Creating a Classroom Assessment Plan: Social Studies 9 Todd S.

McLauchlin & Rhea McFarlane University of Regina - ECS 410

Table of Contents
SocialStudies9:WhyShouldWeLearnAboutHistory?............................................................................ 4 LearningOutcomes/Intentions..................................................................................................................... 4 FormalUnitOutcomesandIndicators:..................................................................................................... 4 Understandings/BigIdeas:........................................................................................................................ 4 EssentialQuestions:..................................................................................................................................4 Knowledge:...............................................................................................................................................4 Skills:.........................................................................................................................................................4 Icanstatements: .................................................................................................................................5 AssessmentEvidence....................................................................................................................................6 SummativeAssessments........................................................................................................................... 6 Say:GenreResearch............................................................................................................................. 6 Do:VisualConnections......................................................................................................................... 6 Write:WhyShouldWeLearnAboutHistory?...................................................................................... 6 Howaretheseauthentic?..................................................................................................................... 6 FormativeAssessments............................................................................................................................ 7 WhatandWhen?..................................................................................................................................7 Howwillstudentsreflectandassess?...................................................Error!Bookmarknotdefined. Howwillweadjustourteachingbasedonthis?.................................................................................. 7 KeyCriteria:(Whatcriteriawillbeusedtojudgethesummativeassessments?) .....Error!Bookmark notdefined. LearningPlan..............................................................................................................................................11 Lesson1:.................................................................................................................................................11 Lesson2:.................................................................................................................................................11 Lesson3 ...................................................................................................................................................12 Lesson4:.................................................................................................................................................12 Lesson5:.................................................................................................................................................13 Lesson6:.................................................................................................................................................13 Lesson7:.................................................................................................................................................13 Lesson8:.................................................................................................................................................14 Lesson9:.................................................................................................................................................14 Lesson10:...............................................................................................................................................15 Lesson11:...............................................................................................................................................16

Lesson12:...............................................................................................................................................16 SummativeAssessments............................................................................................................................. 17 AppendixA:VisualConnections.............................................................................................................. 17 ResearchSheet ....................................................................................................................................19 MultimediaProject:VisualConnectionsRubric................................................................................. 20 AppendixB:MusicGenreResearch:OralPresentation.......................................................................... 21 OralPresentation:GenreResearchRubric......................................................................................... 23 AppendixC:WhyShouldWeLearnAboutHistory?................................................................................ 24 WrittenProject:WhyShouldWeLearnAboutHistory?Rubric.........................................................26 FormativeAssessments............................................................................................................................... 27 AppendixD:PastSocietiesandModernCanadaKWL............................................................................ 27 AppendixE:BrainstormGuidingQuestions............................................................................................ 28 AppendixF:VideosonFlagsThinkPairShare........................................................................................ 29 AppendixG:ExitSlip................................................................................................................................30 AppendixH:TheHistoryofHouseMusic................................................................................................ 31 AppendixI:Met/NotYetMetSelf/GroupAssessment.......................................................................... 32 AppendixJ:AppointmentstoDiscussFirstNationsandInuitSymbols...................................................34 AppendixK:GuidelinesforReflectionJournal......................................................................................... 35 AppendixL:PeerFeedbackforGenreResearchAssignment..................................................................36 AppendixM:FeedbackformforGenreResearchPresentation..............................................................37 AppendixN:JigsawonWhyStudyHistory............................................................................................. 38 AppendixO:TheHistoryofTransportationinCanada........................................................................... 41 AppendixP:InstructionsforaDebateonCanada'sNationalSport........................................................42 AppendixQ:ExitSlip............................................................................................................................... 43 AppendixR:FeedbackformforVisualConnectionsPresentation..........................................................44 AppendixS:ExitSlip................................................................................................................................45

Social Studies 9: Why Should We Learn About History?

ToddMcLauchlin&RheaMcFarlane

Learning Outcomes/Intentions

Formal Unit Outcomes and Indicators:

Outcome: DynamicRelationship(DR)9.4Determinetheinfluenceofsocietiesofthepastoncontemporarylifein Canada. Indicators: a.Identifyideas,images,andsymbolsincontemporarylifethathavetheirrootsinsocietiesofthepast (e.g.,political,artistic,recreational,technological,mathematical,andscientific). b.Analyzetheimpactofknowledgeacquiredfromhistoricaleventsonthefutureofcontemporary societies(e.g.,thedeclineoftheRomanEmpire;theattemptedannihilationofindigenousculturesand languages,thepowerofthechurch;ethnocentrism;theconcentrationofpowerintheorganizationof largecorporations;thecontributionofindigenouspeoplestothesurvivalofnewcomersatthetimeof contact,andthewillingnesstosharethebountyandabundanceoftheland,sometimesthrough sophisticatedarrangementsknownasTreaties). c.Constructaninventoryofreferencestotraditionaloralnarrativesfoundincurrentpopularmedia,and determinetherelevanceoftraditionalnarrativestocontemporarysociety.

Understandings/Big Ideas:
History Images/Ideas/Symbols Impact AcquiredKnowledge OralNarratives

Essential Questions:
Whyshouldwelearnabouthistory?(Main questionfortheUnit) Howdoeventsofthepastaffectcurrentculture? Wheredoyouseeelementsofthepastin presentpopculture?

Knowledge:
LearnerswillKnow Wheretofindelementsofthepastinpresent culture Whyitisimportanttolearnabouthistory Whichpastcivilizationshavemadethemost impactonCanada(indifferentsectorssuchas politics,art,philosophy,etc.)

Skills:
Learnerswillbeableto(orbeskilledat) Identifyimagesandsymbolsofthepast Makeconnectionsbetweenpast symbols/ideas/imagesandhowtheyarepresentin modernpopularculture Analyzetheimportanceofdifferenthistorical eventsonmodernsocietyinCanada Presentresearchonaparticulartopicinvisual, written,andoralformats

I can statements:
Icanexaminetheideas,images,andsymbolscommoninlifetoday.Icanthenidentifythe connectiontheseideas,images,andsymbolshavewithsocietiesfromthepast. Icandescribehowtheknowledgeofmodernsocietiesisaffectedbyeventsfromthepast. Icanconstructacollectionofpresentdayexamplesoftraditionaloralnarratives.Icanusethis collectiontodeterminethesignificanceoftraditionalnarrativestomodernsociety.

Assessment Evidence Summative Assessments

Do: Visual Connections (FoundInAppendixA:VisualConnections) Research:OralPresentation) ChooseamodernCanadiansymbolandusethe visualpresentationtodrawconnectionsfromthe pastandtieittothepresent.(DigitalVideo, Studentswillresearchtheirfavouritegenreof music.Whatarethehistoricalrootsormovements Poster,Scrapbook,VideoEssay,orApproved associatedwiththegenre?Whereintheworlddid VisualMedia) itbegin?Whoaresomeofthegrassrootsartistsin thatgenre?Whatistheculturalsignificanceofthis genremovement? Say: Genre Research (FoundinAppendixB:MusicGenre How are these authentic? Genreresearchisauthenticbecauseitallowsthe LearnAboutHistory?) studentstoexaminetheconnectionsbetween past societiesandcontemporaryCanadawhile examining somethingtheyenjoy,music. Throughouttheunit,studentswillbeconstantly VisualConnectionsisauthenticbecausethe asked:Whyshouldwelearnabouthistory?. mediuminwhichthestudentspresenttheir Theirresponsesviajournals,exitslips,etc.will connections isoneinwhichtheywillutilize informthisfinalwrittenproject.Studentswillneed tousehistoricalconnectionstomodernsocietyin throughouttheirlives. WhyShouldWeLearnAboutHistory?is ordertodefendtheirposition. authenticbecauseitdrawsonthereflective processthatindividualsshouldanddogothrough onaregularbasis.Thereflectionsaboutlearning historyandtheconnectionstothestudent's personallifebuildinanauthenticitythatisoften missinginwrittenwork. Write: Why Should We Learn About History? (FoundinAppendixC:WhyShouldWe

Formative Assessments
What and When? ExitSlipswillbeusedattheendofseverallessons,primarilynearthebeginningoftheunittoensure thatkeyconceptsarebeingunderstood. AReflectionJournalwillbeutilizedthroughoutthecourse,notjustthisunit.Thestudentswillwritein thejournalaboutwhattheylearned,reflectingonwhattheylearnedandwhattheywouldliketo continuetolearnabout.Studentswillpostanentrytotheirjournalseveryweek.Wewillbegiving commentsandfeedbacktothestudentsbasedontheseentries,aswellasallottingtimeatthestartof thefollowinglessontofollowuponcommentsorquestionsraisedinthejournals. ABrainstormwillbeusedatthestartoftheunit.Thestudentswillbrainstormwhattheythinksome modernsymbolsare,inCanadianSociety,thathavetheiroriginsinthepast. ThroughClassDiscussions/Groupwork,whichwillbeconductedthroughouttheunit,thestudentswill beabletosharetheirthoughtsandideaswiththeirclassmates. AKWLChartwillbecompletedintandemwiththeBrainstormatthebeginningoftheunit.Thestudents willbeaskedtofillintheKnowandWanttoKnowsectionsoftheKWLchartpriortothebrainstorm beingconducted.Afterthebrainstormandthelessoncontentisdelivered,thestudentswillbeaskedto completetheLearnedsectionoftheKWLchartasatypeofexitslip. WeuseInformalLearningChecksthroughouttheunittohelpassessthestudentsunderstandingand comfortlevelwiththeunitmaterial.Theselearningcheckswillbedoneisseveralways.Wewillaskthe studentshowcomfortabletheyarewiththematerial.TodothiswewillusemethodsliketheFistofFive andFourCorners.WewillalsoObservethestudentsduringdiscussiontimeandgroupworktime.These observationswillhelpusbetterunderstandifthestudentsaretrulyconnectingwiththeinformation. How will we adjust our teaching based on this? InresponsetotheinformationgatheredfromtheExitSlips,wemayneedtogooverthematerial again,possiblywithadifferentapproach.Ifonlysomestudentsarestrugglingwiththekeyconcepts thenwemayneedtoprovideoneononetimewiththosestudents. InreviewingtheReflectionJournals,wemaynoticecertainstudentsdonotunderstandorare disengagedwiththelessoncontent;wethenwillneedtoadjustourapproach.Wemayneedtosimply adaptthelesson/assessmentforcertainstudentsifwenoticetheyarestrugglingorareboredwiththe concept,orwemayhavetorevisethelessonfortheentireclassifwenoticeatrendacrossmany students. AfterconductingastartoftheunitBrainstorm,wewillhaveastartingpointfortheoverallclass knowledgeonconnectionsofthepasttomodernCanada.Wewillstillneedtodelvedeeperinto individualknowledgelevels. TheKWLChartwillgiveusinformationabouttheindividuallevelofreadinessforthistopic.Some studentsmayhaveagreatdealofknowledgeabouthowthepastandthepresentareconnected,and howsocietiesfromthepastinfluencethepresent.Otherstudentsmaynothaveanypriorknowledge. Thisinformationwillbeusedtohelptierthelesson/assessmentsbasedonindividuallearninglevels. ClassDiscussions/Groupworkcanhelpinformusastohowwelltheclassasawholeisunderstanding thetopic.Thenatureofpoints/ideasthatarediscussedwillberepresentativeofthelearningthatis occurring.Sincesomestudentsmaydominateclassdiscussionsandsomemaywishtoavoidthem,we mayemployamethodofrandomselectiontoaskquestionsduringthediscussions.Randomselection willbeconductedbywritingallthestudentnamesonPopsiclesticks.Thesestickswillbeplacedinajar andselectedatrandomtoanswerquestionsorofferacomment.Theselectedstudentwillbe encouragedtoattempttheanswereveniftheythinktheydonotknow.Itisokaytobewrong,butitis notokaytonottry.

KnowledgegainedthroughInformalLearningCheckswillpromptustoreviewthematerialinwhichthe studentsrequiremoreknowledge.Thismaybedoneasagroupifthemajorityneedsmoreclarification, orasindividualsifonlysomestudentsneedmoreinformation.

Student Reflection Throughouttheentirecourse,thestudentswill useareflectionjournaltoreflectontheweek's learningandwhattheywishtolearnmoreabout. Whenyouthinkaboutwhatyoulearned,andthe processoflearningitself,theconceptstendtobe rememberedwithgreaterdetail.Thereflectionlog doesnotneedtobelongortimeconsumingfor thestudents,butitshouldallowthestudentto pauseandthinkaboutwhathe/sheislearningand iftheyaretrulyconnectingwiththeconcepts.

Assessment As Learning Duringthecompletionofthe3summative assessments,thestudentswillhavethe opportunitytoassessapeer'swork.Thiswillbe donebycomparingtheworktoarubric.The commentsgivebythepeersshouldbetakenby thestudent(s)and,combinedwithfeedbackgiven duringinformallearningchecks,usedtoimprove theoverallproject. Thestudentswillhavetheopportunityto self/groupassessinLesson4ontheirprogressfor theVisualConnectionsAssignment. Thestudentswillbeableofferpeerassessment toeachotherduringtheGenreResearch Presentation.Thisknowledgewillhelpimprove thepresentationskillsofthestudent. Thestudentswillalsohavetheopportunityto peerassesstheVisualConnectionsPresentations. Thisagainwillhelpimprovethepresentationskills ofthestudent. Finally,whenthestudentshaveaperiodtowork ontheirWhyShouldWeLearnaboutHistory assignmenttheywillbeassignedapartnerwho canassesstheirwork.Theycansendthe assignmenttotheirpartnerforspellingand grammarchecks,aswellas,checkstoforlogicand flow.Thisassessmentwillbefarmoreinformal andisintendtogivethestudentsanotherperson tocheckinwithontheproject.

Feedback Needtohighlightwhatwewilldoforfeedbackwilladdafterthelessonsareorganizedintonumbered format Key Criteria: (Whatcriteriawillbeusedtojudgethesummativeassessments?) Thestudentswillworkwithustocreatethefinalrubricsforthesummativeassessments.Havingsaid thatwehaveprecreatedrubricsforeachofthethreesummativeassessmentsthatoutlinewhatwe wanttobeassessed.Theserubricswillonlybeusedasguidesforcreatingourformativeassessment plansandtoensurethattheclasscreatedrubricsarecomplete.Eachrubricfollowstheappropriate assignmentinthisdocument.Foreachofthethreeassignmentstherearecertaincriteriawefeelmust bemet. 1)VisualConnections:Overallattractivenessofthevisualpresentation,presentationdelivery,complete summaryhandout,correctuseofterminology,connectionstopastcivilizationsandmodernCanada,and pastconnectionsofmodernsymbols. 2)GenreResearch:Content,TimeLimit,Enthusiasm,ClarityofSpeech,willbethemainareaswewant toseeincludedinthefinalrubric. 3)WhyShouldWeLearnHistory?:Content,Arguments,Organization,Spelling&Grammar,Formatand Referencesarethemainareaswewanttoseeincludedinthefinalrubric.

Grading CourseGrading: IN(4outcomes)InteractionsandInterdependence30%[Eachoutcome7.5%] DR(4outcomes)DynamicRelationships30%[Eachoutcome7.5%] PA(3outcomes)PowerandAuthority20%[EachOutcome6.67%] RW(3outcomes)ResourcesandWealth20%[EachOutcome6.67%] UnitGrading: DynamicRelationship(DR)9.4Determinetheinfluenceofsocietiesofthepastoncontemporarylifein Canada. Threesummativeassignmentsequallyweightedare7.5%ofthefinalcoursegrade. Eachsummativeassessmentwillnormallybeweightedat331/3%,againaccountingfor7.5%of thefinalgradeasawhole.Allthreesummativeassessmentsmeasurethesameoutcome,justin differentways.Wewillallowthestudentstoweighttheaveragetoamaximumof+/15%foreach assignment,stilltotally100%ofcourse.Forexample,onestudentmaywishtoweighthergradesas GenreResearch45%,VisualConnections35%andWhyShouldWeLearnaboutHistory20%.Allowing thestudents,achancetoweighthegradesgivesthemavoiceintheirowngrade,andmakesthemfeel morevaluedandimportant.Sinceallthreeassignmentsareworkingtowardthesameoutcome,then flexibleweightingispossible.Theactualgradesofeachassignmentwillonlyberevealedattheendof theunit,oncealltheunitworkiscomplete.However,thestudentswilllikelyhaveagoodunderstanding ofhowtheydidoneachsummativeassessment;therefore,theyshouldbeabletodetermineaweight. Ourgradebook,whichinincludedinAppendixT,trackthestudentsgradesbycurriculumgoal andoutcome.Asmentionedthegoalsbreakdownto30%forInteractionsandInterdependence,30% DynamicRelationships,20%forPowerandAuthorityand20%forResourcesandWealth.TheOutcomes fromeachgoalarefurtherallocated,forDynamicRelationshipseachoutcomewillbeworth7.5%ofthe finalgrade.TheoutcomesthemselvesarefurthersubdividedintoFormativeandSummative Assessments.Eachassessmenthasadatewhenitwasoriginallydueandavalueassociatedwithit.The summativeassessmentmarksareweightedandtheycontributetothe7.5%allocatedtotheoutcome. TheformativeassessmentvaluesareeitherMet/NotYetMetorascalefromonetofour.Aonewould requirefurtherimprovement,atwoissatisfactory,athreeisproficient,andafourisexcellent. ThegradebookisincludedandcanbefoundinAppendixT. VideosandArticles: Throughoutthelearningplan,wementionseveralvideosandarticlesthatweplantouse.Thevideos andarticleswillbeavailableforthestudentstoaccessfromourEdmodopage.Anyonecanjointhe Edmodopageifhe/sheknowsthegroupcode.ThecodetojoinourEdmodopageis5a60w1.

Learning Plan
Lesson 1:
Inthefirstlessonforthisunit,wewillintroducetheconceptthatthepast,andpastcivilizations, affectmodernCanada.First,tounderstandwhatisthestudentspriorknowledgeastohowthepast influencescontemporarysociety,wewillcompleteaKWLchart.TheKWLchartwillhaveseveralpoints toconsiderwrittenonthebottom,asisincludedinAppendixD:PastSocietiesandModern

CanadaKWL.ThestudentswillbeaskedtocompletetheKnowandWanttoKnowsectionsofthe
KWLchartindependently,keepingthesepointsinmind.Afterthestudentshavebeengiventimeto completethefirsttwosections,roughly10minutes,wewillreturntoalargeclassgroup.Asagroup, usingtheinformationfromtheKWLandnewideasthatoccuraswego,wewillcreateabrainstormof howthepastaffectsmodernCanada.Theideaswillbewrittenontheboardorsmartboard,and recordedsothatthestudentscanreferencethemlater.ThebrainstormislocatedinAppendixE:

BrainstormGuidingQuestions.Oncethebrainstormhasbeensufficientlyfilledin,approximately
15minutesintime,wewillgiveabriefoverviewoftheunit.Wewillalsohandoutthefirstassignment, VisualConnections,whichisfoundinAppendixA:VisualConnections.5minutesofthistimewill bespentdiscussingthecriteriaforassessment.Therubricincludedintheappendixisforourpurposes. Itincludeswhatwefeelisneeded,thefinalrubricwillbebasedonideaspresentedinclassandthispre maderubric.Wewilllettheclassknowthattheywillhaveclasstimetoworkonthisprojectanditisnot dueuntiltheendoftheunit.Wewanttopresentthisassignmentasaunitlongproject,sinceitrequires groupworkanditmayrequirevideoediting,whichistimeconsuming.Theexplanationofthe assignmentwilltake10minutes.Theclasswillhavetimetoformulatetheirgroupsandbegintothink aboutwhatcivilizationtheywishtochoosefortheirproject.Wewillgive15minutestoformthebasisof theirgroup.Thefinal10minutesoftheclasswillbespentcompletingthefinalcolumnoftheKWLchart. Basedonthegroupbrainstormandclassdiscussion,thestudentswillhavedevelopednewknowledge abouthowthepastaffectsmodernCanada.TheywillfillthisinformationinontheLearnedsectionof theKWLchartandhanditinasanexitslip.WewillusetheKWLchartsasadiagnosticassessmenttosee wherethestudentsareat,priortotheunit. *VisualConnectionsassigned.

Lesson 2:
Inthislesson,wewillbeginexploringdifferentsymbolsthathavetheirrootsinthepast.Today, weexploretheCanadianFlag.Wewillstartthelessonbyhandingoutasheettoguidethestudents throughaThinkPairShare,whichisfoundinAppendixF:VideosonFlagsThinkPairShare.As aclass,wewillwatchtwovideosontheCanadianflagdebateofthe1960's.Thestudentswillusethe questionsonthehandouttothinkcriticallyaboutthevideos.Theywillthencollaboratewithanother student,compare,andfurtherdeveloptheirthoughtsaboutthevideocontent.Finally,asaclass,wewill discussthevideostogether.AftertheThinkPairShare,thestudentswillhandintheirdatacollection sheets.ThisexercisewillleadusintoadiscussionabouttherootsandsymbolismbehindtheCanadian Flag.WewillalsodiscusstheCanadianRedEnsignandtheRoyalUnionJack.Thepurposeofthis exerciseistoshowhowsymbolsfromthepastBritain,France,andthecrusadeshelpeddevelopone ofournationalsymbols.AftertheThinkPairShare,thelectureandtheclassdiscussionontheCanadian

Flag,thestudentsshouldhaveastrongunderstandingoftherootsofournationalflag.Todemonstrate this,theclasswillbeaskedtocompleteanexitslipontheCanadianFlagbeforeleaving.Theexitslipcan befoundinAppendixG:ExitSlip.

Lesson 3: ContinuingwithourdiscussionsontherootsofmodernCanadainthepast,wewilldiscuss
music.Thestudentswillbeassignedthegenreresearchproject,whichwilllargelybeanindependent assignment.Theremainingtimeinthisclasswillbegivenforthestudentstoformthebasisoftheir project.Theassignment,whichisfoundinAppendixB:MusicGenreResearch:Oral

Presentation,willbehandedouttothestudents.Thefirst10minuteswillbespentdiscussingthe
actualassignment,followedbyanother5minutesinwhichwewillcollectivelydiscussandcreatethe criteriaforassessment.Therubricincludedisforourpurposesandincludeswhatwefeelisneeded,the finalrubricwillbebasedonideaspresentedinclassandthispremaderubric.Withtheassignmentfresh inthestudentsminds,theywillspend20minutesreviewingkeytermsandexamplesneededforthis project.Theassignmentrequiresthatthestudentsknowwhatamovementis;therefore,wewilldefine thetermandwewillshowashortvideoassociatedwithmusicmovements.ThevideoisonHouse Music,asitisnotoneofthelistedgenresintheproject.ThevideoistitledtheHistoryofHouseMusic andisabout10minuteslong.Aswithallourvideos,thiscanbefoundonourEdmodopage.Wewillalso handthestudentsaninformationsheetonhousemusicthatwillhelpthembetterunderstandwhatis expectedofthemfortheGenreResearchproject.TheinformationsheetislocatedinAppendixH:The

HistoryofHouseMusic.Theremaining30minutesofthisclasswillbegiventothestudentsto
begintheirownGenreResearchproject;thisistheonlyclasstimetheywillreceiveforthisproject.We willalsogivethestudentsalinktoaninfographthatshowstheconnectionbetweenmanydifferent typesofmusicthroughouttime.Theinfographisavailableathttp://www.thomson.co.uk/blog/wp content/uploads/infographic/interactivemusicmap/index.html. *GenreResearchassigned

Lesson 4:
Thisweek'sreflection,whichisdueinlesson5,willcontainaparagraphreflectingonthe progressthroughtheVisualConnectionsassignment.Thestudentswillbeaskedtoreflectontherubric andaskthemselves,andtheirgroupmembers,iftheyhavemetornotyetmetthegivencriteria.This willbeincludedaspartoftheirweeklyreflection;however,thefinal10minutesofclasstimewillbe usedtoallowthestudentstocompletethemet/notyetmetformwiththeirgroup.TheMet/NotYet MetformisincludedinAppendixI:Met/NotYetMetSelf/Group.Wewillalsoremindthe studentsthatthenextlessonwillbeaworkperiod,inwhichtheyshouldbeabletocompletealarge sectionoftheworkforVisualConnection,whichiswhytheyneedtoassesswheretheyareatnow.First Nations&InuitpeopleshavemanysymbolsthathavebecomecommonplaceinCanadiansociety.Today wewillexaminehowprecontactFirstNations&Inuitimages,symbolsandideashavefoundaplacein modernCanada.Wewillspecificallyexaminethetotempoleandtheinuksuk.Wewillwatchavideoon totemsentitled,FirstNationsCarvingsandCultureandoneoninuksukentitled,Inuksuk,itsUsageand BuildYourOwnInuksuk.WewillfacilitatethediscussionaboutFirstNationsandInuitsymbolsina slightlydifferentmannertoday.Thestudentswillhavefourappointmentswithanothermemberoftheir

class.Wewillhaveroughly40minutesforthisportionofthelesson,meaningeachappointmentwilllast about810minutes.Therewillbeadifferentsetofquestionsateachappointmenttable,wherethey willmeetwithadifferentmemberoftheirclass.Thequestionsatthetablewillbeaccompaniedbya shortarticleorwriteuponaFirstNationsorInuitsymbol.Thestudentswillneedtoreadtheshort writeupandanswerthethreequestionsinthistime.Thiswillallowthestudentstoexploremore symbolsinashortperiodoftime.Itwillalsoallowustocirculatethroughtheroom,listeningforthe currentlevelofunderstandingofeachsymbolandbyeachstudent.Ifwenoticethatstudentsare gettinginformationincorrect,wemayneedtointerjectandaddinthecorrectfacts.Thequestionsfor thisactivitycanbefoundin

AppendixJ:AppointmentstoDiscussFirstNationsandInuitSymbols.

Lesson 5:
Theweeklyreflectionjournalisdue.Anoutlineofwhatisexpectedfortheweeklyjournalis includedinAppendixK:GuidelinesforReflectionJournal;however,bythispoint,thestudents willhavecompletedseveraljournalentries.Thisweek'sentrywillincludeaportion,asitnormallydoes, onwhattheyhavelearnedthisweek,whatquestionsarestilloutstandingandwhattheywouldlike reviewed.Additionally,therewillalsobeasectionreflectingontheprogressoftheVisualConnections groupproject,andwhatneedstobedonetomeettherubric.Thisclasswillbesplitintotwoportions, partonewewillspend40minutesworkingontheVisualResearchproject.Inparttwo,thestudentswill begivingeachotherpeerfeedbackontheirGenreResearchproject,whichisdueinthefollowingclass. Thiswilltakeabout15minutesandthepurposeofthepeerfeedbackistoallowthestudentstobe givenhonestinformationabouttheirproject,beforetheyactuallyhavetopresentit.Thepeerfeedback fortheGenreResearchprojectisincludedinAppendixL:PeerFeedbackforGenreResearch

Assignment.
*WeeklyJournalpostdue

Lesson 6:
Lessons6and7willbededicatedtooralpresentationsofthegenreresearchprojects.Before thepresentationsbegin,wewillallocateatleastthefirsttenminutestodiscussinganyissuesthatmay havearisenfromreadingthejournalposts.Ifthestudentshavequestions,needfurtherunderstanding, oraretroublewiththeVisualConnectionsassignment,wewilladdressthatnow.Iftheconcernsthat aroseinthejournalsaffectonlyafewstudents,thenwewilladdressthemindividually.Thestudentswill havetwotasksduringthelessons.Numberone,theywillberesponsibleforpresentingtheirown projecttotheclass.Numbertwo,theywillbegivencopiesoftherubric,withafeedbackpageattached, thattheywillusetocommentontheirpeerspresentations.Thepurposeofincludingthestudentsfor peerfeedbackduringtheactualpresentationistwofold.First,thestudentpresentingwillreceivea multitudeofcommentforms,whichtheycanrefertoforfuturepresentationimprovement.Thepeer feedbackwillnotmakeuppartofthegradeforthisassignment.Secondly,sincethestudentswillbe responsibleforrecordingcommentsfortheirpeers,theywillhaveagreaterincentivetopayattention andlistentothepresentations.ThecommentformcanbefoundinAppendixM:Feedbackform

forGenreResearchPresentation.
*GenreResearchdue *Genreresearchpresentationdayone

Lesson 7:
Lesson7willbeacontinuationofLesson6,andthesecondhalfoftheclasswillpresenttheir genreresearchprojects.Again,thestudentswillberesponsibleforassessingtheirpeersduringthe presentations.Beforetheendofclass,wewillgivethestudentsanarticleentitledWhyStudyHistoryto readbeforethenextclass.

*Genreresearchpresentationdaytwo

Lesson 8:

Thislessonwillconsistoftwoparts,partonewillbetheassignmentofthethirdandfinal summativeassessment.Wewillexplainwhattheassignmententailsandasusual,wewillworkwiththe classtobuildthefinalversionoftherubric.Therubricwehaveincludedwiththeassignmentisintended forourpurposes,sowehaveaguidewhilewedevelopthefinalrubrictogether.Theassignmentcanbe foundinAppendixC:WhyShouldWeLearnAboutHistory?,andisentitledWhyShouldWe LearnHistory?Inthisassignment,thestudentswillcreateanessaythatargueswhywestudyhistory. Theessaywillbethreetofivepagesinlengthandwillincludemultiplesources.Intheassignment handout,wenotethatifthestudentsareunfamiliaroruncomfortablewithAPAformatforciting referencestoletusknow.IfwehavemanystudentsthatareuncomfortableorunfamiliarwithAPA format,thenwewillconductaminilessononitinthenextclass.Thestudentswillbeusingtheir journalstomakepostsaboutwhytheythinkweshouldlearnhistory.Thesepostswillbeaddedeach dayandwillbeusedtoformthebasisoftheiressay.Thereasonforthepostsissothatwecanread themandprovidefeedback,priortothestudentsactuallywritingtheessay.Thefeedbackgivenwillhelp thembuildabetter,strongerargumentativeessay.Thesecondpartofthelessonwillbeaboutthe purposeofhistory.InAppendixN:JigsawonWhyStudyHistory,eightquestionsareincluded, whichwillaccompanythearticlethestudentsread.Thearticlewewillbediscussingwasassignedatthe endofthepreviousclassandisentitledWhyStudyHistory.Wewillbeconductingajigsawactivityand theclasswillbebrokenintogroupsofsevenstudents.Eachgroupwillnumberthemselvesfromoneto sevenandthenallthestudentswiththesamenumberwillgettogether.Eachofthesenewexpert groupswillhaveonequestiontodiscussfromthequestionsheet;thequestioneachgroupdiscusseswill bebasedontheirgroupnumber.Thegroupswillhave15minutestodiscussthearticleandanswertheir question.Aftereachgrouphascompletedtheirquestion,thestudentswillreturntotheiroriginalgroup, wheretheywillsharetheanswertheydevelopedintheirexpertgroup.Thegroupswillhave approximately20minutestosharetheiranswersamongsteachother.Thefinal10minutesofclasswill bespentansweringquestion8individually.Thestudentswilladdtheanswertotheirjournalastheir journalpostfortheday.Thisquestionwillserveasastartingpointfortheiressayassignment.Wewill readovertheanswersandprovidethestudentsfeedbackforthenextclass. *WhyShouldWeLearnAboutHistory?assigned

Lesson 9:
Theweeklyreflectionjournalisdueatthestartofclass.Thejournalentrywillincludea paragraphaboutwhatthestudentslearnedthisweek,whattheyarestillunsureaboutandwhatthey wanttogooveragain.Theywillalsoincludeasectiononthewhyweshouldstudyhistoryassignment. VisualsConnectionsisdueintwoclassesandWhyShouldWeLearnHistoryisdueinthreeclasses; therefore,ifthestudentsarehavingproblems,weneedtoaddresstheminthenextclass.Theclasswill besplitintotwoportions,onefornewcontentandoneforworktimeonthe,WhyShouldWeLearn History,assignment.Thislessonwillbecenteredonthehistoryoftransportation,andhowmodern transportationhasitsrootsinthepast.WewillbeginbyshowingashortvideofromBloombergentitled, AnAbridgedHistoryofTransportation.Thiswillserveasanintroductiontostudentstotherootsof transportation.TherearemanymodesoftransportationthatareimportanttothehistoryofCanada

includingthecanoe,horse,automobile,airplane,trainandship.Wewilldiscussthecanoeandthetrain aspartofourlecture.WewilldescribetherootsofthecanoeinFirstNationssocietiesandhowFrench andBritishexplorersusedthecanoetoexploreCanada.Wewilldescribehowthetrain,whichusedto besteampoweredbutisnowdieselorelectric,helpedshapetheCanadaweknowtoday.TheCanadian PacificRailwayconnectedtheeastandwestofCanadaandallowedforgoodsandrawmaterialstobe transportedacrossthecountry.Therailwaybecameapartofournationalpolicy.Afterthestudents havehadtimetolistentousdescribealittleaboutthehistoryofcanoesandtrains,wewillgivethem timetolookintodifferentmodesoftransportationthemselves.Thestudentswillbedividedintogroups ofthreeandassignedamodeoftransportationthatwassignificanttothehistoryofCanada.The studentswillanswerfivequestionsontheirassignedmodeoftransportation.Tofacilitatethisactivity, wewillhavelaptopsbroughtintotheroomorwewillhavetheclassconductedinthecomputerlab.The studentswilleitherhandintheiranswersoremailthemtous.Wewillcollectalltheanswerstogether andprovidethemtoallthestudents.TheoutlinefromthisactivityisincludedinAppendixO:The

HistoryofTransportationinCanada.Thequestionsshouldtakeabout1520minutesto
complete,leavingthefinal20minutesforthestudentstoworkindividuallyontheiressays.Theyshould beabletoknowwheretheywanttogowiththeiressayandhaveanintroductionbuiltbytheendofthe class. *WeeklyJournalpostdue

Lesson 10:
Atleastthefirsttenminuteswillbeallocatedtodiscussingquestionsthatarosefromreading thejournals.Ifthereareanyoutstandingissueswiththeassignmentsorthingswehavediscussedin class,itisimperativethatweanswerthemnowbeforemovingon.Inthislesson,wewilldiscusstheroot ofdifferentsportsthathavebecomenationalsymbols.Wewillexplainthathockey,basketball,lacrosse, football,baseball,curlingandsoccerallhaveplacesasnationalsymbols.Havingsaidthis,wewillfocus onlyonLacrosseandIceHockeyforthislesson,astheyareourtwonationalsports.Wewillbeginby watchingtwovideostheHistoryofLacrosseandHockey:APeoplesHistory(onlythefirstfive minutes).Thiswillserveasanintroductiontothehistoricalrootsofthesesports.Wewillspend10 minutesdiscussingthetwosportsfurther.Asof1994,LacrosseisCanada'sofficialsummersportandIce HockeyisCanada'sofficialwintersport.WewillexplainthatLacrossehasitsrootsInFirstNations cultureandtraditions.Itwasoriginallyasportusedtoprepareforconflictandhadadeepspiritualside toit.IceHockey,asasport,wasfirstplayedinMontrealin1875.However,therootsofhockeymaygo backasfarastheearlystickandballgamesplayedinChinaaround600BC.Lacrossewasplayedonice atonetimetooandtheuseofastickandballgameonicemayhaveinfluencedIceHockey's development.AfterweprovidesomebackgroundinformationonLacrosseandIceHockey,wewill providethestudentswithanalternaterealityscenario.Inthisscenario,Mr.McLauchlinandMs. McFarlanehavebecomethedictatorsofCanadaandhavedecidedthatCanadaonlyneedsonenational sport.Wewillasktheclasstohelpusdecidewhichsportthatshouldbe,bydividingtheclassinhalfand conductingadebate.OnehalfwilldebateforLacrossetostayandtheotherhalfwilldebateforIce Hockey.Theclasswillhave10minutestoformulatetheirarguments,beforepresentingtheircasetous. Thestudentswillbegiven5minutestomaketheircasebeforetheothergroupcanasktheotherside questions,foramax.of3minutes.Wewillthenreversetherolesbeforehavingtheeachgrouppresent ashortclosingstatement.Asthedictators,wewilllistenandjudgethedebate,butastheteachers,we

willbelisteningtotheargumentstocheckforunderstandingofhowthesportisrootedinthepastand contributestomodernCanada.Wewillalsouseinformalobservationwhilethestudentsarepreparing theirdebatesbycirculatingfromonegrouptothenextandlisteningtothecommentsmade.Appendix P:InstructionsforaDebateonCanada'sNationalSportincludestheinstructionsforthe debate.Therewillalsobeatypeofexitsliphandedoutattheendoftheclass.Thisslip,duetotime constraints,willnotbehandedinatthelessonsend;instead,thestudentswillbeinstructedtoaddthe answerstotheirjournal.TheexitslipisincludedinAppendixQ:ExitSlip.Wewillusetheexitslip answerstocheckforunderstandingofthelessonwepresentedandtheconceptofhowmodernsports arerootedinthepast.

Lesson 11:
ThislessonandthefollowinglessonwillbededicatedtothepresentationofthestudentsVisual Connectionsassignment.Aswiththeoralpresentation,thenonpresentinggroupswillberesponsible forprovidingpeerfeedbackforthepresentingones.AformforpeerfeedbackcanbefoundinAppendix R.Thestudentswillbeaskedtolookattherubricwecreated,priortoeachpresentation,sotheyhavea betterunderstandingofwhattheirpeersshouldbeoffering.Againtherationalforallthestudents providingpeerfeedbacktoeachotherisnottobecomepartofthegradebuttoprovidethestudents withmoreinformation.Thepresentinggroupswillgetavolumeoffeedbacktheycanuseforfuture presentationsandthosewatchingwillberequiredtofocusonthepresentationsothattheycangive qualityfeedback.TheWhyShouldWeLearnHistoryassignmentisdueinthenextclass.Thelastten minuteswillbespentgoingoveranyoutstandingquestionswiththeassignment. *VisualConnectionsassignmentdue

Lesson 12:
Aswiththepreviouslesson,theentiredaywillbedevotedtopresentationsontheVisual Connectionsassignment.Thestudentsagainwillprovidepeerfeedbacktotheirfellowstudents,while theyarepresenting.ThestudentswillalsohandintheirWhyShouldWeLearnHistoryassignmentatthe startofclass,whichwewillgradeandprovidefeedbacktothestudents.Thefinaltaskinthelast10 minutesofclasswillbeanexitslip.Thisexitslipwillhavetwopurposes;thefirstistoinformusofhow theunitwent.Whilewecannotadjustourteachinganyfurtherforthisunit,wecanforthenextunit; therefore,itisimportanttoseehowstudentslikedtheunit.Secondly,theoverallcommentsaboutthis unitmayalterhowwepresenttheunitinfutureclasses;thereforegainingthestudentsopinionwillbe invaluable.TheexitslipcanbefoundinAppendixS. *WhyShouldWeLearnAboutHistory?assignmentdue

Summative Assessments Appendix A: Visual Connections

Class:SocialStudies9Winter2013

Teacher:Mr.McLauchlin&Ms.McFarlane

TheBigIdea:Thepasteventsandthesocietiesthoseeventscomefromhaveaconnectiontoandan impactonmodernsociety. EssentialQuestion:Howdotheideas,images,andsymbolsinmodernCanadiansocietyhave connectionstoandrootsinpastcivilizations? Assignment:Yourgoalistoidentifyideas,imagesandsymbolsinmodernCanadianlifethathavetheir rootsinsocietiesfromthepast.Thismayincludepolitics,art,technology,mathematics,scienceor philosophy.Ingroupsoftwoorthree,youwillcreatesometypeofvisualpresentationthatdepictsthe contributionsofapastcivilizationtomodernCanada.Yourgroupwillneedtoselectfromthefollowing listofcivilizationsfromthepastforthisproject.Pleasenotethatonlyonegroupmayselectagiven civilization,sopleaseletMs.McFarlaneorMr.McLauchlinknow,onceyouhavechosenyourcivilization. Civilizationsfromthepast: AncientRome AncientGreece PrerevolutionaryFrance MedievalEurope

AncientEgypt AncientChina RenaissanceEurope PreunificationEngland

Aztec IroquoisFirstNation SquamishFirstNation DenFirstNation

OnceyourgrouphaschosenacivilizationfromthepastandinformedMr.McLauchlinorMs. McFarlaneofit,youmaybeginworkonyourproject.Youmustbeginresearchingthecontributionsyour chosencivilizationhasmadetomodernCanada,payingparticularattentiontotheideas,imagesand symbolsfromthatpastcivilization.Youdonotneedtopresenteverythingyouresearch,howeverwhat youdopresentmusthelpthoseviewingitunderstandtheinfluencethispastcivilizationhasonmodern Canada. Thevisualpresentationmaybedoneinanumberofways,thechoiceisyours.Youmaywishto demonstrateyourfindingsthroughaposterboard,video,photoessay,Prezi,minimagazine,etc.The pointisnotthemediumyouchoosebutthemessageyougivetoyouraudience(therestoftheclass). Thevisualpresentationwillbeaccompaniedbyaonepagehandoutthatwillbegivento everyoneintheclass.Thehandoutneedstoexplaintheconnectionsyouhaveuncoveredbetweenyour pastcivilizationandtheideas,imagesandsymbolsofmodernCanada.Thehandoutwillhelpexplainthe visualcontentyouhaveinyourpresentationandcanbeusedasareferenceforyourclassmates.It shouldnotbetreatedlikearesearchessaythisisasummaryonly.

Differentiation:(TieringbasedoffofDamianCoopersRedefiningFair:HowtoPlan,AssessandGrade forExcellenceinMixedAbilityClassrooms) LearningTask:Identifyideas,images,andsymbolsofthepastinmodernsociety. TierOneTask(designedtoprovideevidenceofproficientachievementatgradelevel): Inagroupof23,studentswillchoosefromthelistofpastsocieties.Thegroupwillresearchoneofthe pastsocietiesandsearchforcontributionsthispastcivilizationhasonmodernCanadiansociety.The findingswillbepresentedthroughaposterboard,video,photoessay,Prezi,minimagazine,etc,along withaonepagesummaryofthestudentsfindings. TierTwoTask(designedtoprovideanadditionallevelofchallenge): Inagroupof23(orindividually),studentswillchoosefromthelistofpastsocieties.Thestudentswill chooseatheme,suchaspolitics,art,technology,mathematics,scienceorphilosophy,andbasetheir researcharoundthatspecifictheme.Thefindingswillbepresentedthroughaposterboard,video, photoessay,Prezi,minimagazine,etc,alongwithaonepagesummaryofthestudentsfindings. TierThreeTask(scaffoldingtaskdesignedtoprovidestrugglingstudentswithanappropriatelevelof challenge): Inagroupof23,studentswillchoosefromthelistofpastsocieties(withguidancefromtheteacher). Theteacherwillprovideabroadlistofresourcesthatthestudentscanusetoresearchtheirchosen society,andwillworkcloselywiththeteachertodrawparallelsbetweenthepastsocietyandpresent dayCanada.Thefindingswillbepresentedthroughaposterboard,video,photoessay,Prezi,mini magazine,etc,alongwithaonepagesummaryofthestudentsfindings,whichmayinclude pictures/graphs.

Research Sheet1
Contributions Language Culture name:

Religion

Art

Architecture (buildings)

Medicine

Politics/Government

Athletics

Inventions

Agricultural Products (Tools/Foods)

Weapons

1 TakenfromtheAlbertaEducationresourcecatalogue.(http://education.alberta.ca/apps/lrdb/qlist.asp)

Multimedia Project : Visual Connections Rubric

TeacherName:Mr.McLauchlin&Ms.McFarlaneStudentName:________________________________________ CATEGORY 910Excellent 78Proficient 56Fair Below5Limited Presentation Wellrehearsedwithsmooth Rehearsedwithfairlysmooth Deliverynotsmooth,butable Deliverynotsmoothand deliverythatholdsaudience deliverythatholdsaudience tomaintaininterestofthe audienceattentionoftenlost. attention. attentionmostofthetime. audiencemostofthetime. Content Contributionsfrompast Contributionsfrompast Contributionsfrompast Contributionsfrompast civilizationstomodernCanada civilizationstomodernCanada civilizationstomodernCanada civilizationstomodernCanada arecoveredbutthereare12 areonlyminimallycovered arecoveredindepthwith arecovered. errors. and/orcontainsignificant detailsandexamples. Knowledgeofthe errors. Knowledgeofthe contributionsfromthechosen Knowledgeofthe contributionsfromthechosen Knowledgeofthe contributionsfromthechosen civilizationisverygoodandis civilizationisgoodandismostly contributionsfromthechosen civilizationisexcellentandis reflectedinthevisual reflectedinthevisual civilizationisminimalandisnot reflectedinthevisual presentation. presentation. reflectedinthevisual presentation. Validconnectionsbetween presentation. Verywellsuitedconnections theideas,imagesandsymbols Someconnectionsbetween theideas,imagesandsymbols Littletonoconnections betweentheideas,imagesand inmodernCanadaandthe inmodernCanadaandthe betweentheideas,imagesand symbolsinmodernCanadaand chosenpastcivilization. chosenpastcivilization. symbolsinmodernCanadaand thechosenpastcivilization. thechosenpastcivilization. Attractiveness Makesexcellentuseoffont, Makesgooduseoffont,colour, Makesuseoffont,colour, Makesuseoffont,colour, colour,graphics,effects, graphics,effects,lighting, graphics,effects,lighting, graphics,effects,lighting, lighting,sound,etc.toenhance sound,etc.toenhanceto sound,etc.butoccasionally sound,etc.buttheseoften thepresentation. presentation. thesedetractfromthe distractfromthepresentation presentationcontent. content. SummaryHandout Contentiswellorganizedusing Usesheadingsorbulletedlists Contentislogicallyorganized Therewasnoclearorlogical organizationalstructure,just headingsorbulletedliststo toorganize,buttheoverall forthemostpart. lotsoffacts. organizationoftopicsappears grouprelatedmaterial. Thecontentfromthevisual Thecontentfromthevisual Thecontentfromthevisual flawed. presentationispartially presentationiseithernot presentationiscompletely Thecontentfromthevisual includedandexplained. includedandorleft includedandthoroughly presentationismostlyincluded Someerrorsoromissions (spelling,grammar, unexplained. explained. andexplained. punctuation,andcapitalization) Majorerrorsoromissions Almostnoerrorsoromissions Afewminorerrorsor (spelling,grammar, (spelling,grammar, omissions(spelling,grammar, punctuation,andcapitalization) punctuation,andcapitalization) punctuation,andcapitalization) Terminology Expertwordchoice,including Specificandvariedword Clearandsimplewordchoice, Limitedunderstandingof highlyeffectiveuseof choice,includingappropriate includingsomeuseof terminologysurrounding terminology useofterminology terminology civilization,society

Appendix B: Music Genre Research: Oral Presentation

BigIdea:Theideas,imagesandsymbolsthatarefoundinmodernCanadafortheirrootsinsocieties fromthepast. EssentialQuestion:Howdothesymbols,ideasandimagesweseetodayhavetheirrootsinthepast? Howdoesthemusicwelistentodayhaveitsrootsinthemusicandsoundsfromthepastandpast societies? Now,forsomethingcompletelydifferentyougettoresearchyourfavouritegenreofmusic! Whenwelookatdifferentgenresofmusicandwheretheirrootscomefrom,webegintoseehow politicalandsocialmovementscancreatechangeinnotonlythepoliticalandsocialsectors,butalsoin thesectoroftheartsmusic,inparticular.Youwillbegivinga23minuteoralpresentation.Youmay portrayitinanywayyouchoose,butitmustincludealltheinformationinStepTwo. Forthisassignment,youwillfollowthesesteps: StepOne:Chooseyourfavouritegenreofmusicfromthelistbelow.Note:Youmayalsopickadifferent genre;HOWEVER,itmustfirstbeapprovedbyMr.McLauchlinorMs.McFarlane. Folk RockandRoll PunkRock Dubstep Electronica HipHop BluegrassCountry Pop Blues SouthernRock Country Jazz BigBandSwing

StepTwo:Startyourresearch!.Inyourpresentation,youmustincludethefollowing: Whendidthemovementbegin? Whatarethehistoricalrootsormovementsassociatedwiththegenre? Whereintheworlddiditbegin(beasspecificaspossible)? Nameoneortwoartistsfromthisgenre. StepThree:Takeadeepbreath. StepFour:Piecetogetheryourpresentation.Youcanpresentitasanoralessay,adramaticreading,a charactermonologue,aradio/talkshowinterview,etc,butrememberitmustbe23minuteslong.If youhaveanideathatyouarenotsureabout,askMr.McLauchlinorMs.McFarlaneforassistance. Yourpresentationswillallbereadytobepresentedonthesameday,buthalfofyouwill presentoneperiod,whiletheotherswillpresentthenextperiod.BringyourAgameifyouwantthe Agrade!

Differentiation:(TieringbasedoffofDamianCoopersRedefiningFair:HowtoPlan,AssessandGrade forExcellenceinMixedAbilityClassrooms) LearningTask:Identifyideas,images,andsymbolswithinacurrentmusicalgenre. TierOneTask(designedtoprovideevidenceofproficientachievementatgradelevel): Individually,studentswillchooseagenrefromthelistthattheycanresearch.Studentswillthen researchtheirgenre,answerthenecessaryquestions,anddocumentallresourcesused.Studentswill createcuecardswiththeiroralpresentationwrittenoutonthem,tomakeavisualrecallofthe presentationeasier. TierTwoTask(designedtoprovideanadditionallevelofchallenge): Asagroup,thestudentswillbrainstormalistofgenresthattheycouldpossiblyuse.Studentswillalso brainstormalistofplacestheycouldfindinformationonthesegenres.**Wikipediacanbeusedasa jumpingoffpointbyusingthefootnotestolocateothersources,butdoesnotstandaloneasa crediblesource.**Studentswillthenresearchtheirgenre,answerthenecessaryquestions,and documentallresourcesused.Studentswillcreatecuecardswithbigideas/termstoguidetheiroral discussion. TierThreeTask(scaffoldingtaskdesignedtoprovidestrugglingstudentswithanappropriatelevelof challenge): Individually,studentswillchooseagenrefromthelistthattheycanresearch.Underthedirect supervisionoftheteacher,studentswillbegivenalistofresourcespertainingtotheirspecificgenre. Then,thestudentswillresearchtheirgenre,answeringthenecessaryquestions,anddocumentall resourcesused.Studentswillcreatecuecardswiththeiroralpresentationwrittenoutonthem,tomake visualrecallofthepresentationeasier,andmaychoosetopresenttotheteacherandoneother student,ratherthantothewholeclass.

Oral Presentation: Genre Research Rubric

TeacherName:Mr.McLauchlin&Ms.McFarlaneStudentName:

CATEGORY Content

910Excellent

78Proficient

56Fair

Below5Limited

Shows a full understanding of the topic, and answers all questions regarding genre research. Presentation is 2-3 minutes long.

Shows a good understanding of the topic, and answers most of the questions regarding genre research.

Shows a good understanding of parts of the topic and only answers a few of the questions regarding genre research.

Does not seem to understand the topic very well, and does not follow the questions regarding genre research.

Time-Limit

Presentation is more than a Presentation is more than Presentation is more than three minute over or under the time two minutes over or under minutes over or under the time limit. the time limit. limit.

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Often mumbles or cannot be understood OR mispronounces many words.

Clarity of speaking

Speaks clearly and distinctly Speaks clearly and all (100-95%) the time, but distinctly most (94-85%) mispronounces one word. of the time and/or mispronounces several words.

Appendix C: Why Should We Learn About History?

BigIdea:TheknowledgegainedfromthepasthasanimpactonlifeinmodernCanada,andthrough understandingthatknowledgewecanbetterunderstandourcontemporarysociety. EssentialQuestions:HowdoestheknowledgeacquiredfromhistoryaffectmodernCanada?Why shouldwelearnabouthistory? Throughanexaminationofhistoryanditsimpactonmodernsociety,youwilldevelopyour answerofwhyweshouldlearnabouthistory.Thisassignmentwilltaketheformofanargumentative essay,andyouwillmakeacaseforyourreason(s)astowhyweshouldlearnabouthistory.Theessay willbe23pages,doublespaced,inlengthandwillincludeanopeningparagraphexplainingyour argument,severalparagraphscitingrealworldexamplesorexplanationsforyourargument,anda closingparagraphthatwilltietheentireessaytogether. Thisassignmentwillworkinconjunctionwithyourreflectionjournalandyouwilluseentriesin yourjournaloverthenextseveralclassestobuildyourargument.Pleasenotethattheseentrieswillbe separatefromyournormalweeklypost.Thereasonforusingyourreflectionjournaltomakeyour argumentissothatMs.McFarlaneandMr.McLauchlincanreviewyourpostsandprovideyouwith feedbackasyouprogressthroughtheprocessofwritingyouressay.Youwillneedtousehistorical connectionstomodernsocietyinordertodefendyourpositiononwhyitisimportanttolearnhistory. Wheretobegin: Wewillbeginbyreadingashortarticleaboutwhyweshouldstudyhistory,inclasstogether. Withthisarticle,therewillbeseveralquestionstoanswer.Thequestionsaredesignedtosparkyour ideasaboutwhyweshouldlearnhistory;however,thisarticlebynomeansisthecompleteanswer. Therefore,pleaseuseadditionalarticles,eitherfromthisclassoronesyouhavefoundonyourownto buildyouressay. Format: Youressaywillbe23pagesinlengthandwillbedoublespaced.YouwilluseTimesNewRoman size12font,andyourmarginsshouldbeleftatthestandard2.54cmsetting.Youwillneedtoincludea titlepagethatconsistsofyourname,thetitleoftheassignmentandtheourclassname.Youwillalso needareferencepagethatwillincludealltheworksyouusedtocreateyouressay.Thereferencepage shouldfollowAPAformat.IfyouhaveneverusedAPAformatoryouareunsurehowanAPAreference pageshouldlook,pleaseletMr.McLauchlinorMs.McFarlaneknowandwewillhelpyouwiththe formatting.

Differentiation:(TieringbasedoffofDamianCoopersRedefiningFair:HowtoPlan,AssessandGrade forExcellenceinMixedAbilityClassrooms) LearningTask:Analyzetheimpactofknowledgeacquiredfromhistoricaleventsonthefutureof contemporarysocieties. TierOneTask(designedtoprovideevidenceofproficientachievementatgradelevel): Individually,studentswillgobackthroughtheirreflectionjournalsandbuildtheirargumentfromwhat theyhavelearnedaboutthelinksbetweenthepastandthepresentandwhyseeingthisconnectionis importanttooureverydaylives.Studentswillhavetofindrelevanthistoricalexamplestobackuptheir argument,andthoseexamplescancomefromlookingatotherstudentsVisualConnectionsorGenre Researchpresentations.StudentscangoontoURSummonorGoogleScholartolookupmorearticles aboutwhylearninghistoryisimportant.Mr.McLauchlinandMs.McFarlanewillsupportandguidethe studentsintheirresearchandwriting.Withformatting,bothMr.McLauchlinandMs.McFarlanewillbe availabletoassistwithanyquestionsthestudentsmayhave. TierTwoTask(designedtoprovideanadditionallevelofchallenge): Individually,studentswillgobackthroughtheirreflectionjournalsandbuildtheirargumentfromwhat theyhavelearnedaboutthelinksbetweenthepastandthepresentandwhyseeingthisconnectionis importanttooureverydaylives.Studentswillhavetofindrelevanthistoricalexamplestobackuptheir argument;theyareencouragedtogobeyondclassroomexamplesandfindtheirownfromany outstandingconnectionstheyseethattheyhaventhadtheopportunitytopresentinclass.Students cangoontoURSummonorGoogleScholartolookupmorearticlesaboutwhylearninghistoryis important,andcangobeyondandwatchhistoricaldramafromtheHistorychanneltoassistintheir research.Mr.McLauchlinandMs.McFarlanewillbeavailabletoanswerquestionsregardingresearch andwriting.Withformatting,wewillprovidethelinkstoPurdueOWL(OnlineWritingLab) <http://owl.english.purdue.edu/owl/resource/560/01/>aswellasResearchandDocumentationOnline 5thEditionAPA:WritingfortheSocialSciences <http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch09_o.html>. TierThreeTask(scaffoldingtaskdesignedtoprovidestrugglingstudentswithanappropriatelevelof challenge): Individually,studentswillgobackthroughtheirreflectionjournalsandbuildtheirargumentfromwhat theyhavelearnedaboutthelinksbetweenthepastandthepresentandwhyseeingthisconnectionis importanttooureverydaylives.Studentswillhavetofindrelevanthistoricalexamplestobackuptheir argument,andthoseexampleswillprimarilycomefromlookingatotherstudentsVisualConnectionsor GenreResearchpresentations.StudentscangoontoURSummonorGoogleScholartolookupmore articlesaboutwhylearninghistoryisimportant.StudentswillbegivenacopyofDianaHackersA CanadianWritersReference,andwillhaveMr.McLauchlinandMs.McFarlaneavailabletoanswer questionsregardingresearch,writing,andformatting.Studentsmaychoosetotalkouttheirpaper andhaveoneoftheteachersscribeforthem.After,thestudentmaychoosetocorrectandformatby themselves,butmayalsochoosetodosidebysideeditingwiththeteacher.

Written Project: Why Should We Learn About History? Rubric

TeacherName:Mr.McLauchlin&Ms.McFarlaneStudentName:________________________________________ CATEGORY 910Excellent 78Proficient 56Fair Below5Limited ContentKnowledge,Arguments Studentdemonstrates an Studentdemonstrates Student demonstratesanease Student demonstrates basic extensiveknowledgeand ofknowledgeand understandingandknowledge minimalunderstandingand oftheinformationpresented understandingofthe knowledgeoftheinformation understandingofthe andisabletodemonstrate informationpresented. presentedandisunableto informationpresentedbut basicconcepts. Resourcesareusedto demonstratebasicconcepts. sometimesfailstoelaborate. strengthenandvalidateall Resourcesarenotpresent. Resourcesareusedtovalidate Resourcesarenotusedto supportarguments. arguments. somearguments. Organization Theinformation ispresented Theinformation ispresented Theinformation ispresented Thesequenceof information inlogical,interestingsequence, inalogicalsequence,makingit inalogicalsequence,makingit isdifficulttofollowdueto makingiteasytofollow. easytofollow. easytofollow. scatteredsequences.

Spellingand Grammar

Format

References

Nomorethan five misspellingsand/or grammaticalerrorsarepresent. Theessayistwothreepages Theessayis lessthantwothree Theessayis lessthantwo inlength. threepagesinlength,including pagesinlength. Thetextisdoublespaced,and Thetextisdoublespaced,and thetitleandreferencepage. meetsthemarginandfontsize meetsthemargin,fontand Thetextisdoublespaced,but stylerequirements. andstylerequirements. marginorfontsizeandstyle requirementsarenotmet. Atitlepageispresentand Atitlepageispresentand Atitlepageispresent,but containsallthree containsallthree doesnotmeetallofthe requirements. requirements. requirements. Paginationhasbeenaddedto theessay. Thereferencepagecontains Thereference pagecontains Thereferencepagecontains fiveormorereferences. threetofourreferences. twoorthreereferences. Thereferenceslistedfollow Thereferenceslistedfollow Thereferenceslistedfollow APAformateffortlessly. APAformatwithacouple APAformatbuthaveminor errors. minorerrors.

Nomisspellings or Nomore thanthree grammaticalerrorsarepresent. misspellingsand/or grammaticalerrorsare

Morethanfive spellingand/ orgrammaticalerrorsare present. Theessayis lessthantwo pagesinlengthalltogether. Spacing,marginsandfont havenotbeenmetasrequired. Atitlepageisnotpresent.

Thereferencepageisnon existentorcontainsonlyone reference. Thereferencelisteddoesnot followAPAformat.

Formative Assessments Appendix D: Past Societies and Modern Canada KWL

Name:

WhatIWanttoKnow WhatILearned

WhatIKnow

PointstoConsider: WhataresomecommonsymbolspresentinmodernCanada?(Example:DollarSign) WhataresomepastsocietiesthathaveinfluencedCanada?(Example:PreRevolutionaryFrance) WhatareAboriginalideas,imagesandsymbolsthathavecontinuedincontemporarysociety?(Example: Anishinaabedreamcatcher) DoyouknowanyartisticinfluencesfrompastsocietiesthathavebecomepartofmodernCanada?(Example: Jazzin1910'sNewOrleans) CanyouthinkofeventsfromthepastthathavehadanimpactonmodernCanadiansociety? AnythingyoumaywishtoknowmoreaboutconcerninghowpastsocietiesinfluencedcontemporaryCanada.

Appendix E: Brainstorm Guiding Questions

Wewillusethebrainstormandtheclasslessonitselftoprovidethestudentstheknowledgetofillinthe LsectionoftheirKWLchart.Therefore,thepointstoconsiderfromtheKWLwillserveasguiding questionsforthebrainstorm. GuidingQuestions: WhataresomecommonsymbolspresentinmodernCanada?(Example:DollarSign) WhataresomepastsocietiesthathaveinfluencedCanada?(Example:PreRevolutionaryFrance) WhatareAboriginalidea,imagesandsymbolsthathavecontinuedincontemporarysociety?(Example: Anishinaabedreamcatcher) DoyouknowanyartisticinfluencesfrompastsocietiesthathavebecomepartofmodernCanada? (Example:Jazzin1910'sNewOrleans) CanyouthinkofeventsfromthepastthathavehadanimpactonmodernCanadiansociety?(Example: PreRevolutionaryFrenchexplorerscolonizingCanada) Anythingyoumaywishtoknowmoreaboutconcerninghowpastsocietiesinfluencecontemporary Canada. Thebrainstormwillbewrittenonthewhiteboard,orsmartboardifavailable,andrecordedsothe entireclassmayreferencetheideaslater.

Appendix F: Videos on Flags ThinkPairShare2

Video1:TheGreatCanadianFlagDebate Video2:Flags:APartofOurHeritage WewillbewatchingtwovideosontheCanadianflag.Asyouwatchthevideos,keeptheeightquestions belowinmind,aswewillbeansweringthemafterwards. Questions: 1)ThepartIlikethebest,2)Whatwasconfusing,3)TwothingsIlearned,4)OnequestionIhave, 5)Iwassurprisedthat,6)Ialreadyknewthat,7)OnethingIknowthatwasnotmentionedis,and 8)Iwouldliketoknowmoreabout Part1:Individually,thinkaboutthetwovideosonflagsandanswertheeightquestionsfromabove. Part2:Together,withthepersonnexttoyou,gooveryouranswers.Trytoaddmoredetailinresponse towhatyourpartnerhastosay. Part3:Asagroup,wewillallshareourthoughtsonthevideosandthequestionsabove.Thepointswill berecordedontheboardsowecanallbuildoffofeachother'sideasandthoughts. IndividualThought PairThoughts GroupThoughts 1) 2) 3) 4) 5) 6) 7) 8)

QuestionstakenfromSelfAssessmentandGoalSettingbyKathleenGregory,CarenCameronandAnneDavies

Appendix G: Exit Slip

WhatisonethingIlearnedabouttheCanadianFlagthatIdidnotknowbefore? WhydidPrimeMinisterPearsonwanttochangeCanada'snationalflagfromtheRedEnsign? WhatarethedifferentpartsthatmakeuptheCanadianFlag? Wheredothesedifferentpartsoftheflaghavetheirroots? Inyouropinion,iftheflagdebatewashappeningtoday,whichdesignwouldhaveyouchosen?Why?

Appendix H: The History of House Music

WhendidHousemusicbegin?Housemusichasitsrootsinthelate1970'sandearly1980's. WheredidHousemusicgetitsstart?HousemusicbeganintheclubsofChicagowithDJ's experimentingwiththedifferentsoundsanddrumbeatsofDiscoandElectronicmusic.In1986,atrack titledMoveYourBodybyMarshallJeffersoniscreditedwiththeoverallspreadofHousemusic.The trackwasfeaturedonanEPofallHousemusicanditreceivedsubstantialradioplay,atthetime. WhatwerethehistoricalinfluencesofHousemusic?Housemusichasitsmusicalinfluencerootedin Disco,Soul,ElectronicandBoogie(whichwasemergingaroundthesametime)music.ClubssuchasThe Warehouse,whichoperatedfrom1977to1983,attractedanewcrowdofdancers.Thiscrowdwasopen tosomethingnewandthatsomethingwasHouse. WholistenedtoHousemusicintheearlydays?ThecrowdthatdancedatTheWarehouseandother similarclubswasmadeupofalargeportionofgaymen,AfricanAmericans,andLatinomen.Atthe time,thiscausedmanytoassociatethemusicwithgayandblackculture,anditwasoftencitedasbeing againstmainstreamsociety.RockandRollsupporterssawDiscoasfundamentallywrongandthisbelief translatedintoHousemusicaswell.ThisleadtoHousebeingseenasfringemusicformanyyears.Many straightmenhavecommentedthattheypreferredattendinggayclubsatthetimebecausethatiswhere youcouldhearHousemusic.ThemusicthatstartedingayclubsinChicago,spreadtoNewYorkand clubslikeParadiseGarage,whichsawanincreasingnumberofstraightmenandwomenattendtolisten anddancetothisnewsound. FeaturesofHousemusic:HousemusicisadancebasedmusicthathasitsrootsinDiscoandElectronic music.Forthisreason,thetempoisinthemidtohighrange,usuallybetween118135bpm.However, intheearlyChicagoHousedays,thebpmtendedtobealittlelower.Housemusichasasignaturefour onthefloorbeat,whichprovidesakickdrumoneverybeat.Thedrumbeatsusedinthe1970'sDisco musicincludeheavyusageofkickandsnaredrums,forthatreason,Housemusicadoptedthesedrums toalargedegree.Thereisalsousuallyaprominentusageofcymbalsonthefouronthefloorbeat.The purposeofthebeatofHousemusicwastogetyouonthedancefloor! ArtistsfromtheearlydaysofHousemusic:IntheearlyChicagoHousescene,DJssuchasJ.M.Silk, JesseSaundersandFrankieKnuckleshelpedbuildthefoundationsofHousemusic.FrankieKnucklesis oftenreferredtoastheGodfatherofHouseMusicduetohisroleinthedevelopmentofHousemusicin Chicago. ArtiststhatmakeHousemusictoday:AccordingtotheWorldofHouseMusic,artistssuchasDJFresh, NelDavidgeandDavidGuettaarepopularinHousemusictoday.Housemusiccontinuestoexistoutside mainstreammusicbutithasinfluencedmanyartistsandgenres,andhelpedbuildupmoderndance music.

Appendix I: Met/Not Yet Met Self/Group Assessment

VisualConnectionsSelf/GroupAssessment
1.Foryourchosenculture,isyourresearchfilledinandcomplete? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Yourresearchsheetisthebasisoftheinformationyouwillusetofindconnectionsbetween Canadaandyourcivilizationfromthepast,withoutityouwillhavetroublefindingdirection. 2.Haveyouidentifiedimages,symbolsandideasinmodernCanadiansocietythathavetheirrootsin yourpastcivilization? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Thebasisofthisassignmentistheconnectionsbetweenthepastcivilizationsandmodern Canada.Beforeyoucanstartcreatingyourproject,youneedtohavetheseimages,ideasandsymbols identified. 3.Haveyouchosenavisualmediuminwhichtopresentyourconnections? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Youwillneedavisualmediumofsometypeforthispresentation.Itcaninclude,butisnot limitedto,posterboard,video,photoessay,Preziorminimagazine.Ifyouarestrugglingchoosinga mediumpleaseconsultMr.McLauchlinorMs.McFarlane.

4.Haveyouusedyourvisualmediumtoshowyourconnectionsbetweenyourpastcivilizationand modernCanada? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Sincetheconnectionsarethefoundationofthisproject,youwillneedtoeffectively incorporateyourconnectionsintoyourchosenvisualmedium. 5.Haveyoubegunthecreationofyoursummaryhandout? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Youwillneedasummaryhandouttoaccompanyyourvisualpresentation,soyourfellow classmatescanshareinyourresearch. 6.Haveyouincludedinyourvisualpresentationandsummaryhandoutuseofterminologydiscussed throughoutthiscourse,particularlytermsassociatedwithpastcivilizations? 0notyetaddressed 1Notmet 2Partiallymet 3Almostmet 4Fullymet Rationale:Youneedtouseterminologyfromthisclasstohelpimprovetheoverallfeelofyourproject. Furthermore,inusingtheseterms,youwilldemonstratethatyouhaveagoodunderstandingofthe concepts.

Appendix J: Appointments to Discuss First Nations and Inuit Symbols

SampleMeetingCard(forJohn):
Inuksuk TableA:1:10pm1:20pm JohnandJames Circle TableI:1:30pm1:40pm JohnandMelissa TotemPole TableE:1:20pm1:30pm JohnandBrittany Kayak TableD:1:30pm1:40pm JohnandSimon

AppointmentTableQuestions:
InuksukAppointmentQuestions: 1)Whatdoesinuksukmeanorrepresent? 2)Whatweresometraditionalusesofaninuksuk? 3)Wherewereinuksukusedrecently?Why? TotemPoleAppointmentQuestions: 1)Howoldaretotempoles?Whataboutthesmallersizedtotems? 2)Whatweresomeofthepurposesforthetotempoles? 3)Ninstintsdrawshundredsoftouristseveryyeartolookattheancienttotems.Howaretotemsseenin modernCanada? CircleAppointmentQuestions: 1)ThecircleisfoundinmanyplacesthroughoutFirstNationsculture.Whataresomeofitsmeanings? 2)Whatweremedicinewheels,liketheover2,000yearoldwheelatMooseMountain,Saskatchewan, believedtohavebeenusedfor. 3)WhataresomecommonplacesyouseenthecircleusedinmodernCanadianimagery? KayakAppointmentQuestions:

1)Howoldarekayaksbelievedtobe?Whodevelopedthefirstkayaks? 2)Whatwasthepurposeofthekayak?Whataresomeofitssignificantdesignfeatures? 3)Kayakingisaninternationalsporttoday;howdoesthemodernkayakdifferfromthekayaks ofthepast?

Appendix K: Guidelines for Reflection Journal

Throughouttheentiresemesteryouwillbekeepingareflectionjournal,thatwillinclude thoughtsabouttheclass,assignments,groupwork,howwellyouunderstand,howthenewknowledge changeshowyouseethingsandwhatyoumaywanttoknowmoreabout.Throughoutthedifferent lessons,youwillalsoneedtoadddifferententriesthatareapplicabletothatlesson. Youwillbecompletingajournalentryeveryweek,buttheydonotneedtobeoverlylong.The journalentrysimplyneedstocovertherequiredinformation,whichcanbeeasilydoneinapage.The formatofthejournalisuptoyou,itisthecontentthatismostimportanttous!Youmaywishtowritea traditionaljournalonpaper,typeupadocumentcontainingyourentries,createanonlinewikiorblog, useanaudiologtorecordyourthoughts,orkeepavideojournal. Aportionofyourfinalmarkwillcomefromthisjournal,soitisimportantthatyoucompleteall ofyourentries.Theentriesareshortandtheywillnottakemuchtimetocomplete,butifyouleave themforseveralweeks,theywilladdup.Therefore,werecommend,gettingyourjournalentriesdone asquicklyaspossible. Whattoinclude: Whatdidyoulearnthisweek? Whatdidyouthinkofthelessonsfromthisweek? Howareyourassignmentsgoing?Doyoufindthemtooeasy/difficult? Istheresomethingyouwishedwewouldspendmoretimeon? Ahighlightfromthisweek'sclasses. Howyournewknowledgehaschangedwhatyouthoughtyouknew?orHowthisknowledgehas reaffirmedwhatyoualreadyknew? Istheresomethingyouwouldliketoknowmoreabout? Whatnottoinclude: Asummaryofeachclass;thiswilladdunnecessaryworktoyourjournalentry. Anythingderogatoryorinsulatingtoyourfellowclassmates;pleaseberespectfulofeveryoneandthey willberespectfulofyou. Asummaryofyourdailylife;whilewearesureyourlifeisexcitingyoudonotneedtoincludeitin yourjournalentries.

Appendix L: Peer Feedback for Genre Research Assignment

InstructionsforpeerfeedbackontheGenreResearchassignment: Youwillbepartneredwithoneofyourclassmatesandeachofyouwillreceiveacopyoftherubrictouseforfeedbackpurposes.Please reviewtherubrictogetherbeforegivinganyfeedbacktoeachother.Sincethisassignmentisanoralproject,somestudentsmaynothavemuch foractualwrittencontenttoassess;therefore,yourpartnerwillneedtoexplainhis/herprojecttoyouorally.Youwillnotbeabletocommenton thetimeportionoftherubric,sodisregardthatforthisassessment.Enthusiasmandclaritywillbeassessedasyourpartnerexplainswhathis/her projectconsistsofandwhattheoralpresentationwillbe.Thecontentwillbethebulkofyourfeedbackandwillbeassessedbylisteningtoyour partnerexplainhis/herprojectandlookingatanywrittenworktheymayhave. Pleaseusetheblankrubricbelow,withtheassignmentrubricasaguide,tofillinyourcommentsforyourpartner.

CATEGORY Content

910Excellent

78Proficient

56Fair

Below5Limited

Enthusiasm

Clarity of speaking

Appendix M: Feedback form for Genre Research Presentation

InstructionsforfeedbackduringtheGenreResearchpresentations: Foreachpresenter,listencarefullytothepresentation,makingnotesineachofthefour commentsectionsbelowasyoudo.Payparticularattentiontotheitemsthatwehavediscussedinour rubricandmakenotesaboutboththepositiveandnegativeaspectsofthepresentation.Ensureyou criticismsareconstructiveanddesignedforimprovement;donotwritecommentsasanattackonyour peer.Youwillnotberequiredtohandeachpersonarubricontheirpresentation,justthecomments sheet;however,youmaywishtohaveacopyoftherubriconyourdesksoyoucanreferenceit throughoutthepresentations.Keepallofyourfeedbackformsuntiltheendofclass,atwhichtimeyou willhandthemtoMs.McFarlaneorMr.McLauchlin. PeerFeedbackSummaryFormforGenreResearchPresentations Evaluatorname: Presentername:

Overall,whatarethestrengthsofthispresentation? Overall,whataretheweaknessesofthispresentation? Whatwerethingsyoureallylikedtoseeinthepresentation? Whataresomewaystoimprovethispresentationforthefuture?

Appendix N: Jigsaw on Why Study History3

Directions: AfterreadingtheWhyStudyHistoryarticlebyPeterStearns,youwillhaveabasisforsomeof thereasonswestudyhistory.Todayyouwillbedividedintogroupsofseven.Ineachgroupplease numberyourselvesfromonetoseven.Alltheoneswillcollecttogether,aswillallthetwosandsoon.In yournumberedgroup,youwilllookatthecorrespondingquestiontoyournumberfromthelistbelow (youdonotneedtolookatallthequestions).Youwillfirstdiscussthearticleoverallandthenasagroup answeryourassignedquestion.Youshouldprovideasfullofanansweraspossibleasyouwillbethe representativeofthisquestionbacktoyouroriginalgroup.Youwillhave15minutestoworkonthis portion. Aftercompletingthequestioninyournumberedgroup,returntoyouroriginalgroup.Each personwillhaveaturntoexplainhis/heranswerandhowitwasformed.Thisportionshouldtakeyour groupabout20minutes.Pleaserecordtheanswerstoallthequestionsastheyareprovided,asyouwill beabletousetheseanswerstobuildyouressay. Thefinalquestion,number8,istobeansweredindividually.Afteryourgroupisdone,please thinkaboutthisanswerandeitherpostitasanentryinyourjournalorhanditintoMr.McLauchlinor Ms.McFarlanetoday.Wewillreadoveryourresponseandprovideyoufeedback.Thisansweriswhere youwillbeginfortheWhyWeShouldLearnAboutHistoryassignment. Questions: 1.Whataresomereasonsonemightarguethatsupportwhyoneshouldnotstudyhistory?

2.Historicallyspeaking,howhasthehistorybeenusedwithinmanysocieties?

3.Whatexamplescanyouthinkofregardinghistorywelltold?Thinkofbooksyouhaveread,stories youhaveheard,moviesyouhaveseen,etc.
3

QuestionsaretakenfromWakeCountyPublicSchoolSystemresourcelistandisavailableathttp://www.wcpss.net/.

4.Whatdoyouthinkthefollowingquotemeans,inyourownwords?Thinkofoneexample,which supportsthisquote/assertion,andincludeitbelow. Consequently,historymustserve,howeverimperfectly,asourlaboratory,anddatafromthe pastmustserveasourmostvitalevidenceintheunavoidablequesttofigureoutwhyour complexspeciesbehavesasitdoesinsocietalsettings.This,fundamentally,iswhywecannot stayawayfromhistory:itofferstheonlyextensiveevidentialbaseforthecontemplationand analysisofhowsocietiesfunction,andpeopleneedtohavesomesenseofhowsocieties functionsimplytoruntheirownlives.

5.Whatdoyouthinkthefollowingquotemeans,inyourownwords?Thinkofoneexample,which supportsthisquote/assertion,andincludeitbelow. Exploringwhathistorianssometimescallthe"pastnessofthepast"thewayspeoplein distantagesconstructedtheirlivesinvolvesasenseofbeautyandexcitement,andultimately anotherperspectiveonhumanlifeandsociety.

6.ChoosethetwoofStearnssreasonsforstudyinghistory,whichyoubelievetobethemostimportant, andsupportyouropinionwithashortbutcompleterationale.

7.Practicalapplication:So,youenjoyyourSocialStudiesandHistoryclassesinhighschoolsomuchthat youdecidetomajorinhistoryincollege.Yourparents,afterrecoveringfromtheshock,agreetolisten toyourexplanationofyourchoice,solongasyouprovethatyouwillbeabletoobtainandretainajob. Howwillyouconvincethemthathistoryisusefulintheworldofwork?

8.Afterreadingthisarticleandcompletingthejigsaw,brainstormandwritedownafewreasons(both personallyandgenerally)whyoneshouldstudyhistory.

Appendix O: The History of Transportation in Canada

Canadahasarichanddiversehistoryintermsoftransportation.Thedifferenttypesof transportationhavetheirrootsindifferentsocietiesandatdifferenttimes.Eachgroupofthreewillbe assignedonemodeoftransportationfromthelistbelow. Canoe* Airplane Eachgroupwillneedtoanswerthefivequestionsbelowinreferencetotheirmodeof transportation.Tofindinformation,youwillbeprovidedcomputeraccesspleaserememberthatyou needtousethecomputerfortheassignmentathandandnotpersonalthings.Onceyouhaveanswered allfivequestions,pleasehandthemintoeitherMr.McLauchlinorMs.McFarlane,oremailthemtous. Wewillcollectalltheanswerstogetherandhandthemouttoeveryone,sowecanallshareinthe knowledgegainedthroughthisactivity. Questions: 1.Whendidhumanitybeginusingyourassignedmodeoftransportation? Horse Bicycle Dog Snowshoe Automobile Helicopter Train* Ferry Ship *NotAssigned

2.Whatcivilization(s)wasthefirsttousethismodeoftransportation?

3.HowdidthismodeoftransportationcometobepartofCanadiantransportation?

4.WhatistheaffectofthismodeoftransportationonmodernCanada?HowdidithelpshapeCanada today?

5.WouldCanadabethesameifthismodeoftransportationneverbecamepartofCanadiansociety? WhatdoyouthinkCanadawouldlooklikewithoutit?

Appendix P: Instructions for a Debate on Canada's National Sport

SHOCK!WehaveenteredanalternatedimensionwhereCanadaisnowadictatorship!Mr.McLauchlin andMs.McFarlanearethenewdictatorsofthisalternateCanadaandoneoftheirfirstrulingsistoget ridofoneofournationalsports.ThedictatorsfeelthatCanadadoesnotneedtwonationalsportsand wouldlikeyoutoargueforwhichshouldbekept! Outline:Theclasswillbedividedintotwogroups,oneforkeepingLacrosseasournationalsportand oneforkeepingIceHockeyasournationalsport.Inyourgroups,usingtheinformationpresentedinthis classbuilda5minuteargumentastowhyCanadashouldkeepyoursportasitsofficialnationalsport. Yourargumentwillbemadebeforethedictators,butyouwillreceivequestionsfromyourfellow classmates,sobereadytoansweracouple. Debate:Thepointofthisdebateistogetyoutopracticeyourcriticalthinkingskills,speakingskills,and writingskills.Youwillalsohavetoshowthatyoucanconstructaconvincingargumentwhilemaintaining civility.Youwillshow,throughthisdebate,thatyouunderstandtheconnectionbetweenthepast,past societiesandmodernsportinCanada.Thisdebatewillbeginwithonegroupmakingtheircaseina5 minuteargumenttothedictators.Wewouldlikeeachpersontohaveachancetospeak;therefore, eveniftheroleissmall,eachpersonshouldhaveasomethingtosayintheargumentstage.The opposinggroupwillthenhave3minutestoaskquestionsorlookformoreinformation.Wewillrepeat thisprocesswiththeopposinggroupmakingtheircaseandyourgrouptakingtimetoaskquestions. Afterthequestionshaveconcluded,eachgroupwillhave2minutestosummarizetheircaseandmakea closingargument.Thedictatorswillmaketheirrulingastowhichsportgetstostaybasedonthis debate. Beforeleaving,pleasetakeanexitslipaboutthehistoryofournationalsports.Thesequestionsshould bepostedtoyourjournalbeforenextclass.

Appendix Q: Exit Slip

WhatisonethinkIlearnedaboutLacrossethatIdidnotknowbefore? WhatisonethinkIlearnedaboutIceHockeythatIdidnotknowbefore? WhataretherootsofLacrosseandIceHockey? HowhavethesesportsfromthepastbecomepartofCanada'snationalimage? Inyouropinion,ifthedebateonCanada'snationalsportwerereal,whichsportwouldyouchoose? Why?

Appendix R: Feedback form for Visual Connections Presentation

InstructionsforfeedbackduringtheVisualConnectionspresentations: Foreachpresenter,listencarefullytothepresentation,makingnotesineachofthefour commentsectionsbelowasyoudo.Payparticularattentiontotheitemswehavediscussedinourrubric andmakenotesaboutboththepositiveandnegativeaspectsofthepresentation.Ensureyoucriticisms areconstructiveanddesignedforimprovement;donotwritecommentsasanattackonyourpeer.You willnotberequiredtohandeachpersonarubricontheirpresentation,justthecommentssheet; however,youmaywishtohaveacopyoftherubriconyourdesksoyoucanreferenceitthroughoutthe presentations.Keepallofyourfeedbackformsuntiltheendofclass,atwhichtimeyouwillhandthem toMs.McFarlaneorMr.McLauchlin. PeerFeedbackSummaryFormforGenreResearchPresentations Evaluatorname: Presentername:

Overall,whatarethestrengthsofthisvisualpresentation? Overall,whataretheweaknessesofthisvisualpresentation? Whatwassomethingaboutthevisualpresentationyoureallylikedtosee?Whywasthissignificant? Whataresomewaystoimprovethevisualpresentationforthefuture?

Appendix S: Exit Slip

Aftercompletingthisunit,whatwasonethingIreallyliked? WhatisonethinkIwishwouldhavebeendonedifferently? IsthereanythingIstillwishIknewmoreabout? Isthereanypartthatyoufeltwespenttoomuchtimediscussing? Ifwewereatthestartoftheunitagain,whatisonethingyouwouldsaytousaboutthe content/assignments/activities?