CHY4U

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__ **CHY4U**: The West and the World, Grade 12, University Preparation __
Group members: Michelle Green (pink), Jodie Walsh (purple), Marcel Thach (red)

=**Calendar** = 

=**Foundations** = = =

=**Summative Assessment** = = =

=**Formative Assessment** = 

=**Unit Overview** = = = = = = = =**Summative Assessment Tasks** =

=**Value-Added Timeline** = = = 

=**Unit Test** = = =

=Individual Lesson Plans=

Jodie Walsh
= = =<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;">Enduring Understandings (for the whole course) ** =

1. Students will understand that the relationships between the West and the rest of the world have been reciprocal Be == 2. ** Students will understand that the process of urbanization around the world has taken many forms over the past five hundred years, and has brought about both lasting positive and negative impacts on individuals’ lives. ** == <span style="font-family: arial,sans-serif; font-size: small; line-height: 15px;">// **Urbanization** // is a complex process in which a country's organized communities become larger, more specialized and more interdependent. <span style="color: #0000ff; font-family: arial,helvetica,sans-serif; font-size: small; line-height: 19px;">Both the above revisions to #2 are good.

3. Students will understand that scientific and technological innovations have had both positive and negative impacts on society. Better.

4. Students will understand that history is influenced by both significant individuals and the social development, political revisions, and economic shifts that have, in turn, shaped and defined them.

=<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;">Critical Questions (to drive the course) ** =

Is history progressive? //Good.//

Has modernity been beneficial for humanity? //Good.// What is the most important force which drives history?

=<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;">Historical Thinking ** = Students will learn about historical significance by examining key events from both a Western and non-Western perspective to see how seemingly inconsequential events in the West (ie: the Opium War) could have profound impacts on non-Western societies and vice versa (ie: the Taiping Rebellion)

Students will learn about evidence and interpretation by examining key primary source documents such as the Treaty of Versailles, the Vietnamese Declaration of Independence, etc.

Students will learn about cause and consequence by examining the casuality and impacts of major national and global events such as the French Revolution or the Meiji Restoration.

Students will learn about cause and consequence by examining and discussing the casuality and impacts of major national and global events such as the French Revolution or the Meiji Restoration.

Students will learn about historical perspective taking by completing various assignments such as writing from a non-Western perspective about Westerners (eg; a member of the Lower Indian Caste writing about the British occupation) and through learning how to structure and debate both sides of an argument.

Students will learn about the moral dimension by examining certain critical questions about key events in modern history such as 'Were the atomic attacks on Hiroshima and Nagasaki justified?', 'Should the British have returned Hong Kong to the Chinese Communist Party?', 'Should Louis XIV/Charles I have been executed?'

=<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 ** = Students will be able to formulate critical questions about history that can be used to create a research paper)

Students will be able analyse primary and secondary sources

// Students will be able to write a // properly structured // research essay answering a critical question in history. //

Students will be able to hold a reasoned and civilised debate about a legitimate political, economic, moral, or ethical issue.

Students will be able to think critically using; inquiring mind, critically minded, opened minded, Empathetic, Attentive to Detail, Managing Impulsivity, Metacognition

//Good start. Also consider other literacy skills, collaborative skills, habits of mind, etc.//

__ Evaluation __ Knowledge and Understanding – 25% Thinking – 25% Communication – 25% Application – 25%
 * Big Picture Decisions **

__ Determining the Grade __ We will calculate grades using the MEAN of the students' most consistent, more recent performance.

Don't forget to insert your decisions about which EUs, OEs, dimensions of historical thinking and generic skills will be addressed in each unit.

__ Units __ Unit One – The Pre-Modern World (1450-1715)

Summative Evaluation 1: Photo essay Skills to Help w/ Culminating: Outline of an Essay; Creating and Supporting an Argument; Organizing Research Critical Challenge: Students will argue their answers to what is the most important force which drives history, by creating a photo essay. Well framed critical challenge - photo essay is a useful summative to scaffold essay writing - nicely done. My question is: which course wide critical question (see above) will students answer through this task. It doesn't seem to relate to any of your course critical questions directly. You want a summative that says, "Students will argue their answer to.... by creating a..."

Summative Evaluation 2: Unit Test

Unit Two – Empires, Enlightenment and Revolution (1715-1789)

Summative Evaluation #1: Salon Critical Challenge: Students will argue their answer to the question 'How progressive was the Age of Enlightenment?' through the format of an 18th Century Salon. Skills to Help w/Culminating: Outline of a debate, Structuring arguments, Research: Finding Primary Sources, Nature of a historical essay

Unit Four – The Short Twentieth Century (1914-1991) Summative Evaluation 1: Graphic Value-Added Timeline Good idea Skills to Help w/ Culminating: Research; Collecting Evidence; Making Conclusions Critical Challenge: Students will argue their answer to, was the 20th century beneficial for humanity, through the format of a value-added timeline. Summative Evaluation 2: Unit Test

So, from what I can tell, you have performance tasks for all 4 of your units and tests for 2 of them. Is that right?

__ Final 30% of Grade __ Research Essay – 15% Final Exam – 15%

Unit 1: The Pre-Modern World (1450-1715)

Unit 2: Empires, Enlightenment and Revolution (1715-1789)

Unit 3: The Long Nineteenth Century (1789-1914)

Unit 4: The Short Twentieth Century (1914-1991)