CHW3M

PLEASE SAVE AS .DOC BECAUSE BT'S COMPUTER CANNOT READ .DOCX

 * Template #1:** What do we want students to know and do by the end of the course? FOUNDATIONS DOCUMENT.


 * Template #2:** How will we know if they have learned? SUMMATIVE ASSESSMENT PLAN.

Fishbone: Calendar:
 * Template #3:** How will we scaffold the learning and provide feedback? FISHBACK GRAPHIC ORGANIZER.


 * Template #4:** UNIT OVERVIEW.


 * Lesson Plans:**





 Julia Chmiel Lesson



Final Summative For Unit 2:







**I think that this is right ... on the other hand it might not be. There were no numbers in the curriculum to correspond, so I copied and pasted the appropriate overall expectations. Please let me know if I should change anything (I'm not going to lie, I'm not too confident with what I've upoaded here). Also, Christine: what we added today for the Architecture, Greek section hasn't been uploaded yet, so feel free to add it to the one I just uploaded when you get a chance. Thanks!**

**I don't know if you guys recall yesterday that I couldn't log onto the net at school... well somehow the program I downloaded in order to use the schools net has ruined my computer and I need to do a complete systems restore... that's why I haven't uploded my new template 4 yet because I can't! I have the text that needs to be inserted into the Art and Arch are and I'll post it here but can someone else please insert it? I'm working off a crap computer that can't open word documents in the format we have been using... here is the blurb:**

**"Students will examine the art and architecture of various regions within the Iberian Penninsula through the lens of purpose and utility. They will utilize a variety or resources to discover techniques used by Greeks, including both text and electronic media. "**

**Also we need to change the length of the lesson from 225 to 75 minutes!!!**

**Brooke I looked at what you did, and it seems great! I don't know what those number things are either... the only issue is every single day needs to have curriculum connections... can you fill in the few empty ones?**

**I really appreciate the help. I was up all night trying to fix my computer but nothing it working... sigh.**

Okay here is the final symposium summative and end of unit test. Tweak if necessary :) yay :)

Hey y'all this is a rough draft for the first Summative Assignment. Check it out and let me know what you think...


 * Please help ... I would just like to confirm what we still need to do, as this is due on Tuesday - it was such a long time ago that we have worked on this that I have very little recollection as to where we were or what we decided that we were going to do. **


 * We still need to do: **
 * - Fully fleshed out summative assessment tasks for the unit (what did we decide was going to happen for this? **
 * - Template #4: Unit Overview (I don't actually understand what we have to do for this; is it just what we have done on the calender but a few more in-detailed sentences?) **
 * - fully developed lesson plan (done individually) with all relevant resources required by a teacher **


 * Is this correct??? **


 * Again, I'm sorry that I have been so out of it, and that I didn't message you all sooner, and that I was not more proactive earlier on in the week **


 * Brooke **

Hey,

Julia is completing the fully fleshed out summative assessment tasks (you and Andrew did the first... and she is doing the Test and Symposium)

I checked out Template #4 and it needs to look like this:

**Template #4: Unit Overview** Course: ** Unit: **

** SUMMARY of UNIT: **

**SUMMATIVE ASSESSMENT TASK(S):**

**OVERVIEW OF LESSONS IN UNIT** + length of lesson (i.e. number of periods) || **Summary of lesson** (3-4 sentences maximum describing the topic of the lesson and the skill focus) || **Formative assessment** that will occur during this lesson (or that is due on this day) to provide feedback to students on the progression of their skills and/or knowledge required for the summative || **Specific Expectations Addressed** || This is the template needed according to Usha... So I will change the format and put in what I have done for this (basically column A) I can then do the explanation of the lesson and skill focus (column B). Andrew and Brooke, because Julia is doing the other 2 assessment tasks can you each take one of the following:
 * **Lesson Title**

1) Column C and D 2) The paragraphs at the beginning (Summary of Unit, Summative Assessment Tasks)

I think that is a pretty fair split? I am about to do my part right now so a new template 4 should be posted within the next couple of hours... then Brooke and Andrew can do their parts? For more info on how to do your section of template 4 you can go into blackboard and see an exemplar of this template...

Then we each just need to do our own lesson plan! I am going to do a lesson on Mt. Vesuvius. Can everyone else post what lesson plan they are going to do so we don't overlap?

Thoughts?

Christine

QUESTION - where does our calendar go? She wants to see the full calendar which is separate from template #4... where does it go?

Usha's comments will always appear in BLUE. <span style="color: #008080; font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Brooke <span style="color: #ff0000; font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Andrew <span style="color: #008000; font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Christine <span style="color: #ff00ff; font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Julia

===** Hi Group... just w anted to give you all a heads up that I will not be in class this week since I had an emerg to get my wisdom teeth out and have been in bed all week. I should have everything on my end completed by the end of the weekend - which includes my doing the test for the unit (Christine - bc you have done a lot already so it's only fair). I will post everything for you to look over if you get the chance. I hope all of you are well and see you tuesday :) **===


 * Hope you feel better Julia! I was off school until today with a nasty bout of food poisoning (yay me!) so I feel your pain. The last decision we need to make and upload is out lesson plans! We each need to do one from Ancient Greece/Rome so I say go into the calendar, pick something that you like and indicate here what day you are doing then post it! Let me know what you think! - Christine**

===<span style="color: #000000; font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;"> Brooke: b.taylor9@hotmail.com ===

=
<span style="color: #000000; font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Christine: girardi.c@gmail.com ======

<span style="color: #000000; font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Andrew: andrewx99@gmail.com
<span style="color: #000000; font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Julia: julia.chmiel@utoronto.ca

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">__Course: World History to the Sixteenth Century --__ __gr. 11 - CHW3M__ = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">__Building Block #1:__ =

-hi ladies - Usha gave us two handouts today for filling out our entire course in one condensed handout. I have them and will give them to you on Tuesday, and willl explain. :) Julia =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">(The first 4 sections are connected to Building Block #1) = =<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Enduring Understandings (for the whole course) =

- Students will discover how a central idea, figure or group can change the course of time and history.
===- Students will learn how humanity has continually transformed his natural environment to create a thriving society through the elements of civilization (culture, science, infrastructure, industry and government).===

All well framed EUs. Nicely done.

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Critical Questions (to drive the course) =

As of January 27, 2011:
===- Analyze how a single person, group, event or object can change the future. Close to being framed as a critical question - consider clarifying the judgement students need to make - e.g. To what extent is a single person, group, event pivotal? Analyze is a bit fuzzy for students - what do you want them to decide in the end? They will need to analyze (i.e. consider the component parts of a situation) in order to make that judgment but "analyze" on its own does not necessarily require students to make a reasoned judgment. Does that make sense? ===

- Is this (local) society a reflection or rejection of ancient civilization? Great question - clearly a critical question.
===- How is the relationship between religion and government reflected in ancient and medieval societies? Doesn't yet require reasoned judgment. Consider having them judge the better or the best (e.g. govt vs. religion: which is more influential?) or a decode the puzzle (i.e. infer power relations or religious beliefs from artifacts/monuments etc.) ===

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Historical Thinking =

- Students will look at the religions and governments that shaped ancient and medieval societies.
Your EUs and critical questions certainly are focused on cause and consequence and historical perspective will certainly be a relevant dimension From: []
 * **Communities: Characteristics, Development, and Interaction** ||
 * Overall Expectations ||
 * 020.080.01.01 || describe the changing characteristics of communities from earliest times to the sixteenth century; ||
 * 020.080.01.02 || analyse how selected societies have evolved and responded to challenges; ||
 * 020.080.01.03 || analyse the interaction between various societies from the time of the first communities to the sixteenth century. ||
 * **Change and Continuity** ||
 * Overall Expectations ||
 * 020.080.02.01 || analyse the factors that contributed to the process of change from earliest times to the sixteenth century; ||
 * 020.080.02.02 || analyse the factors that contributed to the maintenance of stability and continuity in a variety of societies from earliest times to the sixteenth century; ||
 * 020.080.02.03 || demonstrate an understanding of the importance of using the concepts of chronology and cause and effect in studying world history before the sixteenth century. ||
 * **Citizenship and Heritage** ||
 * Overall Expectations ||
 * 020.080.03.01 || demonstrate an understanding of the ways in which various individuals, groups, and events influenced changes in major legal, political, and military traditions before the sixteenth century; ||
 * 020.080.03.02 || analyse the contributions of various individuals and groups to the development of arts, knowledge, religion, and technology prior to the sixteenth century; ||
 * 020.080.03.03 || analyse changing concepts of authority and individual rights in different societies and periods prior to the sixteenth century. ||
 * **S****ocial, Economic, and Political Structures** ||
 * Overall Expectations ||
 * 020.080.04.01 || analyse the development and diversity of social structures in various regions of the world prior to the sixteenth century; ||
 * 020.080.04.02 || analyse diverse economic structures and the factors that affected their development; ||
 * 020.080.04.03 || demonstrate an understanding of the diversity and uniqueness of political structures throughout the world. ||
 * **Methods of Historical Inquiry and Communication** ||
 * Overall Expectations ||
 * 020.080.05.01 || use methods of historical inquiry to locate, gather, evaluate, and organize research materials from a variety of sources; ||
 * 020.080.05.02 || interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry; ||
 * 020.080.05.03 || communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication. ||

Just make sure these are the expectations from the Revised document (2005).

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">Generic Skills =

- students will collaborate on the parallels between today and ancient/medieval society.
Good start - consider literacy skills students will need to be successful.

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">__Building Block #2:__ = Division of Course: [] [] []

15 Weeks -- 3-4 units


 * <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Unit || <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Titles and Descriptions ||
 * <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Ancient Societies ANDREW:
 * 23.3% of final grade**

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">In the pursuit of uncovering the truth about the past and then reconstructing it, Historians rely on the meticulous, scholarly work of other disciplines, such as, Archaeology. The relationship between and the tools of these disciplines are examined in this first unit.

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">The Near East

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">This unit looks at the march to civilization and the features of it including the evolution of centralized government, agriculture, occupations, a class structure, science and writing and religion.

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Ancient Egypt and Israel

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">The ancient Egyptian civilization differed from that of Mesopotamia in that the geography of Egypt had a great influence on its development as a civilization. Egypt was not only isolated by its neighbours but also protected by its geography. With deserts on both sides, Egyptian society was influenced very little by other societies. How it developed is the fascinating study of this unit.

Enduring Understandings · Students will understand that specific/unique groups have profound effects on ancient civilizations. · Students will discover how a central idea, figure or group can change the course of time and history. · Students will learn how humanity has continually transformed their natural environment through the elements of civilization (culture, science, infrastructure, industry and government).

Critical Questions · Analyze how a single person, group, event or object can change the future.

Historical Thinking · Cause & Consequence o Students will look at the religions and governments that shaped ancient societies.

Generic Skills · Students will communicate, in a variety of mediums, their conclusions about ancient and medieval civilization. · Students will pay attention to detail as they look at what instills change.

Summative Assessment #1: Students will present a recent archeological discovery that dates back to ancient civilizations. Students will find an article concerning the archeological find and explain its historical relevance to the class. Students are also expected to explain the importance of the artifact’s preservation through discussing the techniques and the technology that went into acquiring and authenticating the artifact. What makes an object an artifact will be discussed in class. 5 minutes per presentation is the allotted time limit. Through realizing the historical significance and value behind an artifact, students will come to appreciate the concept of legacy, and cause and effect.

Knowledge/Understanding: 25% Thinking/Inquiry: 20% Communication: 30% Application: 25%

Summative Assessment #2: Students will create a poster that focuses on one of the major civilizations examined. In that poster the students have to identify 3 of the characteristics of a civilization that was studied in class (for example a centralized government, agriculture, and state religion). The poster must include the artifact chosen in the last summative. Students also have to provide a ½ written summary of the images in the poster on the back of the poster. The summary must address the artifact in the poster and what it represented? And also why those characteristics of a civilization where chosen and how they reflect the chosen society?

Knowledge/Understanding: 25% Thinking/Inquiry: 25% Communication: 25% Application: 25% ||
 * <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">The Heroic Age of Greece JULIA:
 * 23.3% of final grade**

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">The ancient Greeks have left a legacy to the western world that touch on many aspects that make a civilization great. Art, architecture, intellectual thought, science, political science are all areas advanced by the ancient Greeks that the modern western world benefits from today. This unit examines these contributions.

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">The Classical Age of Greece

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">The city-states of the islands in the Aegean turned to Athens and her powerful navy for protection and alliance. The city-states in the south of Greece and some in the north turned to Sparta for protection against the potential revenge the Persians might seek. Thus a rivalry between two cultures, the Athenians and the Spartans, developed very quickly. This unit examines what became of that rivalry.

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">The Rise of Rome

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Students will develop their understanding of Ancient Rome by examining its assemblies and how they operated, the toll of the Punic Wars on the republic, its powerful generals including Pompey, Crassus, Julius Caesar and Caesar Augustus and the architecture and daily life of Rome.

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">The Height and Fall of the Roman Empire

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Summative Assessment Tasks for Unit 2: Greece and Rome - in progress <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">3 Tasks

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Task 1: <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Analyze a work of ancient Greek art and explain what it reveals about Greek society. <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Important things to cover: historical significance, <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Use your creativity to develop what you want to hand in. <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">K/U 25 % <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">A 30% <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">T/I 15% <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">C 30%Enduring Understnding: - Students will learn how humanity has continually transformed his natural environment to create a thriving society through the elements of civilization (culture, science, infrastructure, industry and government).

Generic skills:

- students will communicate, in a variety of mediums, their conclusions about ancient and medieval civilization.
=Historicl Thinking:=

- Students will look at the religions and governments that shaped ancient and medieval societies.
Criticl Questions: - Analyze how a single person, group, event or object can change the future.

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">This activity is designed to build such skills as creative writing, observing, vocabulary development, synthesize and articulate key concepts, and art appreciation. <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">This assignment will be an opportunity for students to portray the skills they have developed throughout the course thus far. Within the unit on ancient Greece students will have been introduced to a number of works of art from ancient Greece. They will learn vocabulary that will contribute to their understanding of the significance of art and artefact, popular subject matter, the creation of artistic works, what art can reveal about a past society, etc.

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Task 2: <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Imagined symposium to discuss and debate the statement, "the assassination of Julius Caesar was warranted." This imaginary symposium will take place in ancient Rome on the second anniversary of Caesar’s death. Students will pick from a list of historical Roman or associated characters their role within the debate. All the characters will have been introduced at some point throughout this unit. <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">K/U 20% <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">A 30% <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">T/I 30% <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">C 20%

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Task 3: <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Test: Identify 10 Keys Terms/Events/People and explain its historical significance <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Choice of 2 short answer questions <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">K/U 30 % <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">A 20% <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">T/I 20% <span style="display: block; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;"><span style="color: #5a5758; display: block; font-family: 'Arial','sans-serif'; font-size: 7.5pt; text-align: center;">C 30% || Formatives for Unit #2: Classical Greece/Rome

this should make things a bit easier to plug in for the calendar -I will have the descriptions for the formative activities with me wednesday

So in a nutshell the plan for for building the skills for the summatives 1,2 and 3 looks like this:

Topics to cover -- Skills -- activity 1) religion/philosophy -- communication/academic source use/find 2) art/architecture -- use evidence to draw conclusions/interpretation (art skills were developed during summative 1 3)social structure -- application -- 5 W's chart 4)law/government -- argumentation 5)geography/cultural interactions -- historical significance 6)women -- addressing bias 7)military/technologies -- analysis of info 8)chronology (skill??) -- decode the puzzle

assessment task #1 -greek art - at the beginning of the lesson on Greek art students will develop the skill of understanding how to make an aesthetic judgement of art by the class activity of choosing a work of Greek art (sculpture/textile/ceramics/frescos, architecture) chosen from a slideshow -the slideshow will introduce students to different Greek works of art -students will have been introduced to the Elements and Principles of design and will have a handout to guide them during the class activity of analyzing a work of art as a class based on those elements -teacher will highlight some of the key elements and principles used by the Greeks to create their artworks -the rule of the arts being created by slaves, depicted an ideal image of man, and connected those images to the gods, and what materials were often used, and differences between different time periods, will all be addressed -during this activity the teacher will take a visual note of student participation and understanding of the artistic analysis activity, assessment for learning -for homework students will write up a critique (which will be explained) of their favourite work of art featured within the slideshow -by handing this in students will be assessed in the analysis of their learning

-in the next stage of the lesson students will be introduced to a lecture on the history of Greek art -students will be given a list of works of art to choose from- which will be posted on the schools online website program - for their Summative with some overlap from the earlier slideshow -the week before the assignment is due students will be shown examples of the way they can present their findings, ie: brochure, paper copy, slide show, video production such as what can be seen on TV (students will be shown an example), etc -background activity to reveal content for ancient Greek history/society:

this excercise of analyzing a work of art is practicing the skill of interpreting primary sources therefore, students will be shown other primary sources along the way and guided for interpretive skill building

Summtive 2 + 3

-skills and activities to develop for the 2nd summative: -argumentation - examine 2 articles (in depth) to pick out the arguments from both and establish if they are effective and stick to the thesis throughout the paper, class will establish what is critical for good argumentation/argument. For homework students will be asked to create a visual 8 x 11 for whether they think Caesar was a historical HERO or VILLaIN? and come up with one argument for their choice, they will be given feedback when taken up in class and by teacher telling them how to improve and what worked -content: given as activity for chronology - article to read BBC. activity 2: slips of paper to put in chronological order - to work on in groups -groups - wilderness survival game -historical significance - worked on through research time on the library bc presentation/research notes need to include how student's chosen historical character relates or is directly invovled/affected to the decline of the Republic, involvement with Caesar, Civil War, and the positive or negative impact they had on their nation as a whole. also related to summative #3 test -biographical importance - students will be given a 5W chart to fill in for their chosen characters with key attention to their place in Roman society. Will be handed in before the debate with rough research notes for teacher to check and provide feedback the week before the presentation -research skills will aready have been addressed in another unit but, -developing skills for good sources - class will be given a list of good/bad sources in an annotated bib format (which will be explained) and in small groups + will establish good/bad and set up criteria as a class -developing relevant questions - students will be handed out a list of questions and be vsked in their small groups to establish the most effective questions in their list for extracting the desired info for a topic introduced in that class. the class will make a list of the criteria after this and teacher will note these criteria for consideration in their marking during the question/answer section of the summative debate -skill for understainding change and continuity - students will create a map ||  || 23.3% of final grade
 * <span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">The Middle Ages BROOKE:

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">This unit's scope is ambitious. It will begin with the Byzantium Empire and end with the Hundred Years War. Topics of significance in the unit include: the barbarians, the church, medieval society, the crusades, the knight and castle life, and the Black Death.

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; text-align: center;">Dawning of the Modern Age

<span style="color: #5a5758; display: block; font-family: Arial,sans-serif; font-size: 7.5pt; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">In the first half of this unit, two events that turned the secular world and the world of the Roman Catholic Church on their collective heads are explored: the Renaissance and the Protestant Reformation. In the second half of the unit, these two competing world views of Humanism collide, having serious consequences for all people of this new age. Students will discover how the ideas expressed would permeate every aspect of daily existence.

Critical Question:

- How is the relationship between religion and government reflected in ancient and medieval societies?
<span style="display: block; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Historical Thinking:﻿ - Students will examine civilizations, individual people(s) and unique events to see how and why history unfolds.

- Students will look at the religions and governments that shaped ancient and medieval societies.
<span style="display: block; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">﻿Generic Skills: - students will communicate, in a variety of mediums, their conclusions about ancient and medieval civilization.

<span style="display: block; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">**Summative Assessment #1: Students will create a report card for the major events within this period by evaluating their affect on history. Each major event will be covered before this assessment (the barbarians, the church, medieval society/expectations/traditions, knights and castles, the Black Death)****K/U: 25%** <span style="display: block; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">**﻿T: 30%** <span style="display: block; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">**﻿C: 20%** <span style="display: block; line-height: normal; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">**﻿A: 25%****Summative Assessment #2 : Students will create journal/diary entries from a member of the Roman Catholic Church through the Renaissance or the Protestant Revolution. Each student will have the opportunity to write and/or illustrate the chronology of events through this perspective. Each student will also have the opportunity to choose the perspective from which he or she will write. ** **K/U: 30%** ||
 * T: 25%**
 * C: 30%**
 * A: 15%**
 * ====CHRISTINE:====

30% of final grade
__Final Evaluation__ (both Culminating and Exam)

=== ===

Culminating Activity **(15% - K/U, T, C, A equally weighted)**

Critical Question:
 * - analyze how a single person, group, event or object can change the future. **

Enduring Understanding:
 * -Students will discover how a central idea, figure, or group can change the course of time and history. **
 * -Students wull discover how a central idea, figure, or group can change the course of time and history **
 * -Students will learn how humanity has continually transformed his natural environment to create a thriving society through the elements of civilization **

Generic Skills:
 * - students will pay attention to detail as they look at what instills change **
 * - students will communicate, in a variety of mediums, their conclusions about ancient and medeival civilization **
 * - students will collaborate on the parallels between today and ancient/medieval society **

Historical Perspectives:
 * Cause and Consequence **
 * Historical Perspective-Taking **


 * Choose one object, invention, individual or event that changed the course of the future within the time frame of our course.**


 * __Part One__: Create a 6 page essay to explain how your object, invention, individual or event changed the course of history. Use evidence to support your argument. Provide Works Cited which includes at least 5 sources (a least 2 scholarly articles and 2 books) -**


 * __Part Two__: Create an artistic representation of your object, invention, individual or event. (exemplar: if event is eruption of Mt Vesuvius student could create diorama of Pompeii)**


 * __Part Three__: Students will give a 10 minute presentation on their object, invention, individual or event showcasing their artistic representation and presenting their arguments (from essay) to the class.**

Exam **(15% - K/U, T, C, A equally weighted)**

Critical Question:
 * - analyze how a single person, group, event or object can change the future. **
 * - Is this local society a reflection or rejection of ancient civilization? **
 * - How is the relationship between religion and government reflected in ancient and medieval societies? **

Enduring Understanding:
 * -Students will discover how a central idea, figure, or group can change the course of time and history. **
 * -Students wull discover how a central idea, figure, or group can change the course of time and history **
 * -Students will learn how humanity has continually transformed his natural environment to create a thriving society through the elements of civilization **

Generic Skills:
 * - students will pay attention to detail as they look at what instills change **
 * - students will communicate, in a variety of mediums, their conclusions about ancient and medeival civilization **
 * - students will collaborate on the parallels between today and ancient/medieval society **

Historical Perspectives:
 * Cause and Consequence **
 * Historical Perspective-Taking **


 * Students will write a culminating exam which will draw on their knowledge of the entire course. Questions will include:**

Adapted From: []
 * - multiple choice**
 * - matching**
 * - image identification**
 * - "idents" - Identify and State the Significance of individuals, objects, and events**
 * - short answer questions (one of which will be a general question on a classmates presentation (of their choosing) from culminating activities (to encourage participation and attendance during presentations)**
 * - essay questions** ||

For Monday January 31: - how is your 23.3% or 30% going to be divided (by: Knowledge/Understanding, Application, Thinking, Communication) - what types of assessment are we going to use? Everyone is going to need to use a DIFFERENT type of assessment within the unit. Remember: Differentiated Instruction! - look at the COURSE PLANNING ASSIGNMENT: WORKING COLLABORATIVELY TO DESIGN DOWN handout to see how you are going to divide your section of the unit.**