CHT3O

// Group members: Dave Smith, Graham Lee, Jesse Eleftheriadis, Lesa Smith //

__Finished Course Components__
Templates

Calendar for Course Plan

Choice Board Options

Task Sheet for All Units

All-Around Rubric



Individual Task Sheets

Unit Overview

Fishbone Organizer (adapted from Usha's fishbone)

Individual Lesson Plans for Unit #3


 * //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.

Graham is in hot pink. Dave is in orange. Lesa is in red. Very funny... Jesse is in green. = ** __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

Write in the form of a statement, neither a question nor a command.

- By the end of this course, students will understand that...

Gut Reactions: - Know how the world works, how it came to work in this way (process) - Continuity and change - Cause and effect for major events - Clash of ideas, dogmas, cultures, class - Different perspectives/interpretations on world events - Post industrial forces, technology, industry - Post colonialism, globalization, and you

After Examining the Curriculum Document (introduction p 3, history front matter p 133, course specific front matter p 171): - Affect on the natural world/environment of these things - Critical thinking and other practical skills - Students will gain an interdisciplinary/multi-disciplinary understanding of history and its intersections with other XYZ Strands - Social, Economic, and Political Structures
 * - Students become responsible global citizens**
 * - Cause and effect: global and regional**
 * - Something about historical interpretation/presentation - narratives**
 * - Communities, development**
 * - Change and continuity**
 * - Citizenship and heritage**
 * - Methods of Historical Inquiry and Communication**


 * TENTATIVE Enduring Understandings (3-5)**

By the end of this course students will understand: - that contemporary society does not exist in a vacuum and is clearly influenced by past events/forces/choices - that the action or inaction of citizens plays a pivotal role in shaping global and regional events - that history is consciously manufactured through the use of narratives, and that these narratives push a specific agenda - that the conflict between systems of thought, governance, social organization, and economy have shaped the historical outcome of the 20th Century

//Very well framed EUs. Nicely done.//

= ** 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. Were the events of the 20th Century ultimately progressive? 2. Was the 20th century “the century of the individual”? 3. Which three values best characterize the 20th century? 4. In what ways, for better or worse, did technology (and lack of technology) shape the century? Maybe changed to: Did technology shape the century? This is better. Do you think students could answer "no" reasonably to this question? If not, it still needs tweaking so that there are multiple plausible answers.

//Your first 3 questions are well framed as critical questions. Your last one needs a bit of tweaking - right now it just asks for a list of ways that technology has shaped the century - consider what judgement you want students to make?//

New Questions: 1. What three values best characterize the world at the turn of the century? 2. Were the events of the 20th century ultimately progressive or regressive? 3. Which element of technology most influenced or changed this period? 4. Was the 20th century "the century of the individual"?

= ** Historical Thinking ** =

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

**Historical Significance**: Students will be able to identify which events were most significant in shaping the regions of the globe through the 20th century.

** Evidence and Interpretation: ** Students will become proficient in locating and weighing primary and secondary sources to form arguments. //Good - you've focused on what students will do.//

** Continuity and Change: ** Students will understand some significant elements of global and regional continuity and change from the turn of the 20th century to the present day (i.e. How does the world today compare to the world back then?) //You haven't yet focused on what the kids will do - how will they grapple with continuity and change?// Students will become adept at finding the historical significance of global and regional continuity and change from the turn of the 20th century to the present day.

** Cause and Consequence: ** Students will understand the causes of major global events/crises/conflicts, etc. and their immediate and long-term consequences. //See above.// Students will determine the historical significance of major global events/crises/conflicts etc. and their immediate and long-term consequences. Better

** Historical Perspective-Taking: ** Students will develop the habit of mind to consider the perspective of the people within their regional and historical context in order to properly analyze what factors influence decision-making. //Good.//

Students will suspend moral judgment until evidence is weighed and historical perspectives considered. //Good.//
 * Moral Judgment: **

= ** 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.)

-literacy -research -supporting arguments with evidence -citing sources -thinking critically //Good start - you'll likely end up making these a bit more specific over time.//

= Possible Units =

 Top of Form

= = =Big Picture Decisions - January 27th=

=a) Breakdown of achievement chart= 25% each, evaluated in every unit

=b) Determining the Grade= Each unit will have a mind map as summative assessment (not graded - I think you mean formative, then ) that is tied to the summative assignment (e.g. for the essay unit, the mind map is the essay outline) - great idea . Each summative will offer choice in questions/topics that relate to the course critical questions. The critical questions will also be posted on the classroom wall and will be discussed and added to throughout the course so that students are constantly thinking about these questions and are equipped to answer them on the course summative.

(just as a whattup to consider what we can/may want to cover for the units... thank you interwebs' timeline):

=d) Final 30%= 10% ongoing mind-map of entire course - formative checks at the end of each unit, students can bring it in to assist them on the exam, summative mark assigned at the end of the course 20% written exam (Usha styles) - 4 parts (k/u, t/i, c, a) incorporated into 3 sections: - K/U: identify 6/10 terms, define and state significance with relevant examples - T/I: primary source analysis, read a passage/passages (speech, letter, newspaper article, image) and explain significance - C/A: essay/essay outline


 * Most consistent, most recent will be represented in the on-going mind-mapping that students are responsible for throughout the year, receiving their final mark for this assignment at the end of the course. **

Here is our chart with Units, critical questions, enduring understandings and generic skills. The formatting wouldn't hold so it's in a word document.

Great titles for units - clearly connected to critical questions, EUs and generic skills. Don't forget to tie in dimension of historical thinking and summative *See below for updated unit info

*We'll probably have to re-work our critical questions to make them more unit specific.
 * The same EU is repeated for #2 and #5 because we only have 4 EUs and 5 units.

Unit Summatives: **All summatives will have the same requirements (research, argument, evidence, written analysis) and the same rubric. Good idea - this makes it more likely that students will see connections and develop self-regulated thinking that will transfer across contexts. ** -Students will have to choose one per unit, cannot duplicate choices and must incorporate a presentation/performance aspect as one of their choices -One component of essay writing will be required as a component to each unit summative in order to prepare them for the Unit 5 summative and the essay component of the final exam -Summatives will be marked according to Median e.g. Unit 1 summative will be accompanied by supporting paragraphs of which summative is chosen; Unit 2 summative will be accompanied with a thesis; Unit 3 summative will be accompanied with introductory and concluding paragraphs; Unit 4 will be accompanied by an essay outline including a thesis.

Unit 5: **Essay** **-completed by entire class using the skills that have been built up throughout the year**

I listed all the information from the unit plan chart (on the word doc.) here for easier overview and added OEs (they wouldn't fit on the chart). Are we going to have 1 critical question for each unit (then all unit summatives answer the same question?) or are we having individual questions for each summative task? I think it would be easier to have a question per unit so all students tackle the same question regardless of task. Also, should we add in the requirement that at least 1 seminar/performance piece be completed? I don't know if we stipulated this but I can't find it anywhere.

Examines the state of colonialism/imperialism at the beginning of the Twentieth Century, Russian Revolution, the rise of the modern era, and World War I. (3 weeks, content light but focused on skills)
 * __Unit #1__: Bridge to the Past: "All was dark; all was confusion. The Eighteenth Century is over; the Nineteenth Century has begun" **


 * Unit Summative:** Choice Board (see below) - students can chose 1 activity from the 8 that are listed accompanied by three argumentative statements supporting answer to critical question.
 * Continuous Formative**: unit 1 contribution of the course mind map
 * Critical Question:** //What// //three values best characterize the world in this period?//
 * Enduring Understanding:** Students will understand that contemporary Society does not exist in a vacuum and is clearly influenced by past events/forces/choices.
 * Dimension of Historical Thinking:** Continuity and Change; Evidence and Inerpretation
 * Generic Skills:** Forming arguments and supporting them with evidence; writing a thesis; research skills and note taking (textbook, class lecture).
 * Overall Expectations**: Describe the nature and impact of significant change since 1900; identify factors that have tended to maintain continuity since 1900; use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources.

Examines the results/consequences of the first World War, the subsequent economic changes, the rise of new political ideologies and their conflict in the form of World War II. (4 weeks)
 * __Unit #2__: "Mo Money, Mo Problems" and World of Warcraft Social and Economic Change: The Great Depression, Communism and Fascism. **


 * Unit Summative:** Choice Board option 2 - students can chose 1 activity from the 8 that are listed; may not duplicate the task completed in previous units accompanied by a thesis and argumentative paragraph.
 * Continuous Formative**: unit 2 contribution of course mind map
 * Critical Question**: //Were the events of the 20th century thus far ultimately progressive or regressive?//
 * Enduring Understanding**: Students will understand that history is consciously manufactured through the use of narratives, each of which push a specific agenda. Students will understand that the action or inaction of citizens plays a pivotal role in shaping global and regional events.
 * Dimension of Historical Thinking**: Cause and Consequence; Evidence and Interpretation
 * Generic Skills**: Research skills (internet sources, books), evaluating sources, works cited, writing a thesis; writing an argumentative paragraph.
 * Overall Expectations**: Describe major features of economic life since 1900; explain the importance of chronology and cause-and-effect relationships within the context of history since 1900. Analyse the relationship between the individual and those in authority in various societies since 1900; demonstrate an understanding of the nature of empires and the emergence of nationalist aspirations throughout the world since 1900.

Examines the post war agreements, Cold War tensions and arms race, the rise of local nationalist movements and the end of colonialism. (5 weeks)
 * __Unit #3__: War, What is it Good For? Post-War Developments: The Cold War and Baby Boom **

**Unit Summative**: Choice Board option 4 (the Final Selection) - students can chose 1 activity from the 8 that are listed; may not duplicate the task completed in previous units accompanied by an essay outline with a thesis. **Critical Question**: //From the turn of the century to the Cold War, decide whether// //or not the 20th century was "the century of the individual."// **Enduring Understanding**: Students will understand that history is consciously manufactured through the use of narratives, each of which push a specific agenda. **Dimension of Historical Thinking**: Moral Judgement; Evidence and Interpretation **Generic Skills**: Writing an essay outline with a thesis. Research skills (reading/working with primary and secondary source material) ; writing introductory concluding paragraphs (including thesis and restatement of thesis). **Overall Expectations**: Describe major global and regional conflicts and their consequences, as well as instances of international cooperation, since 1900 (This OE fits both units 3 &4); describe key changes in the structures an activities of everyday life since 1900.
 * Continuous Formative**: unit 3 contribution to course mind map.

Examines Reagan/Gorbachev, Afghanistan, Latin America, War on Drugs, the fall of the USSR, the New World Order, Internet and 9/11 (5 weeks)
 * __Unit #4__: The "Thaw" and the New World Order **

**Unit Summative**: Essay completed by each student utilizing the essay skills that have been built up throughout the course; completed mind map containing unit 5 contribution. **Critical Question**: //Explain how// //technology shaped the century, and decide whether or not the world is better off for these changes.// **Enduring Understanding**: Students will understand that conflict between systems of thought, governance, social organization, and economy have shaped the historical outcome of the 20th century. **Dimension of Historical Thinking**: Historical Significance; Evidence and Interpretation. **Generic Skills**: Research skills; writing a thesis; essay writing. **Overall Expectations**: Communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication; demonstrate an understanding of the variety of cultural expressions throughout the world since the beginning of the 20th century; describe a variety of forms of government adopted since the beginning of the 20th century.


 * thesis will be included in each unit as this will be their answer to the unit critical question which will be backed up by the evidence they find and provide.

Summative Choice Board -each task will have its own description sheet -each task will be marked using 1 rubric I tried to link the summatives to the critical questions. My suggestions are included. They are tentative, so tell me what you guys think (also, I'm not sure if I'm doing it right). Choice board is a great idea. Lots of excellent choices. Good first attempt at incorporating critical questions but consider making the connection more explicit. So, you could say that students could choose any critical question to answer with any choice but the product must clearly provide their answer to the question and evidence to support it (you'll probably have to give some examples when you flesh out your individual unit). Or, you could say, for example, "Is history progressive? Create an alternative timeline of an underrepresented group. In your captions that explain each event, be sure to indicate how this event helps answer that question." Does that make sense?


 * Portfolio/Scrapbook
 * Students will be responsible for researching and creating artifacts relevant to the time period/theme of the unit. These artifacts will then be creatively displayed in a scrapbook. ** || Alternative Timeline
 * Students will be required to trace out a timeline for an under-represented group, or one not covered in class, as it relates to the time period in the unit of study. ** || Illustrated Map
 * Students will be required to create a world/continent/ country map that illustrates the global changes occurring in the world/continent/ country as discussed throughout the unit. ** ||
 * Performance
 * Students will have an option of performing a tableau, skit, videotaped performance or audio recording in front of the class. All performances will have a research component and be relevant to the time period/theme studies. ** || TRACK YOUR CHOICES

1.

__ 2. __

3.

4. Essay || Counter-Factual History
 * Students will select a crucial event or person from the unit and write a narrative (short story, comic book, or short play) that imagines how history might have been different if that event had had a different outcome or if that person had not existed. ** ||
 * Histori-lyrically
 * Students will write or re-write lyrics (and music too, if you like!) to a song in order to summarize, describe, explain the time period under study in one particular unit ** || Create-a-Test


 * Students will be responsible for creating a test/exam with an answer key pertaining to the unit studied.** || Movie Review

**Students will watch a historical film that relates the time period studied and write a critical review taking into consideration historical accuracy of the film.** || *Other summatives we might consider: newspaper, design a board game (did this in practicum and students loved it), design a unit test with answer key, time capsule.

This is a tentative template for how to write-up the assignment sheets. We need to work through the critical question justification parts still. (I didn't realize that Graham had already uploaded a template... I did these before checking wiki - serves me right for just deleted the 900 updates I got after I left you guys in the lab. In any event, I thought I would throw in my 2 cents, lest they go to waste like 'real' pennies.I like the idea of listing the units & the critical questions but think that it may cause confusion for students with them all there. For the one I just uploaded, I included a section so students could write in their critical question - the writing of the question could/would cement it into their brains (or so the research goes). In the end, don't think it matters which one we choose, right?

To Do: -tie unit summatives to critical questions - kind of done

Here are the examples from Usha that apply to our choice board activities:



Task Sheet

Graham: counter-factual history, scrapbook Dave: movie review, test Lesa: performance, histori-lyically

Jesse: illustrated map, timeline

ALL AROUND RUBRIC:

CALENDAR FOR PLANNING ** updated calendar - not sure why the formatting is wonky (with added blank pgs between months...?) ah well, you get the idea! **



TEMPLATES
Note: my computer only wants to spell check in French which means there are probably (most likely) misspelled words and the occasional accent.

I entered in the achievement chart breakdown and changes the generic skills content to reflect the changes I made to the fishbone (order of scaffolding for unit 2 and 3, putting the mind map as part of the unit 4 summative worth 10% and have a 30% exam)

This is a REVAMPED fishbone organizer (using Usha's model). I made some executive decisions about the mark breakdown, feel free to change and modify. I also added a component to unit 3 (writing an argumentative paragraph) for scaffolding.

I added the generic info about unit #3. We need to solidify the lessons that we are each going to cover and add them to the chart. We may have done this but I don't remember what was decided.


 * To Do:**

Task Sheets Assign Lesson Plans Update Calendar for unit 1 including lesson plans

Personal lesson plans

Cold War Intro