CHH3C

// Group members: // ** Andrew, Priya, Mariusz, Lyndsay **


 * //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.

=__Course:__ =

=(The first 4 sections are connected to template #1) = =Enduring Understandings (for the = -Canada is recognized by the global community as a peacekeeping nation and human rights advocate //Is this still true? Has this been true throughout the last 60 years (i.e. the timespan of the course)// -Canada policies reflect an ever changing multi-cultural society (of immigrants) -Canadian relationship to Britain and the rest of the global community has evolved in the post wwii era -Technology has played an ever increasing role in shaping Canadian life -Canadian economy is increasingly tied to the global community/economy //The EUs above are well-framed. They are a bit "obvious"(?) though. I'm not sure they reflect the deep and enduring understandings you hope the students walk away from the course with. If they do reflect what you care most about the students remembering, they are well framed so no need to change them. If you think there's something else or additional that is at the heart of the course and what you want them to get out of it, you might want to revisit these.//

- look at first 3 pages of curriculum document

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

=Critical Questions (to drive the course) = // Reminder: // // - check the criteria for an effective critical questions // // Can Canada truly be called a peacekeeping nation? // //This is a great question but your EU (above) says that it is a peace-keeping nation - so it's a bit confusing - will you really accept either answer to this question? If so, you need to tweak your EU.// //Is Canada a politically independent nation?// //Good question - I wonder how you could frame it so it reflects the second half of the century and not just the present.// //To what degree does Canada promote multiculturalism, equity, diversity? Again maybe "To what degree has.." rather than "does" to ground the question in history rather than current events. What do you think? //
 * Create 1 - 5 (approx.) critical question(s) for your course

=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: Learning about significant events in order to understand Canada's role in history and politics since 1945 Evidence and interpretation: Decipher whose history is being portrayed and studied. Continuity and Change: What has changed or stayed the same in Canada from 1945-present

//Good start. Consider framing your description of each portal so that it states what students will do; what thinking will they engage in? Your description of Evidence/Interpretation does this well - consider how to frame the other 2 in this manner.//

=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.)

-Students will learn historical literacy skills, specifically research. -Ability to use primary documents -Interpretation-forming an opinion -Critical thinking skills -Listen attentively -Come to consensus -Independent and group work - //Good start - consider specific literacy skills re: reading, writing that will be crucial; don't forget to keep the destination in mind.//

a) K-25  T-25  C-25  A-25

b) The method of grade calculation that will suit our course will be mean. However, the final summative evaluation will reflect the latter half of the course.

c) Units, chronologically. Unit titles and details listed below.

d) Final 30% will be a written exam. However, the exam will include different sections. This exam will include: a short answers, multiple choice questions or true or false, speech writing, a cartoon analysis or image analysis. This exam will take place throughout the exam week a 30% exam for a College destination course is an interesting choice. You mention that it will take place over the course of exam week. Just to clarify, your course will only be allotted 1 period (e.g. 2 hours) during the official exam week for your exam. If you are thinking about a non-traditional format for an exam that will occur over the course of a whole week, this will have to happen BEFORE the official exam week in the last week of classes. You might also consider the possible pitfalls of having such a huge chunk of their mark being done in the last week. If a student is absent or does not work well under pressure, this could mean the difference between a pass and fail. Consider the grade and destination and whether this is the most likely route to success for these students. Students will be provided with the outline of the exam, in order to prepare for the various sections.

Unit break downs (we also have some specific key topics if you would like us to attach them).

**__ Unit 1: A New Beginning, A New Perspective 1945-1963 (4 weeks) __** - **Summative tasks:** Formal Letter (plus annotated bibliography) and Image analysis - **Critical Question:** To what degree is Canada an independent nation? What role/stance did Canada play/take throughout this period? - **EU:** Canadian economy is increasingly tied to the global community/economy - **OEs:** • assess Canada’s continuing role in the world community since 1945. • assess key ways in which Canadian society has changed since 1945; • analyse continuing issues, concerns, and strengths in Canadian society since 1945; • explain the importance of active citizenship and respect for heritage in the lives of Canadians - **Generic skills:** Independent and group work. Listening skills. - **Dimension of historical thinking:** Continuity and Change- What has changed or stayed the same in Canada from 1945-present

**__ Unit 2: Equity and Diversity for All, 1963 –1980 (4 weeks) __** - **Summative tasks**: Political Cartoon Analysis (plus annotated bibliography) and Test - **Critical Question**: To what degree does Canada //promote// // multiculturalism, equity, diversity? // **- EU:** Canada is recognized by the global community as an advocate for human rights. - **OEs:** • analyse the influence that recently arrived and more established peoples and cultures have had on Canadian society since 1945; • assess the role of social justice in Canada’s diverse society since 1945; • evaluate how well post–World War II Canada fits the description of an open, equitable, democratic society; • explain how different individuals and communities in Canada seek to fulfil their ambitions and express their identities. - **Generic skills:** Ability to use primary documents. Come to consensus. Listening skills. - **Dimension of historical thinking**: Evidence and interpretation- Decipher whose history is being portrayed and studied.

**__ Unit 3: New Direction, New Hope, 1980-1991 (3 weeks) __** - **Summative Tasks:** Formal Speech (plus annotated bibliography) and Radio announcement/News report (plus annotated bibliography) - **Critical Question:** To what degree is Canada called a peace-keeping nation? What role/stance did Canada play/take throughout this period? – revisited. - **EU:** Technology has played an ever increasing role in shaping Canadian life - **OEs:** • analyse changes in the Canadian economy since 1945; • explain how global economic and environmental forces have affected Canadians since 1945; - **Generic skills:** Students will learn historical literacy skills, specifically research. Listening skills. - **Dimension of historical thinking**: Historical Significance- Learning about significant events in order to understand Canada's role in history and politics since 1945

**__ Unit 4: Our Vision, 1991-Present (4 weeks) __** - **Summative tasks:** Quiz and Formal Debate - **Critical Question:** To what degree is Canada an independent nation? –revisited. Should Quebec be granted sovereignty? - **EU:** Canadian relationship to Britain and the rest of the global community has evolved in the post 1945 - **OEs:** • demonstrate an ability to use the organizing concepts of chronology and cause and effect in the study of Canadian history since 1945. • analyse the spectrum of political beliefs and social attitudes in Canada since 1945. • assess how effectively Canadian working people have dealt with challenges and influenced society; **- Generic skills:** Interpretation-forming an opinion. Critical thinking skills. Listening skills. - **Dimension of historical thinking:** Continuity and Change- What has changed or stayed the same in Canada from 1945-present

Good combination of visual, written and oral summatives across your 4 units. I'm not sure what the difference is between a quiz (last unit) and the test (unit 2). You might consider whether it is necessary for students to do independent research in 3 units (as indicated by your requirement of an annotated bibliography). What is your rationale for that decision? Something to think about.

Andrew Butera Lyndsay Robinson

<span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">// Priya //

<span style="color: #0003ff; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> <span style="color: #0000ff; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> <span style="color: #0000ff; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> <span style="color: #0000ff; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;"> Lyndsay Robinson