Canadian+Art+–+1914+–+1929+-+Pawel

Usha's comments in Blue. Your name: Pawel M

**Initial Reading and Assessment of Textbook Treatment of the Topic**

Name of Gr. 10 Textbook examined:

Name of more "scholarly" source examined:

__Your Initial Thoughts:__ For the lesson plan prep, I have examined the text titled “//Canadian History: A sense of Time//” by McGraw-Hill (2006). Initially, I was surprised to find very little content on Canadian art, as the table of contents did not specify the topic of Canadian art. But after spending some time with the text, I found valuable information on Canadian art and Canadian artists in the decades of the 1910s and 1920s. Even though a mere two pages, and some four paragraphs cover the entire topic in the text, critical artists are discussed, ie. Kenneth Forbes, Emily Carr, Group of Seven etc. It seems to me that the authors placed Canadian art in a chronological sequence, that is, during WWI, and by doing so, highlighted the critical situation of the war, along with the crucial importance of war artists within Canadian society. As for the scholarly source, I have looked at the website [|www.firstworldwar.com] and found it to be very interesting and full of information. There are 75 war posters found on this site, most in English and a few in French. I have found the war posters to be a key component for understanding and visualizing the historical reality of the time. In this sense, war posters are more than mere propaganda sources, they reflect Canadian society of the WWI period. I believe that by examining war posters of the time period, students would be more inclined to learn about Canadian art. After all, one needs to see art in order to learn about it. Thanks for your comments, Pawel. In addition to the content, what did you think of the approach the text took? Was it different than the other source? Do you feel it fostered historical thinking? You may wish to look at a more scholarly source (e.g. a university text that focuses on this history of art in Canada or at least has a section dedicated to it) also. **Critical Question: **

You have been chosen by the Canadian government to compose a war poster which calls Canadians to join the armed forces in Afghanistan. On it, through words and symbols, you must depict the main reasons for Canada’s involvement in this war. Are there any similarities you see with the war posters of the early 1900s? How has Canadian identity changed? Explain. This critical challenge is an example of //reworking the piece//. It is interesting that you identify that the war posters are more than propaganda but can offer a glimpse into what life was like in Canada during the time period. That's precisely the type of historical thinking that we want to engage students in. Your question focuses mainly on war posters although you noticed that the curriculum (as interpreted by the text) also focuses on non-war related art (e.g. Emily Carr, Group of Seven). It might be worthwhile to look at the curriculum documents directly to get a sense of how they describe the place of art in the curriculum. You could stick with war posters although that might overlap considerably with the topic of propaganda and might send the message that that was all Canadian art consisted of at the time. ** Lesson Design – Initial Planning Stages ** Grade: Course: _ Topic / Unit:_  //(Written as a statement of understanding that students will walk away with//  // i.e. “Students will understand that…”) //  Students will understand that Canadian art in the early twentieth century represents Canada’s uniqueness and maturity as a society and a nation. || well framed key learning
 * **// Identify Key Learning / “Big Idea” / Learning Target //**

 // (The central question or task students will grapple with) //  What can we learn about Canadian society when we look at art from the early twentieth century? This will invite critical thinking only if it is carried out as a "decode the puzzle" - i.e. students will look for clues from art and try to piece together an interpretation of what Canadian society was like. If you are going to directly teach about what art tells us about society, this is not a critical challenge. ||
 * **//Frame Critical Challenge//**

<span style="display: block; font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; text-align: center;"> **//the summative assessment task for the unit?//** <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; text-align: center;"> // (What skill or ability will you help them develop?) // <span style="display: block; font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt;"> By the end of this lesson, students will have the ability of gauging a perspective on the evolving social identity of Canadians in the early twentieth century. <span style="font-family: arial,helvetica,sans-serif;"><span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Please directly refer to how this lesson will help them be successful on the final summative task (i.e. newspaper spread). ||
 * <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; text-align: center;">**// How will this lesson help students build skills they will need for //**


 * <span style="display: block; font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt; text-align: center;">**//What dimension of Historical Thinking will students actively engage in during this lesson?//**

<span style="display: block; font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt;"> I believe that when dealing with Canadian art, the most appropriate dimension of historical thinking is definitely HISTORICAL PERSPECTIVE-TAKING. Through this dimension, the students will delve deeper into the meaning behind certain works of art (for the artist and society), and at the same time, will gain a better understanding of the artist’s reality of the early twentieth century. The key words I am thinking of here are **//discovery//** and **//comprehension//**. ||

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<span style="display: block; font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">that will need to be explicitly taught and formatively assessed || <span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- What //specific expectations// (directly from curriculum document) will need to be addressed? <span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- What content / skills will students need to learn to be successful? || <span style="display: block; font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">The students will be required to know about Canadian society on the eve of entering WWI. Students must understand the importance of WWI and how it defined the maturity of Canada and Canadians. ||
 * <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">** Intellectual Tools **
 * <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">** Explanation ** || <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">** Details for our Critical Challenge ** ||
 * <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">** Background Knowledge **
 * <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">** Criteria for Judgement **

<span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">a) What criteria will students use to make a decision about the question being asked of them? (e.g. criteria for a good friend; criteria for a hero; criteria for a an effective solution; criteria for a plausible inference)

<span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">b) What criteria will students use to develop an effective product? (e.g. criteria for an engaging headline; criteria for a convincing poster; criteria for an effective presentation; criteria for a an authentic portrayal in a role-play; criteria for an engaging children’s book) || <span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">a) Criteria for <span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- a plausible inference <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">good - what IS the criteria for a plausible inference - i.e. what makes an inference plausible rather than implausible? That's what you need to list below. <span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- <span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">-

<span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">b) Criteria for ___ // (optional unless the activity will be summatively assessed in the end) //

<span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- <span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- <span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- <span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- || <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">** (choose 1 to focus on) ** <span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- What habit of mind is most crucial for students to develop and practice to be successful? || <span style="display: block; font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">The habit of mind that students need to develop and practice is to be open-minded when thinking about the identity of generations past. ||
 * <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">** Habit of Mind **
 * <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">** Thinking Strategies **

<span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- What are some of the key thinking strategies students will use to sift through background information, apply criteria and make a decision? (e.g. a rating scale, a report card, a decision making matrix, etc.) ||  || <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">** (choose 1 to focus on) ** <span style="font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">- What critical thinking vocabulary is most crucial for students to understand in order to be successful? (e.g. “criteria”, “judgement”, “bias”, “perspective”, “inference”, “argument”, “clues vs. conclusions”, etc.) || <span style="display: block; font-family: Times; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">The critical thinking vocabulary crucial for students learning Canadian art is “perspective.” ||
 * <span style="display: block; margin-bottom: 0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; text-align: center;">** Critical Thinking Vocabulary **