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CHY4UCoursePlan:
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Unit1(September25,4lessons)
Introduction:courseintroduction,historicalthinkingskills,essaywriting.
Unit2(September830,17lessons)
ModernityandEncounter:TheNewWorld,technology,indigenouscontact.
Unit3(October123,17lessons)
EnlightenmentandRevolution:changesinhumanthoughtanditsimpactson
philosophy,lawandgovernment.
Unit4(October24November14,16lessons)
Industrialization:urbanization,capitalism,imperialism.
Unit5(November17December12,19lessons)
TheTransformationoftheWest:nationalism,religion,philosophy.
Unit6(December15January20,17lessons)
TheWestandtheWorldinthe20thCenturyandBeyond:conflict,humanandcivil
rights,internationalorganizations.
Legend:
Holidays
PADays
ReviewDays
Exams
Coursecalendarisbasedonthefirstsemesterofthe20142015OCDSBschoolcalendar.
Rationale:
ThisCHY4Ucourseisdividedinto6units,lastingfrom4to19lessonseach.Though
theunitsareorganizedinaroughlychronologicalmanner(e.g.fromUnit2dedicatedto
EuropeancontactwithindigenouspopulationsintheAmericastoUnit6dedicatedtotheWest
andtherestoftheworldinthe20thcentury),thecourseisalsoorganizedthematicallyas
eachunitiscenteredaroundoneortwocentralideas.Thethematicorganizationallows
studentstoexplorevarioustrendsthathavebeenpresentfromthe1500stothepresent
withoutbeinglimitedbyachronological,linearpresentationofevents.
Thereare3bigideasthatwillbereferredtothroughoutthecourse.Theseideas
servetoguide,frameandfuelthestudentslearningandunderstanding,andwillbean
integralpartofthefinalsummative/exam.Thethreebigideasare:Ispeacepossible?,How
hasEuropeinfluencedtherestoftheWorld?,andHastheWestbeenapositiveora
negativeinfluenceontherestoftheWorld?.
UnitPlan:
Unit:TheWestandtheWorldintheTwentiethCenturyandBeyond(CHY4U)
Rationale
ThissixthandfinaluniloftheCHY4Ucourseisdedicatedtothetwentiethcentury
andtheimpactithashadinshapingtheworldweseearoundustoday.
Tograspthetwentiethcentury,itisimperativethattheimportantconflictsofthis
centuryarereviewed(e.g.WWI,WWII,ColdWar)andthatconnectionsaremade
betweentheseconflictsandtheorganizationsthatwerecreatedasaresponseto
thesecircumstances(i.e.LeagueofNations,theUN,NORAD).Emphasisisalso
placedonpolitical,socialandculturalmovementsandtheimpactstheyhavehad
onsociety(e.g.civilrights,feminism,environmentalmovements).
Thisunitusesbackwardsdesigntoconnecttotheendofunitsummativetaskby
focussingonbigideas/essentialquestionsthatstudentswillneedtoanswerintheir
summativeproject(pleaseseethedescription/handoutattachedwiththisunitplan
fordetails).
Theselessonsalsoserveasdevelopmentaltoolsofimportantskills,suchas
criticalandhistoricalthinking.Activitiesincludedintheselessonsprovidestudents
withstrategiesforanalyzing,researchingandgatheringevidence,whileproviding
themwithopportunitiesforcollaborativeinquirywithpeersaswellasandother
methodsandopportunitiesforstudentdirectedlearning(pleaseseelessonplans
withintheunitfordetails).Thesetoolswillassistthemthroughouttheunitandwhile
completingthesummativeactivity.
BigIdeas(EnduringUnderstandings):
Whatoverallknowledgeandskillsshouldstudentsbeabletodemonstrateatthe
endoflearning?
Studentsshouldbeableto
identify
keyconflictsofthetwentiethcenturyandthe
organizationsthatwerecreatedinresponsetotheseconflicts.
Studentsshouldbeableto
identify
thecontinuityandchangeofculturalandcivil
rightsmovementsduringthetwentiethcentury.
Studentsshouldbeableto
understand
howtheideaofnationhoodevolved
throughoutthecentury,andhowitcanbeunderstoodtoday.
Asstatedintherationale,thethreebigideas/essentialquestionsforthisunitare:Is
peacepossible?,HowhasEuropeinfluencedtherestoftheWorld?,andHasthe
WestbeenapositiveoranegativeinfluenceontherestoftheWorld?.
KeyLearnings:
Whatspecificknowledgeandskillswillleadstudentstounderstandthebigideas?
Theoverallexpectationsandspecificexpectationsforthebigideas/essentialforthe
entireunitwillinclude:
Overall:
COV.03evaluatethefactorsthathaveledtoconflictandwarorto
cooperationandpeacebetweenandwithinvariouscommunitiesfromthesixteenth
centurytothepresent
CCV.01demonstrateanunderstandingofhowthehistoricalconceptof
changeisusedtoanalysedevelopmentsintheWestandthroughouttheworld
sincethesixteenthcentury
CCV.03demonstrateanunderstandingoftheimportanceanduseof
chronologyandcauseandeffectinhistoricalanalysesofdevelopmentsintheWest
andthroughouttheworldsincethesixteenthcentury
HIV.01usemethodsofhistoricalinquirytolocate,gather,evaluate,and
organizeresearchmaterialsfromavarietyofsources.
(asobservedinlessonsoneandtwo)
Specific:
CO3.01assessthereasonsforthesuccessorfailureofselected
approachestomaintaininginternationalorder
C03.03evaluatethecourseandconsequencesofselectedconflictsand
warssincethesixteenthcentury
HI3.01expressideas,arguments,andconclusions,asappropriateforthe
audienceandpurpose,usingavarietyofstylesandforms(e.g.,reports,essays,
seminars,debates,grouppresentations)
HI2.01analyseinformation,employingconceptsandtheoriesappropriateto
historicalinquiry
(asobservedinlessononeandtwo)
EvaluationStrategiesandTools:
HowwillI
collect
evidenceofstudentlearningofthebigideas?
Activitieswithinthisunitprovidesnumerousopportunitiesfor
as
and
for
learning
(pleaseseelessonsfordetails).Theseformativemethodsofevaluationwillprovide
opportunitiesforstudentstodemonstratewhattheyhavelearnedaswellasany
additionalpiecesofevidencethatarestillrequired.Thesetoolswillbetakeninto
considerationbyteacherswhenusingtheirprofessionaljudgmenttodeterminethe
student'sfinalevaluation,inadditiontothesummativeoflearningassessment
(pleaseseebelow).
Studentswillexploretheunitsbigideasandessentialquestionsintheunits
summativetask,whichasksstudentstocreateanexhibitforahistoryfair.Please
seethesummativehandout/taskattachedwiththisunitplanforstudentinstructions
andfurtherdetails.
Lesson1:GlobalChangesandtheNeedforChange:CriticallyThinkingWorld
WarOneandTwo
(ErikaChurchillslessonplanpleaseseeforfurtherdetails)
BigIdeas/EssentialQuestions:
WhatimpactdidWWIandWWIIhaveontheworld?
Whatchangedintheworldasaresultofthesetwowars?
AssessmentStrategies:
Thehook/openingactivitywillallowstudentstousetheirhistoricalthinkingskillsas
theyconsidercauseandconsequencesduringWWIandWWII,torecollectonwhat
theyhavelearnedingradetenHistory(assessment
for
learning).
InBodyactivityofthelessonplan,thestudentswillcreatetwocriterionlistsof:
1
)
what
werethemostimportantchangesasaresultofthetwowars?
and
2
)what
importantfactors/issues
stayedthesameasaresultofWWIandWWII.Students
willcreate
twotopfive
listsforthesecriterionandranktheirorderingforeachone
(assessment
as
learning).
Pleaseseelessonplanfordetails
Theteacherwillalsouseassessment
for
learningteachingstrategiesbywalking
aroundtheroomandobservingstudentconversationsandresponses,while
frequentlyaskingstudentsquestions,asascaffoldingtool,ifitappearsthatvarious
groupsmightbehavingdifficulty.
Groupdiscussionandthecreationofagroupcriteriaandrankingwillfollow.
Itis
highlyanticipatedthatthisportionwillstartand/orcontinueintothenextlesson
(see
lessontwofordetails).
TeachingandLearningStrategies:
Atthebeginningofthelesson,asahookandopener,theteacherwillassess
studentspriorknowledgethroughagame(pleaseseelessonfordetails).The
teacherwilldividetheclassintoteams,use
Taboo
boardgamebuzzers(provided
byteacher)andthestudentswillusetheirhistoricalthinkingskillstorefreshand
demonstratetheirpriorknowledgeonWWIandWWII(seelessonplan).This
hook/openerfacilitatesasadifferentiationtoolasitusesaudio,visualtechniques,
andcollaborativeinquirytoassisttheselearners.
Theteacherwillalsoprovideaphysicalnote/handoutthataddressescauseand
consequencesof(andduring)WWIandWWII.Thenotewillalsobeprojectedon
thescreen(ifavailable)tofacilitatetheselearners.Theteachercouldalsoexplain
variousdetailsonthehandout/notewhilewalkingaroundtheroomandobserving
students,toprovideoutletsforaudiolearners.
Classdiscussionandgroupcollaborationwillallowstudentstosharetheir
knowledgeandideaswhencompletingtheactivity.Smallergrouplearningwillalso
providestudentswithopportunitiestosharetheirideas.
Lesson2:
GlobalChangesandtheNeedforChange:CriticallyAnalysing
WorldWarOneandTwo
(ErikaChurchills
continued
lessonplanpleaseseefor
furtherdetails)
BigIdeas/EssentialQuestions:
WWhatimpactdidWWIandWWIIhaveontheworld?
Whatchangedintheworldasaresultofthesetwowars?
AssessmentStrategies:
Moretimewillbegiventocompeterankingbasedonstudentcerteraifrequired
(assessment
as
learning).
Groupswillbegiventheopportunitytoexplaintheircriteriaforthetwolists,aswell
astheirtwotopfive(andthecorrespondingranking)foreachlist(assessment
for
and
as
learning).
Thiswillfollowbytheclasscreatingagroupcriteria,atopfivelistandrankingthis
orderingforeachlist(assessment
for
and
as
learning)
TeachingandLearningStrategies:
TTheteacherwillaskquestionsthroughoutthegrouprankingactivityasa
scaffoldingtoolforcriticalthinking(questionsmayvarybasedoffofstudent
responses).
Debatingwillmostlikelyoccurduringthisactivity(seelessonplanfordetails).
Followingthisactivity,studentswillbegiventheirsummativetask(fortheendofthe
unit)
tobegintheplanningprocess
(assessment
of
learning).
Forfurtherdetails,pleaseseetheprovidedlessonplan(whichcoversboth
lessononeandtwo)accompanyingthisunit.
Lesson3:ConflictContinuedTheColdWar
(ErikaChurchill)
BigIdea/EssentialQuestion:
Whatfactorsmustbeconsideredwhenavoidingconflictand/orwar?
AssessmentStrategies:
Studentswillbeplacedintopredeterminedgroupstocompleteajigsawactivity
wheretheywillresearchaparticulartopicontheColdWar.Thesetopicwill
include:
Warsawpact,NATO,Cubanmissilecrisis,Vietnam,Korea,Suez,fallofthe
Berlinwall,Cubanrevolution,Nucleararmsrace,Coldwarculturee.g.RedScare.
(assessment
for
learning).
Toensurethatthisactivityissuccessful,studentsremainontaskandthat
accountabilityisputintoplace,studentswillcompleteapeerevaluationformon
eachpresentation
givenby
eachexpert
intheirnewgroups.Thestudentswillbe
informedthattheteacher
willbecollecting
theseevaluationsandreviewingeach
onecarefully.Studentswillalsoberequiredtoexplainwhytheygaveeach
presenterthenumbertheydid,sothatstudentwilltreatthisevaluationseriously
(assessment
as
and
for
learning).Thesequestionsareasfollows:
1. Onascaleof15(5beingthehighestand1beingthelowest)howinformed
dofeelyouareonthistopicafterthepresentation?
Why
/explainyourreasoningforthislevel.
2.Onascaleof15(5beingthehighestand1beingthelowest)howwelldo
youfeelthisindividualwaspreparedtodiscussthetopic(i.e.wellinformed,strong
argument,wellresearchedonthetopicbasedonthequestionsetc.)
Why
/explainyourreasoningforthislevel.
Studentswillstronglybeencouragedtotakenotes,howtheyseefit,duringthese
presentations.
Apossiblequickactivitytoensurestudentspayattentiontoeachexpertintheirnew
groups,theteacherwillwalkaroundtheroomandtakenotesontheinformation
givenoneachtopic.Thisinformationwillbeusedduringaninformalclickerquiz(if
thistechnologyisavailable)orahandoutquiz,whichstudentswillberequiredto
completethebeginningofthefollowingclassasapossiblefiveminute
debrief/refresher(assessment
for
learning).
TeachingandLearningStrategies:
Studentswillbeplacedintoexpertgroupsthatarepremadebytheteacher
(knowingyourstudentsinessentialforthistask).Eachgroupwillberequiredto
researchatopicabouttheColdWar.Thesetopicswillinclude:
Warsawpact,
NATO,Cubanmissilecrisis,Vietnam,Korea,Suez,falloftheBerlinwall,Cuban
revolution,Nucleararmsrace,Coldwarculturee.g.RedScare.
Theteacherwillhavearepresentativefromeachgroupdrawoneofthesetopicsfor
theirexpertgroupstoresearch.
Studentswillbegiventhefollowingquestionasascaffoldingtooltoguidetheir
research:
"InwhatwaysdidyoureventcontributetotensionsduringtheColdWar?Why?"
(e.g.TheCubanmissilecrisiswastheclosesttheColdWarcametonuclearwar.
Thereasonsforthisisbecause.)
Otherscaffoldingquestionscouldinclude:
NametworeasonwhyyourtopiccausedtensionduringtheColdWarORName
akeyfactorthatcausedtheeventtocontributetotensionsduringtheColdWar.
Theteacherwillthenplacethestudentintonewgroupswhereonememberofeach
expertgroupwillformanewgroup.
Eachmemberwillpresent/teachtheothermembersthecontent.
Thestudentwilltakenoteshowtheyseefit(e.g.writetospeechonalaptop,point
formetc)
Studentswillcompletetheclickerquiz(orother)basedoffoftheirnotestakenfrom
theirteaching/secondgroups.
Lesson4:ArtandCulture
BigIdea:
HowhastheWestinfluencedartaroundtheworld?
th
Howdidprevailingsocialandpoliticalidealsinthe20
centuryinfluenceart?
AssessmentStrategies:
AssessmentduringthislessonwillbeassessmentFORandAslearning.Students
willtakepartinclassdiscussionswhichwillbeassessedbytheteacherthroughout
thelesson.aswellstudentswillhavetocompleteaworksheetforcritiquingartwork
whichwillbehandedintotheteacherforassessmentofunderstanding.
TeachingandLearningStrategies:
StudentswilllookatartsuchasMarcelDuchamps
Fountain
andother20th
centuryartworksanddebatewhatartisina20thcenturycontext.
TheteacherwillleadstudentsthroughaPowerPointpresentationonvariousworks
ofartthroughoutthe20thcenturygoingthroughtheprocessofanartcritique
describe,analyse,interpret,judge,askingstudentsquestionsthroughout.
Inthebodyofthislessonstudentswillresearchandcompletetheirownartcritique
ona20thcenturyworkofartoftheirchoosing,westernorotherwisewhichwillbe
finishedandhandedintotheteacher.(Seefulllessonplantofollow).
Lesson5:
WorkPeriodforSummativeTask
Studentsaregiventimeinclasstoresearchandworktowardsthecompletionof
theirexhibitfortheHistoryFair.
Journal#1isdue.Thisjournalallowstheteachertomonitorstudentprogressand
helpguideandencouragestudents.
Lesson6:PoliticalIdeologies
BigIdea:
IsDemocracythebestformofgovernment?
AssessmentStrategies:
Allassessmentstrategiesforthislessonareassessmentforlearning.
Studentswillbeassessedforlearningthroughindividualandcollaborativework.
Collaboratively,studentswillcreateagraphicorganizerforaparticularideological
topic.
Aclassdiscussionwillbeusedtofilloutideascreatedbythestudents.
Studentswillfilloutanexitcard.
TeachingandLearningStrategies:
Thebeginningofclasswillhaveapictureofthepoliticalideologyspectrumonthe
boardrangingfromcommunismtofascism.Theteacherwillusepopcorntosee
whattheclassknowsabouteachideology.
Next,theteacherwillcreatestudentgroupsoffourandprovidethemeachwitha
differentpoliticalideologyontheideologicalspectrum.Eachstudentinthegroup
willthenreceiveaworksheetwithtermsandquestionsrelatingtoapolitical
ideology.Ontheworksheetstudentswillfilloutapositive,negative,interesting
(pmi)chart.Thechartwillaskstudentswhattheyfoundpositive,negativeand
interestingaboutthatideology.Asagroupstudentswillcomeupwithspecific
pointsabouttheirselectedtopic.
Oncetheworksheetsaregenerallycompletedstudentswillperformawalkabout
activitywhereonememberfromeachpoliticalideologywillmeetinaseparate
group.Eachpersonwillactasanexpertontheirpoliticalideology.Thesegroups
willthendiscusstheirfindingswitheachotherandfillouttheirownsheets.
Theteacherwillthenhavestudentsdiscusswhichisthebestformofgovernment.
Thegroupswilldiscusswhattheythink.
Attheendoftheclassstudentswillfilloutanexitcardregardingthebigidea
question:IsDemocracythebestformofgovernment?Theteacherwillassess
studentsclarityofideasandreasoning.
Lesson7:InternationalRelations
BigIdea:
Doadversarialalliancespreventorencouragepeacefulrelations?
Areintergovernmentalorganizationscurrentlytakingtheplaceofcountriesaswe
knowit?
AssessmentStrategies:
Studentsworkwillbeassessedviaaconcept/mindmaporganizedbythestudents.
Studentswillbeassessedingroupsthrougharubricstrictlyforassessmentfor
learning.
Teacherwilluseanecdotalobservationstoseeifgroupsarestrugglingandtoassist
studentswithideas.
Studentswillfilloutanexitcardansweringoneofthebigideaquestionsforthis
lesson.
TeachingandLearningStrategies:
Ingroupsstudentswillcreateaconceptmapregardingdifferentaspectsof
internationalrelations.Withalistofthetermseachgroupwillcreateaconcept
mapthatwillattempttoorganizedifferentorganizations(e.g.UN,Leagueof
Nations,ICJ,EU,AU,NAFTA,etc.)torepresenthowthesebodiesrelateintermsof
internationallaw.Eachgroupwillbeassessedviaarubricforassessmentfor
learningpurposes.Studentswillbeabletousetheirtextbooksandtheir
phones/laptopstoresearchterms.
Theteacherwillusenumberedheadsineachgroup.Ifthereisfourstudentsthe
teacherwillgiveeachstudentanumberbetween14.Afterallthegroupshave
completed,moreorless,theirmaptheteacherwillcalloutanumberineachgroup
topresenttheirconceptmapandwhatmethodstheyusedtoorganizetheterms.
Throughouttheclasstheteacherwilltakeanecdotalobservationsandnote
studentslevelofcomprehension.Theteacherwillofferassistancewhenneeded.
Attheendofthelessonstudentswillfilloutanexitcardforassessmentfor
learning.Theexitcardwillansweroneofthebigquestionsbroughtupatthestart
ofclass.
Lesson8:
HumanRights
BigIdea:
Howdidtheideaofhumanrightscometobe?Whatimpactshasithad
ontheworld?
AssessmentStrategies:
Studentcasestudypresentationsareassessedas
assessmentas/oflearning.
TeachingandLearningStrategies:
Thefirstpartofthelessonisteacher
centered,andintroducestheideaofhumanrightsandhowtheycametobe
adoptedinCanadaandinotherpartsoftheworld.Thisisfollowedbyagroup
activitywhereingroupsareabletoreviewasectionofCanadascharterofrights
andfreedomsandseeifandhowcertainclausescanbeappliedtodifferentcase
studieswhereindividualshumanrightsmayhavebeenviolated.Thisgives
studentsachancetoseethroughthelensofhumanrightslawyersand
organisations.Attheendofthelesson,studentspresenttheirsectionofthecharter
andtheirscenario,andexplaintheiranalysisandapplicationofthechartertothe
restoftheclass.
Lesson9:
WorkPeriodforSummativeTask
Studentsaregiventimeinclasstoresearchandworktowardsthecompletionof
theirexhibitfortheHistoryFair.
Lesson10:
WorkPeriodforSummativeTask
Studentsaregiventimeinclasstoresearchandworktowardsthecompletionof
theirexhibitfortheHistoryFair.
Journal#2isdue.Thisjournalallowstheteachertoverifystudentresearchand
ensurestudentsareontherightpathwiththeirexhibit.Theteacherusesthis
journalasanopportunitytohelpstudentsrefinetheirthesisbeforetheirexhibitis
completed.Ifnecessary,teachermayalsoaskstudentstoprovidestronger
evidencefortheirarguments.
Lesson11:
BigIdea:
HumanRightsContd
Wouldleadersofvarioussocialmovementsbesatisfiedwithprogressmadeinthe
21stcentury?
AssessmentStrategies:
Studentswillthink/pair/sharetheirthoughtsaboutinequalitytodayandwherethey
seeit.
Studentswillworkcollaborativelyandindividually.
Theteacherwillusediagnosticassessmentofwhatstudentsknowthroughgraffiti
activity.
Teacherwillhavestudentsworkincollaborativegroupstocreateagraphic
organizercalledexaminebothsidestocomparewhathaschangedandwhathas
stayedthesameinthelastcentury.Studentswillusecreateachartexamining
bothsides.
Teacherwillanecdotallyassessstudentsconnectiontothemesofthislessonwith
thebigidea.
Teacherwilluseexitcardbasedoffofpersonalandevidentialexperienceofthe
students.
TeachingandLearningStrategies
Thebeginningofclasswillhavetheteacherpairstudentsupinathink/share/pair
activity.Theclasswillbeaskediftheyhaveexperienceddiscriminationintheirlife
andhowhasthatexperienceaffectedthem.Thiswillbeginadiscussionofhow
discriminationmayaffectaperson.
Next,theteacherwillputup6namesinthemiddleoflargepiecesofpaper.These
fivepiecesofpaperwillbeputupindifferentpartsoftheroom.Fivemarkerswill
beplacedateachsheet.Thefivewords/phrasesonthethepaperwillbe:Gay
RightsMovement,MartinLutherKingJr.,NelsonMandela,Gandhi,International
CriminalCourtofJustice,MalalaYousafzai.Studentswillgivenafewminutesto
researchtheseindividualsviatextbook/internettocomeupwithatleasttwopoints
tograffitioneachpieceofpaper.Teacherwilltakeafewminutestotalkabout
eachperson/organization.
Nextstudentswillgetintothink/pair/sharegroupsoffourtocomeupwithideasto
createanEBSchart:
Examplesofsocialrightsprogress
thathasbeenmadeinthe20th
Century.
Examplesofsocialrightsprogress
thathasnotbeenmadeinthe20th
Century.
e.g.Canadaendeditsresidential
schoolpolicyin1996.
e.g.TheAttawapiskatFirstNation
declaredastateofemergencyin2011
duetolackoffundsandfailing
infrastructuresuchashousing.
Theteacherwilllisttheseexamplesonthechalkboard/projector/smartboard.
Oncetheexamplesarerecordedstudentswilldiscussinalargegroupwhat
progresshasbeenmadeandwherewestilllackprogress.Theteacherwillgive
studentsafewminutestojotdowntheirthoughtspriortodiscussionregardingthe
lessonsbigidea:Wouldleadersofvarioussocialmovementsbesatisfiedwith
progressmadeinthe21stcentury?Teacherwillusepopcorntogainclass
thoughts.
Attheendofclassteacherwillhavestudentsanswerthequestion:Howdoyou
feelaboutourprogressinregardstohumanrights?Dowestillhavealongwayto
go?Pleaseuseevidenceattainedintodaysclassandyourownexperiencetoback
yourcase.
Lesson12:
BigIdea:
Womeninthe20thCentury
Howhaswomensroleschangedinsocietyinthe20thCentury?Whathasstayed
thesame?
AssessmentStrategies:
Studentswillbeassessedforlearningastheteacherwillcirculatearoundthe
classandlistentothediscussionsthestudentsarehaving.attheendoftheclass
studentswillhavetimetowriteanexitcardoutliningsomethingthatshockedthem
aboutthistopic,andsomethingthattheywouldliketoknowfurther.Aswelltheir
graphicorganizerswillbehandedinmadeclearatthebeginningofclass.
TeachingandLearningStrategies:
Theteacherwillpreparecutuppiecesofpaperandputtheminabucketorhat.on
eachpieceofpaperwillbeadifferentsituationawomenmayfindherselfinduring
the20thcentury,theseincludeapostWW1africanAmericanwomen,aChinese
ImmigrantwomenbroughttoCanadabyherhusband,aPostWWIInuclearfamily
mothertiredofherdomesticlife,anIndianHinduwomanduring1949partitionof
Pakistan,andthelistgoeson.Studentswillpartnerupwhentheyfindanother
studentwiththesamescenarioasthem.Thepaperwillincludeabriefbiography,
whichincludesregion,year,familyreleresearchontheirindividualandfillouta
graphicorganizer.Studentswillthensplitupandfind3otherindividualsand
exchangeinformationtohelpfillouttheirorganizer(somewhatofajigsawactivity).
Studentswillbecomeawareofthedifferentsituationsandrolesthatwomenfound
themselvesinduringthe20thcentury,andthatitdifferedgreatlydependingon
location,era,andglobaleventsliketheWorldWars.
Studentswilllearnthatalthoughmuchhaschangedthroughoutthe20thcentury,
genderrolesandhumansituationsstillvarygreatlythroughouttheworld,butinthe
Westwomenhavecomealongway,andmuchclosertoequality.
Lesson13:
BigIdea:
EnvironmentalMovement
ItisnteasybeingGreen...orisit?
AssessmentStrategies:
Assessmentforthisclasstakesplacethroughlisteningtostudentdiscussionsoitisan
assessmentFORandASlearning.Aswell,studentswillbeaskedtohandintheircompleted
EnvironmentalActionPlan:
Pr
Problem:
C
Causesofproblem:
GGoal/Solution:
AcAction1:
IImpactsoughtfromaction:
SSuppliesneededforaction:
AAction2:
IImpactsoughtfromaction:
SSuppliesneededforaction:
TeachingandLearningStrategies:
TheteacherwillleadtheclassthroughalessononCivicEnvironmentalism,froma
growingneedforenvironmentalprotectionefforts,toTheNationalEnvironmental
protectionActof1970andtheCleanWaterActof1972.Thislessonwillbebrought
throughtothepresentdaywherestudentswillreflectontheironimpactandcivic
dutyforenvironmentalprotection.
StudentswillthenaddresshowtheWesthasaffectedtheenvironmentandhowithasfostereda
growingneedforenvironmentalprotection.Thislessonwilladdressthequestion
HastheWestbeenapositiveoranegativeinfluenceontherestoftheworld?
StudentswillthenbeaskedtofilloutanenvironmentalActionPlaninpartners,then
discussinasmallgroup,andthenfurtherasaclass.
Lesson14:GlobalizationandTechnology
Iftechnologyhashelpedusachievesomuch,whydosomanyproblemspersistin
theworldtoday?
AssessmentStrategies:
Initialbrainstormservesasassessmentoflearning.Concludingchartservesas
assessmentas/oflearning.
TeachingandLearningStrategies:
Classbeginswithabrainstormontheblackboardtotryasaclasstocreatea
definitionforthewordglobalization.Thisservesasaspringboardtobrieflydiscuss
theimpactsthattechnologyandanincreasinglyinterconnectedworldhashadon
peoplesdaytodaylives.
Theclassisthenwatchessectionsoftwodocumentaries,oneinfavorof
globalization(GlobalizationisGood,
https://www.youtube.com/watch?v=12YDLZq8rT4
)andoneagainst(The
GlobalizationTapes,
https://www.youtube.com/watch?list=PL82A7BE1E55D6B075&v=cPy5t7BVYCg#t=
200
).StudentscollectnotesontheirGlobalization:ArgumentsandEvidenceFor
andAgainstsheethandedoutbytheteacher.
Afterwatchingseveralsectionsofeachfilm,studentshelptheteachercompletea
pro/conchartontheboardtofurtherhighlighttheimplicationsofthetrend.
Lesson15:
WorkPeriodforSummativeTask
Studentsaregiventimeinclasstoresearchandworktowardsthecompletionof
theirexhibitfortheHistoryFair.
Journal#3isdue.Thisjournalinformstheteacherofwhatworkremainstobe
completedbyeachstudent.Teachercanthenprovidenecessaryfeedbackand
encouragement.
Lesson16:Terrorism
AssessmentStrategies:
Studentcontributionsduringdiscussionsserveas
assessmentfor/oflearning.Teachercirculatesduringarticlereadingandchecklist
applicationactivitiestomonitordiscussionsandassessstudentparticipationand
understanding.Studentwritingassignmentservesasassessmentoflearning.
TeachingandLearningStrategies:
1) Studentswatchashortvideofrom9/11andthenattempttocomposea
definitionforthewordterrorismafteraclassbrainstorm.Studentsarethen
brokenupintogroupsof6wheretheywillneedtoread3articleswhich
arguedifferentdefinitionsofterrorism.Studentthoughtsarecollectedonthe
board.Afterwards,studentscreateachecklistthatisappliedtoaseriesof
historicaleventswhichcouldbeinterpretedasbeingterroristacts.Class
concludeswithdiscussionand/orshortwritingassignmentwhereinstudents
tacklesomeoftheimportantquestionsraisedthisclass(Whataresome
differentdefinitionsofterrorismyounowknow?,Canyouexplainthe
consequencesofdefiningaparticularactasterrorism,andwhatsome
peoplecouldgainbydefiningtheiropponentsasterrorists?,Whyisit
difficulttoreachaninternationalconsensusonasingledefinitionof
terrorism?).
Lesson17:
WorkPeriodforSummativeTask
Studentsaregiventimeinclasstoresearchandworktowardsthecompletionof
theirexhibitfortheHistoryFair.
ErikaChurchillslessonplan:Lessonsoneandtwo
Title
:GlobalChangesandtheNeedforChange:CriticallyAnalysingWorldWarOneand
Two
Subject/Course
:
WorldHistory:TheWestandtheWorld(CHY4U)
th
Unit
:
TheWestandtheWorldinthe20
Century(unit6)
Time
:
Thislessonplanissettocover
two75minutes
periods w
G
rades
:12
Strand
:
Communities:Local,National,andGlobal
LessonDescription/Rationale
Thislessonisdesignedforatotaloftwo75minuteperiodsandshouldbecoveredinthat
lengthoftime(asindicatedonthecourseandunitplan).Thetimingwillbepresentedinthis
lessonplanasifitweretobecoveredasonelesson.However,toensurecriticalthinkingis
obtainedandnotrushed,studentswillbegiventhetwo75minuteclasseswhereteachers
shouldbepreparedtouseprofessionaljudgmentduringclasstwo.
Thehookactivityisextendedinlength,toalsodoubleasanassessmentforlearningtool
(seedescriptionbelow).Ithasbeenobservedthatstudentsbecomeengagedwithanappealing
hookactivityandusuallylessonplansonlyallotsforfiveminutes.Therefore,thishookwill
alsosever/transitionintotheopeningsothatHistoricalThinkingskillscantakeplace(please
seebelow).
StudentswillhavebeenrequiredtodemonstratetheirpriorknowledgeofWWIand
WWIIthattheyacquiredingrade10History(forexampletheBandCstrandinCHC2D).
Thesetwolessonswillfocusmainlyoncriticalthinking,however,thehook/openingwilluse
historicalthinkingstrategies(suchascauseandconsequence)torefreshtheirpriorknowledge
andpresentafunactivitytobegintheunit.
Thislessonimplementsbackwardsdesignbyconnectingwiththesummativeassessment
ofTheTwentiethCenturyFair(pleaseseesummativeinstructionsfordetails),wherestudents
arerequiredtoaddressoneofthebigideas/essentialquestionsofthisunitandexplorean
issue,event,historicalfigureetc.discussedwithinthisunitandapplytheirtopictooneof
thesequestions.
Thislessonisdesignedforstudentstousethefollowingcriticalthinkingskills:
assessingcriteria,rankordering(duringsmallgroupportionoftheactivity)andopposing
viewpoints/debating(duringlargegroupdiscussion).
Stage1:DesiredResults
BigIdeas/EssentialQuestions
WhatimpactdidWWIandWWIIhaveontheworld?
Whatchangedintheworldasaresultofthesetwowars?
OntarioCurriculumOverallExpectation
COV.03evaluatethefactorsthathaveledtoconflictandwarortocooperationand
peacebetweenandwithinvariouscommunitiesfromthesixteenthcenturytothepresent
CCV.01demonstrateanunderstandingofhowthehistoricalconceptofchangeisused
toanalysedevelopmentsintheWestandthroughouttheworldsincethesixteenthcentury
CCV.03demonstrateanunderstandingoftheimportanceanduseofchronologyand
causeandeffectinhistoricalanalysesofdevelopmentsintheWestandthroughouttheworld
sincethesixteenthcentury
HIV.01usemethodsofhistoricalinquirytolocate,gather,evaluate,andorganize
researchmaterialsfromavarietyofsources.
OntarioCurriculumSpecificExpectation(s)
CO3.01assessthereasonsforthesuccessorfailureofselectedapproachesto
maintaininginternationalorder
C03.03evaluatethecourseandconsequencesofselectedconflictsandwarssincethe
sixteenthcentury
HI3.01expressideas,arguments,andconclusions,asappropriatefortheaudienceand
purpose,usingavarietyofstylesandforms(e.g.,reports,essays,seminars,debates,group
presentations)
HI2.01analyseinformation,employingconceptsandtheoriesappropriatetohistorical
inquiry
LessonGoals
Studentswill
demonstrate
historicalthinkingskillstoshowtheirpriorknowledgeofthe
twoworldwars.
Studentswill
use
theircriticalthinkingskillstocreateasetofcriteriaandtoestablish
theirtwotopfivelists.
Studentswill
understand
worldlessonslearnedfromthesetwoworldwarsandwhat
shouldbelearnedfromthesetwoevents.
BackgroundKnowledge:
Demonstratingpriorknowledgeobtainduringgradetenhistory.
Understandingwhattoconsiderwhencreatingcriteria(forcriticalthinking)shouldhave
beenaddressedinapreviouslesson.
Understandingtheterminologycauseandeffect.
Stage2:Planninglearningexperienceandinstruction
StudentGroupings
InstructionStrategies
(pleaseseeactivitiesin
thisplanfordetails)
Twolargegroups
Smallgroupings
Largegroup
Elbowpartners
Largegroupandindividual
For
Hook/opening
game/activity
Forcreatingtwo
topfivelistsactivity.
Classcreating
entiregroupcriteriaand
topfivelists
Todiscussfood
forthoughtquestion.
Todiscuss
addressrequirementsfor
endofunitsummative
task.
Materials
Considerations
Buzzers
Othernoise
makers
(professional
judgmentrequired).
Handout/note
Anypresetnotes,wordstoprojectonboardtobeprepared
beforeclass.
Chromebooks,laptops,iPads/tablets,cellphones,
textbook
Anyresource
toolstohelpwithcritical
thinkingactivity.
Accommodations,specialconsiderations(Differentiation)
Workingingroupssoopendiscussioncanbemade.
Useofelectronicdevicesarepermittedtobeused
Largegroupdiscussionusingverbalandvisualstrategies(i.e.communicationwith
theclassandaskingquestions,debating,usingtheboard/projectorasavisualresource
whencreatingthelargeclasslist).
Theteacherwillmovearoundtheclassroomtoobservestudentswhomayneed
assistanceandtoexplainareasofthenote/handoutifrequired.
Scaffoldingquestionsusedtohelpcriticalthinking.Hintswillbeusedduringgame
torefreshstudentmemory.
Stage3:Learningexperienceandinstruction
MotivationalHookandOpener(1020MINSassessmentoftheclassisrequired.):
Thefollowinghookactivityistoprovidestudentsithaquickrefresherofinformation
aboutWWIandWWIIthattheyshouldhavelearnedduringgradetenHistory.Thiswill
providetheteacherwithassessmentforlearningtoolonwhatareastheyknowandwhatmight
requirerefreshing.
Theteacherwillquicklydividetheclassintotwoteams(downthemiddle)andpresent
eachteam(usingprofessionaljudgmenttodeterminewhichstudent)withabuzzerbuttonfrom
the
Taboo
boxgame(anyothernoisemakerswillwork).
Theteacherwilleitherprojectorwriteanevent/cause/
battleofWWIorWWII.
Thestudentswillworkasateam,buzzinwhentheybelievetheyhavetheanswerand
willhavetonamewhethertheword/termisfrom
WWI,WWII,and
thecauseOReffectof
thisbattle/event/term.Theteamwillhavetousetheirhistoricalthinkingtoexplaintheir
answer(forcauseOReffect).
Pleaseseebelowforanexampletobeconductedwiththe
classpriortoplayingthegame
.
Groupswillobtain
one
pointforstatingthewarinwhichtheevent(word)tookplace
and
two
pointsforeveryadditionalinformationaboutthecause
OR
effectoftheevent.
Iftheteacherbelievesanyinformationismissing,theotherteamwillbegiventhe
opportunitytoaddtowhathasalreadybeensaidtoearnpoints.
Studentsdonothavetoprovideextensivedetailsjustafewpointsfromwhatthey
remember.
Theteacherwill
providehints
ifneededand/orswitchtheevent(word).
Devices
(such
asphones)maybepermittedifstudentsarestumpedpromotesresearchskills).
An
example
fortheteachertocompletewiththeclass
Word:
Dunkirk
Possibleanswer:WWIIbattle,effect=Fogwasthemiracle,savedboats,Churchillgreat
leader
Seehandoutforpossiblewordsandanswers,studentswillbeprovidedafter
hook/openeractivity.
Open(5MINS.):
Theteacherwillprovidethestudentswithaninformation/notesheet,whichmaybean
additionalresourcetohelptheircriticalthinkingtocompletethistask(pleaseseehandout
sheet).
(
ThishandoutwascreatedandprovidedbyDanielCaseandpermissionwasgiventouse
thisresource
).
Studentswillbeallowedtouseanyresourcematerials:i.e.chromebooks,laptops,textbooks,
iPad/tabletsetc.tohelpthemwiththisactivity.
Theteacherwillexplaintheactivity.
Body(50
MINScontinuingontolesson2when/ifrequired.):
Activity:Studentswillbeaskedtocreate
two
top
five
lists.
Studentswillbedividedintogroupsofthreeorfour(recommendthattheteacher
premakesthegroupstomakesuregroupsremainontask)
Studentswillbeaskedtocreateasetofcriteriafortheirlistandexplaintheirranking
ofeachitem.Whytheyhaveplacedeachitemwillbebasedontheircriteria,which
theyshoulddecidebeforetheybegintheirlists.
List1:Whatimportantfactors/issuesstayedthesameasaresultofthetwoworld
wars?List2:Whatwerethemostimportantchangesasaresultofthetwoworld
wars?(e.g.BirthoftheLeagueofNations)
Scaffoldingtools:Theteacherwillaskthestudentstoconsider:
1.
Whattheyqualifyasimportantworldlyimpactwhencreatingtheircriteria?
2.Whatmajorconsequencesarosefromthesewars?
3.Weretheremajorlessonslearnedasaresultofthesewars(whatchanged)?
4.
Aretherestilllessonsthatshouldhavebeenlearnedfromthesewars(whatstayedthe
same)?
Afteractivity:Asagroup,theclasswillattempttoformanultimatetopfivelistfor
bothcategoriesand,usingthegroupdiscussion,tryandcomeupwithagroupcriteria.
Eachgroupintheclasswillexplaintheircriteriaandtheirtopfiveitemsandtheclass
willdiscussandworktogethertocreateaclasscriteriaandtopfiveforbothlists.
Theteacherwillaskgroupstoexplaintheirthinking,askquestionsabouttheircriteria
andtrytocomeupwithagroupconsensusforthecriteriaandlists.
Theteachershouldbepreparedtotestclassroommanagementskillsasdebatescould
occurduringthediscussion.
Close(515MINSMayalsostart/continueonthenextclass.):
Foodforthought
(possiblequestionforsummativeifstudentschoosetotackletheU.N.or
answerbigideaofthecourseIsPeacePossiblefortheirTwentiethCenturyFairsummative)
Aftercriteriaandlistiscreatedbytheclasstheteachercouldask:
"Withthelistandcriteriawehavecreatedinmind,aretherelessonsfromtheselists
thatshouldbeconsideredfordiscussionifyouwereattemptingtoensurepeace?"(i.e.
ifyouwereapartoftheU.N.?)
Anexamplecouldbeifnuclearbombswereontheclassroomboardtheyshouldbe
considerfordiscussion(i.e.howtheyhaveeffectedideasofterrorism)
Theteacherwouldfirsthavethestudentsdiscussthiswiththeirelbowpartnerthen
havesomestudentsvolunteertocircleafewitemsfromthelistsandexplaintheir
thinking.
Sincethislessonisdesignedfortwoperiods,theteacherwilluseaportionofthe
secondlessontohandoutandexplaintheirsummativeactivityforthisunit.Pleasesee
summativedescriptionwithinthisunitplanfordetails.
LinkstoFutureLesson
Summative activity: as it is one of the Big Ideas may be addressed in the summative
task,couldalsobeusedtodetermineapossibleanswertooneoftheBigIdeasfortheunit.
Ideas mayreoccurduringotherlessonssuchas:theideaofterrorism,humanrights,the
th
ColdWar,internationalrelations,politicalideologies,womeninthe20
century.
Extensionactivity
Studentswillbegivenclasstimeandareencouragedtousethistimetodiscussand
workonthesummativeassessmentforthisunit.
Assessment
Hook/openinggame=assessmentforlearning
Studentscreatingcriteria,listandrankingtheorderingofthelist=assessmentas
learning
Ideasandtimetoworkonsummativetask=giveopportunitiesforassessmentof
learning
Resources
Case,D(2014).
TheWartoEndWar:WorldWarI,19141919
.DanielCase:OCDSB.
Case,D2014).
WorldWarII,19391945
.DanielCase:OCDSB.
OntarioMinistryofEducation(2005).
CanadianandWorldStudies:TheOntariocurriculum,
grades11and12.
Toronto,ON:ProvinceofOntario.
LessonPlan:Terrorism(StephaneTasse)
Title:
DigitalComicsMuseumExploration
Subject/Course:
CHY4U
Time:75mins.
Strand:
MethodsofHistoricalInquiryandCommunication
Grades:
12
LessonDescription
Asthereiscurrentlynodefinitionofterrorismthatisacceptedinternationally,studentswillwork
togetherinthislessontocreateadefinition.Studentsreadaseriesofarticleswithcontrastingviews
onterrorismtoinformalistofcriteriatheywillcreate.Studentsthenseehowthislistcanbeapplied
tohistoricaleventssometimesinterpretedasactsofterrorism.
Discussionandinquirybasedlearningareattheheartofthislesson.
Stage1:DesiredResults
FundamentalConcepts/Skills
Studentswillbeabletoanalyzetheconsequencesofdefiningterrorismincertainwaysandlearn
howdifferentindividualsandgroupsmightusethetermforpoliticaladvantage.
BigIdeas/EssentialQuestion
Whatisterrorism?
Whataresomeofthecomplicationsthatarisewhentryingtodefineterrorism?
OntarioCurricularOverallExpectation
Interpretandanalyseinformationgatheredthroughresearch,employingconceptsand
approachesappropriatetohistoricalinquiry
OntarioCurricularSpecificExpectation
Comparekeyinterpretationsandtheoriesofworldhistory
Analysehistoricaleventsandissuesfromtheperspectivesofdifferentparticipantsinthose
eventsandissues
LessonGoals
Understandsomecommondefinitionsofterrorism
Understandthecomplexitiesofdefiningandapplyingtermstohistoricalevents
Keyconceptsand/orskillstobe
learned/applied:
Terrorism,andcomplicationsthat
ariseindefiningandapplyingthe
term
BackgroundKnowledge:
Studentswillcometotheclasswithsomenotionsof
terrorismandsomekeyevents(9/11,warin
AfghanistanandIraq,ISIS,etc.)
Stage2:Planninglearningexperienceandinstruction
StudentGroupings
InstructionalStrategies
Groupsof6forarticlereadingandcriteria
creation
Wholeclassgroupdiscussion
Smallgroupreadings
Classdiscussion
Inquirybasedlearning
Teachercenteredinstruction
Materials
Considerations
Articleprintouts
Black/Whiteboard
Computerwithprojector/smartboardfor
PowerPointslides
Footagefrom9/11canbedisturbingforsome.
Teachershouldchoosevideoappropriately.
Accommodations
Studentgroupingscanbechosenbytheteachertobetterensurestudentsuccess.
Teachercanfocushisorherattentiononcertaingroupsthatneedadditionalguidance
Stage3:Learningexperienceandinstruction
MotivationalHook(10MINS.):9/11VideoandBrainstorm
StudentsviewashortvideooffootagefromSeptember11th,2001,whichservesasaspringboard
totryasaclasstoformadefinitionofthewordterrorism.Teacherinitiatesabrainstorming
sessionandstudentsideasarecompiledontheboard.
Open(30MINS.):ArticleReading
Workingingroupsof6,studentsaredirectedtothreeonlinearticles.Studentsareexplainedthat
thesearticlesprovidedifferentperspectivesontheissuessurroundingthedefinitionofterrorism:
1) "InMideast,OneWeaponofChoiceIsaLoadedWord":
http://www.csmonitor.com/2001/0731/p1s3.html
2) "TerrorandTyranny:WhatPowerfulStatesCallTerrorismMayBeanInevitableResponse
toInjustice":
http://www.theguardian.com/world/2001/oct/25/afghanistan.terrorism9
3) "WhatIsTerrorism?":
http://www.crfusa.org/americarespondstoterrorism/whatisterrorism.html
Withintheirgroup,studentsareresponsibleforchoosingwhichstudentwillreadwhicharticle
makingcertainthat,amongthem,allthreearticleshavebeenread.Studentsareaskedtotake
notesorcopy/pastesmallsectionsofthearticletohighlightthekeyissuesinthedefinitionof
terrorism.Studentsareremindedthatatthispointtheyarenottryingtocomeupwithafinal,
perfect,authoritativedefinition,butrathertheymustraisequestionsanduncoverareasof
disagreementdiscussedbythewriters.
Oncestudentshavecompletedthereadingsandbrieflydiscusseditwithintheirgroup,theclassis
broughttogethertomakeachecklistontheboardofthedisputedquestionsinthedefinitionof
terrorism.Discussthefollowingissuesarediscussed:
Method/result:
Mostpeoplewouldagreethatterrorismincludesviolence.Whatabout
threatsofviolence?Kidnapping?Arson?Rape?Whatifnooneisharmedisitstill
terrorism?
Perpetrator:
Whocarriesoutterrorism?Isterrorismalwayscarriedoutbyorganized
oppositiongroups?Canstatesbeterrorists?Canindividuals?Considerissuesofinspiration,
planning,provisionofweapons,andmilitaryassistance.Asanexample,theEgyptianstate
hassaidattacksontouristbusesorassassinationsofpoliticalleadersbyIslamistmilitants
wereactsoflone,derangedindividuals,notterrorism,becausetheywantedtoprevent
furtherlossoftourismandpreemptclaimsthatthestatewasn'tdoingenoughtocounter
terrorism.
Target:
Doesterrorismtargetonlycivilians?Couldanattackonamilitarytargetbe
terrorism?Howdoyoudecidewhatacivilianis?Whataboutoffdutymilitarypersonnel?
Colonialoccupiers?Whatabouttheassassinationofaheadofstate,oneofwhoserolesis
commanderinchief?Toqualifyasterrorism,mustperpetratorsofanactofviolence
deliberatelytargetcivilians,orsimplyberecklessastowhetherciviliansaswellasmilitary
targetsmightbeharmed?Areallattacksonciviliansterrorism?Isthetargetofterrorism
alwayshuman,orcanactsofsabotageagainstpropertyalsobeconsideredterrorism?
Motive:
Isthemotivebehindanactimportantindecidingwhetheritisterrorism,orshould
onlytheactitselfbeconsidered?Whatistheobjectiveofterrorism?Isterrorism"violencefor
anaudience"anactcommittedtoinspirefearinthepublicandthereforeforcepolicy
changes?Ordoesaterroristacthavespecificstrategicobjectives?Doesitmakeany
differenceiftheperpetratorsconsiderthemselvesmartyrsforareligiousorpoliticalcause?
Pointofview:
Ifacauseisconsideredlegitimate,areanymeanstoachieveitsgoals
legitimate?Howdoesonedistinguishbetweenaterroristandafreedomfighter?Whatisthe
differencebetweenterrorismandguerrillawarfare?Isterrorism"theweaponoftheweak"?
Areillegitimateactsagainstanenemyinwarterrorism,warcrimes,oristhereevena
difference?Doeshistorychangethedefinitionofterrorism?Ifagroupachieves
independenceusingtacticscalled"terrorist"bytheirpreviousoccupierorsovereign,making
their"rebellion"intoa"warofindependence,"aretheyjustifiedbytheireventualsuccessin
becomingastate?
Basedonthisdiscussion,groupsmaketheirownchecklistderivedfromthelistcreatedduringthe
classdiscussionandshouldincludequestionstheythinkneedtobeansweredtodecidewhetheran
actisterrorismornot.Studentswillusethischecklisttoevaluatevariousscenarios.
Inreadingthesearticlesandcontributingtoclassdiscussion,studentsareengaginginhistorical
thinkingskills.Inreadingdifferentarticlesinterpretinghistoricalevents,studentsseedifferent
historicalperspectives
andseedebatesonthe
historicalsignificance
ofevents.Whendebatingthe
consequencesofapplyingtheterroristlabeltodifferentscenarios,studentsareexposedtothe
ethicaldimension
ofusingatermliketerrorism.
Inreadingandcomparingdifferentpointsofviewonthesamesubject,students
analyze
and
differentiate
betweendifferentpointsofview,whichareimportantcriticalthinkingskills.
Body(20MINS):ChecklistApplication
StudentgroupsaregiventheTerrorism?ScenarioList.Studentsusetheircreatedchecklistto
attempttoanswerthequestionstheyhaveposedineachcasetodecidewhethereachincident
wouldcountasterrorism.Studentsareencouragedtodointernetsearchesiftheywishtoobtain
moreinformationaboutanyofthereallifescenarios.Teachercirculatestoensurestudentsare
applyingtheirchecklisttothescenarioseffectively.
Withthisexercise,studentsare
applying
asetofprinciples/ideastheyhavedeterminedinclass,an
importantcriticalthinkingskill.
Close(15MINS):ClosingDiscussion/ExitWritingPrompts
Students'answerstoeachoftheTerrorism?situationsarediscussed.Discussioncanalsosteer
towardsoneormoreoftheincludedhistoricexamples.Studentsdeterminingfactorsarediscussed.
Additionally,thepoliticalimpactoftheterm
terrorism
isdiscussed.Whyisitaneffectivepoliticaltool
(orweapon,asCameronBarrdescribesit)toaccuseyouropponentofbeingaterrorist?
Beingabletoconvincinglyclaimthatyouropponentisaterroristgrantsenormousmorallegitimacy
toapartyinaconflict.Isitimportantorpossibletohaveasingleconsistentdefinitionof
terrorism?Why?Howcouldsuchadefinitionbecrafted?
Ifdiscussionisnotfreeflowingatthispoint,teachercanalsosetupexitwritingpromptsthat
studentscananswerinaparagraphormore.Studentschooseoneofthefollowingquestionsto
answerintheirwriting:
2) Whataresomedifferentdefinitionsofterrorismyounowknow?
3) Canyouexplaintheconsequencesofdefiningaparticularactasterrorism,andwhatsome
peoplecouldgainbydefiningtheiropponentsasterrorists?
4) Whyisitdifficulttoreachaninternationalconsensusonasingledefinitionofterrorism?
LinktoFutureLessons
Assessment
Studentcontributionsduringdiscussionsserveasassessmentfor/oflearning.
Teachercirculatesduringarticlereadingandchecklistapplicationactivitiestomonitordiscussions
andassessstudentparticipationandunderstanding.Studentwritingassignmentservesas
assessmentoflearning.
References:
http://www.pbs.org/wgbh/globalconnections/mideast/educators/militant/lesson1.html
Congratulations!YouvebeeninvitedtoparticipateinSunnyvaleHighsannualHistory
Fair.Youareinvitedtoexploreanissue/event/topic/figure/trend/movementofthetwentieth
centuryorbeyondofyour(teacherapproved)choice.Youmaychoosesomethingwehaveseen
inclass,oryoumaysubmitanentirelynewidea.
YoursummativemustanswereitheroneoftheBigIdeas/EssentialQuestionsofthis
course(IsPeacePossible?/HowhastheWestinfluencedtherestoftheworld?/Hasthe
Westbeenapositiveornegativeinfluenceontherestoftheworld?)orofthisunit(What
weresomeoftheimportantconflictsofthetwentiethcentury?[e.g.
WhatimpactdidWWIand
WWIIhaveontheworld?]
Whatorganizationswerecreatedasaresponsetotheseconflicts?/
Whatweresomeimportantmovements[cultural,civil,etc.]ofthetwentiethcentury,andwhat
impactdidtheyhaveonsociety?).
Youmaysubmitaphysicalexhibit(projectboard,diorama,artpiece,model,etc.)oryou
mayprepareaperformance(dance,song,impersonation,reenactment,etc.).Yourimaginationis
thelimit,aslongasyourexhibitanswersoneofourclassessentialquestionswithastrongthesis
thatissupportedbyequallystrongevidence.
Asyouprepareforyouexhibit,youwillneedtosubmitatotalofthreejournalswhich
detailwhatyourexhibitarguesandhowyourpreparationisgoing.Eachjournalmustbe
submittedonFridaybeforeclass:thismeansJournal#1isdueDecember19th,Journal#2on
January9th,Journal#3onJanuary16th.
Example:
HastheWestbeenapositiveornegativeinfluenceontherestoftheworld?
TheRedCross
e.g.IbelievetheWesthashadapositiveimpactontherestoftheWorldbecause
ofNGOsliketheRedCrossthatoperateallovertheworldtosaveliveseveryday.
Disasterrelief
Blooddonation
Research
Studentbringsatenttoclass,decoratedasaredcrosstent.Oneachsideofthetentisa
posterthatstatesapremiseandthesupportingevidence.Thestudentisdressedinaredcross
uniformandisabletospeakaboutherthesisandsupportingevidencetothosevisitingthe
exhibitatthehistoryfair.
Level1
Level2
Level3
Level4
Knowledgeand&
Understanding
Demonstrates
limited
understandingof
subject
Demonstratessome Demonstrates
understandingof
considerable
subject
understandingof
subject
Demonstratesa
thorough
understandingof
subject
Thinking&
Inquiry
Uses
critical/creative
thinkingprocesses
withlimited
effectiveness
Usesplanning
skillswithlimited
effectiveness
Uses
critical/creative
thinkingprocesses
withsome
effectiveness
Usesplanning
skillswithsome
effectiveness
Uses
critical/creative
thinkingprocesses
withconsiderable
effectiveness
Usesplanning
skillswith
considerable
effectiveness
Uses
critical/creative
thinkingprocesses
withahighdegree
ofeffectiveness
Usesplanning
skillswithahigh
degree
effectiveness
Application
Makesconnections
withlimited
effectiveness
Makesconnections
withsome
effectiveness
Makesconnections
withconsiderable
effectiveness
Makesconnections
withahighdegree
ofeffectiveness
Communication
Expressesand
organizesideasand
informationwith
limited
effectiveness
Expressesand
organizesideasand
informationwith
someeffectiveness
Expressesand
organizesideasand
informationwith
considerable
effectiveness
Expressesand
organizesideasand
informationwitha
highdegreeof
effectiveness
Feedback:
Thisinitialjournalentryprovidestheinstructorwiththebasicideaofwhatyouwanttolearn
throughyourexhibit.Provideathreesentenceminimumdescriptionfor
each
ofthefollowing:
Introduction:
Ashortintroductiontoyourexhibitgoeshereinparagraphformat.Anexplanationofwhyyou
chosethisparticularprojectwouldbeagoodstart.
Goals:
Explainthegoalsofyourexhibithere.Which
essentialquestionsofthiscourseorunitwill
youbeaddressing?(i.e.IsPeacePossible?/HowhastheWestinfluencedtherestof
theworld?/HastheWestbeenapositiveornegativeinfluenceontherestofthe
world?/Whatweresomeoftheimportantconflictsofthetwentiethcentury?What
organizationswerecreatedasaresponsetotheseconflicts?/Whatweresome
importantmovements[cultural,civil,etc.]ofthetwentiethcentury,andwhatimpactdid
theyhaveonsociety?).
Solution:
Explainhowyouwillachievethegoalsofyourexhibithereprovideasmuchdetailas
possible.
Feedback:
Title of Exhibit:
and
easybib.com
to help you
with your citations. History courses will use
Chicago
style, all others will use
MLA
style.
List each resource below using the appropriate format for your course.
1.
2.
3.
B. Annotations
Type a minimum, one paragraph, double-spaced, summary of
each
source. Please ensure
it includes how the source will be incorporated with your exhibit. Make sure to use 12
point font. See the handout How to Write an Annotated Bibliography if you need more
direction.
Feedback:
This journal entry is meant to show the instructor that you are ready to present
your findings during the History Fair. Bring as much finished product to show the
instructor that you are ready to present. Type all answers to the following questions
in detail with a minimum of three sentences for each question:
1.
Explain the progress of your exhibit. What needs to be finished for your project to be
completed? If you are behind in your work explain why.
2.
Explain your plans for the demonstration of your exhibit. List the materials you will
need to demonstrate your exhibit to your peers. How will you best communicate
your findings?
3.
Provide a detailed outline of how you will present your exhibit. Ensure that it
includes your final thesis and the supporting premises with evidence.
Feedback:
References:
This Journal system is based on the journal system created by the honorable and esteemed Michael Ward.