CHI4U

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Hi Usha, I will hand two **Appendix in hard copy** to you for my lesson plan. These include Jacques Cartier's Exploration logs and Samuel de Champlain's Maps

//** Group members: Andrea Paolucci, Cindy Fairbank, Dijana Macmillan, Elena Hynes **//


 * //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.

Cindy in green! Dijana in ﻿Orange elena ﻿pink andrea Purple

Templates: = __Course:__ =

=(The first 4 sections are connected to template #1) = =Enduring Understandings (for the whole course) = //Reminders:// //- check characteristics of EUs from notes// //- check the "4 Filters"// //- create them by grouping your Overall Expectations (from the curriculum document)// canada's culture, linguistic and ethnic past reflects the interests and values of all has canada learned from it's past how to represent all cultural/linguistic/ethnic groups in its society with equity Which factor has had the most impact on the formation of Canadian identity? Immigration policies/multiculturalism, Charter of Rights and Freedoms, our colonial roots, or our aboriginal roots?Politics/conflict, social interaction, economics, or technology?
 * Create 3 - 5 (approx.) EUs/Key Learnings/Big Ideas


 * 1) **Canada has a culturally, ethnically, and linguistically diverse past with many untold stories. ﻿ **
 * 2) **Canadian identity has been heavily influenced by politics, social interaction, economics. technology and the relationships among them**.
 * 3) **Contemporary issues have historical roots and a variety of perspectives**.
 * 4) **European contact significantly altered the lives of ﻿both European newcomers and Aboriginal communities. The exchange between these two cultures strongly influenced the development of Canadian society**
 * 5) **Identities are informed by our regional, provincial, and national locations as well as our role in the international community.**

Brainstrorming: (GUT/PROFESSIONAL EXPERIENCE) Power relations often dictate whose stories are told/emphasized. I like this one Canadian identity has continued to evolve throughout our history. Canadian citizens play active roles in the creation of our identities. I like the wording of this because it emphasizes the people as active participants in history ﻿why not join this one....(see below) (CURRICULUM) front matter Canadians share knowledge and values based on democracy, and liberty. I like this - I think it is important to state what we share as Canadians as we usually emphasize the diversity ﻿I agree, I like this one too History students are active participants in the creation of history ﻿﻿...(continued from above) with this one? And re-word it somehow.. Specific Course English/Francophone Canada's two official languages

Well done! These are all well framed and get at important understandings of the course. Now your task is to narrow them down to 3-5 EUs.

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


 * 1) ** Our Aboriginal communities inhabited the territory of Canada for generations before Europeans settled here, but it is European history and culture that dominates the Canadian historical discourse. Why is this? **
 * 2) **Has Canada learned from it's past how to represent all cultural/linguistic/ethnic groups in its society with equity**
 * 3) **Which factor has had the most impact on the formation of Canadian identity? Immigration policies, western values (liberty, freedom and democracy, "peace, order and good government"), our colonial roots, or our aboriginal roots?**
 * 4) **Have Canadians consistently looked to their past to inform contemporary decision/policy-making?**

Is conflict necessary? Is Canada a country we can be proud of? Laurier said that the 20th c will be something we can be proud of. Was he right?

Canada is defined as a multicultural society. Does Canada support diversity? It is now but this course begins pre-contact so it'll be late in the course before you can address this question unless you reframe it so it can be addressed in terms of Canada's more distant past and more recent past. Trudeau championed a multicultural policy. Has it succeeded? See my comment above. Despite cultural exchanges between Aboriginal and European communitites, the European voice has become the dominant historical voice (Instead: Our Aboriginal communities inhabited the territory of Canada for generations before Europeans settled here, but it is European history and culture that dominates the Canadian historical discourse. Why is this? - this is an interesting decode the puzzle. It might be interesting to frame it as a "judge the better or the best" - e.g. are there 3 or 4 theories as to why European voice has dominated and then students can judge which theory is most plausible or which factor was most influential ) There was cultural exchange among Native peoples and European colonizers Is Canada a distinct society? Why? Not exactly sure what this one means Does Canada have a single identity? If so, what is it? If not, why not? I'm not sure if there is enough evidence to argue both yes and no to this question. What do you think? Can our Aboriginal communities be proud of being Canadian? See my comment immediately above. What does it mean to be Canadian?

=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

Students shouldn't take the text as the Word. Think about destination/grade/age.

1. Historical Significance (Magnitude, Scope Depth) //4. Cause and Consequence Who/what brought an event. what were it's consequences?)// 5. **Historical Perspective Taking (What was it like to live then)** "This portal connects to the critical question regarding European/Aboriginal voice in Canadian history." 6. Moral Dimension (Suspension of judgement)
 * 2. Evidence and Interpretation (How do we know what happened?)** alternate histories; primary documents, census artifacts, and oral histories will be used to gather an understanding of what happened.
 * 3. Continuity and Change (Chronology, periodization, and progress and decline)** The formation of our ident**i**ties are influenced by politics, social issues, economic factors and technology, and are constantly evolving.

I'm thinking we chose number 5 instead of number 1. In the case of Identity and Culture, how do we prove historical significance? Rather in many cases it is important to do historical perspective taking in order to understand power relations of the time and why certain voices were heard over others. ie. Why did European colonizers feel they had the right to take the Aboriginal land? Canada went through a phaze where only Western Europeans were considered 'true Canadians' and immigrants from all other countries were limited or banned. Quebequois desire to separate from Canada. It is important to understand these people's perspectives in thier historical context to understand why they did/thought what they did.

Good start - consider framing what type of thinking students will do during the course - i.e. rather than describing the portal, describe how students will engage in that type of thinking during your course.

=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.)

Hey gang, here are a couple of suggestions: 1. Evaluate the relevance of primary sources. 2. identify cause and effect relationships. I like these! Also, 5. Understanding bias/historical perspective taking/finding 'truth' among many accounts 6. Justify thesis through evidence Good start. Also consider other literacy skills (oral, written, reading, media), collaborative skills, habits of mind, etc.
 * 3. Analyze primary and secondary sources and interpret findings using appropriate historical inquiry. (Chronology/cause and consequence/evidence and interpretation.) **
 * 4. Organize and communicate historical findings through written, oral, and visual/media means. **
 * 7. Personal cultivation of habits of mind such as critical-mindedness, inquiring-mindedness and thinking about our thinking.**
 * 8. Collaboration characterized by respect and accommodation**.

=**Culminating Activity (15% campaign debate, 15% exam)**=


 * For the Campaign debate students will answer the question: Which factor has had the most impact on the formation of Canadian identity? Immigration policies, western values (liberty, freedom and democracy, "peace, order and good government"), our colonial roots, or our aboriginal roots? Great question. I wonder whether this is really a traditional "debate" though with 5 different "sides". **

Students will be divided into 6-8 groups of 3 or 4. Each group will choose or be given a position, no two groups have the same position. Students create a kiosk presentation complete with trifold and handout presenting their position. Students will get the chance to visit each group to hear their perspective and gain ideas to rebut the other perspectives. At the end of the class students will be given 20 min to work with their group and formulate arguments for rebutals. They should hand in a copy of these in to the teacher before they leave. The next day students have 15 min to prepare before the debate. Debate will be structured: each group gets 3 min to state their point. Each group gets the chance to rebut. Each group gets the chance for a second rebuttal. End with closing comments from each group. Based on specific criteria a ballet-style vote will take place after the debate to determine the strongest argument presented.

Here was my idea for a culminating activity **.** Kiosk debate and campaign **:** So students choose or are given an argument in answering the critical question. They create a kiosk presentation complete with handout on their position. On presentation day the kiosks are set up and the students campaign for their position. A debate also takes place (on the day or day after).
 * It is basically like an election campaign, but instead of electing someone the students are trying to get their position "elected"
 * Thoughts? concerns? queries?

=Units (25 hours each, chronologically) Thanks for cutting and pasting here, folks. Just saves the extra couple of steps for me - much appreciated! =

Unit1: Prehistory -1763 - Dijana Unit 1: The First immigrants of Canada: from pre-historic Paleolithic hunters to the French and English colonizers of the 18th century.

Connection to EU’s Canada has a culturally, ethnically, and linguistically diverse past with many untold stories. European contact significantly altered the lives of both European newcomers and Aboriginal communities. The exchange between these two cultures strongly influenced the development of Canadian society Identities are informed by our regional, provincial, and national locations as well as our role in the international community.

Critical Question for Unit: Our Aboriginal communities inhabited the territory of Canada for generations before Europeans settled here, but it is European history and culture that dominates the Canadian historical discourse. Why is this?

Overall expectations COV.01 describe the main features of life in selected Aboriginal societies in Canada prior to contact with Europeans and how they have changed over time; COV.02 analyse the principal characteristics of the French and English colonial experiences in Canada; CHV.02 demonstrate an understanding of the characteristics of the French presence in Canada and its contributions to Canadian identity; CHV.03 describe the role of literature, the arts, and popular culture in the development of a distinctive Canadian culture; HIV.02 critically analyse interpretations related to Canadian history, culture, and identity; HIV.03 communicate opinions and ideas based on effective research clearly and concisely; HIV.04 demonstrate an ability to think creatively, manage time efficiently, and work effectively in independent and collaborative study.

Summatives: Timeline: student choose top 10 events to include in their timeline. Students will create a detailed timeline of what they believe to be the top 10 events of the period of prehistory to 1763. The timeline will focus on the varying perspectives of Aboriginal, French, and English peoples in being written in the perspective of Aboriginal, French, and English peoples of the time. The timeline must include a paragraph explaining the reason for choosing the specific 10 events. This is a good idea for a summative. It might be very powerful, and you may already intend to do this, if the events they choose reflect their answer to the question: why did European culture ultimately dominate? And they could certainly answer that from an Aboriginal, French or English perspective. This way your summative is directly tied to your critical question and it gives purpose to the timeline.

Overall expectations for timeline COV.01 ? describe the main features of life in selected Aboriginal societies in Canada prior to contact with Europeans and how they have changed over time; CHV.02 ? demonstrate an understanding of the characteristics of the French presence in Canada and its contributions to Canadian identity HIV.02 ? critically analyse interpretations related to Canadian history, culture, and identity; HIV.03 ? communicate opinions and ideas based on effective research clearly and concisely; HIV.04 ? demonstrate an ability to think creatively, manage time efficiently, and work effectively in independent and collaborative study.

Achievement chart: Knowledge and understanding, application, communication, thinking

Quiz: Not sure what the different is between a quiz and a test in this context Students will define several key terms for the unit and answer the critical question for the unit. Achievement chart: knowledge and understanding, thinking Overall expectations: HIV.02 ? critically analyse interpretations related to Canadian history, culture, and identity;


 * Formative assessment**
 * formative for unit 1:**


 * -Graphic organizer for note taking (in timeline format)- explain first day, hand in first weeks for formative assessment at end of first week. Hand back monday. - must do criteria for significant event in first week!**
 * -perspective taking - 2 entries submitted (must do perspective taking activity before this!)**
 * -2 entries peer reviewed at end of third week - structured review - must be signed off by teacher so it can go into fishbone**


 * - optional formative review from teacher at end of third week.**


 * to do:**
 * criteria for peer review**
 * criteria for a significant event**
 * what is perspective taking?**
 * structure for peer review**
 * instructions for timeline**
 * rubric for timeline**

Division of unit: 1. Precontact Aboriginal societies - 1600 - Elena 2. French contact: the beginning 1600-1738 - Andrea 3. life of English and French colonial settlers and their interaction with Aboriginals - Cindy 4. "conflict between French and British empires in North America to 1763" - Dijana


 * Unit 1 lessons**

Summary: students will examine the causes and consequences related to the expulsion of the Acadians in 1755. students will analyze and interpret primary and secondary sources to use toward their timeline/essay. Formative assessment: none Specific expectations addressed: · **CO2.03** – describe significant sectarian divisions within colonial society and how they shaped the political and cultural issues of the period (e.g., tensions between early and latter-day Loyalists; Ryerson’s Methodism and the Church of England; Irish–Scottish tensions). · **CC2.02** – demonstrate an understanding of the causes and implications of Canadian regional differences (e.g., economic disparity between Central and Atlantic Canada, cultural differences between Quebec and the rest of Canada, geographic separation of Western Canada); · **CC5.01** – assess whether British colonial policies were directed towards the creation of a homogeneous society in Canada (e.g., Articles of Capitulation; Treaty of Paris, 1763; Quebec Act, 1774; Act of Union, 1840; nineteenth-century immigration policies); · **CH2.01** – describe the character and development over time of francophone communities outside Quebec (e.g., Acadians in New Brunswick, Franco-Ontarians, Franco-Manitobans, Métis); · **HI1.02** – conduct organized research, using a variety of information sources (e.g., primary and secondary sources, audio-visual materials, Internet sites) that present a diverse range of perspectives on Canadian history and culture;
 * The Fall of Acadia (75 min)- Dijana**

**<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Lesson 7 Cartier, Champlain and the First French Contact ** ** Summary of Lesson: ** What was it like for the French and Aboriginal peoples of Canada to make first contact? Read excerpts of “The Voyages of Jacques Cartier” (Primary Document: Journals of Jacques Cartier). View Maps by Champlain (Primary Document). __ Perspective Taking __ : Why are the Aboriginals and animals depicted the way they are? (images, words) Given the ‘world’ that the French came from, can we understand this? In short lecture, include: reasons for French exploration, methods of travel, what the French would have seen (land, climate, animals, Aboriginals and their clothes, tools), what the Aboriginals would have seen (French ships, clothing, tools), first contact (communication, initial trade of goods, first impressions). ** Specific Expectations Addressed ** COV.02 analyse the principal characteristics of the French and English colonial experiences in Canada; CHV.02 demonstrate an understanding of the characteristics of the French presence in Canada and its contributions to Canadian identity; HIV.02 critically analyse interpretations related to Canadian history, culture, and identity;

**<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Lesson 8: The Fur Trade and the exchange of goods ** ** Summary of Lesson ** How did the trade of goods define the relationship between the Aboriginals and the French?

__Cause and Consequence__: What factors lead to the development of trade between the Aboriginals and the French? What were the consequences of the trade system? à What is the difference between a need and a want? (relate to goods traded)

__Perspective Taking__: What were the benefits/downsides to trade for the Aboriginals? French?

Topics covered in Power Point (with pictures of goods, trade routes): Goods traded, trade routes, reasons for needs, creation of needs, economy and demands in Europe, North America ** Specific Expectations Addressed ** COV.02 analyse the principal characteristics of the French and English colonial experiences in Canada; CHV.02 demonstrate an understanding of the characteristics of the French presence in Canada and its contributions to Canadian identity;

**<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Lesson 9: Missionaries and ‘civilization’ of Aboriginals **

** Summary of Lesson ** __ Moral Dimension __ : (Put into context) Can the Jesuit missionaries be held morally accountable for their role in “Christianizing” and “civilizing” the aboriginal peoples? Topics: Who were the missionaries that went to New France? Why did they go? What was their purpose? What did they do? How did the Aboriginal people react? Exploration of the mixing of Aboriginal and Christian traditions. Case study: Kateri Tekakwitha (Aboriginal Woman/Catholic Saint) Read excerpts from “The Jesuit Relations” (Primary Document: Journals written by Jesuits, published in Europe yearly) à focus on Jesuit perspective, beliefs ** Specific Expectations Addressed ** COV.02 analyse the principal characteristics of the French and English colonial experiences in Canada; CHV.02 demonstrate an understanding of the characteristics of the French presence in Canada and its contributions to Canadian identity; HIV.02 critically analyse interpretations related to Canadian history, culture, and identity;

**<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Lesson 10 : Colonization, Les Filles du Roi ** ** Summary of Lesson ** Why the decision by the French to colonize Canada? What was in it for them? How did this affect the Aboriginal peoples? __Moral Dimension:__ Were the French justified in attempting to colonize North America? Topics: Methods of colonization (Habitants, Filles du Roi, Jesuits) ** Specific Expectations Addressed **

CO2.01 - compare the colonizing policies of the French and the British in colonial Canada; COV.02 analyse the principal characteristics of the French and English colonial experiences in Canada;

**<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Lesson 11: The Institution of Royal Government ** ** Summary of Lesson ** Brief description of the roles of each level of government Graphic Organizer to fill in of structure of Government (King of France à New France) ** Specific Expectations Addressed ** CHV.02 demonstrate an understanding of the characteristics of the French presence in Canada and its contributions to Canadian identity;

** Unit2: 1763-1918 - Andrea **
** Unit 2: 1763-1918: The Creation of the Dominion and the Canadian Nation ** **Critical Question:** With the advent of confederation, whose identities were at stake? How were the identities of different Canadian peoples altered by confederation? This is not one of the course critical questions - do you see it as scaffolding for one of the course critical questions or something different altogether? ** Overall Expectations (for the unit) ** -Evaluate Canada’s changing role on the international stage -Analyse how Canada’s relationships with France, Britain, and the United States have influenced Canada’s identity and culture -Evaluate the role of east-west and north-south ties in the development of Canada -Evaluate the extent to which Canada has been transformed into a pluralistic society -Analyse the evolution of citizenship in Canada;

-Analyse how various francophone communities have defined themselves and their place in Canada; -Evaluate the impact of Canada’s national and international economic policies on Canadian identity and sovereignty;

-Describe the nature of the Canadian political system and the groups and individuals who have contributed to its development;

-Assess the efforts of popular movements to reform Canadian society

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

** Summative Assessment Task 1 – Canadian Voices: Confederation **

In groups of 3-4, take on the role of a group of Canadians from the list; -British elites, French Canadians, Amerindians, Pacific Canadians, Maritimers, other?

-From that perspective, decide whether you are for or against confederation. As a group clearly outline 3-4 arguments for why you hold that view. In class we will have a form of ‘community circle’ where each group with have a chance to orally present their point of view on confederation. <span style="color: #0000ff; font-family: arial,helvetica,sans-serif; line-height: 19px; margin: 0cm 0cm 0pt;">Role play is a sound idea for a summative assessment method. The success of the question being discussed will depend on the extent to which students have explicitly learned about the perspectives of the groups mentioned above on Confederation. For example, if they have learned in class that the British elites favoured confederation for a variety of reasons, then the community circle may simply be an oral regurgitation of information learned in class. Something to think about.

** Summative Assessment Task 2 – Quiz **

A variety of types of questions. Short answer on facts and ideas from the unit. An essay; “was confederation a good idea for Canada? Be sure to include perspectives from a variety of voices.”

1. Graphic Organizer: -With the question “did confederation have a positive or negative effect on this community?” in mind, fill in organizer during lessons (lecture, video clips, use of primary documents, readings). -Graphic organizer will allow students to collect evidence of the impact of confederation of various communities. à G.Organizer to be handed in for anecdotal feedback from teacher. 2. Practice perspective taking. -In groups of 5 (?), come up with criteria for getting into a role. Then each member of the group takes on the role of a different group on their graphic organizer, and has a chance to answer the question informally, based on their notes, in role. Other group members give feedback (provide sheet). 3. Quiz prep (assuming students have taken similarly formatted quizzes/tests before) -Have students hand in a piece of paper stating 1-what is the subject area from this unit they are struggling most with and 2-what is the test question type (i.e. MC, essay) that they have most difficulty with. -Based on this information, teachers spends time in class next day (day or two before quiz) going over information students have identified as most challenging, and working on strategies with them to effectively answer test questions.
 * Formative Assessments **

** Generic Skills to be taught: **

-For unit: open-minded, empathetic, attentive to detail, intellectual courage, humility. -For debate: respectful, constructive, inclusive, accommodating.

** Dimension of Historical Thinking: **

-Historical Perspective Taking

**<span style="color: #ff00bd; font-family: Arial,sans-serif; font-size: 14pt;">Canada: History, Identity and Culture (CHI4U) ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Unit 3: 1918-1945 ** **<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Independence and Modernization **
 * Unit 3: 1918-1945 - Elena **

<span style="font-family: Arial,sans-serif; font-size: 14pt; line-height: normal; margin: 0cm 0cm 0pt;">Time: 25 hours

__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Enduring Understandings Addressed: __ <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-Canadian identity has been heavily influenced by politics, social interaction, economics technology and the relationships among them. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-Identities are informed by our regional, provincial, and national locations as well as our role in the international community.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Critical Question: __<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> (for the unit) <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Did Canada learn from the past?

__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Overall Expectations Addressed: __ <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-assess the significance of successive waves of immigration in the development of regional, provincial, and national identities in Canada; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-evaluate Canada’s changing role on the international stage; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-analyse the relationship between major technological and social changes in Canada; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-evaluate the extent to which Canada has been transformed into a pluralistic society; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-analyse how Canada’s relationships with France, Britain, and the United States have influenced Canada’s identity and culture; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">analyse the evolution of citizenship in Canada; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-analyse how various francophone communities have defined themselves and their place in Canada; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-assess the role played by literature, the arts, and popular culture in the development of <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Canadian identity; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-analyse changes in Canadian social programs and policies over time; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-analyse the changing roles and contributions of women in Canada; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-evaluate the impact of Canada’s national and international economic policies on Canadian identity and sovereignty; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-describe the nature of the Canadian political system and the groups and individuals who have contributed to its development; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-assess the efforts of popular movements to reform Canadian society; <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Summative: __ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students will attempt to answer the following critical question in the form of a photo/artefact essay: <span style="font-family: 'Bembo','serif'; font-size: 12pt;"> " <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">During this time, did the Canadian government take both Canada's past and the will of the people into account and react accordingly to address contemporary equity issues in Canadian society? If so, in what ways? If not, explain and give examples." Nice way to draw connections between previous units and this one. I wonder though whether it's reasonable to ask whether the government did a good job of addressing equity issues - was it trying to address equity issues? Was equity even on its radar? Something to think about when framing the question/task.

<span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">The photo/artefact essay will contain examples of primary source documents (accounts or traces) researched by the students. Each primary source will be accompanied by accurate bibliographic information for the source, and a one-paragraph explanation outlining how the source supports the students' answer to the critical question. The essay must also include a table of contents, and a 1-2 paragraph thesis statement that expresses the student's answer to the critical question, and a bibliography (if any sources other than the primary documents are used). <span style="color: #0000ff; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px; margin: 0cm 0cm 0pt;">As I mentioned in class today, you might consider the difference between a scrapbook and a photo essay. A scrapbook may be perceived by students as simply a collection of stuff (rather than a method of mounting and defending an argument). A photo essay clearly requires students to develop and defend a thesis using visual evidence.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Generic Skills: __ <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-Analyze primary and secondary sources and interpret findings using appropriate historical inquiry (chronology/continuity and change/evidence and interpretation). <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-Organize and communicate historical findings through written, oral, and visual/media means. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">-Personal cultivation of habits of mind such as critical-mindedness, inquiring-mindedness.

__<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Dimension(s) of Historical Thinking: __ <span style="font-family: Arial,sans-serif; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Evidence and Interpretation <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 0pt;">Continuity and Change

Unit 4: 1945- present - Cindy Gang, and Usha, I've altered my summative to make it (hopefully) more inclusive of the entire unit. Here is the new version along with the scaffolding/formative assessment. (Thanks, Cindy) A. Choosing from four key groups, (Women, Aboriginals, Immigrants, and Quebecois,) write a letter outlining the most significant ways in which ONE of the following events has affected their lives:

(Another significant event of your choice, however, please discuss with me first.) Good idea - I wonder about the method you've chosen, though. Who are they writing the letter to (i.e. purpose and audience?). Is this an authentic context or can it be made authentic? B. In stations around the classroom you will:
 * Lester Pearson’s Peacekeeping/Suez Crisis 1956/57
 * The quiet revolution (1960’s)
 * The official languages Act (1969)
 * The October Crisis (1970)
 * The Charter of Rights and Freedoms (1982)
 * The Canadian Multicultural Act (1988)
 * NAFTA agreement (1994)
 * present your letter/findings to a small group at one station.
 * Use a graphic organizer to gather notes on the other presentations. This can be used as supplemental study notes for the quiz.

C. Quiz

 * Questions pertaining to the facts and ideas of the unit.
 * One essay question: Has Canada learned from it's past how to represent all cultural/linguistic/ethnic groups in its society with equity? Use significant historic events from this unit to support your answer. Nice way to give purpose to hearing individual perspectives from peers.

Formative assessment: Feedback on research notes for letter Graphic organizer used from peer presentations. (Check for correctness, organization and completion.) In class review

Scaffolding: Exemplar analysis of letter.



=﻿Achievement Chart:= Even split: 25% - Knowledge/Understanding, Thinking/Inquiry, Communication, Application.
 * Each unit will evaluate each achievement chart category equally.

=﻿Determining the Grade:= b) Mean