CHA3U

__Lesson Plans__





__Templates__ Template 2: Hard copy handed in to Usha in class

Summative Assignments  // Group members: //


 * //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.

 Andrea = red, Jena = pink, Sarah=green, Nicole=purple = = = 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)
 * Create 3 - 5 (approx.) EUs/Key Learnings/Big Ideas

1. Divisions existed and still exist in the US despite physical/geographical unification. 2. Individuals can have an impact on the future of a nation 3. Significant political and social change was brought about by conflict - both violent and non-violent. 4. Patriotism and rhetoric are important for the development of an American identity which has strongly impacted the development of a nation. 5. America's role in international relations has changed from being many colonies of an Empire to becoming the Empire/world superpower itself.

//These 5 are very well framed EUs. I'm not sure that #1 and #5 are really enduring, deep understandings, though. They might be a bit obvious. You might consider what you really care students walk away understanding about America's role in the world and the divisions within America.//

=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) Is conflict and sacrifice necessary for change?

2) Is the patriotic sense of superiority commonly associated with Americans justifiable in light of the country's achievements?

3) Has the USA lived up to the ideals of the Founding Fathers?

= =

= 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 examine events for their significance to the development of the United States, as well as their impact on relations between the US and Canada. Evidence and Interpretation - students will examine historical evidence and identify bias in interpretation, as well as understand the reasons for the bias. Historical Perspective-taking - students will investigate different perspectives of events in American history beyond the mainstream historical narrative (ie. African-Americans, women, Canada/British, Native Americans) Cause and Consequence - students will investigate causes and consequences of major events in American history Continuity and Change - students will reflect on how the US's "goals" (especially as seen through the Declaration of Independence and Bill of Rights) have changed or stayed the same over the course of history. Moral Judgement - students will be encouraged to honestly examine American history from the perspective of the Americans in order to gain a more complete understanding of world events.

//Good!//

=**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.)


 * Research, evaluate, synthesize, analyze, explain, describe, communicate orally and written, assess, compare, organize, record, gather, summarize

Students will be able to critically examine and evaluate primary and secondary sources and communicate their findings. Orally defend points Find evidence Differentiate between primary and secondary sources Research and evaluate sources Form thesis and write 3 paragraph essay //(be cautious about the "3 paragraph essay" - we'll talk about this more in class.)// comparative essay

//Good start - consider other literacy skills, collaborative skills, habits of mind, etc.//

I think a good assignment might be to have students in groups of four (so the work load is not to much) create a lesson/presentation on a topic for the class. This might help students really get in depth into a topic, and can help them for the end of the term essay. So throughout the course students will be doing research and be making their presentation when their chosen topic comes across in the class. That might be difficult for Grade 11s. The part I';m unsure about is the idea of having them teach themselves a portion of history....we may get some very wrong ideas without being able to influence them with our expertise. Having students teach a lesson is a great idea - particularly if it's not just a standard, stand-at-the-front and read-the-powerpoint type of presentation but rather a lesson that requires them to think through the type of lesson planning that a teacher would do - i.e. engaging activities, key learnings, etc. It's entirely possible that students might have misconceptions or gather incorrect information but that would be the purpose of formative assessment - to ensure they have a clear understanding before teaching others.

Summative Assessment Plan: Achievement Chart: 25% per category.

I would say using the fishbone method, then average out the summatives for each unit. That way we are looking at the most recent and consistent work, while taking into consideration students' achievement in all units. Right now we are saying that each unit will have an equal weight in the 70%, and that between the two summatives (assignment and test), each achievement chart category will be represented equally (ie. if the assignment focuses on thinking, communication, application, then the test will focus more on knowledge/understanding).
 * Determining the Grade **

__Units:__

Units are broken down in a reasonable way. Unit 1: Colonization (1000-1775, with emphasis on 1700-1775) -3 weeks. Unit 2: Conflict, Revolution, and Independence (18th century: 1774-1828) - 3 weeks Unit 3: Focus on slavery and the Civil War/Resoration (include Civil Rights) (19th century, and part of 20th century)(1828-1880)(jump to 1960s? Chapter 12 in text) - 4 weeks Unit 4: 20th century (World War I and World War II, Great Depression, Prohibition, Post-World War II, Cold War (1900-present day) - 5 weeks

15% essay and 15% exam.
 * Final 30%:**

__**Summative assessment plan for the 70% portion:**__ Unit 1: Life in the colonies. Students could be placed into groups of 4, as independent work may be intimidating at the beginning of an American History course, and they could present a topic from the Unit as a (1) seminar, (2) drama play, (3) through music and song as demonstrated in class by Mike Ford, etc... Computer animation (ie. youtube video)

Unit 2: Mind Map "American Independence"

Unit 3: A visual timeline and bibliography where students can trace the progression of civil rights in America by picking out events/people they think are important. "choose 6 events/people you think were the most important to the Civil Rights Movement" Since this focuses on Civil Rights, the test will focus more on the Civil War part of the unit.

Unit 4: POWER POINT PRESENTATION * (See below).

The students will create their own Power Point presentation on a UNIT 4 topic that they would each present to the class. Primary resources and a decent amount of research would have to be involved as the assessment would focus on their background knowledge of the history topic itself, and not their ability to do Power Point. Posted below is the supportive document itself, "UNIT4SUMMATIVE". Lastly, (see below) groups of 2-3 students would be ideal for this summative, as if each ran __3-7 minutes in length__ then about 10-12 groups could present per class, so all presentations could easily be done in two classes maximum.

__**Final 30%:**__ 15% essay, 15% exam This breakdown is fine for this grade and destination.

Unit 3 : we'll flesh out



American History, Grade 11, University Preparation (CHA3U)
American History © 2008 The student textbook package consists of a single-component student textbook.

Teacher Guide available This textbook supports //The Ontario Curriculum, Grades 11 and 12: Canadian and World Studies, 2005, (revised)// ** Overall Expectations… Unit 3 **
 * Authors:** Carter, Patrick, Fiorella Finelli, and Derek Grant.
 * Publisher:** Emond Montgomery Publications Ltd.
 * ISBN-13:** 9781552392188
 * Grade:** 11
 * Course Title:** American History, Grade 11, University Preparation
 * Course Code:** CHA3U
 * Distributor:** Emond Montgomery Publications Ltd.
 * Phone number:** 416-975-3925, or toll free 1-888-837-0815

**COV.01** · demonstrate an understanding of the interactions among diverse groups and communities in the United States throughout its history; **COV.02** · explain the changing motives and developments involved in the expansion of the United States across the continent; **COV.03** · analyse the nature and scope of the interactions between the United States and countries and communities beyond its borders. **CCV.01** · demonstrate an understanding of the historical process of change in the context of the development of American history; **CCV.02** · demonstrate an understanding of the historical process of continuity in the context of the development of American history; **CCV.03** · demonstrate an understanding of the use and importance of chronology and cause and effect in analysing the history of the United States. **CHV.01** · describe the influence of key individuals and groups in the development of American social and political identity;

** Specific Expectations ** ** CO1.04 ** – describe how regional identities emerged in the United States, and how they have changed over time (e.g., North versus South, Appalachia and the Midwest versus the East, Rust Belt  versus Sun Belt); **CO1.05** – demonstrate an understanding of the interactions between significant non-conformist groups and American society (e.g., Loyalists, Quakers, Mormons, the Ku Klux Klan, Branch Davidians). **CO2.03** – describe the conflicts and compromises between the United States and other North American nations (e.g., the War of 1812, Texas and Mexico, Canadian–American boundary disputes, disputed sovereignty over the Northwest Passage, disputes over fishing zones, ideological conflict with Cuba). ** CC1.01 ** – describe the events that marked profound changes in American history (e.g., the battles of Lexington, Gettysburg, Little Big Horn, and Pearl Harbor; the elections of Andrew Jackson, Abraham Lincoln, Franklin Roosevelt, and Richard Nixon; the development of the atomic bomb;  the war in Vietnam); ** CC1.03 ** – describe the roles played by key individuals in the process of change in American history (e.g., George Washington, Harriet Tubman, Geronimo, Theodore Roosevelt, George Wallace,  Cesar Chavez). **CC2.01** – describe aspects of American history that reflect the process of continuity (e.g., the frontier, isolationism, civil rights); **CC2.02** – demonstrate an understanding of the theme of renewal and reform as reflected in developments in American history (e.g., Jacksonian democracy; Social Gospel; Progressivism; Prohibition; the Square, New, and Fair Deals; the Great Society);

**CC3.01** – demonstrate an understanding of the chronological order of events relating to significant developments in American history (e.g., the American Revolution, the Civil War, changing roles of men and women, growth of industrial and technological power, American involvement in Vietnam); **CC3.03** – explain how the study of cause and effect contributes to our understanding of change and continuity through the course of American history (e.g., westward pioneer migrations and conflict with Aboriginal peoples, abolitionism and the creation of new states leading to the Civil War, stock market speculation and economic cycles, electrification and the development of modern factories).

** CH1.01 ** – demonstrate an understanding of the importance of individuals and groups who have taken leadership roles in American politics and society (e.g., Benjamin Franklin, Thomas Jefferson, Elizabeth Cady Stanton, the muckrakers, Marcus Garvey, Martin Luther King Jr.,  Rachel Carson, Ralph Nader); **CH1.02** – describe the ideologies of and roles played by factions in American history (e.g., Federalists and Republicans, abolitionists and advocates of slavery, capitalists and labour, American socialists and McCarthyites); **CH1.03** – evaluate the ideas and influence of American social, economic, and political thinkers (e.g., Thomas Paine, James Madison, Angelina Grimké, John Dewey, William James, W.E.B. DuBois, John Kenneth Galbraith, Benjamin Spock, Gloria Steinem, Milton Friedman);

Course Calendar