CHW3M

//﻿﻿// // Group members: Awais, Benjamin, Claire, Faisal //


 * //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.

Usha,

We have been tweaking our stuff over E-mail and I have just moved it over to wikispaces.

Ben is Magneta Claire is Green Faisal is Red Awais is mustard-ey yellow (i think that's the colour) = ** __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

//All your key learnings are really well framed. I think Awais' reworking of the 3rd one is sound - but don't agonize over the wording - it might be a useful academic argument but not as crucial when framing EUs that will help the teacher frame the course. I think your second one (there are examples of continuity and change) is OK but not a particularly deep understanding. Remember that these key learnings are the things you feel passionate about, that you want to make sure students walk away with a deep understanding of. I wonder if the change/continuity one is important because of a subtext of the "rise and fall" of civilizations or something. Not sure - just something to think about.//

ENDURING UNDERSTANDINGS
1) Historical developments can and should be viewed from different perspectives 2) Some elements of human civilization have changed and some elements have stayed the same throughout history 3) Civilizations should be analyzed by considering cultural, political, and socioeconomic structures including gender roles and intellectual and religious movements 4) The study of history is essential to our understanding of contemporary society 5) The critical thinking skills developed in the study of history can be applied to other subjects and life experiences

= ** 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) Is all history progress? 2) Is conflict necessary for the advancement of civilization? 3) What is the relative significance of contributions of different civilizations? 4) To what extent is change a result of individual contributions versus greater social forces?
 * CRITICAL QUESTIONS**

= ** 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

1) Historical significance 2) Continuity and change 3) Perspective-taking
 * HISTORICAL THINKING**

= ** 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.)


 * GENERIC SKILLS**

1) Literacy skills (analyzing primary and secondary documents and artifacts, essay writing) 2) Geographic and environmental literacy (sense of place, understanding of human-environment interactions) 3) Research skills (locating and assessing sources) 4) Interpersonal skills (group work, sharing responsibility, respecting others' opinions)

** Summative Assessment Plan ** = =
 * __a) Breakdown of Achievement Chart__**

Knowledge and Understanding: 25% Thinking: 25% Communication: 25% Application: 25%

Evaluated in every unit.

__**b) Determining the Grade**__

Using the Mode, and focusing on most recent and most consistent performance.

__**c) Units**__


 * 1) The Americas (Incas, Aztecs, Maya) - Week 1- 4**

//Enduring Understanding// - The study of history is essential to our understanding of contemporary society Critical Questions - What is the relative significance of contributions of different civilizations?

//Summative Assessment Task// - Choice of Visual or Performance Task (see below descriptions of various tasks)

//Overall Expectations//

Communities: Characteristics, Development, and Interaction - Describe the changing characteristics of communities from earliest times to the sixteenth century - Analyze how selected societies have evolved and responded to challenges

Citizenship and Heritage - Analyze the contributions of various individuals and groups to the development of arts, knowledge, religion, and technology prior to the sixteenth century

Methods of Historical Inquiry and 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 - Communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication

//Generic Skills// - Interpersonal skills (group work, sharing responsibility, respecting others' opinions)

//Historical Thinking Dimension// - Historical significance


 * 2) Mediterranean (Egypt, Greece, Rome) - Week 4 - 8**

//Enduring Understanding// - Historical developments can and should be viewed from different perspectives

//Critical Questions// - Is conflict necessary for the advancement of civilization?

//Summative Assessment Task// - Choice of Visual or Performance Task (see below descriptions of various tasks)

//Overall Expectations// - Communities: Characteristics, Development, and Interaction - Describe the changing characteristics of communities from earliest times to the sixteenth century - Analyze how selected societies have evolved and responded to challenges - Analyze the interaction between various societies from the time of the first communities to the sixteenth century

Citizenship and Heritage - Demonstrate an understanding of the ways in which various individuals, groups, and events influenced changes in major legal, political, and military traditions before the sixteenth century - Analyze the contributions of various individuals and groups to the development of arts, knowledge, religion, and technology prior to the sixteenth century - Analyze changing concepts of authority and individual rights in different societies and periods prior to the sixteenth century

Methods of Historical Inquiry and 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 - Communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication

Generic Skills - Literacy skills (analyzing primary and secondary documents and artifacts, essay writing)

Historical Thinking Dimension - Perspective-taking


 * 3) Mesopotamia (Arab and Persian World): Week 8 - 12**

//Enduring Understanding// - Civilizations should be analyzed by considering cultural, political, and socioeconomic structures including gender roles and intellectual and religious movements

//Critical Questions// - To what extent is change a result of individual contributions versus greater social forces?

//Summative Assessment Task// - Choice of Visual or Performance Task (see below descriptions of various tasks)

//Overall Expectations//

Communities: Characteristics, Development, and Interaction - Analyze the interaction between various societies from the time of the first communities to the sixteenth century

Social, Economic, and Political Structures - Analyze the development and diversity of social structures in various regions of the world prior to the sixteenth century - Analyze diverse economic structures and the factors that affected their development - Demonstrate an understanding of the diversity and uniqueness of political structures throughout the world

Citizenship and Heritage - Demonstrate an understanding of the ways in which various individuals, groups, and events influenced changes in major legal, political, and military traditions before the sixteenth century - Analyze changing concepts of authority and individual rights in different societies and periods prior to the sixteenth century

Methods of Historical Inquiry and 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 - Communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication

//Generic Skills// - Geographic and environmental literacy (sense of place, understanding of human-environment interactions)

//Historical Thinking Dimension// - Perspective-taking


 * 4) Title - East Asia (China, Korea, Japan) Week 13 - 15**

//Enduring Understading// - Some elements of human civilization have changed and some elements have stayed the same throughout history

//Critical Questions// - Is all history progress?

//Summative Assessment Task// - Choice of Visual or Performance Task (see below descriptions of various tasks)

//Overall Expectations//

Change and Continuity - Analyze the factors that contributed to the process of change from earliest times to the sixteenth century - Analyze the factors that contributed to the maintenance of stability and continuity in a variety of societies from earliest times to the sixteenth century - Demonstrate an understanding of the importance of using the concepts of chronology and cause and effect in studying world history before the sixteenth century

Social, Economic, and Political Structures - Analyze the development and diversity of social structures in various regions of the world prior to the sixteenth century

Methods of Historical Inquiry and 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 - Communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication

//Generic Skills// - Research skills (locating and assessing sources)

//Historical Thinking Dimension// - Continuity and Change

__**d) Final 30% of Grade**__

** 1. Research Essay (15%) **


 * Historical Inquiry includes: **
 * · research notes **
 * · evaluation of sources **
 * · works cited **
 * · graphic organizer for response to the unit question **
 * · paragraph that responds to the unit question **


 * Product includes: **
 * · the Research Essay **


 * 1. Cumulative Exam (15%) **

1. Short Answer Questions (50%) 2. Define key terms and concepts (50%)

__ **e) Summative Assessment Task(s) (70% of Grade)** __

(individual work): You may choose the type of task and in which unit you wish to complete it.
 * 1. Two Visual-Based Assessment Tasks (15% and 15%) **

**1. Photo Essay** Description: You will create a photo essay (on 8 ½ x 11 paper) Your photo essay will include a thesis which answers one of the central questions of the unit and will use photos and captions to prove your thesis.

Historical Inquiry includes: · research notes · evaluation of sources · works cited · graphic organizer for response to the unit question · paragraph that responds to the unit question

Product includes: · the Photo Essay

**2. Artist’s Portfolio** Description: You will use your artistic skills to create works of art (e.g. sketches, models, paintings, sculptures, block printing, collages, etc.) to answer one of the central questions of the unit. You will write a 1 paragraph description for each piece of work to explain what it represents and how it reflects the unit.

Historical Inquiry includes: · research notes · evaluation of sources · works cited · graphic organizer for response to the unit question · paragraph that responds to the unit question

Product includes: · the photo essay

**3. Mindmap**

Description: You will use the major terms (names of people, places, ideas, etc.) from the unit and create a clear and insightful mindmap that answers the unit question.

Historical Inquiry includes: ü research notes ü evaluation of sources ü works cited ü graphic organizer for response to the unit question ü paragraph that responds to the unit question

Product includes: ü the concept map

**4. Historical Atlas**

Description: You will use your mapping skills to complete several relevant maps which show how the world changed during the time period outlined during the unit. You will write a 1 paragraph description for each map to describe how it answers the unit question.

Historical Inquiry includes: ü research notes ü evaluation of sources ü works cited ü graphic organizer for response to the unit question ü paragraph that responds to the unit question

Product includes: ü the historical atlas

**5. MI (multiple intelligence) Journal**

Description: You may use a variety of ways to reflect the major themes of this unit. There are 8 different types of intelligence – you will use your personal strengths. For example, you may write or find or record a song, conduct an interview, write historical fiction, sketch a picture, etc. You will write a 1 paragraph description for each entry to describe how it answers the unit question.

Historical Inquiry includes: ü research notes ü evaluation of sources ü works cited ü graphic organizer for response to the unit question ü paragraph that responds to the unit question

Product includes: ü the MI journal

= 2. Two Performance-Based Assessment Tasks (15% and 15%) = (group work): You may choose the type of task and in which unit you wish to complete it.

**1. Seminar**

Description: In preparation for the seminar, students prepare an annotated bibliography of both primary and secondary sources and research notes. After doing the research and reading the teacher-provided selection, students prepare a summary of the reading. They also prepare 5 questions to be used on a pre-test that participants will take at the beginning of the seminar and 5 discussion questions that will be used during the seminar. Finally, students will write up the answers they anticipate participants will likely give to their 5 discussion questions. On the assigned day, students will lead the seminar. The seminar should be directed by good clear questions. Seminar leaders are expected to keep the discussion on track and to provide a clear summary at the end. You will be evaluated on the quality of the questions, the direction/focus provided, and the summary.

Historical Inquiry includes: ü research notes ü evaluation of sources ü works cited ü graphic organizer for response to the unit question ü paragraph that responds to the unit question

Product includes : ü the leading of the seminar (your contribution marked individually)

**2. Video or Radio Documentary**

Description: You will work with your group to create a video or radio documentary which reviews the major themes of the unit and answer the central questions. The documentary will consist of interviews with at least 3 characters (or 4 characters if you have 4 people in your group). You will use props, costumes, visuals and settings – and/or appropriate sound effects - to create a realistic and professional documentary.

Historical Inquiry includes: ü research notes ü evaluation of sources ü works cited ü graphic organizer for response to the unit question ü paragraph that responds to the unit question

Product includes : ü the video or radio documentary (your contribution marked individually)

**3. Teach a Lesson**

Description: You will work with your group to plan and teach a review lesson to the class to help them prepare for the end of unit test. It will include an opening activity to grab the class’ attention. You will then choose a method to help the class review (e.g. concept mapping, game, timeline creation, etc.) You will create a review test for the class which includes equal contributions from all members (1 made by each group member)

Historical Inquiry includes: ü research notes ü evaluation of sources ü works cited ü graphic organizer for response to the unit question ü paragraph that responds to the unit question

Product includes: ü the teaching of the lesson (your contribution marked individually)


 * 3. Four Quizzes (10%) **

1. Short Answer Questions (50%) 2. Define key terms and concepts (50%)


 * 4. Formative Assessment Tasks **


 * 1. Research notes (Knowledge and Understanding) **

Requirements: - at least 2 pages of research notes (including info. from class notes) - notes organized under appropriate headings (either by theme or by central question) - must use correct format for research notes (see class notes)


 * 2. Evaluation of Sources (Thinking) **

Requirements: - complete Evaluation of Source Forms


 * 3. Works Cited (Application) **

Requirements: - at least 3 sources required - must include textbook as one source - must include at least 1 website - must use correct format (see class notes)


 * 4. Graphic Organizer and Paragraph responding to the Unit Question (Communication) **

Requirements: - must include a thesis that answers the unit question that you have chosen - an appropriate graphic organizer has been chosen to organize information in response to the unit question - relevant and powerful evidence has been chosen from research notes to support thesis - paragraph clearly answers unit question and uses evidence from graphic organizer effectively

= ** Foundat ** ** ions Document ** =

Excellent - clear, well-framed and important foundational pieces under all 4 headings. Nicely done.

= ** Summative Assessment ** =

Some suggestions - Exam - just need a brief description of types of questions and ties to EUs/Crit questions/skills - not clear what achievement chart category the quizzes are going to assess (unit 1); and not clear whether the quizzes will scaffold the 15% exam - depends on the nature of the questions on the exam - Quizzes assess all 4 achievement chart categories (the same as the exam)

= ** Calendar ** =

- looks very good - excellent detail provided, reasonable time lines.

= ** Fishbone ** =

- please indicate who is giving feedback on all the fishbone items - e.g. peer feedback vs. teacher feedback vs. self-assessment - are the KWL chart, jigsaw puzzle, 5Ws, etc. for the quizzes formative assessment tools (if so, what are you giving feedback on?) or are they the instructional strategies (but not formative)? - just need to add a few words to clarify here

Hi Usha, We've updated the fishbone.

- Feedback sources are indicated next to each item now (S - self, P - peer, T- teacher) - The KWL chart etc. are formative assessment tools and the feedback given is now broken down according to achievement chart categories indicated by initial below each tool.

-Formative assessment of students' knowledge and understanding of content (Knowledge and Understanding) and use of processing skills (eg. synthesizing and evaluating) (Thinking) demonstrated in KWL chart

- Formative assessment of students' ability to apply knowledge and skills (eg concepts) in familiar contexts (Application) and use of vocabulary and terminology of the discipline in oral form through whole class discussion (Communication) of jigsaw puzzle

- Formative assessment of students' use of processing skills (eg. analyzing, detecting point of view and bias) (Thinking) and ability to make connections within and between various contexts (Application) through through whole class discussion of 5W's + H activity

- Formative assessment of students' communication for different audiences (eg peers and adult) and purposes (eg. to inform) (Communication) and knowledge and understanding of content (Knowledge and Understanding) demonstrated in Placemat activity

- Formative assessment of students' and knowledge and understanding of content (Knowledge and Understanding) and use of processing skills (eg. synthesizing and evaluating) (Thinking) demonstrated in Jeopardy activity

- Formative assessment of students' expression and organization of ideas and information (eg. clear expression) in written form (Communication) and transfer of knowledge and skills (eg. concepts) to new contexts (Application) through completion of Entrance & Exit Tickets

- Formative assessment of students' use of processing skills (eg. synthesizing and evaluating) (Thinking) and knowledge and understanding of content (Knowledge and Understanding) by way of Head Heart Hands activity

- Formative assessment of students' expression and organization of ideas and information (eg. clear expression) in oral form (Communication) and transfer of knowledge and skills (eg. concepts) to new contexts (Application)