Unit Question - What is History?

Unit Task - Portfolio of historical thinking - choose 2 of 5 tasks.

Use the Peer Review to self-check if you understand and are using the Historical Thinking Concept

Unit Consolidation:

 Journal entry on the Course Question using the Skills Inventory: What are the skills of history and how did I learn them?  

Journal entry or small group discussion on which of the 5 events is the most significant, using Significance Criteria 

 Put the Concept Map in order.   What conclusions can you draw from this activity? Teacher copy (answer) 

     Journal Reflect: 

• How has your idea of what history is changed?

Course question introduction: 

What things do you think make a great country? Small groups - vote and rank

Class criteria for a great country

 Journal Reflect:

• Is Canada a great country today? What evidence is there?
• Would someone living in Canada in 1913 have the same list as us? What would be different? 

Activity 1:

Prohibition and Cause and Consequence

Product: Diamond Ranking and Paragraph - most influential cause

Cause and Consequence and Prohibition (slides)

Predict - Why would the Canadian government have banned alcohol in 1916? Our Predictions

Journal Reflection: What predicted cause of prohibition from our list do you think is the most likely factor in causing it? 

Minds On: How is alcohol regulated in Canada today?

Which of these regulations do you have a "why?" question about?

Cause and Consequence slides 

Action 

Video - People's History Episode 12 - Our Investment of Blood (14:23)

Reading from History Uncovered p. 52-53

Consolidate: 

Diamond Ranking Organizer and paragraph

Journal Reflection How did my ideas about the causes of Prohibition change?

Activity 2:

Japanese Internment and Historical Perspective

Product: Bio-poem 

Historical Perspective-Taking and Japanese Internment  (slides)

 Watch Minoru: A Memory of Exile

Write some lines on your own, then in groups on chart paper - peer assess looking for impact, perspectives, anachronisms etc.

Journal Reflection:

What is your best line and why?

What is a question you still have about internment?

Activity 3:

Cold War and Change and Continuity 

Product: Cold War Timeline with : Attitude Example from the Big Six. Place the events above or below the line

Continuity and Change and the Cold War (slides)

Minds On: 

Watch TC2 Continuity and Change video, Analyze  Lisgar picture 1903

Action:

Look at Cold War Video clips - What has changed? What are the continuities?

Consolidate: 

Create your timeline with attitude or Timeitude

Journal Reflection: Pick 2 events and explain your placement.

Activity 4:

October Crisis and Significance

Product: A) Letter to the museum's CEO Mark O'Neill OR  B) Design the exhibit which will show people why it's significant

Historical Significance and the October Crisis (slides)

Minds On:  

October Crisis: Predict what it might be about based on the pictures

Action:

Read the summary (from Historica) and Code the Text

Apply Significance Criteria (from Historical Thinking Project)

Consolidation:

Small groups design exhibit

Journal Reflection: 

Which exhibit do you think best conveyed historical significance?

Activity 5:

Oka Crisis and Primary Sources and the Ethical Dimension 

Product: Design a memorial or write a letter to the PM

Evidence, Ethical Dimension and Oka (slides)

Evidence Activity - I Left a Trace from The Big Six

Minds On:

Examine the photo, generate questions to ask of primary sources. Compare to these questions from the Big Six

Action:

Read the summary, examine the evidence - news clips, maps, articles - teachers need to select readings appropriate to class

Could alternatively view Khanehsetake: 70 Years of Resistance

Consolidation

Journal Reflection: Why is it important to look at many sources of information about Oka?

The Ethical Dimension: 4 corners discussion

Journal Reflection: What should the Canadian government do today about the Oka crisis?