Major Canadian Battles of wwi miss. Chester chc 2di knowledge and Understanding Expectations



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Major Canadian Battles of WWI

Miss. Chester

CHC 2DI
Knowledge and Understanding Expectations:

  • Explain how global influences have helped shape Canadian Identity.

  • Analyze the impact of external forces on Canada and its policies since 1914.

  • Assess Canada’s participation in War and contributions to peacekeeping and security.

    • Describe Canada’s and Canadians’ contributions to the war effort overseas during World War I

  • Explain how and why Canada’s international status and foreign policy have changed since 1914.


Methods of Historical Inquiry and Communication:

  • Formulate Questions on topics and issues in the history of Canada since 1914.

    • Formulate different types of research questions.

  • Interpret and analyze information gathered through research.

    • Organize and Record information gathered through research (e.g. using notes, lists, concept webs, timelines, charts, maps, graphs, mind maps)

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


Assignment:
You will be giving three computer lab days to complete the final product of a presentation on the Major Battles of WWI. Using the above curriculum expectations as a guideline you will complete the following in your groups.
Day One:

  1. Meet in assigned group. Select a Major Battle of WWI.

  2. Assign group roles: Leader (ensures the group is on-task and completing the assignment within the requirements), Secretary (takes notes on group progress and brainstorming ideas), Graphic Artist (enlists webs, timelines, charts, maps, graphs, mind maps for presentation of research) Media Expert (Leads the group in producing Powerpoint, Prezi, or otherwise for the presentation), Production Specialist (Drama coach). In addition to these roles each student is responsible for researching and taking notes on the group’s battle.

  3. Formulate Research Questions: using the above Knowledge and Understanding Expectations the group needs to develop a series of critical/issue based questions about their battle. The ensuing presentation will explore the answers to these questions. Questions will be approved by Miss. Chester

  4. Begin research -- http://chc.wrdsb.ca/history/major-battles-wwi


Day Two:

  1. Meet in assigned groups. Secretary will tell the group progress thus far. Group Leader will then compare the progress with the requirements for the assignment and determine what needs to be completed.

  2. Complete any research needed to answer group questions (perhaps giving each member a question to research and take notes on).

  3. Meet to discuss the FORM the presentation will take. Brainstorm ideas regarding media content (pictures, videos, graphs, maps) with Media Expert.

  4. Transfer notes into new graphic form: mind map, timelines, graphs, etc.

  5. Begin transferring information into presentation form: Powerpoint, Prezi, etc.


Day Three:

  1. Meet in assigned groups. Secretary will tell the group progress thus far. Group Leader will then compare the progress with the requirements for the assignment and determine what needs to be completed.

  2. Complete any work that needs to be done on presentation form/transfer of information.

  3. Meet with Production Specialist. How will you make your presentation engaging to the class? Ensure that each of the members has a speaking role.

  4. Practice!!! Each of the members should practice speaking their role in front of the group. Be sure to give constructive criticism in terms of improvements for in class production.



Category

Level 4

Level 3

Level 2

Level 1

Knowledge and Understanding

Each of the knowledge and understanding expectations are clearly demonstrated. Students provide excellent answers to their research questions.

Each of the knowledge and understanding expectations are demonstrated. Students provide answers to their research questions.

Each of the knowledge and understanding expectations are somewhat demonstrated. Students provide some detail in answers to their research questions.

Each of the knowledge and understanding expectations are not demonstrated. Students do not provide detailed answers to their research questions.

Thinking and Inquiry

The group creates thought provoking and relevant research questions about Canada’s contribution to the major battles of WWI.

The group creates interesting and mostly relevant research questions about Canada’s contribution to the major battles of WWI.

The group creates research questions that only explore facts about Canada’s contribution to the major battles of WWI.

The group creates uninteresting and cliché research questions about Canada’s contribution to the major battles of WWI. (e.g. How long did the battle of the Somme last?)

Application

The group transfers the information gathered through their research to a new media form that is engaging and interesting for the audience.

The group transfers the information gathered through their research to a new media form that is mostly engaging and interesting for the audience.

The group transfers the information gathered through their research to a new media form that is somewhat engaging and interesting for the audience.

The group transfers the information gathered through their research to a new media form that is not engaging or interesting for the audience.

Communication

Students communicate the results of their historical inquiry to a high degree of effectiveness using oral presentation skills, graphic forms, and do not rely solely on text to illustrate their research.

Students communicate the results of their historical inquiry to a considerable degree of effectiveness using oral presentation skills, graphic forms, and do not rely solely on text to illustrate their research.

Students communicate the results of their historical inquiry with some effectiveness using oral presentation skills, graphic forms, and do not rely solely on text to illustrate their research.

Students communicate the results of their historical inquiry with limited effectiveness using oral presentation skills, graphic forms, and do not rely solely on text to illustrate their research.



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