Collaborative Inquiries
Social Studies, History and Geography
The following resources contains a collection of collaborative work from Brock Faculty of Education Pre-Service students 2014/15 and showcases the following:
*Social Studies, History and Geography units following an Inquiry Framework and using the new curriculum (2014)
*Sample lessons, assessment strategies and culminating activities that showcase Social Studies in other subject disciplines
*Social Studies, History and Geography Blogs focusing on Ontario Curriculum, Social Justice and Critical Literacy
Message to students/groups
Hello there,
I hope this email finds you well.
As discussed in class throughout the course, there will be final project presentations for the last two sessions. Please visit the EXPECTATIONS in the Assignment tab.
This is the link to the INTEGRATED UNIT expectations: https://docs.google.com/document/d/1HJOk4qvz1KulqlneaqE8Q6vV1g6V3XcFW8cBfHBjbJE/edit
Below is the link to add your work. This is a collaborative powerpoint/book. Your group can claim 5-6 slides.
What to put on the slides? (Along with the assignment guidelines)
* The Template/Framework Competed
*Overview of a couple of lessons (as per the criteria/expectations)
*Explanation of the Big Idea, how this connects to expectations and finally the culminating task
*One of the slides has your names, twitter handle and blogs so that you get the proper credit for your work.
What to hand in?
In the Assignment tab, please hand in the link to your framework. Also, I would like to see a reflection post IN YOUR BLOG of your work on this unit. How far did you come? What aha moments did you have? How did this prepare you for doing a unit in the classroom? What further questions do you have?
Add the SLIDESHOW TO YOUR BLOG!
The Framework
This teaching framework is built around a cluster of expectations (you may know this an an integrated unit). The expectations are usually picked based on student need or school need. The lessons or activities in the framework do not necessarily follow a linear format and may be altered or changed since teacher and student inquiries may change the direction of teaching.
The Integrated Unit usually lasts about 6 weeks. The lessons are generally not thoroughly pre-planned since you are using student data to guide your teaching and direction and will need to leave room for adjustment.
The Planning framework that revolves around a BIG IDEA (or an inquiry question) and a CULMINATING TASK (that requires teaching and learning of expectations for students to be successful).
The Framework will contain several Lessons or “Tasks”. These lessons will include a variety of lesson types (Inquiry Driven lessons, Problem Based Lessons, critical literacy, student driven Lessons, whole group, small group, teacher driven, individual and whole class).
Put together by
Cam Smith, Genevieve Vessio, Jackie Woroniuk,
Shahinaz Youssef & Traydese Roth
Grade 5: Consequences of Interactions Between First Nations & Early Settlers Before 1713
TLCP Framework:
Unit Overview
Big Ideas:
e
Culminating Task
Key Themes: Social Justice, Human Rights, Indigenous Peoples’ Rights, Critical Thinking, Perspectives
Culminating Task: Design and present a picture storybook based (in pairs) on an interaction that they have researched between two groups.
The story will be written from the point of view of two different characters, which will highlight their different perspectives and motivation. The story must have a proposed resolution, one which is based upon the mutual benefit of both groups, and that reflects their understanding of the two groups. Students will use their knowledge and reflections from previous lessons to accurately demonstrate the actions, reactions and consequences of both characters, to see how their relationship evolves throughout the story.
Sample Lessons
Field Trip (Subtask #2): Pioneer Village
Language Arts Lesson (Subtask #6): What is an enemy?
Sample Lessons
Social Studies GBL Lesson (Subtask #4): New World Colony
Social Studies Lesson (Subtask #11): Human Rights and Modern Issues
Credits
Grade 7 Geography�
Natural Resources Around the World:
Use and Sustainability
TLCP Framework:
Diana, Juliana, Rachael, Annie, Liz
Introduction Video
Unit Overview: Big Idea and Curriculum Connections
What is our responsibility towards resource management?
1. Application: analyse aspects of the extraction/harvesting and use of natural resources in different regions of the world, and assess ways of preserving these resources.�2. Inquiry: use the geographic inquiry process to investigate issues related to the impact of the extraction/harvesting and/or use of natural resources around the world from a geographic perspective.�3. Understanding Geographic Context: demonstrate an understanding of the sources and use of different types of natural resources and of some of the effects of the extraction/harvesting and use of these resources.
Culminating Task
Sample Lessons
Subtask 1: Introduction to Natural Resources (http://bit.ly/1EQLspe )
Subtask 2: Settlers of Catan Lesson (http://bit.ly/1EvbSz1)
Sample Lessons
Subtask 9: Amazing Race (http://bit.ly/1JnSCb1)
Subtask 10: Tar Sands Activity (https://docs.google.com/document/d/1gYohCWZ9lrGISDFpM_pPQ1mdTJji5FhQsXfC_Q56BpU/edit?usp=sharing)
Sample Lessons
Subtask 11: Water Issues in the Newspaper (https://docs.google.com/document/d/1IVqtCv9IBNgDXxa4RrrpAJI3BRL8fbcr0WQ3YgzQnh0/edit?usp=sharing)
Credits
Slide 11: Natural Resource Charter. (2011, Dec. 19). Natural Resource Charter Animation [Video]. Retrieved from https://www.youtube.com/watch?v=dsNvCPBZ0gg
Grade 6:PEOPLE AND ENVIRONMENTS: CANADA’S INTERACTIONS WITH THE GLOBAL COMMUNITY
TLCP Framework:
Created By:
Victoria Renton, Amanda Wozny, Jessica Sevier, Tarah Silva, Ashley Robinson
Unit Overview
Big Idea:
What are the implications of Canada’s involvement in international sporting events?
Cross Curricular: Language, Arts, Physical Education Mathematics
Overall Expectations:
B1. Application: explain the importance of international cooperation in addressing global issues, and evaluate the effectiveness of selected actions by Canada and Canadian citizens in the international arena (FOCUS ON: Interrelationships; Perspective)
B2. Inquiry: use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues (FOCUS ON: Cause and Consequence)
B3. Understanding Context: describe significant aspects of the involvement of Canada and Canadians in some regions around the world, including the impact of this involvement (FOCUS ON: Significance; Patterns and Trends)
Culminating Task
Description
The final product will use students’ understanding from the unit to answer the “big question.” In groups of three or four, students will be preparing a news report that examines the implications of Canada’s participation in an international sporting event of their choice. Students will conduct research to determine the economic, environmental, political, and social implications, and will present their findings in one of the following ways:
The final product (presentation) of each group will be between 5 minutes and 15 minutes in length.
Sample Lessons
Lesson 4: “What Social Justice Issues are perpetuated through International Sports?”
Lesson 7: “How would the ecosystems here be altered if a large scale sporting event were held in this area? What would be the impact of the loss of this ecosystem?”
Credits
Sample Lessons
Lesson 10: “How do international sporting events have positive or negative implications on the society’s economy?”�
Time Capsules Time and Time Again
TLCP Framework
Created By: Kyle San Martin, Adele Rogano, Alley Wright, Jessica Tirimacco, Yuri Varela
Grade 10
Unit Overview: Big Idea and Curriculum Connections
Big Idea:
How will Canadian students look at the past in order to discover where Canada is directed for the future?
Curriculum Connections:
Culminating Task
Students will create a time capsule in which they will compile their learned knowledge throughout the course. They will select a snapshot in time between 1914-1945 and represent themselves as a day in the life of a Canadian (Soldier or Homefront) in the relevant time period. The time capsule will include a reflection and crafted ‘artifacts’ that could be found in the time period (Minimum 10 items).
Students will participate in a gallery walk after the final formulation of their time capsule to display and explain their final accomplishment.
Pre-Assessment
Chalk Talk Online
Cause & Effect of WWI (1914-1918)
Lesson #1: Cause/ Fault of WWI
Lesson #2: Change Through Time Travel
Marginalized Groups in Canada during WWI
Lesson #3: Women
Hook: Mad Minute - “Do men and women have equal rights in Canada today? Explain.”
Learning Task: In groups, students will research the rights and roles of women in the past (WWI time period) and the present. Each group will develop a Venn Diagram of women during WWi and women in Canada today. Each diagram must be titled with a six-word statement, signifying how attitudes toward women during the WWI time period affected the identity of Canadian women today.
Consolidation: Students will answer series of questions about women’s roles and rights using Socrative
Lesson #4: First Nations
Hook: Students will view video of Stephen Harper’s apology regarding residential schools in Canada (2008)
Learning Task: Students will research residential schools in Canada during the WWI time period and write a journal entry in the role of a First Nations, Metis or Inuit (FNMI) child.
Consolidation: Students will answer a series of questions relating to the “Big Question” using Socrative
Immigration Policies(1910-1930)
Lesson #5- Discovery Lesson: Introduction to Immigration Policies
Lesson #6- Dialectical Debates: The Chinese Exclusion Act
Great Depression / Roaring 20’s
Lesson #7 - Creating and Recreating the Past: An Inquiry Approach
Lesson #8 - Creating the Past Through Art: An Inquiry Approach
Credits
Holocaust
Lesson #9: Introduction to the Holocaust
Lesson #10:
Teaching and Learning Inquiry Unit
Grade 4: Integrated Inquiry-- A Unit on Early Societies
TLCP Framework
By: Penny Saeedi, Steve Van Aaken, & Alex Windolf
Unit Overview:
Big Idea and Curriculum Connections
* Compare early societies (3000 BCE–1500 CE) and describe some key similarities and differences between these early societies and present-day Canadian society (FOCUS ON Continuity and Change; Perspective)
* By understanding the past, we can better understand the present and ourselves.
Curriculum Connections with Language (All four Strands), Arts (Drama and Visual Arts), HPE.
Social Studies (focus is on Strand A)
Culminating Task
Students will integrate the plethora of knowledge they have gained into the creation and depiction of ‘their’ (Medieval) Society. This can be fulfilled either by setting up various stations or having students set up a medieval festival.
1) Using Language Arts Reading and Writing skills students will (re-)create aspects of (medieval) society by identifying some key features of their society (social hierarchy, societal inter- and intra-relationships, etc);
2) Students will create a series of depictions that may be commonly seen in their society, and present them to the class.
3) Students will investigate each others’ societies and attempt to understand crucial societal aspects.
Lessons at a Glance
Subtask 1: Language integration - a look at hierarchical structure/feudal system of Medieval Europe. How do political/social systems impact the relationships between people living in the same society (or members of the same ‘group’)?
- Explore factors that hurt relationships (power struggle, put downs, barriers)
- Explore ‘citizenship’ or various systems (current Canadian vs. Medieval Europe)
Subtask 2: Health and Physical Education integration - understanding clues that teach us about society, looking at games from a period of time.
What do games from a certain period in history, from a certain area, tell us about the people living in that period, in that area?
- Understand factors that encourage PA (beyond personal).
- Identify games as ‘cultural clues’
Lessons at a Glance
Subtask 3:
Integrated Art Lesson using medieval images and pictures, lines and complementary colours.
Subtask 4:�Students will take the role of a person from the Medieval society. Students will write a letter to an official about a current issue (not enough food for the village, too much plague going around, wife got burned at the stake, etc)
Lessons at a Glance
Subtask 5: Integrated with Language, once students return from their Medieval Times Excursion, they will engage in cooperative/jigsaw activities to see the then through the lens of the now. http://bit.ly/1GgESJc
Subtask 6: Sharon Fabian’s piece @ http://bit.ly/18SKkqY on The Magna Carta affords an opportunity for further integration with Language, specifically, with the Media Literacy (e.g. through storyboard) and Reading. The concept of ‘democracy’ is explored at age-appropriate level. The Magna Carta can be contextualized by looking at http://bit.ly/1C0kY7A
Subtask 7: Dramatic Arts Integration (runs throughout unit). How do we feel as members of different social groups? How can we build more positive relationships?
- Non-verbal communication
Lessons at a Glance
Credits
Our Blogs:
Penny Saeedi @ http://pennyroyal888.blogspot.ca/
Steve Van Aaken @ http://educ8y29.blogspot.ca/
Alex Windolf @ http://socialstudies8y29.blogspot.ca
Grade 7: IOC Press Conference
Melanie Tukonic, Stefanie Petrina, Navi Singh, �Amanda Turcato, Jeffrey Sa
URL: http://bit.ly/1EvyZKN
Unit Overview
Big Ideas:
Curriculum Links (Overall Expectations):
A1. analyse some challenges and opportunities presented by the physical environment and ways in
which people have responded to them
A2. use the geographic inquiry process to investigate the impact of natural events and/or human
activities that change the physical environment, exploring the impact from a geographic
perspective
A3. demonstrate an understanding of significant patterns in Earth’s physical features and of some
natural processes and human activities that create and change those features
Culminating Task
Key Themes:
Culminating Task Description:
Students will be asked to find a place in the world that would be ideal to host the next Olympic Games. Students will research and gather data on the physical geography of the land in their groups. Students will be responsible to write a persuasive writing piece to the International Olympic Committee (IOC) informing them on the location of choice. Students need to describe the physical characteristics of various landforms and how they will be used, keeping in mind how they will incorporate as many natural resources as possible during the planning process. Students will be required to include persuasive letter, advertising strategies, visual representation/3D model. The skills developed during these subtasks will help students during the culminating IOC Press Conference where they will be required to present data based on research, integrate persuasive strategies, and a realistic representation of the landforms and depiction of land use of the potential host city. Students will be required to research social, political, economic, and environmental factors that would influence the host city of the Olympics.
Guiding Questions
Location | Place | Movement | Region | Human-Environment Interaction |
· -Why is this an ideal location to host the Olympics? · How would you ensure that athletes and spectators do not get lost? How would you describe the individual locations for each sporting event? | · How will your landforms be used in the specific sport(s)? · Why are the landforms in your country the best to use for the season? · Which languages will be used? How will jobs of the people be affected? | · How will the athletes move from event to event?� · How will civilians be affected?� · How will you communicate information (winners, medals, statistics, ranking)?� · How will you provide alternate routes to work/school for the local communities?� · Where and how will people from around the world be brought in? · Where will everyone stay? How will the Olympic equipment be brought in? | Is the climate cold enough for the Winter Olympics? Is the climate warm enough for Summer Olympics? How will weather conditions affect the sports? Which areas of the landscape did people create? | · How can we minimize impact on the environment? · How have humans already impacted the land? · How will the Olympics affect animal life in the regions? How will the Olympics impact plant life in the regions? |
Geographic Inquiry
Steps:
1. Ask geographic questions
2. Acquire geographic resources
3. Explore geographic data
4. Analyze geographic information
5. Act upon geographic knowledge
Sample Lessons
Lesson 1
Big Idea: Students will understand and explain how the characteristics of different physical environments in Canada affect human activities (i.e., settlement and economic activities)
Guiding Question: How a region's physical features and processes affect humans in their region?
Sample Lessons
Lesson 2
Big Idea: Human activities should balance environmental stewardship with human needs/wants
Guiding Questions: What impact can human activities have on the natural environment?
How do we find the balance between environmental stewardship and human needs/wants?
Sample Lessons
Lesson 3
- Why do we persuade?
- How can we learn from the economic, political, environmental and social effects the Olympics had on Greece in 2004?�
- How can we inform/persuade the IOC in the form of a persuasive letter that we will make better decisions by hosting the Olympics in our city?
- Students will look at exemplars and build success criteria as a class. Teacher will provide rubric once built as a class.
- It is important to consider various perspectives in any situation - especially if we were to host the Olympic games in our city.
- Students will be engaged in the Inquiry Process to conduct research and collect data on the various landforms in their candidate city, how the land could potentially be used during the Olympics, how they are planning to change the land and how these changes affect the environment, any using a graphic organizer or Google Doc. They will critically evaluate resources before utilizing information from them.
- Students will engage in a peer editing session where they complete Peer Editing Checklists and also feedback
Focuses on:
Focuses on:
Sample Lessons
Lesson 4
Sample Lessons
Lesson 5:
Dubai 2020 Olympic Bid Promo Video
Credits
Stefanie: tukonicandpetrinasocialstudies.blogspot.ca/
Jeffrey: socialstudieseduc8y29.blogspot.ca/
Navi: jisocialstudies.blogspot.ca/
Amanda: turcatoamanda.blogspot.ca/
Melanie: tukonicandpetrinasocialstudies.blogspot.ca/