Running Head: LESSON CRITIQUE

Lesson Critique:
Rethinking Social Studies

Quentin Flokstra
50567072
ETEC 512, Section 66B
The University of British Columbia
Dr. Sunah Cho
August 10, 2013

LESSON CRITIQUE

TABLE OF CONTENTS
INTRODUCTION

LESSON PLAN: BACKGROUND AND DESIGN RATIONALE

VYGOTSKYS SOCIOCULTURAL THEORY 2

CONSTRUCTIVISM

SITUATED LEARNING

PROPOSED IMPROVEMENTS TO THE LESSON PLAN

REFERENCES

APPENDICES
A. SS10 LESSON PLAN - ORIGINAL

B. SS10 LESSON PLAN RECIPE PROJECT 10

C. SS10 LESSON PLAN - REVISED

12

D. SS 10 LESSON PLAN 1837 ARTICLES

14

E. SS 10 LESSON PLAN VIDEO QUESTIONS

18

F. SS10 LESSON PLAN CONTEMPORARY CAUSE & EFFECT

19

LESSON CRITIQUE

Teaching involves critical reflection to improve ourselves as educators in order to

enhance the learning environment for our students. Thus, to take time to situate our
teaching practices within a larger theoretical framework is a worthwhile endeavour and
necessary to critique and improve our teaching practices. This paper examines a Social
Studies 10 lesson plan regarding the 1837 Rebellions in Canada through the lens of three
key learning theories to show how the lesson reflects those theories as well as aspects of
the lesson that should be revised. The three key theories that will be examined are
Vygotskys sociocultural theory, constructivism, and situated learning.
Lesson Plan: Background Information and Design Rationale
The 1837 Rebellion Lesson Plan (Appendix A) is part of a larger unit which
examines the key events leading up to Canadas Confederation in 1867. This particular
lesson follows lessons on the significance of the 1791 Constitution Act as well as the
social structure of Canada in the early 1800s This lesson precedes the examination of the
1840 Act of Union and the immediate causes of Confederation.
This lesson is one of the first lessons in the course which examines the key
historical thinking concept of cause and consequence as it relates to our understanding of
history and current events. This lesson was initially designed to focus on individual
understanding of this key concept that students would demonstrate by creating a recipe
for rebellion (Appendix B). I received many creative versions of this project that showed
that students did understand the key concept for this lesson. Although the lesson has
been successful, an examination in light of different theories has led to some key
improvements.
Vygotskys Sociocultural Theory:
A key aspect of Vygotskys theory is that the social interactions are the precursors
to and form the basis of complex mental processes. Thus, in classrooms, class wide

LESSON CRITIQUE

discussions, led by the teacher, and group work form a key part of the process of learning.
As John-Steiner and Mahn (1996) state, When beginning an activity, learners depend on
others with more experience ... By internalizing the effects of working together, the
novice acquires useful strategies and crucial knowledge (p.192). The opening
discussion in the lesson guides the students and allows them to explore the critical
question with the experienced teacher able help facilitate their conversation. In the
original version of the lesson, the lecture and video also serve as a means of helping the
students gain knowledge.
However, in order to maximize this aspect, the teacher can rely on experts
within a classroom. Each student has his or her own area of expertise and thus each
student can learn from a more experienced peer. The revised lesson plan has more group
work to foster this idea of shared learning.
Moreover, Vygotskys zone of proximal difference (defined as the difference
between what a learner can do without help and what a learner can do with help), which
is usually used to examine childrens learning, does apply to learners as they get older.
Students need guidance even as they get older. As Brown and her collaborators noted,
there are a variety of people and things that can function as agents within the zone of
proximal difference including the teacher and videos (John-Steiner & Mahn, 1996). The
use of the lecture, video, and guided questions all help the learners push themselves
towards understanding the concept of cause and consequence.
Constructivism
One of the key challenges in teaching social studies is that the courses have
generally been focused on knowing factual knowledge rather than creating knowledge.
Although educators desire to generate knowledge in their students, it appears that
knowledge is not a transferable commodity (von Glaserfeld, 2008, p.48).

LESSON CRITIQUE

Constructivism, with its emphasis on the students successful understanding of experience

and applying knowledge to produce answers (von Glaserfeld, 2008), is a challenge to the
seemingly default option of having students replicate knowledge in social studies
classrooms. Constructivists do argue for a need for background knowledge in order to
create new knowledge for we need to know what we know before we come to know it.
New learning does build on prior knowledge (Cooperstein & Kocevar-Weidinger, 2004).
In the original lesson plan there is some emphasis on ensuring that students have
adequate background knowledge to build from, but the lesson moves into different
versions of having students replicate the knowledge. Although the recipe project is quite
creative, ultimately it seeks to have students replicate a correct form of the desired
knowledge.
Moreover, Cooperstein and Kocevar-Weidinger (2004) argue that learning
activities should lead to the concepts not vice versa. Furthermore, they contend that in
order for students to make knowledge useful, students need to make a deliberate effort to
make sense of the information and to shape their own understanding. Therefore, in the
revised lesson the recipe project has been removed and there is more emphasis on
building towards learning the concept through group work rather than being told the
concept and then working with it. Although this may take more time for students to
understand the concept, they will be navigating their own journey towards knowing.
Situated Learning
Situated Learning contends that since there is interdependency between activity,
concept and culture, all three aspects ought to be present in a lesson (Brown, Collins, &
Duguid, 1989). This means that teachers cannot simply teach abstract concepts without
an authentic activity or outside of its culture in which it is used because students are too
often asked to use the tools of a discipline without being able to adopt its culture (Brown

LESSON CRITIQUE

et al, 1989, p.33). The challenge is to have activities that do not depend on the classroom
environment to succeed.
Certainly the aspect of cause and consequence is a concept used across the
humanities disciplines and is used in our understanding of everyday events. Thus,
exploring the concept is worthwhile and doing so through an activity further validates the
lesson. To have it more situated, the revised lesson has students exploring and
discovering the concept in a more intuitive manner by discovering it through a process of
arranging the events. This more closely resembles the manner in which historians piece
together history and how we navigate the causes of contemporary events. This also
involves the application of knowledge and not just the replication of it (Scheurmann &
Newmann, 1998). Moreover, to further authenticate this lesson, students will be given
the task of choosing a contemporary event that they are interested in to trace its root
causes.
Proposed Improvements to the Lesson Plan
Several changes have been noted thus far to the lesson plan, but it is helpful to
consolidate and to add to the list of improvements. The revised lesson plan can be found
in Appendix C and the accompany documents and activities are found in Appendices D-F.
Firstly, the start of the lesson has been modified slightly to include time for a
review of the previous lesson in order to help build on the students pre-existing
knowledge. The discussion questions have been expanded upon to foster a deeper
discussion and to fit more in line with a culture of historical thinking.
Secondly, the lecture has been removed completely from the lesson. This was
done to facilitate more group work to make use of the zone of proximal development.
Moreover, the group work has been set up for the students to construct their own meaning

LESSON CRITIQUE

of the events leading up to the 1837 Rebellions and to uncover the idea of cause and
consequence.
Finally, the recipe project and editorial assignment have been replaced with a
group chart of laying out the events as well as an assignment connecting the concept to a
contemporary event of their own choosing. This removes two inauthentic activities while
replacing it with more authentic activities related to the students own lives.
Overall, the proposed changes to align the lesson with the key learning theories
has seen a shift from a replication of knowledge through inauthentic activities to students
constructing their own knowledge through social interaction and using more authentic
means. As Scheurman and Newmann 1998) have said, Authentic achievement is more
than doing well on a test (p.1). It is hoped that the revisions in this lesson will foster a
more genuine, and enriched, learning experience for the students.
WORD COUNT: 1377

References

LESSON CRITIQUE

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of
learning. Educational Researcher, 18(1), 32-42. Retrieved from JSTOR database.
Cooperstein, S. E., & Kocevar-Weidinger, E. (2004). Beyond active learning: A
constructivist approach to learning. Reference Services Review, 32(2), 141-148.
http://dx.doi.org/10.1108/00907320410537658
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and
development: A Vygotskian framework. Educational Psychologist, 31, 191-206.
Retrieved from EBSCO database.
Scheurman, G., & Newmann, F. M. (1998). Authentic intellectual work in social studies:
Putting performance before pedagogy [PDF]. Retrieved from
http://www.learner.org/workshops/socialstudies/pdf/session4/4.AuthInellectualWo
rk.pdf
von Glasersfeld, E. (2008). Learning as constructive activity. AntiMatters, 2(3), 33-49.
Retrieved from http://anti-matters.org/articles/73/public/73-66-1-PB.pdf

Appendix A: SS 10 Lesson Plan - Original

LESSON CRITIQUE
Class: Social Studies 10

8
Teacher: Quentin Flokstra

Title: 1837 Rebellions: Justified or Not?

Objectives:
Students will:
1. Know of the 1837 Rebellions.
2. Evaluate a historical event.
3. Demonstrate understanding of a historical event by identifying long & short
term causes and consequences in both a chart format and a creative format.
4. Demonstrate personal understanding of a historical event by forming an
opinion in light of justifiable rebellions.

Anticipatory Set
(10 minutes)

Introduction
(2 minutes)

PowerPoint & Video

(40 minutes)

Cause & Consequence

(15 minutes)

Recipe for Rebellion Project

(5 minutes or longer (20) depending on
time remaining)

Think-Pair-Share
-Question on PPT: Is Revolution Ever
Justified?
-Class discussion on when revolutions are
necessary and what criteria is needed to
assess the justification of a rebellion
1. Agenda for the day (via PPT)
2. Introduce topic 1837 Rebellions

1. Background notes
2. Notes related to Rebellion
3. Video clip related to Patriotes.
4. During video portion on the rebellions,
students will be given question sheet to
answer. To be handed in.
1. Hand out cause & consequence sheet;
have students fill it in relation to the 1837
Rebellions
1. Introduce the project.
2. Have them do this as an assignment to be
done neatly; formal assignment. Due Date:
Friday.

LESSON CRITIQUE

(Editorialize on the Rebellion)

(18 minutes)

Closure
(3 minutes)

9
[Students will write an editorial on the
Rebellions of 1837/38. May write from the
perspective of the rebels, elites, British
government, or the Americans. To be
handed in (at the end of class if ahead of
schedule or tomorrow )]
Before end of class, come back to the
essential question. Have discussion
regarding whether or not the rebellions
were justified or not.

Assessment:
1. Recipe project will be handed in on Friday.
2. Editorial will be handed in at the end of class or next day.

LESSON CRITIQUE

10

Appendix B: SS 10 Lesson Plan Recipe

Socials 10
Create a recipe for the 1837 Rebellions
Drawing on information from our classes, your notes, and the resource package given to
you for this unit, create a recipe for the 1837 Rebellions that show how many
ingredients were in Canada to cause the 1837 Rebellions.
This assignment addresses the following objectives: (Students will:)
1. Use the historical thinking concepts of cause and consequence and historical
significance.
2. Identify key figures and events in the 1837 Rebellions
3. Evaluate and assess the significance of key figures and events.
4. Generate an interpretation of a historical event.
Assignment:
1. Give your recipe a creative title.
2. Make a list of ingredients with no less than 10 ingredients
3. Assign each ingredient a baking measurement: teaspoon, tablespoon, cup, cup,
pinch, smidge, dash, sprinkle, heaping tablespoon, etc.
4. The most important ingredients in your recipe should have the largest
measurements
5. Provide a set of instructions on how to make your recipe. (Keep in mind the order
in which you want/need your ingredients to be added.)
6. Provide directions on how to serve your recipe. (What day/year? Does it need to
sit for awhile? Side dishes?)
7. Should be typed in 12-point font.
8. Will be graded according to the rubric on the back of this sheet.
9. An example recipe is included to help you see how your recipe might look.
10. Due: ____________________
11. Questions? Please ask!

LESSON CRITIQUE
Category

Excellent

Required Elements Includes elements

numbered 1-6 as
described on the
instructions sheet
and is handed in on
time.

11
Good

Satisfactory

Needs Improvement

May be missing one

element or
ingredient list is
missing one or two
ingredients. Project
handed in late.
3-4

Missing one element

or ingredient list is
missing two or more
ingredients.
Projected handed in
two days late. 2-3

Missing elements as
outlined on instruction
sheet. Ingredient list
has less than 7
ingredients. Handed in
very late.
0-1

Most of the
ingredients are
relevant to the
theme.
Measurements
reflect their
importance to the
overall theme
8-9

Some ingredients are

not relevant to the
theme.
Measurements do
not clearly reflect
their importance to
the overall theme.

Many ingredients are

not relevant to the
theme. Measurements
are missing or do not
reflect importance.

Sequencing is
mostly logical.
Instructions are
mostly clear and a
pattern is evident.
Shows good
understanding of
cause and
consequence.

Sequencing is hard
to follow.
Instructions do not
follow a logical
pattern. Shows
adequate
understanding of
cause and
consequence.
5-7

Instructions are
missing or hard to
follow. Instructions do
not follow a pattern
that can be justified.
Does not show
understanding of cause
and consequence.
0-5

There is little evidence

for creativity in this
project.

5
Relevant Elements All ingredients have
clear relevance to
the theme.
Ingredients have
measurements that
clearly reflect their
importance. 9-10

Sequencing

Sequencing is
logical and easy to
follow. Instructions
are clear and follow
a pattern that is
clearly justified.
Shows exceptional
understanding of
cause and
consequence. 9-10

0-5

5-7

7-9
Creativity

Mechanics

Contains many
creative details
and/or descriptions
that are very
relevant to the
theme. Title catches
reader's attention
and is related to the
theme. 9-10

Contains some
creative details
and/or descriptions
that are somewhat
relevant to the
theme. Title grabs
reader's attention. 79

Contains few
creative details but
are not relevant to
the theme. Title is
simple.

No grammatical or
spelling errors.
Typed in 12-point
standard font.

Very few
grammatical and
spelling errors.
Typed in 12-point
font.
3-4

Some grammar and

spelling errors. May
be typed in a hard to
read font.
2-3

0-4

5-7

Many grammatical
and spelling errors.
Not typed.
0-1

Appendix C: SS 10 Lesson Plan - Revised

LESSON CRITIQUE
Class: Social Studies 10

12
Teacher: Quentin Flokstra

Title: 1837 Rebellions: Justified or Not?

Objectives:
Students will:
5. Know of the 1837 Rebellions.
6. Evaluate a historical event.
7. Demonstrate understanding of a historical event by identifying long & shortterm causes and consequences in both a chart format and a creative format.

Recap & Critical Discussion

(10 minutes)

recap previous lesson (ask students to share

what they learned last class ask guided
questions about society in 1800s and what
the 1791 Constitution Act was);
-have students consider what potential
issues would arise from the sociocultural
makeup in Upper and Lower Canada in the
1800s
Think-Pair-Share
-Questions posted on board: Is Revolution
Ever Justified? What causes revolution?
Go through Think-Pair-Share Process

Group Work
(22 minutes)

-Randomly place students in groups

-Hand out 1837 Articles (See Materials)
-Have groups read through and align them
in chronological order
-Clarify any questions about the material
-Have groups arrange the articles in
different modes; groups need to justify their
method of arrangement
-Discuss the different ways groups arranged
the articles
1. Watch A Seething Anger and On the
Eve of Rebellion from Canada: A Peoples
History

Video Clip
(20 minutes)

2. Students answer questions on video

sheet
3. Discuss video clip and answers to
questions

LESSON CRITIQUE

Group Work
(25 minutes)

Closure
(3 minutes)

13
-have groups re-evaluate their arrangement
in light of any new information learned
from video
-discuss as a class
-have students create a chart for the articles
to fit into which fits a sequential flow; each
segment of the chart should be labeled
needs to be done for next class
Discuss what caused the 1837 Rebellion.
How does this event fit the overall story of
the course to this point?
Be ready next class to think about
implications of this event going forward as
well as how we understand contemporary
events

Assessment:
3. Video Questions for Understanding
4. Group chart of events of 1837 Rebellion
5. Individual assignment on outlining causes of a contemporary event (to be worked
on next class)

LESSON CRITIQUE

Appendix D: SS 10 Lesson Plan - 1837

Article 1
Is Canada the Next Texas?
March 15, 1837
Canadians fear that Canada is
next on the US annexation list
as less than one year ago Texas
was claimed by the US. Many
Americans living in the Great
Lakes border region support
acquiring the rich farmland to
the north and the chant of
Finish the Revolution can be
heard at rallies. Ohio
Article 3
Colborne Asks for Help
November 25, 1837
The lieutenant governor of
Upper Canada, Sir Francis
Bond Head, confirmed today
that General Colborne asked
for more soldiers to be sent
to Montreal to put down the
rebellion. . .

Article 5
Defeated Again
August 8, 1835
Once again we see that the
government of Lower Canada favours
the interests of the wealthy English
businessmen. Farmers need roads not
canals but the governor and his council
decided that taxes from farmers must
pay for unnecessary canals that
greatly benefit businessmen. . . .
Article 7
Patriotes Crushed at St.
Charles
November 25, 1837
Determined to crush the rebellion,
Colonel Wetherall led 425 soldiers
to attack the Patriote stronghold
of St. Charles in the Richelieu
Valley, Lower Canada. Met with
fierce resistance from an
inexperienced group of 250 poorly
equipped rebels Wetherall gained

14

Article 2
Chateau Clique - Too Much
Power
June 14, 1836
Something must be done about the
wealthy English and the few French
businessmen who are always at the
Governors mansions. They have too
much power and have too great an
Article 4
Parti Patriote Present their Demands
February 22, 1834
The nationalist French party, the Parti
Patriote, presented their ninety-two
resolutions to the Lower Canada House of
Assembly yesterday. Some of their
resolutions state that:
the House of Assembly has tried to adopt
the British style of government.
The Constitutional Act, 1791, gave too
much power to an unelected government.
The Legislative Council should be elected.
The Government need not be just like the
British government.
the executive councils claims to control
revenues is against what the constitution
Article 6
Violence in Lower Canada
Countryside
October 30, 1837
This month has seen an increase
in violence in much of Canada
and especially in the Richelieu
Valley. The Patriotes, led by
Louis-Joseph Papineau, have
harassed local officials who
refused to support their cause.
The hotbed for rebellion appears
to be Saint-Benot and SaintArticle 8
Second Rebellious Action Hits Upper
Canada
December 14, 1837
Leading a group of rebels Dr. Charles
Duncombe and his associate Eliakim
Malcolm failed to defeat the loyal militia
near the village of Scotland. It was an
easy victory that sent the rebel leaders

LESSON CRITIQUE

15
Article 10
Radical Jack Arrives in
Montreal
May 20, 1838
This newspaper has learned that
George Lambton, better known
as Lord Durham, has been sent
to Quebec Lower Canada to
Article 12
The Canadas are Safe Rebels Leaders in Exile
December 28, 1837
There is more to celebrate
this season than Christmas.
This newspaper has learned
that the rebel leaders of
Upper Canada have all fled
to the United States.
Mackenzie, Duncombe and
others are said to have
found safe haven in the
country that once was
Article 14
Responsible Government . . . Finally
April 26 1849.
Lord Elgin made a difficult decision yesterday
and signed the Rebellion Losses Bill that paid
the people of Lower Canada for losses suffered
during the rebellions of 1837. Although people
in Upper Canada already received
compensation the English dominated council
refused to support the legislature that
supported the Act. Elgins wise decision finally
shows that Canadas unelected council must
follow the decisions of the elected
Article 16
Rebels Executed
April 12, 1838
The governor has taken extreme action to
end rebellion in the Canadas. Rebel leader
Samuel Lount and rebel Peter Matthews
were hanged for treason today. In recent
weeks dozens of other rebels were
shipped off to Australia. . . .

LESSON CRITIQUE

16

Article 17
The Canadas are United
February 11, 1841
Following the recommendations of the
Durham Report a single parliament was
established yesterday with equal
representation based on population. The
Act forbade the use of French for
government use and prohibited the
establishment of French institutions
related to education and civil law. We
fear a return to violence as leaders in
Lower Canada oppose the anti-French
measures they claim seek to assimilate
Article 19
Peace Returns to Quebec
Lower Canada
January 5, 1838
After the ferocious battles in
Quebec Lower Canada peace
seems to have finally returned.
British soldiers who burned the
houses of rebels and terrorized
the surrounding communities
have left and hundreds of
rebels have been arrested
including the leader Dr. Wolfred
Nelson. Louis-Joseph Papineau
remains in exile in the United

Article 18
Soldiers Seek to Arrest
Patriot Leaders
November 16, 1837
After Patriot leaders urged
habitants to boycott British
goods, Lord Russell had enough
of Patriot trouble makers and
sent the military to arrest the
Leaders. The leaders, however,
had fled to the country readying
themselves for an armed . . .

Article 20
Patriotes Defeated at
St. Eustache, Lower
Canada
December 15, 1837
Soldiers led by Colonel
Colborne attacked the
rebel stronghold of St.
Eustache yesterday.
Colonel Colbornes force
of 1500 men equipped
with cannons and cavalry
attacked. After two hours
of cannon fire the rebels,
led by Dr. Jean-Olivier
Chnier fled the village

Article 22
Rebels Pay a High Price for Treason
May 30, 1838
Now that the rebellions have been put
down the courts have used a heavy hand
on the participants. Hundreds of rebels,
both poor farmers and young idealists,
were convicted of high treason.
Seventeen men from Upper Canada and
12 men from Lower Canada were
executed. More than 140 rebels were
loaded on ships and sent to Australian
prison camps where they can rebel no
more. . . .

Article 21
Lord Russell
Rejects an
Elected
Legislative
Council
March 6, 1837
Britains home
secretary
rejected the
demands for an
elected
Legislative
Council that is
responsible to
the elected

Article 23
March 21, 1837
Once again Lord Russell
rejected the Patriotes
demands. The response of the
Patriotes was swift as they
began to boycott British goods
and organize rallies. . .

LESSON CRITIQUE

17
Article 25
Mackenzie Blasts the Government
March 16, 1831
William Lyon Mackenzie reported to the
House of Assemble his concerns with
the poor state of representation in the
colonys government. He notes that
there is excessive taxation for projects
that benefit too few and that there are
many unqualified people in the

Article 26
Anglican Church Remains Powerful
February 15, 1834
Bishop Strachan and the Anglican
clergy remain a powerful influence in
government. They alone receive land
grants of one - seventh of all land in
Upper Canada. Members of the Family
Compact all belong to the Anglican
Church. . . .

Article 27
Family Compact Plays Favorites
July 12, 1837
Sir Francis Bond Head continues to play
favorites and selected members of his
inner circle to sit in the Executive andArticle 29
Legislative Council. These men who Tensions Rise in the
Canadas
share similar thoughts and interests can
never be expected to do anything thatOctober 2, 1837
People in Upper and
would threaten their power. . . .
Lower Canada are facing
desperate times. The
worldwide economic
Article 28
downturn is hurting
French Nationalism
business as are the crop
Rising
failures of this year. The
May 24, 1835
habitants of Lower
Ever since the renaming
Canada are alarmed with
of the Parti Canadien to
the increased
the Parti Patriote in 1826
immigration from the
this group has become
British Isles. Not only are
increasingly radical.
many of these people
Louis-Joseph Papineau
arriving with cholera but
has become more and
also the habitants fear
more radical in his efforts
they will lose their culture
to promote the French
culture, rights and
interests. We can only
hope that the moderates,
led by Louis-Hippolyte

Article 30
Lord Durham Meets
With Moderates
July 22, 1838
Moderate leaders Robert
Baldwin and LouisHippolyte La Fontaine
have joined to provide a
voice of reason in this
time of turmoil. Baldwin
recently met with Lord
Durham to discuss his
plans for establishing
responsible government.
Baldwin later urged
La Fontaine to join him in
an alliance to rebuild the

Material courtesy of: The Historical Thinking Project

Available online at: http://historicalthinking.ca/lesson/384

Appendix E: SS 10 Lesson Plan Video

LESSON CRITIQUE

18

The Rebellions of 1837 Video Questions

Name: ________________
1. Describe the British perspective on the revolt in Lower Canada.

2. What inspired the rebels to keep on fighting?

3. Who won the battle of St. Denis? What was the effect of the
battle of St. Denis?

4. Where was the rebellion decided?

5. What happened when the rebels offered to surrender? What

were the consequences?
6. Why did Mackenzie decide to attack? Who were his supporters?

7. Why was Mackenzies revolt a failure?

Appendix F: SS 10 Lesson Plan Contemporary Cause and Effect

Social Studies 10

LESSON CRITIQUE

19

Cause & Effect A Contemporary Connection

Having examined the events leading up to the 1837 Rebellions and how several other
events and factors led to the rebellions in Upper and Lower Canada, we can apply this
understanding to contemporary events. As we have learned, major events rarely just
happen!
Your task is to choose any contemporary event and situate it within a larger context.
What events led to this event happening? Are there larger categories that these smaller
events fit into?
Once you have chosen your event, traced its causes, and categorized it, you will then
present this information in a format of your own choosing either digitally or by hand.
Some ideas include Power Point, Prezi, Glogster, poster board, chart paper, etc.
You will be evaluated according to the following rubric.
Excellent

Good

Satisfactory

Relevancy

Chosen event
and its related
events are all
obviously
connected;
choice is
meaningful
5

Chosen event
and its related
events are
clearly
connected;
choice is
meaningful
4

Causal events
lack in
connection/rele
vancy to key
event; choice is
somewhat
superficial
2-3

Sequencing/
Order

Sequencing and
order are logical
and easy to
follow; larger
categories are
justified;
indicates an
exceptional
understanding of
cause & effect
9-10

Sequencing and
order are
mostly logical
larger
categories fit
the event;
shows a good
understanding
of cause &
effect
7.5-8.5

Creativity

Contains many
extra creative
elements that
enhance

Contains many
creative
elements that
add to the

Needs
Improvement

Chosen event
and/or related
events lack
clear
connection;
choice is
rushed and/or
based on
superficial
issues
0-1
Sequencing
Sequencing
and order are
and order are
somewhat
missing or
logical; larger
hard to follow;
categories are
larger
not always
categories are
clear; shows
missing or
adequate
lacking in
understanding
relevance; does
of cause &
not show
effect
understanding
5.5-7
of cause &
effect
0-5
Contains few
Contains no
creative
extra elements
elements or
to enhance
added elements project

LESSON CRITIQUE
understanding
5
Mechanics

No grammatical
or spelling errors
3

20
project
4
Few
grammatical
and spelling
errors
2

detract from
project
2.5
Several
grammatical
and spelling
errors
1

0
Many
grammatical
and spelling
errors; project
has not been
proof-read (0)