Gr.+10+-+History+-+Seperatism

(Usha's comments in blue)

Hi Group - you've got a great start here. I like the way your organizer illustrates some specific points for each criterion. I guess your next decision might be how students will become familiar with the criteria. Will you look at a parallel situation? It looks like you are planning to have them look at propaganda posters from WWI (a previous unit so they'll already have an idea of what they're looking at) to draw out the criteria. You might want to also look at some contemporary information campaigns (e.g. the information campaign to get the flu shot or a different campaign that had two sides). Once students uncover the criteria in a parallel situation, they are more likely to "own it" and feel comfortable using it.

Subject: CHC 2D Grade 10 Destination:Academic Group Members: Kim Frech, Kyle Steele, Christine Collini, Lissa Murray Topic: Separatism Key Learning: Conflicts and compromises between our three founding nations continues to shape and change Canadian society. Critical Challenge: //**You are hired by the Yes or No side of the referendum. Your job is to create one piece in a media campaign to convince people to cast their vote for the Yes or No side. The collections of diverse campaign pieces from the Yes and No side will be presented and critiqued for how persuasive they are. You will then write a reflective paragraph that will be evaluate the effectiveness of a peer's persuasive campaign (you should choose a campaign piece from the opposite perspective which you wrote your piece on). Your arguments measure the persuasiveness must be based on the criteria of an effective campaign.**// Type of Challenge: Design to specs Critieria for an effective information campaign:
 * persuades audience (to adopt a specific viewpoint or take a specific action)
 * is based on sound evidence and accurate factual information
 * evokes strong emotion in the audience

Un-packed Criteria for Critical Challenge (see attached organizer)

**Persuades audience toward the adoption of a specific action** o appeals to the target audience - ex. sovereigntists o convincingly makes viewers believe information on the visual is important and believable o information is concise enough - does not overwhelm audience o Use scholarly reliable information sources o Use combination of primary and secondary sources o evocative languages and images (dependent on the medium chosen)
 * Based on sound evidence and accurate factual information**
 * Evokes strong emotion in the audience**

**Based on sound evidence and accurate factual information**
 * Evokes strong emotion in the audience & Persuades audience toward the adoption of a specific action **

**Intended Grade and Topic: ** ........................................................................................................................................... Mount an information campaign for one side in the 1995 Quebec referendum ||
 * Title of the Critical Challenge: **
 * **Critical Questions & Summative Task (Assessment of Learning) **

In here you list the critical question(s) and/or task (s) students will grapple with in this Challenge**.** ||
 * <span style="color: #000000; font-family: 'Calibri','sans-serif';">


 * **<span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 14pt;">Assessment for Learning– Formative Assessment ** ||


 * <span style="font-family: 'Segoe Script','sans-serif';">· <span style="font-family: 'Calibri','sans-serif';">itemize your enabling tasks ||


 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Overview ** ||

In a short paragraph clearly outline how the challenge is developed in terms of content and skill through the Critical Thinking challenge(s). Establish the authentic context that will serve as the mental hook or hook for the students. ||
 * <span style="color: #000000; font-family: 'Calibri','sans-serif';">


 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Objectives ** ||

Identify the enduring understanding that should result from the critical challenge. Written as a statement of understanding that students will walk away with. ||
 * **<span style="color: #000000; font-family: 'Calibri','sans-serif';">Key Learning/ “Big Idea” ** ||  || <span style="color: #000000; font-family: 'Calibri','sans-serif';">

Identify the relevant and pertinent overall expectations assessed by the critical challenge ||
 * **<span style="color: #000000; font-family: 'Calibri','sans-serif';">Overall Expectations Evaluated ** ||  || <span style="color: #000000; font-family: 'Calibri','sans-serif';">

Identify the specific expectations that will be addressed by completing the critical challenge. ||
 * **<span style="color: #000000; font-family: 'Calibri','sans-serif';">Specific Expectations Addressed ** ||  || <span style="color: #000000; font-family: 'Calibri','sans-serif';">


 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Requisite Tools ** ||
 * __Empathic__**: Is able to empathize with those in situations different from one's own and in different historical contexts.
 * __Fair-minded__**: Will judge ideas on their merits and not cimply enforce personal interests

Outline what content and skills students will need to be able to learn to be successful. ||  || ||   || List the key thinking strategies students will use to sift through background information, apply criteria and make a decision. (e.g. rating scale, report card, graphic organizer) ||  ||
 * <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 11pt;">Background Knowledge || <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 11pt;">
 * <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 11pt;">Criteria for Judgement || *persuades audience (to adopt a specific viewpoint or take a specific action)
 * is based on sound evidence and accurate factual information
 * evokes strong emotion in the audience ||  ||
 * <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 11pt;">Critical Thinking Vocabulary || <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 11pt;">* empathy - ability to imagine yourself in other's place, and understand the other's feelings, desires, ideas and actions.
 * argument - to give reasons for their idea and use logic and evidence to support or refute a point
 * <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 11pt;">Thinking Strategies || <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 11pt;">
 * <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 11pt;">Habits of Mind || **__Empathic__**: Is able to empathize with those in situations different from one's own and in different historical contexts.
 * __Fair-minded__**: Will judge ideas on their merits and not cimply enforce personal interests ||  ||


 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Suggested Activities ** ||


 * **<span style="font-family: Calibri,sans-serif; font-size: 14pt;">__Pre-planning:__ ** ||


 * **<span style="font-family: Calibri,sans-serif; font-size: 14pt;">__Session 1:__ **<span style="font-family: 'Calibri','sans-serif';"> Title (Blackline Masters # - #) ||


 * **<span style="font-family: Calibri,sans-serif; font-size: 14pt;">__Session 2:__ **<span style="font-family: 'Calibri','sans-serif';">Title (Blackline Masters # - #) ||


 * **<span style="font-family: Calibri,sans-serif; font-size: 14pt;">__Session 3:__ **<span style="font-family: 'Calibri','sans-serif';">Title (Blackline Masters # - #) ||


 * **<span style="font-family: Calibri,sans-serif; font-size: 14pt;">__Session 4:__ **<span style="font-family: 'Calibri','sans-serif';">Title (Blackline Masters # - #) ||

Hi group! Great start! Your criteria looks very good. Note that you will have to "unpack the criteria" with students. You might want to consider using a fishbone organizer or some other graphic organizer where students can record the specific "look fors" or indicators for each criterion. For example, what are indicators that a campaign is persuasive? Last year's "Tools for Thought" issue #3 had quite a bit on persuasive writing - you might find some stuff there that is useful. Elizabeth Freeman-Shaw might have a copy. This looks very good so far. You might want to check out the thinking strategy in "Teaching Historical Thinking" for assessing impact. There's also some good stuff on the TC2 website under "Electronic Sourcebook" - click on "Alberta Education Online" and click on "Search Resources" and search for 'persuasive'. Here's one link but there's probably more stuff: http://www.learnalberta.ca/Search.aspx?lang=en&search=persuasive&grade=&subject=&sudience=&language=&type= Particularly check out the link to "Critical Challenge: Urging others to act" for some great ideas. Next, I would choose 1 or 2 habits of mind and critical thinking vocabulary terms that you'd like to focus on specifically during the lesson. And, then, consider how you want to introduce the criteria to students - through a parallel example? using a type 2 question to solicit their ideas? or do you want to just present the criteria to them and then have them practice using it? Just some things to consider. Hope that's helpful.