SeniorHistoryUnitPlan

CHY4UCoursePlan:

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Unit1(September25,4lessons)
Introduction:courseintroduction,historicalthinkingskills,essaywriting.
Unit2(September830,17lessons)
ModernityandEncounter:TheNewWorld,technology,indigenouscontact.
Unit3(October123,17lessons)
EnlightenmentandRevolution:changesinhumanthoughtanditsimpactson
philosophy,lawandgovernment.
Unit4(October24November14,16lessons)
Industrialization:urbanization,capitalism,imperialism.
Unit5(November17December12,19lessons)
TheTransformationoftheWest:nationalism,religion,philosophy.
Unit6(December15January20,17lessons)
TheWestandtheWorldinthe20thCenturyandBeyond:conflict,humanandcivil
rights,internationalorganizations.

Legend:

Holidays
PADays
ReviewDays
Exams


Coursecalendarisbasedonthefirstsemesterofthe20142015OCDSBschoolcalendar.

Rationale:
ThisCHY4Ucourseisdividedinto6units,lastingfrom4to19lessonseach.Though
theunitsareorganizedinaroughlychronologicalmanner(e.g.fromUnit2dedicatedto
EuropeancontactwithindigenouspopulationsintheAmericastoUnit6dedicatedtotheWest
andtherestoftheworldinthe20thcentury),thecourseisalsoorganizedthematicallyas
eachunitiscenteredaroundoneortwocentralideas.Thethematicorganizationallows
studentstoexplorevarioustrendsthathavebeenpresentfromthe1500stothepresent
withoutbeinglimitedbyachronological,linearpresentationofevents.

Thereare3bigideasthatwillbereferredtothroughoutthecourse.Theseideas
servetoguide,frameandfuelthestudentslearningandunderstanding,andwillbean
integralpartofthefinalsummative/exam.Thethreebigideasare:Ispeacepossible?,How
hasEuropeinfluencedtherestoftheWorld?,andHastheWestbeenapositiveora
negativeinfluenceontherestoftheWorld?.

UnitPlan:

Unit:TheWestandtheWorldintheTwentiethCenturyandBeyond(CHY4U)

Rationale
ThissixthandfinaluniloftheCHY4Ucourseisdedicatedtothetwentiethcentury
andtheimpactithashadinshapingtheworldweseearoundustoday.

Tograspthetwentiethcentury,itisimperativethattheimportantconflictsofthis
centuryarereviewed(e.g.WWI,WWII,ColdWar)andthatconnectionsaremade
betweentheseconflictsandtheorganizationsthatwerecreatedasaresponseto
thesecircumstances(i.e.LeagueofNations,theUN,NORAD).Emphasisisalso
placedonpolitical,socialandculturalmovementsandtheimpactstheyhavehad
onsociety(e.g.civilrights,feminism,environmentalmovements).

Thisunitusesbackwardsdesigntoconnecttotheendofunitsummativetaskby
focussingonbigideas/essentialquestionsthatstudentswillneedtoanswerintheir
summativeproject(pleaseseethedescription/handoutattachedwiththisunitplan
fordetails).

Theselessonsalsoserveasdevelopmentaltoolsofimportantskills,suchas
criticalandhistoricalthinking.Activitiesincludedintheselessonsprovidestudents
withstrategiesforanalyzing,researchingandgatheringevidence,whileproviding

themwithopportunitiesforcollaborativeinquirywithpeersaswellasandother
methodsandopportunitiesforstudentdirectedlearning(pleaseseelessonplans
withintheunitfordetails).Thesetoolswillassistthemthroughouttheunitandwhile
completingthesummativeactivity.
BigIdeas(EnduringUnderstandings):

Whatoverallknowledgeandskillsshouldstudentsbeabletodemonstrateatthe
endoflearning?

Studentsshouldbeableto
identify
keyconflictsofthetwentiethcenturyandthe
organizationsthatwerecreatedinresponsetotheseconflicts.

Studentsshouldbeableto
identify
thecontinuityandchangeofculturalandcivil
rightsmovementsduringthetwentiethcentury.

Studentsshouldbeableto
understand
howtheideaofnationhoodevolved
throughoutthecentury,andhowitcanbeunderstoodtoday.

Asstatedintherationale,thethreebigideas/essentialquestionsforthisunitare:Is
peacepossible?,HowhasEuropeinfluencedtherestoftheWorld?,andHasthe
WestbeenapositiveoranegativeinfluenceontherestoftheWorld?.
KeyLearnings:

Whatspecificknowledgeandskillswillleadstudentstounderstandthebigideas?
Theoverallexpectationsandspecificexpectationsforthebigideas/essentialforthe
entireunitwillinclude:
Overall:
COV.03evaluatethefactorsthathaveledtoconflictandwarorto
cooperationandpeacebetweenandwithinvariouscommunitiesfromthesixteenth
centurytothepresent
CCV.01demonstrateanunderstandingofhowthehistoricalconceptof
changeisusedtoanalysedevelopmentsintheWestandthroughouttheworld
sincethesixteenthcentury
CCV.03demonstrateanunderstandingoftheimportanceanduseof
chronologyandcauseandeffectinhistoricalanalysesofdevelopmentsintheWest
andthroughouttheworldsincethesixteenthcentury
HIV.01usemethodsofhistoricalinquirytolocate,gather,evaluate,and
organizeresearchmaterialsfromavarietyofsources.
(asobservedinlessonsoneandtwo)
Specific:
CO3.01assessthereasonsforthesuccessorfailureofselected

approachestomaintaininginternationalorder
C03.03evaluatethecourseandconsequencesofselectedconflictsand
warssincethesixteenthcentury
HI3.01expressideas,arguments,andconclusions,asappropriateforthe
audienceandpurpose,usingavarietyofstylesandforms(e.g.,reports,essays,
seminars,debates,grouppresentations)
HI2.01analyseinformation,employingconceptsandtheoriesappropriateto
historicalinquiry
(asobservedinlessononeandtwo)
EvaluationStrategiesandTools:
HowwillI
collect
evidenceofstudentlearningofthebigideas?
Activitieswithinthisunitprovidesnumerousopportunitiesfor
as
and
for
learning
(pleaseseelessonsfordetails).Theseformativemethodsofevaluationwillprovide
opportunitiesforstudentstodemonstratewhattheyhavelearnedaswellasany
additionalpiecesofevidencethatarestillrequired.Thesetoolswillbetakeninto
considerationbyteacherswhenusingtheirprofessionaljudgmenttodeterminethe
student'sfinalevaluation,inadditiontothesummativeoflearningassessment
(pleaseseebelow).
Studentswillexploretheunitsbigideasandessentialquestionsintheunits
summativetask,whichasksstudentstocreateanexhibitforahistoryfair.Please
seethesummativehandout/taskattachedwiththisunitplanforstudentinstructions
andfurtherdetails.

Lesson1:GlobalChangesandtheNeedforChange:CriticallyThinkingWorld
WarOneandTwo
(ErikaChurchillslessonplanpleaseseeforfurtherdetails)
BigIdeas/EssentialQuestions:

WhatimpactdidWWIandWWIIhaveontheworld?
Whatchangedintheworldasaresultofthesetwowars?
AssessmentStrategies:
Thehook/openingactivitywillallowstudentstousetheirhistoricalthinkingskillsas
theyconsidercauseandconsequencesduringWWIandWWII,torecollectonwhat
theyhavelearnedingradetenHistory(assessment
for
learning).
InBodyactivityofthelessonplan,thestudentswillcreatetwocriterionlistsof:
1
)
what
werethemostimportantchangesasaresultofthetwowars?

and

2
)what
importantfactors/issues
stayedthesameasaresultofWWIandWWII.Students
willcreate
twotopfive
listsforthesecriterionandranktheirorderingforeachone
(assessment
as
learning).

Pleaseseelessonplanfordetails
Theteacherwillalsouseassessment
for
learningteachingstrategiesbywalking
aroundtheroomandobservingstudentconversationsandresponses,while
frequentlyaskingstudentsquestions,asascaffoldingtool,ifitappearsthatvarious
groupsmightbehavingdifficulty.

Groupdiscussionandthecreationofagroupcriteriaandrankingwillfollow.
Itis
highlyanticipatedthatthisportionwillstartand/orcontinueintothenextlesson
(see
lessontwofordetails).

TeachingandLearningStrategies:

Atthebeginningofthelesson,asahookandopener,theteacherwillassess
studentspriorknowledgethroughagame(pleaseseelessonfordetails).The
teacherwilldividetheclassintoteams,use
Taboo
boardgamebuzzers(provided
byteacher)andthestudentswillusetheirhistoricalthinkingskillstorefreshand
demonstratetheirpriorknowledgeonWWIandWWII(seelessonplan).This
hook/openerfacilitatesasadifferentiationtoolasitusesaudio,visualtechniques,
andcollaborativeinquirytoassisttheselearners.
Theteacherwillalsoprovideaphysicalnote/handoutthataddressescauseand
consequencesof(andduring)WWIandWWII.Thenotewillalsobeprojectedon
thescreen(ifavailable)tofacilitatetheselearners.Theteachercouldalsoexplain
variousdetailsonthehandout/notewhilewalkingaroundtheroomandobserving
students,toprovideoutletsforaudiolearners.
Classdiscussionandgroupcollaborationwillallowstudentstosharetheir
knowledgeandideaswhencompletingtheactivity.Smallergrouplearningwillalso
providestudentswithopportunitiestosharetheirideas.
Lesson2:
GlobalChangesandtheNeedforChange:CriticallyAnalysing

WorldWarOneandTwo
(ErikaChurchills
continued
lessonplanpleaseseefor
furtherdetails)
BigIdeas/EssentialQuestions:
WWhatimpactdidWWIandWWIIhaveontheworld?
Whatchangedintheworldasaresultofthesetwowars?
AssessmentStrategies:
Moretimewillbegiventocompeterankingbasedonstudentcerteraifrequired
(assessment
as
learning).
Groupswillbegiventheopportunitytoexplaintheircriteriaforthetwolists,aswell
astheirtwotopfive(andthecorrespondingranking)foreachlist(assessment
for
and
as
learning).
Thiswillfollowbytheclasscreatingagroupcriteria,atopfivelistandrankingthis
orderingforeachlist(assessment
for
and
as
learning)
TeachingandLearningStrategies:
TTheteacherwillaskquestionsthroughoutthegrouprankingactivityasa
scaffoldingtoolforcriticalthinking(questionsmayvarybasedoffofstudent
responses).
Debatingwillmostlikelyoccurduringthisactivity(seelessonplanfordetails).
Followingthisactivity,studentswillbegiventheirsummativetask(fortheendofthe
unit)
tobegintheplanningprocess
(assessment
of
learning).


Forfurtherdetails,pleaseseetheprovidedlessonplan(whichcoversboth
lessononeandtwo)accompanyingthisunit.
Lesson3:ConflictContinuedTheColdWar
(ErikaChurchill)

BigIdea/EssentialQuestion:
Whatfactorsmustbeconsideredwhenavoidingconflictand/orwar?
AssessmentStrategies:
Studentswillbeplacedintopredeterminedgroupstocompleteajigsawactivity
wheretheywillresearchaparticulartopicontheColdWar.Thesetopicwill
include:
Warsawpact,NATO,Cubanmissilecrisis,Vietnam,Korea,Suez,fallofthe
Berlinwall,Cubanrevolution,Nucleararmsrace,Coldwarculturee.g.RedScare.
(assessment
for
learning).
Toensurethatthisactivityissuccessful,studentsremainontaskandthat
accountabilityisputintoplace,studentswillcompleteapeerevaluationformon
eachpresentation
givenby
eachexpert
intheirnewgroups.Thestudentswillbe
informedthattheteacher
willbecollecting
theseevaluationsandreviewingeach
onecarefully.Studentswillalsoberequiredtoexplainwhytheygaveeach
presenterthenumbertheydid,sothatstudentwilltreatthisevaluationseriously
(assessment
as
and
for
learning).Thesequestionsareasfollows:
1. Onascaleof15(5beingthehighestand1beingthelowest)howinformed
dofeelyouareonthistopicafterthepresentation?
Why
/explainyourreasoningforthislevel.
2.Onascaleof15(5beingthehighestand1beingthelowest)howwelldo
youfeelthisindividualwaspreparedtodiscussthetopic(i.e.wellinformed,strong
argument,wellresearchedonthetopicbasedonthequestionsetc.)
Why
/explainyourreasoningforthislevel.
Studentswillstronglybeencouragedtotakenotes,howtheyseefit,duringthese
presentations.
Apossiblequickactivitytoensurestudentspayattentiontoeachexpertintheirnew
groups,theteacherwillwalkaroundtheroomandtakenotesontheinformation
givenoneachtopic.Thisinformationwillbeusedduringaninformalclickerquiz(if
thistechnologyisavailable)orahandoutquiz,whichstudentswillberequiredto
completethebeginningofthefollowingclassasapossiblefiveminute
debrief/refresher(assessment
for
learning).
TeachingandLearningStrategies:
Studentswillbeplacedintoexpertgroupsthatarepremadebytheteacher
(knowingyourstudentsinessentialforthistask).Eachgroupwillberequiredto
researchatopicabouttheColdWar.Thesetopicswillinclude:
Warsawpact,
NATO,Cubanmissilecrisis,Vietnam,Korea,Suez,falloftheBerlinwall,Cuban
revolution,Nucleararmsrace,Coldwarculturee.g.RedScare.
Theteacherwillhavearepresentativefromeachgroupdrawoneofthesetopicsfor
theirexpertgroupstoresearch.

Studentswillbegiventhefollowingquestionasascaffoldingtooltoguidetheir
research:
"InwhatwaysdidyoureventcontributetotensionsduringtheColdWar?Why?"
(e.g.TheCubanmissilecrisiswastheclosesttheColdWarcametonuclearwar.
Thereasonsforthisisbecause.)
Otherscaffoldingquestionscouldinclude:
NametworeasonwhyyourtopiccausedtensionduringtheColdWarORName
akeyfactorthatcausedtheeventtocontributetotensionsduringtheColdWar.
Theteacherwillthenplacethestudentintonewgroupswhereonememberofeach
expertgroupwillformanewgroup.
Eachmemberwillpresent/teachtheothermembersthecontent.
Thestudentwilltakenoteshowtheyseefit(e.g.writetospeechonalaptop,point
formetc)
Studentswillcompletetheclickerquiz(orother)basedoffoftheirnotestakenfrom
theirteaching/secondgroups.
Lesson4:ArtandCulture

BigIdea:
HowhastheWestinfluencedartaroundtheworld?
th
Howdidprevailingsocialandpoliticalidealsinthe20
centuryinfluenceart?
AssessmentStrategies:
AssessmentduringthislessonwillbeassessmentFORandAslearning.Students
willtakepartinclassdiscussionswhichwillbeassessedbytheteacherthroughout
thelesson.aswellstudentswillhavetocompleteaworksheetforcritiquingartwork
whichwillbehandedintotheteacherforassessmentofunderstanding.

TeachingandLearningStrategies:

StudentswilllookatartsuchasMarcelDuchamps
Fountain
andother20th
centuryartworksanddebatewhatartisina20thcenturycontext.
TheteacherwillleadstudentsthroughaPowerPointpresentationonvariousworks
ofartthroughoutthe20thcenturygoingthroughtheprocessofanartcritique
describe,analyse,interpret,judge,askingstudentsquestionsthroughout.
Inthebodyofthislessonstudentswillresearchandcompletetheirownartcritique
ona20thcenturyworkofartoftheirchoosing,westernorotherwisewhichwillbe
finishedandhandedintotheteacher.(Seefulllessonplantofollow).

Lesson5:
WorkPeriodforSummativeTask

Studentsaregiventimeinclasstoresearchandworktowardsthecompletionof
theirexhibitfortheHistoryFair.


Journal#1isdue.Thisjournalallowstheteachertomonitorstudentprogressand
helpguideandencouragestudents.

Lesson6:PoliticalIdeologies
BigIdea:
IsDemocracythebestformofgovernment?

AssessmentStrategies:

Allassessmentstrategiesforthislessonareassessmentforlearning.
Studentswillbeassessedforlearningthroughindividualandcollaborativework.
Collaboratively,studentswillcreateagraphicorganizerforaparticularideological
topic.
Aclassdiscussionwillbeusedtofilloutideascreatedbythestudents.
Studentswillfilloutanexitcard.

TeachingandLearningStrategies:

Thebeginningofclasswillhaveapictureofthepoliticalideologyspectrumonthe
boardrangingfromcommunismtofascism.Theteacherwillusepopcorntosee
whattheclassknowsabouteachideology.

Next,theteacherwillcreatestudentgroupsoffourandprovidethemeachwitha
differentpoliticalideologyontheideologicalspectrum.Eachstudentinthegroup
willthenreceiveaworksheetwithtermsandquestionsrelatingtoapolitical
ideology.Ontheworksheetstudentswillfilloutapositive,negative,interesting
(pmi)chart.Thechartwillaskstudentswhattheyfoundpositive,negativeand
interestingaboutthatideology.Asagroupstudentswillcomeupwithspecific
pointsabouttheirselectedtopic.

Oncetheworksheetsaregenerallycompletedstudentswillperformawalkabout
activitywhereonememberfromeachpoliticalideologywillmeetinaseparate
group.Eachpersonwillactasanexpertontheirpoliticalideology.Thesegroups
willthendiscusstheirfindingswitheachotherandfillouttheirownsheets.
Theteacherwillthenhavestudentsdiscusswhichisthebestformofgovernment.
Thegroupswilldiscusswhattheythink.

Attheendoftheclassstudentswillfilloutanexitcardregardingthebigidea
question:IsDemocracythebestformofgovernment?Theteacherwillassess
studentsclarityofideasandreasoning.

Lesson7:InternationalRelations

BigIdea:
Doadversarialalliancespreventorencouragepeacefulrelations?
Areintergovernmentalorganizationscurrentlytakingtheplaceofcountriesaswe
knowit?

AssessmentStrategies:

Studentsworkwillbeassessedviaaconcept/mindmaporganizedbythestudents.
Studentswillbeassessedingroupsthrougharubricstrictlyforassessmentfor
learning.
Teacherwilluseanecdotalobservationstoseeifgroupsarestrugglingandtoassist
studentswithideas.
Studentswillfilloutanexitcardansweringoneofthebigideaquestionsforthis
lesson.

TeachingandLearningStrategies:

Ingroupsstudentswillcreateaconceptmapregardingdifferentaspectsof
internationalrelations.Withalistofthetermseachgroupwillcreateaconcept
mapthatwillattempttoorganizedifferentorganizations(e.g.UN,Leagueof
Nations,ICJ,EU,AU,NAFTA,etc.)torepresenthowthesebodiesrelateintermsof
internationallaw.Eachgroupwillbeassessedviaarubricforassessmentfor
learningpurposes.Studentswillbeabletousetheirtextbooksandtheir
phones/laptopstoresearchterms.

Theteacherwillusenumberedheadsineachgroup.Ifthereisfourstudentsthe
teacherwillgiveeachstudentanumberbetween14.Afterallthegroupshave
completed,moreorless,theirmaptheteacherwillcalloutanumberineachgroup
topresenttheirconceptmapandwhatmethodstheyusedtoorganizetheterms.

Throughouttheclasstheteacherwilltakeanecdotalobservationsandnote
studentslevelofcomprehension.Theteacherwillofferassistancewhenneeded.

Attheendofthelessonstudentswillfilloutanexitcardforassessmentfor
learning.Theexitcardwillansweroneofthebigquestionsbroughtupatthestart
ofclass.

Lesson8:
HumanRights

BigIdea:
Howdidtheideaofhumanrightscometobe?Whatimpactshasithad
ontheworld?

AssessmentStrategies:
Studentcasestudypresentationsareassessedas
assessmentas/oflearning.

TeachingandLearningStrategies:
Thefirstpartofthelessonisteacher
centered,andintroducestheideaofhumanrightsandhowtheycametobe
adoptedinCanadaandinotherpartsoftheworld.Thisisfollowedbyagroup
activitywhereingroupsareabletoreviewasectionofCanadascharterofrights
andfreedomsandseeifandhowcertainclausescanbeappliedtodifferentcase
studieswhereindividualshumanrightsmayhavebeenviolated.Thisgives
studentsachancetoseethroughthelensofhumanrightslawyersand
organisations.Attheendofthelesson,studentspresenttheirsectionofthecharter
andtheirscenario,andexplaintheiranalysisandapplicationofthechartertothe
restoftheclass.
Lesson9:
WorkPeriodforSummativeTask

Studentsaregiventimeinclasstoresearchandworktowardsthecompletionof
theirexhibitfortheHistoryFair.

Lesson10:
WorkPeriodforSummativeTask

Studentsaregiventimeinclasstoresearchandworktowardsthecompletionof
theirexhibitfortheHistoryFair.

Journal#2isdue.Thisjournalallowstheteachertoverifystudentresearchand
ensurestudentsareontherightpathwiththeirexhibit.Theteacherusesthis
journalasanopportunitytohelpstudentsrefinetheirthesisbeforetheirexhibitis
completed.Ifnecessary,teachermayalsoaskstudentstoprovidestronger
evidencefortheirarguments.

Lesson11:
BigIdea:
HumanRightsContd

Wouldleadersofvarioussocialmovementsbesatisfiedwithprogressmadeinthe
21stcentury?

AssessmentStrategies:

Studentswillthink/pair/sharetheirthoughtsaboutinequalitytodayandwherethey
seeit.
Studentswillworkcollaborativelyandindividually.
Theteacherwillusediagnosticassessmentofwhatstudentsknowthroughgraffiti
activity.

Teacherwillhavestudentsworkincollaborativegroupstocreateagraphic
organizercalledexaminebothsidestocomparewhathaschangedandwhathas
stayedthesameinthelastcentury.Studentswillusecreateachartexamining
bothsides.
Teacherwillanecdotallyassessstudentsconnectiontothemesofthislessonwith
thebigidea.
Teacherwilluseexitcardbasedoffofpersonalandevidentialexperienceofthe
students.

TeachingandLearningStrategies

Thebeginningofclasswillhavetheteacherpairstudentsupinathink/share/pair
activity.Theclasswillbeaskediftheyhaveexperienceddiscriminationintheirlife
andhowhasthatexperienceaffectedthem.Thiswillbeginadiscussionofhow
discriminationmayaffectaperson.

Next,theteacherwillputup6namesinthemiddleoflargepiecesofpaper.These
fivepiecesofpaperwillbeputupindifferentpartsoftheroom.Fivemarkerswill
beplacedateachsheet.Thefivewords/phrasesonthethepaperwillbe:Gay
RightsMovement,MartinLutherKingJr.,NelsonMandela,Gandhi,International
CriminalCourtofJustice,MalalaYousafzai.Studentswillgivenafewminutesto
researchtheseindividualsviatextbook/internettocomeupwithatleasttwopoints
tograffitioneachpieceofpaper.Teacherwilltakeafewminutestotalkabout
eachperson/organization.

Nextstudentswillgetintothink/pair/sharegroupsoffourtocomeupwithideasto
createanEBSchart:

Examplesofsocialrightsprogress
thathasbeenmadeinthe20th
Century.

Examplesofsocialrightsprogress
thathasnotbeenmadeinthe20th
Century.

e.g.Canadaendeditsresidential
schoolpolicyin1996.

e.g.TheAttawapiskatFirstNation
declaredastateofemergencyin2011
duetolackoffundsandfailing
infrastructuresuchashousing.

Theteacherwilllisttheseexamplesonthechalkboard/projector/smartboard.

Oncetheexamplesarerecordedstudentswilldiscussinalargegroupwhat
progresshasbeenmadeandwherewestilllackprogress.Theteacherwillgive
studentsafewminutestojotdowntheirthoughtspriortodiscussionregardingthe

lessonsbigidea:Wouldleadersofvarioussocialmovementsbesatisfiedwith
progressmadeinthe21stcentury?Teacherwillusepopcorntogainclass
thoughts.

Attheendofclassteacherwillhavestudentsanswerthequestion:Howdoyou
feelaboutourprogressinregardstohumanrights?Dowestillhavealongwayto
go?Pleaseuseevidenceattainedintodaysclassandyourownexperiencetoback
yourcase.
Lesson12:

BigIdea:
Womeninthe20thCentury
Howhaswomensroleschangedinsocietyinthe20thCentury?Whathasstayed
thesame?

AssessmentStrategies:
Studentswillbeassessedforlearningastheteacherwillcirculatearoundthe
classandlistentothediscussionsthestudentsarehaving.attheendoftheclass
studentswillhavetimetowriteanexitcardoutliningsomethingthatshockedthem
aboutthistopic,andsomethingthattheywouldliketoknowfurther.Aswelltheir
graphicorganizerswillbehandedinmadeclearatthebeginningofclass.
TeachingandLearningStrategies:
Theteacherwillpreparecutuppiecesofpaperandputtheminabucketorhat.on
eachpieceofpaperwillbeadifferentsituationawomenmayfindherselfinduring
the20thcentury,theseincludeapostWW1africanAmericanwomen,aChinese
ImmigrantwomenbroughttoCanadabyherhusband,aPostWWIInuclearfamily
mothertiredofherdomesticlife,anIndianHinduwomanduring1949partitionof
Pakistan,andthelistgoeson.Studentswillpartnerupwhentheyfindanother
studentwiththesamescenarioasthem.Thepaperwillincludeabriefbiography,
whichincludesregion,year,familyreleresearchontheirindividualandfillouta
graphicorganizer.Studentswillthensplitupandfind3otherindividualsand
exchangeinformationtohelpfillouttheirorganizer(somewhatofajigsawactivity).
Studentswillbecomeawareofthedifferentsituationsandrolesthatwomenfound
themselvesinduringthe20thcentury,andthatitdifferedgreatlydependingon
location,era,andglobaleventsliketheWorldWars.
Studentswilllearnthatalthoughmuchhaschangedthroughoutthe20thcentury,
genderrolesandhumansituationsstillvarygreatlythroughouttheworld,butinthe
Westwomenhavecomealongway,andmuchclosertoequality.
Lesson13:
BigIdea:
EnvironmentalMovement
ItisnteasybeingGreen...orisit?

AssessmentStrategies:

Assessmentforthisclasstakesplacethroughlisteningtostudentdiscussionsoitisan

assessmentFORandASlearning.Aswell,studentswillbeaskedtohandintheircompleted
EnvironmentalActionPlan:

Pr
Problem:
C
Causesofproblem:
GGoal/Solution:
AcAction1:
IImpactsoughtfromaction:
SSuppliesneededforaction:
AAction2:
IImpactsoughtfromaction:
SSuppliesneededforaction:

TeachingandLearningStrategies:

TheteacherwillleadtheclassthroughalessononCivicEnvironmentalism,froma
growingneedforenvironmentalprotectionefforts,toTheNationalEnvironmental
protectionActof1970andtheCleanWaterActof1972.Thislessonwillbebrought
throughtothepresentdaywherestudentswillreflectontheironimpactandcivic
dutyforenvironmentalprotection.
StudentswillthenaddresshowtheWesthasaffectedtheenvironmentandhowithasfostereda

growingneedforenvironmentalprotection.Thislessonwilladdressthequestion
HastheWestbeenapositiveoranegativeinfluenceontherestoftheworld?
StudentswillthenbeaskedtofilloutanenvironmentalActionPlaninpartners,then
discussinasmallgroup,andthenfurtherasaclass.

Lesson14:GlobalizationandTechnology

Iftechnologyhashelpedusachievesomuch,whydosomanyproblemspersistin
theworldtoday?

AssessmentStrategies:
Initialbrainstormservesasassessmentoflearning.Concludingchartservesas
assessmentas/oflearning.
TeachingandLearningStrategies:

Classbeginswithabrainstormontheblackboardtotryasaclasstocreatea
definitionforthewordglobalization.Thisservesasaspringboardtobrieflydiscuss
theimpactsthattechnologyandanincreasinglyinterconnectedworldhashadon
peoplesdaytodaylives.

Theclassisthenwatchessectionsoftwodocumentaries,oneinfavorof
globalization(GlobalizationisGood,
https://www.youtube.com/watch?v=12YDLZq8rT4
)andoneagainst(The
GlobalizationTapes,
https://www.youtube.com/watch?list=PL82A7BE1E55D6B075&v=cPy5t7BVYCg#t=
200
).StudentscollectnotesontheirGlobalization:ArgumentsandEvidenceFor
andAgainstsheethandedoutbytheteacher.

Afterwatchingseveralsectionsofeachfilm,studentshelptheteachercompletea
pro/conchartontheboardtofurtherhighlighttheimplicationsofthetrend.
Lesson15:
WorkPeriodforSummativeTask

Studentsaregiventimeinclasstoresearchandworktowardsthecompletionof
theirexhibitfortheHistoryFair.

Journal#3isdue.Thisjournalinformstheteacherofwhatworkremainstobe
completedbyeachstudent.Teachercanthenprovidenecessaryfeedbackand
encouragement.

Lesson16:Terrorism
AssessmentStrategies:
Studentcontributionsduringdiscussionsserveas
assessmentfor/oflearning.Teachercirculatesduringarticlereadingandchecklist
applicationactivitiestomonitordiscussionsandassessstudentparticipationand
understanding.Studentwritingassignmentservesasassessmentoflearning.

TeachingandLearningStrategies:
1) Studentswatchashortvideofrom9/11andthenattempttocomposea
definitionforthewordterrorismafteraclassbrainstorm.Studentsarethen

brokenupintogroupsof6wheretheywillneedtoread3articleswhich
arguedifferentdefinitionsofterrorism.Studentthoughtsarecollectedonthe
board.Afterwards,studentscreateachecklistthatisappliedtoaseriesof
historicaleventswhichcouldbeinterpretedasbeingterroristacts.Class
concludeswithdiscussionand/orshortwritingassignmentwhereinstudents
tacklesomeoftheimportantquestionsraisedthisclass(Whataresome
differentdefinitionsofterrorismyounowknow?,Canyouexplainthe
consequencesofdefiningaparticularactasterrorism,andwhatsome
peoplecouldgainbydefiningtheiropponentsasterrorists?,Whyisit
difficulttoreachaninternationalconsensusonasingledefinitionof
terrorism?).

Lesson17:
WorkPeriodforSummativeTask

Studentsaregiventimeinclasstoresearchandworktowardsthecompletionof
theirexhibitfortheHistoryFair.

ErikaChurchillslessonplan:Lessonsoneandtwo
Title
:GlobalChangesandtheNeedforChange:CriticallyAnalysingWorldWarOneand
Two
Subject/Course
:
WorldHistory:TheWestandtheWorld(CHY4U)
th
Unit
:
TheWestandtheWorldinthe20
Century(unit6)
Time
:
Thislessonplanissettocover
two75minutes
periods w

G
rades
:12
Strand
:
Communities:Local,National,andGlobal

LessonDescription/Rationale
Thislessonisdesignedforatotaloftwo75minuteperiodsandshouldbecoveredinthat
lengthoftime(asindicatedonthecourseandunitplan).Thetimingwillbepresentedinthis
lessonplanasifitweretobecoveredasonelesson.However,toensurecriticalthinkingis
obtainedandnotrushed,studentswillbegiventhetwo75minuteclasseswhereteachers
shouldbepreparedtouseprofessionaljudgmentduringclasstwo.
Thehookactivityisextendedinlength,toalsodoubleasanassessmentforlearningtool
(seedescriptionbelow).Ithasbeenobservedthatstudentsbecomeengagedwithanappealing
hookactivityandusuallylessonplansonlyallotsforfiveminutes.Therefore,thishookwill
alsosever/transitionintotheopeningsothatHistoricalThinkingskillscantakeplace(please
seebelow).
StudentswillhavebeenrequiredtodemonstratetheirpriorknowledgeofWWIand
WWIIthattheyacquiredingrade10History(forexampletheBandCstrandinCHC2D).
Thesetwolessonswillfocusmainlyoncriticalthinking,however,thehook/openingwilluse
historicalthinkingstrategies(suchascauseandconsequence)torefreshtheirpriorknowledge
andpresentafunactivitytobegintheunit.
Thislessonimplementsbackwardsdesignbyconnectingwiththesummativeassessment
ofTheTwentiethCenturyFair(pleaseseesummativeinstructionsfordetails),wherestudents
arerequiredtoaddressoneofthebigideas/essentialquestionsofthisunitandexplorean
issue,event,historicalfigureetc.discussedwithinthisunitandapplytheirtopictooneof
thesequestions.
Thislessonisdesignedforstudentstousethefollowingcriticalthinkingskills:
assessingcriteria,rankordering(duringsmallgroupportionoftheactivity)andopposing
viewpoints/debating(duringlargegroupdiscussion).

Stage1:DesiredResults
BigIdeas/EssentialQuestions

WhatimpactdidWWIandWWIIhaveontheworld?

Whatchangedintheworldasaresultofthesetwowars?
OntarioCurriculumOverallExpectation
COV.03evaluatethefactorsthathaveledtoconflictandwarortocooperationand
peacebetweenandwithinvariouscommunitiesfromthesixteenthcenturytothepresent
CCV.01demonstrateanunderstandingofhowthehistoricalconceptofchangeisused
toanalysedevelopmentsintheWestandthroughouttheworldsincethesixteenthcentury
CCV.03demonstrateanunderstandingoftheimportanceanduseofchronologyand
causeandeffectinhistoricalanalysesofdevelopmentsintheWestandthroughouttheworld
sincethesixteenthcentury
HIV.01usemethodsofhistoricalinquirytolocate,gather,evaluate,andorganize
researchmaterialsfromavarietyofsources.
OntarioCurriculumSpecificExpectation(s)
CO3.01assessthereasonsforthesuccessorfailureofselectedapproachesto
maintaininginternationalorder
C03.03evaluatethecourseandconsequencesofselectedconflictsandwarssincethe
sixteenthcentury
HI3.01expressideas,arguments,andconclusions,asappropriatefortheaudienceand
purpose,usingavarietyofstylesandforms(e.g.,reports,essays,seminars,debates,group
presentations)
HI2.01analyseinformation,employingconceptsandtheoriesappropriatetohistorical
inquiry
LessonGoals
Studentswill
demonstrate
historicalthinkingskillstoshowtheirpriorknowledgeofthe
twoworldwars.
Studentswill
use
theircriticalthinkingskillstocreateasetofcriteriaandtoestablish
theirtwotopfivelists.
Studentswill
understand
worldlessonslearnedfromthesetwoworldwarsandwhat
shouldbelearnedfromthesetwoevents.
BackgroundKnowledge:

Demonstratingpriorknowledgeobtainduringgradetenhistory.
Understandingwhattoconsiderwhencreatingcriteria(forcriticalthinking)shouldhave
beenaddressedinapreviouslesson.
Understandingtheterminologycauseandeffect.
Stage2:Planninglearningexperienceandinstruction
StudentGroupings

InstructionStrategies
(pleaseseeactivitiesin
thisplanfordetails)

Twolargegroups

Smallgroupings

Largegroup

Elbowpartners

Largegroupandindividual

For
Hook/opening
game/activity

Forcreatingtwo
topfivelistsactivity.

Classcreating
entiregroupcriteriaand
topfivelists

Todiscussfood
forthoughtquestion.

Todiscuss
addressrequirementsfor
endofunitsummative
task.

Materials

Considerations

Buzzers

Othernoise
makers
(professional
judgmentrequired).

Handout/note
Anypresetnotes,wordstoprojectonboardtobeprepared
beforeclass.

Chromebooks,laptops,iPads/tablets,cellphones,
textbook


Anyresource
toolstohelpwithcritical
thinkingactivity.
Accommodations,specialconsiderations(Differentiation)
Workingingroupssoopendiscussioncanbemade.
Useofelectronicdevicesarepermittedtobeused
Largegroupdiscussionusingverbalandvisualstrategies(i.e.communicationwith
theclassandaskingquestions,debating,usingtheboard/projectorasavisualresource
whencreatingthelargeclasslist).
Theteacherwillmovearoundtheclassroomtoobservestudentswhomayneed
assistanceandtoexplainareasofthenote/handoutifrequired.
Scaffoldingquestionsusedtohelpcriticalthinking.Hintswillbeusedduringgame
torefreshstudentmemory.
Stage3:Learningexperienceandinstruction
MotivationalHookandOpener(1020MINSassessmentoftheclassisrequired.):
Thefollowinghookactivityistoprovidestudentsithaquickrefresherofinformation
aboutWWIandWWIIthattheyshouldhavelearnedduringgradetenHistory.Thiswill
providetheteacherwithassessmentforlearningtoolonwhatareastheyknowandwhatmight
requirerefreshing.
Theteacherwillquicklydividetheclassintotwoteams(downthemiddle)andpresent
eachteam(usingprofessionaljudgmenttodeterminewhichstudent)withabuzzerbuttonfrom
the
Taboo
boxgame(anyothernoisemakerswillwork).
Theteacherwilleitherprojectorwriteanevent/cause/
battleofWWIorWWII.
Thestudentswillworkasateam,buzzinwhentheybelievetheyhavetheanswerand
willhavetonamewhethertheword/termisfrom
WWI,WWII,and
thecauseOReffectof
thisbattle/event/term.Theteamwillhavetousetheirhistoricalthinkingtoexplaintheir
answer(forcauseOReffect).
Pleaseseebelowforanexampletobeconductedwiththe
classpriortoplayingthegame
.
Groupswillobtain
one
pointforstatingthewarinwhichtheevent(word)tookplace
and
two
pointsforeveryadditionalinformationaboutthecause
OR
effectoftheevent.
Iftheteacherbelievesanyinformationismissing,theotherteamwillbegiventhe
opportunitytoaddtowhathasalreadybeensaidtoearnpoints.
Studentsdonothavetoprovideextensivedetailsjustafewpointsfromwhatthey
remember.

Theteacherwill
providehints
ifneededand/orswitchtheevent(word).
Devices
(such
asphones)maybepermittedifstudentsarestumpedpromotesresearchskills).
An
example
fortheteachertocompletewiththeclass
Word:
Dunkirk
Possibleanswer:WWIIbattle,effect=Fogwasthemiracle,savedboats,Churchillgreat
leader
Seehandoutforpossiblewordsandanswers,studentswillbeprovidedafter
hook/openeractivity.
Open(5MINS.):
Theteacherwillprovidethestudentswithaninformation/notesheet,whichmaybean
additionalresourcetohelptheircriticalthinkingtocompletethistask(pleaseseehandout
sheet).
(
ThishandoutwascreatedandprovidedbyDanielCaseandpermissionwasgiventouse
thisresource
).
Studentswillbeallowedtouseanyresourcematerials:i.e.chromebooks,laptops,textbooks,
iPad/tabletsetc.tohelpthemwiththisactivity.
Theteacherwillexplaintheactivity.
Body(50

MINScontinuingontolesson2when/ifrequired.):
Activity:Studentswillbeaskedtocreate
two
top
five
lists.
Studentswillbedividedintogroupsofthreeorfour(recommendthattheteacher
premakesthegroupstomakesuregroupsremainontask)
Studentswillbeaskedtocreateasetofcriteriafortheirlistandexplaintheirranking
ofeachitem.Whytheyhaveplacedeachitemwillbebasedontheircriteria,which
theyshoulddecidebeforetheybegintheirlists.
List1:Whatimportantfactors/issuesstayedthesameasaresultofthetwoworld
wars?List2:Whatwerethemostimportantchangesasaresultofthetwoworld
wars?(e.g.BirthoftheLeagueofNations)
Scaffoldingtools:Theteacherwillaskthestudentstoconsider:
1.
Whattheyqualifyasimportantworldlyimpactwhencreatingtheircriteria?
2.Whatmajorconsequencesarosefromthesewars?
3.Weretheremajorlessonslearnedasaresultofthesewars(whatchanged)?
4.
Aretherestilllessonsthatshouldhavebeenlearnedfromthesewars(whatstayedthe
same)?
Afteractivity:Asagroup,theclasswillattempttoformanultimatetopfivelistfor
bothcategoriesand,usingthegroupdiscussion,tryandcomeupwithagroupcriteria.

Eachgroupintheclasswillexplaintheircriteriaandtheirtopfiveitemsandtheclass
willdiscussandworktogethertocreateaclasscriteriaandtopfiveforbothlists.
Theteacherwillaskgroupstoexplaintheirthinking,askquestionsabouttheircriteria
andtrytocomeupwithagroupconsensusforthecriteriaandlists.
Theteachershouldbepreparedtotestclassroommanagementskillsasdebatescould
occurduringthediscussion.

Close(515MINSMayalsostart/continueonthenextclass.):

Foodforthought
(possiblequestionforsummativeifstudentschoosetotackletheU.N.or
answerbigideaofthecourseIsPeacePossiblefortheirTwentiethCenturyFairsummative)
Aftercriteriaandlistiscreatedbytheclasstheteachercouldask:
"Withthelistandcriteriawehavecreatedinmind,aretherelessonsfromtheselists
thatshouldbeconsideredfordiscussionifyouwereattemptingtoensurepeace?"(i.e.
ifyouwereapartoftheU.N.?)
Anexamplecouldbeifnuclearbombswereontheclassroomboardtheyshouldbe
considerfordiscussion(i.e.howtheyhaveeffectedideasofterrorism)
Theteacherwouldfirsthavethestudentsdiscussthiswiththeirelbowpartnerthen
havesomestudentsvolunteertocircleafewitemsfromthelistsandexplaintheir
thinking.
Sincethislessonisdesignedfortwoperiods,theteacherwilluseaportionofthe
secondlessontohandoutandexplaintheirsummativeactivityforthisunit.Pleasesee
summativedescriptionwithinthisunitplanfordetails.
LinkstoFutureLesson

Summative activity: as it is one of the Big Ideas may be addressed in the summative
task,couldalsobeusedtodetermineapossibleanswertooneoftheBigIdeasfortheunit.

Ideas mayreoccurduringotherlessonssuchas:theideaofterrorism,humanrights,the
th
ColdWar,internationalrelations,politicalideologies,womeninthe20
century.
Extensionactivity
Studentswillbegivenclasstimeandareencouragedtousethistimetodiscussand
workonthesummativeassessmentforthisunit.
Assessment
Hook/openinggame=assessmentforlearning

Studentscreatingcriteria,listandrankingtheorderingofthelist=assessmentas
learning
Ideasandtimetoworkonsummativetask=giveopportunitiesforassessmentof
learning
Resources
Case,D(2014).
TheWartoEndWar:WorldWarI,19141919
.DanielCase:OCDSB.
Case,D2014).
WorldWarII,19391945
.DanielCase:OCDSB.
OntarioMinistryofEducation(2005).
CanadianandWorldStudies:TheOntariocurriculum,
grades11and12.
Toronto,ON:ProvinceofOntario.

LessonPlan:Terrorism(StephaneTasse)
Title:

DigitalComicsMuseumExploration

Subject/Course:

CHY4U

Time:75mins.
Strand:

MethodsofHistoricalInquiryandCommunication
Grades:
12
LessonDescription
Asthereiscurrentlynodefinitionofterrorismthatisacceptedinternationally,studentswillwork
togetherinthislessontocreateadefinition.Studentsreadaseriesofarticleswithcontrastingviews
onterrorismtoinformalistofcriteriatheywillcreate.Studentsthenseehowthislistcanbeapplied
tohistoricaleventssometimesinterpretedasactsofterrorism.

Discussionandinquirybasedlearningareattheheartofthislesson.
Stage1:DesiredResults
FundamentalConcepts/Skills
Studentswillbeabletoanalyzetheconsequencesofdefiningterrorismincertainwaysandlearn
howdifferentindividualsandgroupsmightusethetermforpoliticaladvantage.
BigIdeas/EssentialQuestion
Whatisterrorism?
Whataresomeofthecomplicationsthatarisewhentryingtodefineterrorism?
OntarioCurricularOverallExpectation
Interpretandanalyseinformationgatheredthroughresearch,employingconceptsand
approachesappropriatetohistoricalinquiry
OntarioCurricularSpecificExpectation

 Comparekeyinterpretationsandtheoriesofworldhistory
Analysehistoricaleventsandissuesfromtheperspectivesofdifferentparticipantsinthose
eventsandissues

LessonGoals
Understandsomecommondefinitionsofterrorism
Understandthecomplexitiesofdefiningandapplyingtermstohistoricalevents
Keyconceptsand/orskillstobe
learned/applied:
Terrorism,andcomplicationsthat
ariseindefiningandapplyingthe
term

BackgroundKnowledge:

Studentswillcometotheclasswithsomenotionsof
terrorismandsomekeyevents(9/11,warin
AfghanistanandIraq,ISIS,etc.)

Stage2:Planninglearningexperienceandinstruction
StudentGroupings

InstructionalStrategies

Groupsof6forarticlereadingandcriteria
creation
Wholeclassgroupdiscussion

Smallgroupreadings
Classdiscussion
Inquirybasedlearning
Teachercenteredinstruction

Materials

Considerations

Articleprintouts
Black/Whiteboard
Computerwithprojector/smartboardfor
PowerPointslides

Footagefrom9/11canbedisturbingforsome.
Teachershouldchoosevideoappropriately.

Accommodations
Studentgroupingscanbechosenbytheteachertobetterensurestudentsuccess.
Teachercanfocushisorherattentiononcertaingroupsthatneedadditionalguidance
Stage3:Learningexperienceandinstruction
MotivationalHook(10MINS.):9/11VideoandBrainstorm
StudentsviewashortvideooffootagefromSeptember11th,2001,whichservesasaspringboard
totryasaclasstoformadefinitionofthewordterrorism.Teacherinitiatesabrainstorming
sessionandstudentsideasarecompiledontheboard.
Open(30MINS.):ArticleReading

Workingingroupsof6,studentsaredirectedtothreeonlinearticles.Studentsareexplainedthat
thesearticlesprovidedifferentperspectivesontheissuessurroundingthedefinitionofterrorism:

1) "InMideast,OneWeaponofChoiceIsaLoadedWord":
http://www.csmonitor.com/2001/0731/p1s3.html
2) "TerrorandTyranny:WhatPowerfulStatesCallTerrorismMayBeanInevitableResponse
toInjustice":
http://www.theguardian.com/world/2001/oct/25/afghanistan.terrorism9
3) "WhatIsTerrorism?":
http://www.crfusa.org/americarespondstoterrorism/whatisterrorism.html

Withintheirgroup,studentsareresponsibleforchoosingwhichstudentwillreadwhicharticle
makingcertainthat,amongthem,allthreearticleshavebeenread.Studentsareaskedtotake
notesorcopy/pastesmallsectionsofthearticletohighlightthekeyissuesinthedefinitionof
terrorism.Studentsareremindedthatatthispointtheyarenottryingtocomeupwithafinal,
perfect,authoritativedefinition,butrathertheymustraisequestionsanduncoverareasof
disagreementdiscussedbythewriters.

Oncestudentshavecompletedthereadingsandbrieflydiscusseditwithintheirgroup,theclassis
broughttogethertomakeachecklistontheboardofthedisputedquestionsinthedefinitionof
terrorism.Discussthefollowingissuesarediscussed:

Method/result:
Mostpeoplewouldagreethatterrorismincludesviolence.Whatabout
threatsofviolence?Kidnapping?Arson?Rape?Whatifnooneisharmedisitstill
terrorism?

Perpetrator:
Whocarriesoutterrorism?Isterrorismalwayscarriedoutbyorganized
oppositiongroups?Canstatesbeterrorists?Canindividuals?Considerissuesofinspiration,
planning,provisionofweapons,andmilitaryassistance.Asanexample,theEgyptianstate
hassaidattacksontouristbusesorassassinationsofpoliticalleadersbyIslamistmilitants
wereactsoflone,derangedindividuals,notterrorism,becausetheywantedtoprevent
furtherlossoftourismandpreemptclaimsthatthestatewasn'tdoingenoughtocounter
terrorism.

Target:
Doesterrorismtargetonlycivilians?Couldanattackonamilitarytargetbe
terrorism?Howdoyoudecidewhatacivilianis?Whataboutoffdutymilitarypersonnel?
Colonialoccupiers?Whatabouttheassassinationofaheadofstate,oneofwhoserolesis
commanderinchief?Toqualifyasterrorism,mustperpetratorsofanactofviolence
deliberatelytargetcivilians,orsimplyberecklessastowhetherciviliansaswellasmilitary
targetsmightbeharmed?Areallattacksonciviliansterrorism?Isthetargetofterrorism
alwayshuman,orcanactsofsabotageagainstpropertyalsobeconsideredterrorism?

Motive:
Isthemotivebehindanactimportantindecidingwhetheritisterrorism,orshould
onlytheactitselfbeconsidered?Whatistheobjectiveofterrorism?Isterrorism"violencefor

anaudience"anactcommittedtoinspirefearinthepublicandthereforeforcepolicy
changes?Ordoesaterroristacthavespecificstrategicobjectives?Doesitmakeany
differenceiftheperpetratorsconsiderthemselvesmartyrsforareligiousorpoliticalcause?

Pointofview:
Ifacauseisconsideredlegitimate,areanymeanstoachieveitsgoals
legitimate?Howdoesonedistinguishbetweenaterroristandafreedomfighter?Whatisthe
differencebetweenterrorismandguerrillawarfare?Isterrorism"theweaponoftheweak"?
Areillegitimateactsagainstanenemyinwarterrorism,warcrimes,oristhereevena
difference?Doeshistorychangethedefinitionofterrorism?Ifagroupachieves
independenceusingtacticscalled"terrorist"bytheirpreviousoccupierorsovereign,making
their"rebellion"intoa"warofindependence,"aretheyjustifiedbytheireventualsuccessin
becomingastate?

Basedonthisdiscussion,groupsmaketheirownchecklistderivedfromthelistcreatedduringthe
classdiscussionandshouldincludequestionstheythinkneedtobeansweredtodecidewhetheran
actisterrorismornot.Studentswillusethischecklisttoevaluatevariousscenarios.

Inreadingthesearticlesandcontributingtoclassdiscussion,studentsareengaginginhistorical
thinkingskills.Inreadingdifferentarticlesinterpretinghistoricalevents,studentsseedifferent
historicalperspectives
andseedebatesonthe
historicalsignificance
ofevents.Whendebatingthe
consequencesofapplyingtheterroristlabeltodifferentscenarios,studentsareexposedtothe
ethicaldimension
ofusingatermliketerrorism.

Inreadingandcomparingdifferentpointsofviewonthesamesubject,students
analyze
and
differentiate
betweendifferentpointsofview,whichareimportantcriticalthinkingskills.

Body(20MINS):ChecklistApplication
StudentgroupsaregiventheTerrorism?ScenarioList.Studentsusetheircreatedchecklistto
attempttoanswerthequestionstheyhaveposedineachcasetodecidewhethereachincident
wouldcountasterrorism.Studentsareencouragedtodointernetsearchesiftheywishtoobtain
moreinformationaboutanyofthereallifescenarios.Teachercirculatestoensurestudentsare
applyingtheirchecklisttothescenarioseffectively.

Withthisexercise,studentsare
applying
asetofprinciples/ideastheyhavedeterminedinclass,an
importantcriticalthinkingskill.
Close(15MINS):ClosingDiscussion/ExitWritingPrompts
Students'answerstoeachoftheTerrorism?situationsarediscussed.Discussioncanalsosteer
towardsoneormoreoftheincludedhistoricexamples.Studentsdeterminingfactorsarediscussed.

Additionally,thepoliticalimpactoftheterm
terrorism
isdiscussed.Whyisitaneffectivepoliticaltool
(orweapon,asCameronBarrdescribesit)toaccuseyouropponentofbeingaterrorist?

Beingabletoconvincinglyclaimthatyouropponentisaterroristgrantsenormousmorallegitimacy
toapartyinaconflict.Isitimportantorpossibletohaveasingleconsistentdefinitionof
terrorism?Why?Howcouldsuchadefinitionbecrafted?

Ifdiscussionisnotfreeflowingatthispoint,teachercanalsosetupexitwritingpromptsthat
studentscananswerinaparagraphormore.Studentschooseoneofthefollowingquestionsto
answerintheirwriting:
2) Whataresomedifferentdefinitionsofterrorismyounowknow?
3) Canyouexplaintheconsequencesofdefiningaparticularactasterrorism,andwhatsome
peoplecouldgainbydefiningtheiropponentsasterrorists?
4) Whyisitdifficulttoreachaninternationalconsensusonasingledefinitionofterrorism?
LinktoFutureLessons

Assessment
Studentcontributionsduringdiscussionsserveasassessmentfor/oflearning.
Teachercirculatesduringarticlereadingandchecklistapplicationactivitiestomonitordiscussions
andassessstudentparticipationandunderstanding.Studentwritingassignmentservesas
assessmentoflearning.

References:
http://www.pbs.org/wgbh/globalconnections/mideast/educators/militant/lesson1.html

Summative Assignment: History Fair Exhibit

Congratulations!YouvebeeninvitedtoparticipateinSunnyvaleHighsannualHistory
Fair.Youareinvitedtoexploreanissue/event/topic/figure/trend/movementofthetwentieth
centuryorbeyondofyour(teacherapproved)choice.Youmaychoosesomethingwehaveseen
inclass,oryoumaysubmitanentirelynewidea.
YoursummativemustanswereitheroneoftheBigIdeas/EssentialQuestionsofthis
course(IsPeacePossible?/HowhastheWestinfluencedtherestoftheworld?/Hasthe
Westbeenapositiveornegativeinfluenceontherestoftheworld?)orofthisunit(What
weresomeoftheimportantconflictsofthetwentiethcentury?[e.g.
WhatimpactdidWWIand
WWIIhaveontheworld?]
Whatorganizationswerecreatedasaresponsetotheseconflicts?/
Whatweresomeimportantmovements[cultural,civil,etc.]ofthetwentiethcentury,andwhat
impactdidtheyhaveonsociety?).
Youmaysubmitaphysicalexhibit(projectboard,diorama,artpiece,model,etc.)oryou
mayprepareaperformance(dance,song,impersonation,reenactment,etc.).Yourimaginationis
thelimit,aslongasyourexhibitanswersoneofourclassessentialquestionswithastrongthesis
thatissupportedbyequallystrongevidence.

Asyouprepareforyouexhibit,youwillneedtosubmitatotalofthreejournalswhich
detailwhatyourexhibitarguesandhowyourpreparationisgoing.Eachjournalmustbe
submittedonFridaybeforeclass:thismeansJournal#1isdueDecember19th,Journal#2on
January9th,Journal#3onJanuary16th.

Example:
HastheWestbeenapositiveornegativeinfluenceontherestoftheworld?

TheRedCross
e.g.IbelievetheWesthashadapositiveimpactontherestoftheWorldbecause
ofNGOsliketheRedCrossthatoperateallovertheworldtosaveliveseveryday.
Disasterrelief
Blooddonation
Research

Studentbringsatenttoclass,decoratedasaredcrosstent.Oneachsideofthetentisa
posterthatstatesapremiseandthesupportingevidence.Thestudentisdressedinaredcross
uniformandisabletospeakaboutherthesisandsupportingevidencetothosevisitingthe
exhibitatthehistoryfair.

Level1

Level2

Level3

Level4

Knowledgeand&
Understanding

Demonstrates
limited
understandingof
subject

Demonstratessome Demonstrates
understandingof
considerable
subject
understandingof
subject

Demonstratesa
thorough
understandingof
subject

Thinking&
Inquiry

Uses
critical/creative
thinkingprocesses
withlimited
effectiveness

Usesplanning
skillswithlimited
effectiveness

Uses
critical/creative
thinkingprocesses
withsome
effectiveness

Usesplanning
skillswithsome
effectiveness

Uses
critical/creative
thinkingprocesses
withconsiderable
effectiveness

Usesplanning
skillswith
considerable
effectiveness

Uses
critical/creative
thinkingprocesses
withahighdegree
ofeffectiveness

Usesplanning
skillswithahigh
degree
effectiveness

Application

Makesconnections
withlimited
effectiveness

Makesconnections
withsome
effectiveness

Makesconnections
withconsiderable
effectiveness

Makesconnections
withahighdegree
ofeffectiveness

Communication

Expressesand
organizesideasand
informationwith
limited
effectiveness

Expressesand
organizesideasand
informationwith
someeffectiveness

Expressesand
organizesideasand
informationwith
considerable
effectiveness

Expressesand
organizesideasand
informationwitha
highdegreeof
effectiveness

Feedback:

Journal #1: History Fair Exhibit Proposal

Project Title:

Thisinitialjournalentryprovidestheinstructorwiththebasicideaofwhatyouwanttolearn
throughyourexhibit.Provideathreesentenceminimumdescriptionfor
each
ofthefollowing:

Introduction:

Ashortintroductiontoyourexhibitgoeshereinparagraphformat.Anexplanationofwhyyou
chosethisparticularprojectwouldbeagoodstart.

Goals:

Explainthegoalsofyourexhibithere.Which
essentialquestionsofthiscourseorunitwill

youbeaddressing?(i.e.IsPeacePossible?/HowhastheWestinfluencedtherestof
theworld?/HastheWestbeenapositiveornegativeinfluenceontherestofthe
world?/Whatweresomeoftheimportantconflictsofthetwentiethcentury?What
organizationswerecreatedasaresponsetotheseconflicts?/Whatweresome
importantmovements[cultural,civil,etc.]ofthetwentiethcentury,andwhatimpactdid
theyhaveonsociety?).
Solution:

Explainhowyouwillachievethegoalsofyourexhibithereprovideasmuchdetailas
possible.

Feedback:

Journal 2 : Research Evidence and Thesis Development

Title of Exhibit:

Part I: Project Progress Entry

This journal entry is meant to show the instructor that you have completed an adequate
amount of research to produce an effective finished product. Type all answers to the
following questions using a minimum of three sentences for each question:
1. What is the status of your exhibit? (List activities, accomplishments, or steps taken
thus far.) Explain any changes in the project since submission of the initial exhibit
proposal.
2. Describe any problems you are experiencing at this point and identify strategies you
might use to address problem areas. If there are none, explain why you think things are
going so well.
3. What are your next steps? Provide a timeline. Please use a separate page if necessary.

Part II: Research

A. Research List
List a
minimum
3 sources you have used so far to research your topic. ONE of the
minimum 3 sources must be non-internet.
Wikipedia
and your textbook, while valuable
starting points for research,
will not be accepted as a source for annotations
. There are
many free online bibliographic services such as
bibme.org

and
easybib.com

to help you
with your citations. History courses will use
Chicago
style, all others will use
MLA
style.

List each resource below using the appropriate format for your course.
1.
2.
3.
B. Annotations
Type a minimum, one paragraph, double-spaced, summary of
each
source. Please ensure
it includes how the source will be incorporated with your exhibit. Make sure to use 12
point font. See the handout How to Write an Annotated Bibliography if you need more
direction.

Part III: Thesis Development

By this point you should have an idea about what you are trying to prove. Please provide
your thesis statement below.

This is my awesome, well-developed, thesis statement.

You should also have a general idea about the evidence which you are going to use to
argue your thesis. Provide a minimum three premises that will support your thesis below.
1.
2.
3.

Feedback:

Journal 3: Getting Ready for the History Fair

Title of your Exhibit:

This journal entry is meant to show the instructor that you are ready to present
your findings during the History Fair. Bring as much finished product to show the
instructor that you are ready to present. Type all answers to the following questions
in detail with a minimum of three sentences for each question:
1.

Explain the progress of your exhibit. What needs to be finished for your project to be
completed? If you are behind in your work explain why.

2.

Explain your plans for the demonstration of your exhibit. List the materials you will
need to demonstrate your exhibit to your peers. How will you best communicate
your findings?

3.

Provide a detailed outline of how you will present your exhibit. Ensure that it
includes your final thesis and the supporting premises with evidence.

Feedback:

References:
This Journal system is based on the journal system created by the honorable and esteemed Michael Ward.