccessary for change. Was the American Civil War absolutely necessary to events that followed it?
 * Also, to what extent was the change result of Lincoln? Or was Lincoln influenced and pressured by greater social forces? How much of the Emancipation Proclamation was Lincoln and how much was it the pressure of social forces?

In terms of the artist's portfolio, they will answer one of the central questions THROUGH the visual representation but also answer more specifically in their WRITING (1 paragraph for each portfolio piece). In terms of the newspaper spread, they will answer the question as their headline very clearly and the rest of the components will demonstrate it.

For both the Newspaper Spread and the Artist's Portfolio, I want the students to represent BOTH sides of the Civil War, the North //and// the South--and by showing both sides and even the various perspectives within the North and within the South, I want them to answer one of the central critical questions of the unit.

3. Connection to which EU/ Key Learning? 4. OEs to be evaluated? Cut and paste the overall expectations from the curriculum document that will be evaluated through this summative. - analyse the interactions among major groups and communities in the United States throughout its history
 * Students will understand that American History is marked by conflicts and conflicting views; each narrative and each group tells a different story
 * This also touches on the EU that America is built on diversity

- analyse the historical process of change in the context of events that have transformed the United States; - analyse the historical process of continuity in the context of the development of American history; - analyse aspects of the history of the United States by using the concepts of chronology and cause and effect

- explain how American social and political identity has changed over time; - assess the inﬂuence of key individuals and groups in shaping American arts and culture

- analyse the forces that have inﬂuenced the development of American society; - analyse the forces that have inﬂuenced American economic development; - demonstrate an understanding of the development of American political systems and structure

- use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources;

- interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry; - communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication

5. Generic skills to be used/ taught?


 * research: students will learn how to read, interpret, and assess primary and secondary sources; they will need research to complete their assignment
 * organization: students use graphic organizers to sort their information
 * literacy: students will develop literacy skills not only through reading and interpreting documents but as they also present their final product
 * communication: students will learn to communicate different views of the Civil War through visuals and words

6. Dimension of historical thinking to be used/ taught? 7. Formative Assessment
 * Evidence and Interpretation, Moral Dimension, Continuity and Change, Historical Perspective Taking, Cause and Consequence

OK, so on Friday, Usha talked about formative assessment for research. We can't expect students to do research for their research essay in the final unit without teaching them and prepping them earlier on throughout the year. I think that we should ALL require research notes/q-cards in all of the summative tasks and provide formative feedback to their research so they know how to do it on their own when they get to the final unit. In this way, we're scaffolding a skill throughout the year.

Usha also noted that this research doesn't necessarily mean outside research. It can simply be research based on classroom lectures, classroom textbook, etc--what we do as a class. But let's teach them how to organize the information through a specific strategy such as q-card researching or specific note taking format.

SO for main 3 formative assessment, I will include: - research and evaluation of sources - thesis and outline (even though it's not a formal essay, they should have a general outline of the different components they will include to support their thesis...at least in written point form telling me what they will do so they have an idea of where they are going with this) - examine exemplars of each visual component in class and assess them in class

Achievement Chart Categories to be assessed: - K/U - T/I - C - A
 * subject-specific content acquired in class
 * comprehension of its meaning and significance
 * planning skills (research, gathering info, organizing an inquiry)
 * processing skills (analyzing, evaluating, synthesizing)
 * critical/create thinking processes (problem solving, decision making, research)
 * written (letter, newspaper article, etc)
 * visual (model, pictures, sketches, etc)
 * making connection between contexts and the course at large

-This assignment will require students to look at the social and political conditions of the war periods of the 20th century. As so, they will be focusing on the question of whether conflict is necessary for change and is the American Dream attainable? By doing what? Which critical question will they answer? How will they do that through the broadcast? -The students will understand that as the United States developed from a British colony to global superpower, the country has not only influenced other nations, but has also been influenced by events beyond its borders. They will assess the role the US played in the world wars and how their political decisions have influenced international conflict and peacekeeping. -communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication. -Use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources -interpret and analyze information gathered through research, employing concepts and approaches appropriate to historical inquiry -analyze the development of the US as a world power and how American policies have influenced communities outside of the US
 * Unit 4: Radio or Television Broadcast and Unit Test (worth 7% each)** .**HIBAQ**
 * 2.Connection to critical question:
 * 3. Connection to which EU/ Key Learning?
 * 4. OEs to be evaluated?

-Research Skills (Students will be collecting and evaluating information about news stories and historical events during this period) **-**Social Skills (Students will be expected to work in groups of 3 or 4 to complete the assignment) -Communication (Students will be communicating their knowledge and understanding of the period through a television and radio broadcast) -Historical Perspective Taking, -Evidence and Interpretation
 * 5. Generic skills to be used/ taught?
 * 6. Dimension of historical thinking to be used/ taught?
 * 7. Formative Assessment:

-To scaffold this assignment students will be looking at social and political history, they will have to -CONDUCT RESEARCH and HAND IN RESEARCH NOTES/ ASSESS APPROPRIATE AND RELEVANT RESOURCES -OUTLINE OF SCRIPT -PEER ASSESSMENT ON SCRIPT

Achievement Chart Categories to be assessed: - K/U - T/I - C > – oral (radio and television broadcast) > – written (e.g., script and research notes) >
 * subject-specific content acquired in class
 * comprehension of its meaning and significance
 * planning skills (research, gathering info, organizing an inquiry)
 * processing skills (analyzing, evaluating, synthesizing)
 * critical/create thinking processes (problem solving, decision making, research)
 * The conveying of meaning through various forms, as follows :
 * making connection between contexts and the course at large

What is the difference between what is called a test in previous units and a quiz here? Because we don't want studetns to stress over a large test when there is a major research essay due. Calling it a quiz will let students know that it is still important, but not going to be as intense as previous tests. >>> use an accepted form of documentation, use appropriate terminology to communicate results of inquiries into historical topics and issues -Research notes/annotated bibliography -Outline of essay (thesis, bodies, points of evidence) -Peer editing/feedback of rough draft
 * Unit 5: Research Essay (10%) and Quiz (4%) Steph **
 * Connection to critical question
 * The essay will relate to any of the critical questions as the students will have to answer one of them for their research essay.
 * Connection to which EU/ Key Learning?
 * Once again, any of the EU's could be connected to this assignment as students will have the ability to answer any of the critical questions
 * OEs to be evaluated? --because for the research essay students have the choice to which topic they want to choose from the entire course, almost all the major OEs apply
 * Communities: Local, National, Global
 * analyse the interactions among major groups and communities in the United States throughout its history;
 * analyse the territorial expansion of the United States;
 * analyse the development of the United States as a world power and how American policy has inﬂuenced communities outside the United States.
 * Continuity and Change
 * analyse the historical process of change in the context of events that have transformed the United States;
 * analyse the historical process of continuity in the context of the development of American history;
 * analyse aspects of the history of the United States by using the concepts of chronology and cause and effect
 * Citizenship and Heritage
 * explain how American social and political identity has changed over time;
 * assess the inﬂuence of key individuals and groups in shaping American arts and culture;
 * analyse how American culture has developed into a position of world cultural hegemony
 * Social, Economic, Political Structures
 * analyse the forces that have inﬂuenced the development of American society;
 * analyse the forces that have inﬂuenced American economic development;
 * demonstrate an understanding of the development of American political systems and structures
 * Methods of Historical Inquiry and Communication
 * Research: formulate questions for research and inquiry, select and use a wide variety of relevant primary and secondary sources, evaluate the credibility of sources and information, organize and record information gathered through research, using a variety of methods
 * Communication: express ideas, arguments, and conclusions, as appropriate for the audience and purpose, using a variety of styles and forms,
 * demonstrate an understanding of the development of American political systems and structures
 * Methods of Historical Inquiry and Communication
 * Research: formulate questions for research and inquiry, select and use a wide variety of relevant primary and secondary sources, evaluate the credibility of sources and information, organize and record information gathered through research, using a variety of methods
 * Communication: express ideas, arguments, and conclusions, as appropriate for the audience and purpose, using a variety of styles and forms,
 * Generic Skills
 * Students will use research skills, communication skills, literacy skills, and organization skills.
 * Dimension of historical thinking to be used/ taught?
 * Because of the flixibility of this assignment, students could look at any of the dimensions of historical thinking.
 * Formative Assessment:
 * Formative Assessment:

Achievement Chart Categories to be assessed: - K/U - T/I - C--The conveying of meaning through various forms, as follows : - A
 * subject-specific content acquired in class
 * comprehension of its meaning and significance
 * planning skills (research, gathering info, organizing an inquiry)
 * processing skills (analyzing, evaluating, synthesizing)
 * critical/create thinking processes (problem solving, decision making, research)
 * oral (radio and television broadcast)
 * written (e.g., script and research notes
 * using knowledge and skills to make connections within and between various contexts