CHY4U

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Task Sheet and RUBRIC!

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// Group members: Kevin Parkin kparkin_hrccs@hotmail.com // // Christopher Taylor: christaylortesl@gmail.com // Mandy Campbell: mandy.campbell@utoronto.ca //  ﻿ ﻿ Joanna Maxwell: jmaxwell4719@hotmail.com //


 * //Work collaboratively on creating your course plan on this page. You can add and delete things on this page - it is a "living document" - your most current version of your course plan. You can see previous versions by clicking on "History" which is especially useful if you've deleted something by mistake or want to go back to an earlier version. You can also have a discussion with your group members virtually about your work by clicking on "Discussion".//
 * //I will be following your work on this page and providing my feedback by adding to the "Discussion" part of this page.//
 * //Please click on "Notify Me" at the top of this page; you will be sent an email any time changes are made to this particular page so you'll know if your group members (or I) have posted anything related to your work.//
 * // Please NOTE: Your final course plan will come in on the templates I will provided to you - this space is your "working copy". //
 * //Please NOTE: Only group members will be able to alter this page. However, all others can read it. I hope that you will take the opportunity to observe how other groups are tackling this task. They, too, are struggling and refining their thinking as they go.//

Usha's comments will always appear in BLUE.

Christopher's comments in red. Green = Kevin's updates and additions

=__Course:__ =

=(The first 4 sections are connected to template #1) = =Enduring Understandings (for the whole course) = //Reminders://
 * Create 3 - 5 (approx.) EUs/Key Learnings/Big Ideas

//- check characteristics of EUs from notes// //- check the "4 Filters"// //- create them by grouping your Overall Expectations (from the curriculum document)//

-- The History of both the West and the World was constructed by those with power, so to get a clear view of history one must look at it with a critical eye. * Nice - I like this one. -- The conflicts of the modern world are the legacy of colonialism and imperialism, and the clash between cultures. Good. -- The arts are a window into the culture and ideas of a civilization in a given space and time. Very nicely framed. -- All cultures should be approached, analyzed, and judged on their own terms. Not sure what this one means - "on their own terms"? -- All cultures should be approached, analyzed, and judged using multiple perspectives to minimize bias. -- The modern world has been shaped by numerous factors from the human past and to understand the present we must understand where we came from. These are well framed. Do a quick check with overall expectations to check that they cover the main themes of the course in the curriculum documents.

=Critical Questions (to drive the course) = // Reminder: // // - check the criteria for an effective critical questions //
 * Create 1 - 5 (approx.) critical question(s) for your course

Brainstorming:

-- Is the world better for being 'more integrated' than in previous eras? Is the world better off for having been significantly influenced by Western culture? The second question is clearer. The first one is interesting but awkwardly worded.

Has integration made the world a better place? and for whom? -- Christopher

-- What is most needed to create a peaceful world? Interesting. Is the assumption that conflict is bad?

-- What has driven change the most in our history: ideas, technology, social forces, groups, or individuals? Neat - what about groups? social forces?

-- Why did the West "win?"

-- What are the most important factors in defining a civilization's culture? This is a good question but perhaps a bit more difficult in this course than in CHW3M because you're not really looking at independent "civilizations" but rather more interconnected societies.

Would the individuals and groups living in a given civilization approve of their contact with the West?

-- Have the world and its cultures become more equitable? Not sure what you mean by this one. Has the world become more fair in its treatment of marginalized peoples?

Official questions:

- What has driven change the most in our history: ideas, technology, social forces, groups, or individuals?

- Given the effects of the changes that have taken place in the last 400 years, is humanity living in a better world?

- Why did the West 'win?'

=Historical Thinking =

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

-- Historical Significance: Students will develop criteria for Historical Significance in order to answer the Critical Questions. -- Evidence and Interpretation: Students will analyze the evidence and challenge existing historical narratives. -- Cause and Consequence: Students will discern which causes are primary for the events in World History, and analyze the consequences. -- Moral Judgment: Students will decide whether Western civilization is 'worthy' of leading the world. -- Historical Perspective: Students will examine critical events in world history from both a Western and non-Western perspective. -- Change and Continuity: Students will decide if the changes of the last 400 years have improved the lives of the people living in today's world. Well stated - I like the way you've framed these around what students will think about and do. It's interesting though that you haven't included "Change and Continuity" and "Historical Perspective" since you have an EU and critical question directly related to those portals.

=Generic Skills =

//Reminders:// //- which ones and how many you choose are up to you but should reflect a consideration of your content, grade level and destination// //- some of these skills are listed in// //in your curriculum document in the "Methods of Historical Inquiry" Strand;// //you do not need to repeat all the skills in the "Methods of Historical Inquiry" Strand; however, you may wish to highlight any that you think will be a major focus for the course//
 * Simply list the other crucial skills that your course will focus on that are not necessarily history-specific (e.g. different types of literacy skills, social skills, etc.)

-- Essay-writing -- Media-literacy (videos, documentaries, articles) -- Critical thinking -- Analysis of Primary Documents/Sources -- Referencing Skills -- Group work: Courtesy, Responsibility, Collaboration, Open-Mindedness -- Research Skills -- Literacy Skills: Reading (Pre-Reading Strategies, During Reading Strategies, Post-Reading Strategies) Oral skills (presentation skills, confidence when speaking, etc.), Written Skills (Researching, Brainstorming, Outlining, Organization of materials, editing, etc.)

Good start - you'll likely need to be a bit more specific re: group work skills and other literacy skills (consider oral, written, reading).

Brainstorming on some possible assessments:

Radio address (modern unit?) (Credit here to Kevin) Map of an Idea/Ideology (Show the spread of an idea across the world, major events, +/- impact) What-If? Pick a major historical event from the course, identify what might have happened if (X) had changed (the Sts must pick the event, research it, explain the consequences of the event/change of the event). Could be either an essay or a fiction, as per one of the examples from the class on Tuesday, Jan. 25th.

--UNITS and ASSESSMENTS---

Tentative List of Units and Assessments

--Organized by chronology and general themes -- 5 Units

Unit One: Foundations and Institutions Challenged -- Or, Not everybody Starts the Race at the Same Place (1500-1715) Unit Two: Revolutions, Changes, and Clashes (1715-1815) Unit Three: A Century of Transition (1815-1914) Unit Four: A Globalized World (1914-Present Day) Unit Five: Cumulative Preparation (2 Weeks)

--Mark Breakdown-- Knowledge/Understanding: 25% Thinking: 25% Communication: 25% Application: 25%

-

Tentative Schedule/Calendar

Week One: Course Introduction, Diagnostic Assessments, Syllabus development/Rules development

Week Two-Week Four/Week Five: (Christopher's Section)

Unit One: Foundations and Institutions Challenged -- Or, Not everybody Starts the Race at the Same Place (1500-1715)

Title of Assessment/Description: An Explorer's De-Briefing/Essay Description: Students will develop a 2-3 page debriefing after first contact between a European and non-European power. They will explain the technological, social, cultural, economic and political trends the mission encountered, and compare the development and relative strengths and weaknesses of the two sides.

Should students prefer, they may write this as a comparative essay. 5 sources required, as a bare minimum.

Purpose of this evaluation is to teach proper resource gathering, sourcing, and comparative essays.

Critical Question: - Why did the "West" "win?"

EU/Key Learning: -- All cultures should be approached, analyzed, and judged using multiple perspectives to minimize bias. The conflicts of the modern world are the legacy of colonialism and imperialism, and the clash between cultures

OE to be evaluated: Communities: Local, National, and Global

1) analyse a variety of types of communities that have evolved since the sixteenth century; 2) assess various types of interactions that have occurred among diverse peoples and cultures, and the impact of these interactions, since the sixteenth century

Social, Economic, and Political Structures 1) explain how key Western beliefs, philosophies, and ideologies have shaped the West and the rest of the world since the sixteenth century; 2) analyse how non-Western ideas and culture have influenced the course of world history since the sixteenth century; Methods of Historical Inquiry: 1)interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry; 2) communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication. Skills Taught: -- Analysis of Primary Documents/Sources -- Referencing Skills --Open-Mindedness -- Literacy (Reading/Writing) -- Perspective Taking

Dimension of Historical Thinking taught:

-- Historical Perspective: Students will examine critical events in world history from both a Western and non-Western perspective. (Examining the contact between 'the West' and another part of the world, and being fair to both sides) -- Historical Significance: Students will develop criteria for Historical Significance in order to answer the Critical Questions. (Which things are they going to focus on--why do the students feel that these are important enough to include?)

Unit Two: Revolutions, Changes, and Clashes (1715-1815) (Mandy's Section) Weeks 4.5-7 Title of Assessment/Description: "The Salon": Mini Seminar Assignment: Students will be paired into groups of 2 and will be allowed to choose 1 philosopher from the Enlightenment. The students will then do research using a primary source from the chosen philosopher (provided by the teacher) and secondary sources. They will create a handout summarizing the authors thesis in the primary source, and 3 subtopics with one quote for each. The handout will also have the 'context' on it describing the author's life and background of the time period, the significance of the philosopher and the students will come up with 2 discussion questions for the seminar that they will present to the class in a "Salon" format. The Salon was a place that intellectuals could go to discuss their ideas and increase each others knowledge. Student's will act as the philosopher chosen, and at the Salon will present "their" background and ideas from the handout, and ask the audience the 2 discussion questions to create conversation among the group. Some great ideas - I'm a bit confused about the seminar vs the salon. Maybe one sentence that describes how the salon/seminar will unfold would be useful.

Critical Question:To what extent have individuals and ideas driven change in our history? (Students will answer this question by arguing their chosen philosophers idea(s) through the primary source analysis and will comminicate this through their presentation and hand-out) What is the connection between the critical question and the salon/seminar? How will students answer this question through your assessment method? i.e. how will they communicate their answer to this question through your format?

EU/Key Learning: -- The modern world has been shaped by numerous factors from the human past and to understand the present we must understand where we came from. --Western and non-Western ideas and culture have influenced the course of world history since the 16th Century --Communicate the results of historical Inquiries, using appropriate terms and concepts and a variety of forms of communication

OE to be Evaluated: __ Change and Continuity: __ --Demonstrate an understanding of how the historical concept of change is used to analyse developments in the West and throughout the world since the 16th Century __ Citizenship and Heritage: __ --Explain how key Western and non-Western beliefs, philosophies and ideologies have shaped the West and the rest of the world since the 16th Century --Assess the range of diversity and concepts of citizenship and human rights that have developed since the 16th Century __ Social, Economic and Political Structures: __ --Analyse changing aspects of women's economic, social and political lives in Western and non-Western societies since the 16th Century __Methods of Historical Inquiry__: --Communicate the results of historical Inquiries, using appropriate terms and concepts and a variety of forms of communication

Skills Taught: -- Critical thinking -- Analysis of Primary Documents/Sources -- Oral skills (presentation skills, confidence when speaking, etc.), --Writing Skills (Researching, Brainstorming, Outlining, Organization of materials, editing, etc.)

Dimension of Historical Thinking taught: --Evidence and Interpretation --Change and Continuity

Mark Breakdown of Assignment: Knowledge and Understanding: 25% Thinking and Inquiry: 25% Communication: 25% ApplicationL 25%

Unit Three: A Century of Transition (1815-1914) (Joanna's Section) <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Weeks 7-9.5 <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Title of Assessment/Description: Concept Mapping the Century <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">I will ask the students in groups of two to complete a Concept Map for this time period. In the middle of the Map I will ask them to place the Industrial Revolution from there they are to place all the other themes from the unit. For example: Imperialism, Nationalism, Colonialis, etc. They are also asked to do a concept map individually for the Industrial Revolution itself. I think that this is important as it will allow the students to understand how all of these concepts are entertwined with each other. The individual concept map does not need to be formal. The group one needs to be formal so that it can be places on the classroom walls. <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">We talked about this one in class on Tuesday and I shared my feedback then so I'll skip this one for now unless you want me to rethink it.

<span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Critical Question: - What has driven change the most in our history: ideas, technology, social forces, groups, or individuals?

<span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">EU/Key Learning: The conflicts of the modern world are the legacy of colonialism and imperialism, and the clash between cultures. <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">The conflicts of the modern world are the legacy of colonialism and imperialism, and the clash between cultures.

<span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">OE to be evaluated: <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Change and Continuity <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">3) demonstrate an understanding of the importance and use of chronology and cause and effect in historical analyses of developments in the West and throughout the world since the sixteenth century

<span style="color: #7013a9; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">﻿ <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Communities: Local, National, and Global <span style="color: #7013a9; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">﻿ <span style="color: #7013a9; font-family: 'Bembo','serif'; font-size: 10pt; line-height: 115%;">2) assess various types of interactions that have occurred among diverse peoples and cultures, <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">and the impact of these interactions, since the sixteenth century; <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">3) evaluate the factors that have led to conflict and war or to cooperation and peace between and within various communities from the sixteenth century to the present. <span style="color: #7013a9; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;"> <span style="color: #7013a9; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">﻿ <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Social, Economic, and Political Structures <span style="color: #7013a9; font-family: 'Bembo','serif'; font-size: 10pt; line-height: 115%;">2) <span style="color: #7013a9; font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: 115%;">﻿ <span style="color: #7013a9; font-family: 'Bembo','serif'; font-size: 10pt; line-height: 115%;">analyse significant economic developments in the West and the rest of the world since the <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">sixteenth century; <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">3) describe key developments and innovations in political organization in the West and the rest of the world since the sixteenth century;4) analyse changing aspects of women’s economic, social, and political lives in Western and non-Western societies since the sixteenth century. <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Skills Taught: Critical thinking, Written Skills (Researching, Brainstorming, Outlining, Organization of materials, editing, etc.), Analysis of Primary Documents/Sources <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Dimension of Historical Thinking taught: Cause and Consequence: Students will discern which causes are primary for the events in World History, and analyze the consequences <span style="color: #7013a9; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Change and Continuity: Students will decide if the changes of the last 400 years have improved the lives of the people living in today's world.

Methods of Historical Inquiry

<span style="color: #1d8c12; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">2) interpret and analyse information gathered through research, employing concepts and <span style="color: #1d8c12; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">approaches appropriate to historical inquiry; <span style="color: #1d8c12; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">3) communicate the results of historical inquiries, using appropriate terms and concepts and a <span style="color: #1d8c12; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">variety of forms of communication

Mark Breakdown-- Knowledge/Understanding: 25% Thinking: 25% Communication: 25% Application: 25%

Unit Four: A Globalized World (1914-Present Day) (Kevin's Section) Weeks 9.5-13 Title of Assessment/Description: Radio Broadcast Critical Question:What has driven change the most in our history: ideas, technology, social forces, groups, or individuals?

Description - Students will choose from a variety of events from the 20th century, selecting the one they feel has had the biggest impact on the history of the west and the world. For example - The Cuban missile crisis, Black Friday, First man on the moon, the fall of the iron curtain, JFK assassination, 9/11 They will prepare 7-10 minute radio show. During the program they will be required to answer the following questions: 1)What happened? 2)Who was involved? 3)Why is this event most significant to the west and the world? Yes this would have to be the central question of the radio broadcast. 4)Why did this event happen? What caused it? 5)When did it occur?

Students will be asked to present their broadcast in the style and format of the time and place of their chosen event. The only stumbling block might be the following: if they have to frame the radio broadcast in the time of the event, the ability to talk about significance might be curtailed - e.g. if they have to assess breadth/depth/duration of impact, that might not be obvious in the moment that the event occurred. You might consider the time period that the broadcast is set in to make this work better. Good Point. Update - Students will be asked to do their broadcast as a Radio retrospective about their chosen event. They will still answer the above questions. As well they can add commercials in the style of their time period for their topic as a look back at examples of what would have been heard at that time. Creativity is encouraged and students are welcome to add jingles and commercials that would be appropriate to their topic - IE - a broadcast about D Day might have a War Bonds commercial.

EU/Key Learning: -- The modern world has been shaped by numerous factors from the human past and to understand the present we must understand where we came from

OE to be evaluated: Methods of Historical Inquiry: 1)interpret and analyze information gathered through research, employing concepts and approaches appropriate to historical inquiry; 2) communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication. _ Skills Taught: -- Oral skills (presentation skills, confidence when speaking, etc.), --Writing Skills (Researching, Brainstorming, Outlining, Organization of materials, editing, etc.)

Dimension of Historical Thinking taught: Historical significance

Marks breakdown

K/U: 25% T: 25% C: 25% A: 25%

Unit Five (CUMULATIVE Evaluation) Critical Question: Given the effects of the changes that have taken place in the last 400 years, is humanity living in a better world? EU/Key Learning: 1) -- The modern world has been shaped by numerous factors from the human past and to understand the present we must understand where we came from. 2) -- The History of both the West and the World was constructed by those with power, so to get a clear view of history one must look at it with a critical eye. OE to be evaluated: Methods of Historical Inquiry and Communication: 1) use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources;  2) interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry; 3) communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication
 * Title of Assessment/Description: State of the Global Union **
 * Weeks 13-15 **

Usha: how many OEs must we include with each Assessment/do we have to include one from each of the strands? Doesn't matter - as long as you've assessed all the OEs by the end of the course. And the strands are largely irrelevant for this purpose.

Skills Taught: Critical Thinking skills. Literacy (all four--Reading, Writing, Listening, Oral), Research Skills Dimension of Historical Thinking taught: -- Evidence and Interpretation: Students will analyze the evidence and challenge existing historical narratives. -- Moral Judgment: Students will decide whether Western civilization is 'worthy' of leading the world.

-Tentative Culminating Summative Assessment Task--

Mark Breakdown K/U: 25% T: 25% C: 25% A: 25%

Students must develop a speech to the UN, a radio broadcast/podcast, a video of a speech, an essay/report, or a in-class presentation in which they answer the question - Given the effects of the changes that have taken place in the last 400 years, is humanity living in a better world? Using a minimum of 3 major events/themes/trends from the course, they must look backward on the 400 years of history that the course covers, and assess the state of the modern world given those historical trends. Nice ideas to differentiate assess methods.

Components:

-- Research Aspect: Students must submit an annotated bibliography of 6-10 Sources -- Length: 10 minutes for spoken material, 5-10 pages for essay/written material, transcript of speech required.

So, if I've understood correctly, there are no tests, no exam and no essay in this 4U course... you may want to consider if that's appropriate for this grade/destination.

Formative Assessment Plan

I. Unit One: An Explorer’s Debriefing/Essay a. F1: Students will turn in their selections of countries/regions to be compared by about day 3-4 of the Unit. Along with this, they should turn in a list of their first identified sources. These can be fleshed out as time goes on. b. F2: Students will turn in research notes, and a rough outline of their comparative essay. c. F3: Students will turn in a summary of their findings from each of their books, and of the major differences (top three differences) or similarities (top three similarities) between the two countries/regions being examined. Their summary will include their thesis for the essay/debriefing, which answers the critical question: Why did the West "win?" Did they actually win? d. F4: Students will turn in a rough copy of their essay for peer-review.

II. Unit Two: a. F1: By day 7, Students will hand in a primary source analysis of the document pertaining to their chosen philosopher to show they understand the philosopher's ideas before proceeding with their research further. They will recieve feedback where necessary. b. F2: By Day 12, students will hand in an annotated bibliography of the sources they have consulted or will use for the assignment (4 required), and whatever research notes they have already prepared. c. F3: By Day 18 and 19, students will meet individually with me in class to show a rough copy of their hand-out, ideas for discussion questions and any research notes they have. They will recieve feedback before they create their final drafts.

III. Unit Three: a. F1: b. F2 c. F3

IV. Unit Four: Radio Broadcast a. F1: Students will hand in their selected topic for their Radio Broadcast as well as 3-4 sources (2 must be scholarly resources and only one may be an online source) b. F2: Students will do an academic controversy in class to debate why their topic should be considered most significant. c. F3: Students will work in partners critiquing a rough draft of each others broadcasts and giving each other feedback. The notes will be color coded for each student. The notes will be handed in at the end of the assignment before the final presentation.

V. Final Exam a. F1 b. F2