ICT and Social Studies Learner Outcomes are identified here, with video clips, web sites, learning activities and rubrics being provided. The diverse impacts of Canadian immigration policies and lived experiences make this issue come alive.
Gr. 7 students explore issues surrounding this topic by viewing clips, searching online resources, articles and related documents. In this process, learners investigate the effects of European imperialism, impacts on the economic structures of Aboriginal societies and more. Rubrics are attached directly in link below.
Engaging in research regarding the Red River Resistance with internet tools, establishing criteria for positions assumed, creating a "Perspectives Timeline" and/or a "Viewpoint Poster" are among the learning activities shared here. Detailed rubrics are provided for classroom teachers and students.
Search engines to explore the "deep web", various online tools, accessing persuasive tools and more are all included in this work. Students explore the right to vote, and create some persuasive writing to reflect their learnings. A rubric link is provided, as are rubric tables regarding persuasive writing. Students can investigate many components of "change" over time in Canada.
Students create a timeline in which text boxes and pictures are inserted. Changes in viewpoints over the last century are a focus in this investigative work. Sample assignment links are posted directly below. Students access and determine meanings from Statistics Canada, as well as a PowerPoint in various ways. The relationship between immigration and Canadian identity at the turn of the 20th century is explored. See sample assignments below.
In this critical inquiry, students focus on the issue, "How did conflicts between French and British in Europe become factors in the Great Deportation of the Acadians in 1755?" by writing a letter to Longfellow's poetic character, Evangeline. Students are provided with credible sites in which they can discover diverse reasons for the massive deportation, noting their findings by using the tool, Note Taker. European roots are explored when seeking relationships with the Acadian reality. A rubric is provided.
In this Humanities set of projects, students follow current event stories with critical thinking skills of identifying biases and recognizing the contributions and challenges of various media. Students focus their work on "citizenship" or "identity", making connections to a particular worldview, and utilizing the rubric provided below. A 2-page "worksheet"/guide is also provided.
Students create a video story of Aztec worldview, to be shared in a pavillion,working as various "specialists" in this comprehensive project. Many guiding links, a tutorial of digital storytelling, free images and music as well as copyright information are provided. Proper usage of citations is required. Microsoft Moviemaker is the tool used by learners. Learner outcomes, instructions, a rubric and group evaluation form are included.
Digital Narratives are developed from the perspective of an historical figure addressed in case studies throughout the school year. (characters from Renaissance Europe, Spain and the Aztecs, and Imperial Japan) Powerpoints or iMovies are created by Gr. 8 students, making use of numerous links, a "7-Step Guide" and more. The project has 3 main phases and Learner Outcomes that are clearly outlined. The "assignment rubric" provided below is an "open format" in which teachers can focus on respective learner outcomes being addressed.
3 Specific Learner Outcomes are addressed when students create a virtual tour of one of Italy's Renaissance city states (Florence, Genoa or Venice), using Google Earth. Edited "placemarks", along with trade routes are formulated. An assessment rubric is provided with this project.
Students conduct an online research project in order to understand perspective of an assigned role, composing a persuasive speech to the shogun, outlining why Japan should/should not continue its isolationism policy. Speeches are posted on podcasts, with an assessment rubric being included. Teachers and students navigate through a PB Works/wiki to access the resources posted here.
Grade 9
Using humour and satire, students create a series of fictional spoof ads that exploit and poke fun of the role of marketing in consumerism. The defined task is rooted in curricular outcomes. Many credible websites are included. In an appendix, student materials include an ad analysis chart, an advertising strategies' glossary, and a rubric. Opportunities for extension and enrichment are included, as are some teacher resources.
This Gr.9 critical challenge that utilizes technology, poses the question, "How do governments use advertising to promote their policies and shape public opinion?" This lesson is designed to introduce government advertising, to critically assess the persuasiveness of government advertisements and political campaigns, and to foster an appreciation for contemporary issues that impact quality of life, citizenship and identity in Canada.
The purpose of this assignment is for students to examine the principles of the Indian Act: more specifically, how it shaped Treaties 6, 7 & 8, which were negotiated after 1876, playing a significant role in BC, Alberta and Saskatchewan. Students make reasoned judgments about the equity of the treaties and make inferences about the reasons for continued conflict since their signing. Plans for 10 x 45 minute classes are provided. Resources for teaching digital narratives, reputable websites for photo images, project outline, storyboard tables, a detailed rubric , guided tutorials and more, are posted here.
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