Unit Table of Contents

Section 1: Heritage Fair Pavilion Culminating Activity

Handouts and Rubrics

Section 2: Introductory Lessons

The Assignment

Library Research

The Vision

Class Work Periods

Section 3: Supplemental Lessons

Movie: The Wave

Small Group Acting: Presentation Preparation

Section 4: Heritage Fair Preparation and Presentations

Development and Organization of the Heritage Fair

The Presentation Day

Heritage Fair Debriefing and Evaluation

Lesson Name: The Heritage Fair

Category: Canadian History

Course Code: CHC 2D/2P

Created by: Mark Melnyk, Adrienne Chong, David Butler and Carrie Harder

School: Markville Secondary School

Level: Grade 10

Time: 2 weeks

Rationale:

Students will explore events that transpired in history from 1919-1945 and create a pavilion to educate others about their topic. The process will help students to understand historical events and present their research findings in an authentic, and interactive way. Students will be required to work effectively within a group setting and produce a booth for the Heritage Fair Pavilion.

Expectations:

Overall Expectations

! demonstrate an understanding of the elements of Canadian identity;

! demonstrate an understanding of the ways in which outside forces and events have shaped Canada’’s policies;

! demonstrate an understanding of Canada’’s participation in war, peace, and security.

Methods of Historical Inquiry

! ask questions, identify problems, and effectively use historical research methods to investigate topics and issues in history;

! use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information and then organize this information in a meaningful way;

! analyse and evaluate information when researching historical topics or issues.

Analysing and Evaluating Information

! identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;

! distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research;

! distinguish between fact and inference in primary and secondary sources (e.g., artifacts, visuals, articles);

! use relevant and adequate supporting evidence to draw conclusions.

Instructions:

1. The primary goals are to facilitate the use of resources and historical evidence to develop a greater understanding of the events from 1919-1945. The students should be directed to critically evaluate sources of information and how they can be incorporated into an accurate and interesting Heritage Fair presentation.

2. Four Part Activity (All parts should be used to develop the final product)

a) Assignment Day: Introduction to Assignment and Topic Selection (1 period)

b) Library Research (2 periods)

c) “Vision Day” (1 period)

d) Class Work Periods (3 periods)

Part A. Assignment Day: Introduction to Assignment and Topic Selection

- Using the Heritage Fair Pavilion Culminating Activity handouts introduce the Pavilion assignment to the class.

- Students will be required to form groups of 3-4 and select a topic for their Pavilion booth. The available topics are located on the chart entitled Pavilion Topics.

- Based on the topic selected, research of various forms (e.g., artifacts, visuals, articles) will be gathered to produce a 3-D model or recreated artifact.

- Discuss the expectations of the assignment and rubrics (Research Rubric, Vision Statement Rubric, Building Process Evaluation, Group Evaluation and Pavilion Presentation Rubric) with the students and outline the process that will take place over the 2 week period.

- Students can begin exploring their topic in their textbooks, to provide a general explanation of events. Using that introduction, groups can begin initial planning of their pavilion layout, interactive activity and relevant details they may want to include.

Materials:

- Heritage Fair Pavilion Culminating Activity Handouts for students

- Group members established (either by teacher or students)

- Topic sign-up

Assessment & Evaluation:

- Rubrics attached to Heritage Fair Pavilion Culminating Activity Handouts

Part B. Library Research

- Ensure that the Library is booked in advance for 2 periods for the students to perform research on their topic.

- Before beginning their research, reiterate with the students the Research expectations and source requirements outlined on the Research Rubric:

At least:

T 1 page of notes from 4 sources

T Information from 1 book, 1 encyclopaedia, 1 web site, and 1 other resource of their choice

T 2 primary documents (i.e. photos, paintings, cartoons, speeches, etc.)

- When using the Internet suggest that the students begin by using the links available on the Markville Canadian History web site, before doing a general search of the Internet.

- Some other web sites to suggest include:

(search engine for Canadian sites)

- Circulate and discuss topics with students to determine their research focus and direction for their topic/pavilion. Ensure that the students are drawing from more than one resource for information.

- On the second day of research the teacher can circulate and assess research by the students using the Research Rubric.

Materials:

- Library resources

- Internet access

Assessment & Evaluation:

- Research Rubric for circulating evaluation by teacher of resources and notes gathered by the students over the course of 2 library research periods.

Part C. Vision Day

- This period should occur after the students have completed their 2 library research periods (or at least one, if booking conflicts exist). Group members should bring their research to the class to be applied to their Vision planning.

- During this period the students will use their research to establish their Vision for the Pavilion project.

- The Vision will detail what their a) pavilion will look like (diagram recommended), and b) how it will be developed.

- Attention should be given to the essential elements of the assignment which include:

i Extensive variety of content relevant to their topic

i Accurate and concise details/facts

i Visual images and written content

i An interactive element for participants to be involved in

- Students should also address how they are going to make their pavilion memorable and/or authentic.

-Each student is responsible for submitting a 1 page justification that will discuss the components listed above.

- Visions can be submitted at the end of this class period, or at the beginning of the next class. Development of the actual pavilion booth should not take place until the vision has been completed and evaluated using the rubric.

Materials:

- Students will need to bring their research gathered during the library periods and outside of class time.

Assessment & Evaluation:

- Vision Statement Rubric

Part D. Class Work Periods

- The students will have 3 periods made available to work on their pavilion presentation booth.

- Group members should bring in all materials (i.e. research materials, model/artifact materials, booth materials) related to their pavilion for each of the 3 days to ensure the most effective use of time allotted.

- Students should also use this time period to consider how they are going to present their pavilion at the Heritage Fair.

- Ensure that the students consider the final evaluation rubric that will be used by the Judges during the fair to assess their booth.

Materials:

- Students will need to bring any materials they will need to develop their pavilion booth (i.e. bristol board, markers, pictures, materials for model or artifact, etc.)

- Students may need their teacher evaluated vision statements

Assessment & Evaluation:

- Remind students they will be completing the Building Process Group Evaluation on the final day of class work (the top section of the evaluation only, the bottom comment section can be left until the debriefing of the Heritage Fair), which is based primarily on the process that will be taking place during the 3 class work periods.

Lesson Name: The Heritage Fair: Additional Background Information and Preparing to Present

Category: Canadian History

Course Code: CHC 2D/2P

Created by: Mark Melnyk, Adrienne Chong, David Butler and Carrie Harder

School: Markville Secondary School

Level: Grade 10

Time: 2 Lessons as part of a 2 week Heritage Fair

Rationale:

These two lesson will be used to incorporate information related to the topics being addressed and the final presentations for the Heritage Fair.

Expectations:

Overall Expectations

! demonstrate an understanding of the elements of Canadian identity;

! demonstrate an understanding of the ways in which outside forces and events have shaped Canada’’s policies;

! demonstrate an understanding of Canada’’s participation in war, peace, and security.

Methods of Historical Inquiry

! ask questions, identify problems, and effectively use historical research methods to investigate topics and issues in history;

! use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information and then organize this information in a meaningful way;

! analyse and evaluate information when researching historical topics or issues.

Analysing and Evaluating Information

! identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;

! distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research;

! distinguish between fact and inference in primary and secondary sources (e.g., artifacts, visuals, articles);

! use relevant and adequate supporting evidence to draw conclusions.

Instructions:

1. The goals of these lessons are to incorporate additional information to supplement research and to introduce with small group acting, how the students will present their booths during the Heritage Fair. These lessons can take place during the two-week period set aside for the Heritage Fair Culminating activity. This lesson can take place after the Vision Day, to ensure enough time for all visions to be submitted and evaluated before the class work begins.

2. Two Part Activity (one or both of the parts can be included)

a) Movie: The Wave

b) Small Group Acting: Preparatory skits

Part A. Movie: The Wave

- Students will watch the movie The Wave, which is approximately 45 minutes in length.

- During the movie, students will complete a series of questions related to the content of the movie.

- Once the movie is finished, the remainder of class time can be used to take-up the questions to ensure all the students have the correct and complete information in their notes.

- Discussion of the movie can also relate the content to the pavilion assignment that the students are working on.

Materials:

- TV/VCR booked

- Movie: The Wave

- Questions for the students to answer (included in hard copy)

- The Wave questions Link:

Assessment & Evaluation

- No formal assessment or evaluation necessary, up to discretion of the teacher.

Part B. Small Group Acting (SGA): Preparatory Skits

* Small Group Acting is method used to encourage student learning through the production of a skit that explores an event or theme in Canadian History. This teaching/learning strategy can be incorporated at any point during the semester, however it is the most successful when introduced at the start of the course. For more information and a sample lesson plan with handouts pertaining to Small Group Acting please visit the following link:

- Assemble students into their small group acting groups.

- The purpose of this Activity is for the students to develop a skit that represents what the students should not do for their presentations the day of the Heritage Fair.

- Using the guidelines set out for the Judges as criteria, the groups can develop ideas of what should not occur during the fair (e.g. presentations in no way involve the spectators).

- This SGA activity should encourage originality as well as insight for their fellow students, addressing even minor elements that should not be included, or the impact of missing elements on their final presentations.

- The students are provided with approximately 20 minutes to develop a brief skit to present to the class.

- At the conclusion of the 20 minutes each group will present their skit to the class.

- Once all the skits have been completed the teacher can discuss with the class some of the elements that were addressed in the skits, in comparison to the elements that should be apparent during the final presentations at the Heritage Fair.

- The remainder of the class period can be used to begin developing the actual presentation that will take place at the Heritage Fair.

Materials:

- Blackboard, chalk, to record the ideas put forth by the students during the discussion

The Wave (film)

1.What changes or innovations did the teacher, Mr. Ross introduce in his classroom?

2.Name the motto or 4 principles of the "Wave".

3.How did these changes or innovations impact Mr. Ross's classroom and the entire school?

4.Why did the German people do nothing to stop the actions of the Nazis?

5.What lessons can be learned from "The Wave" and the actions of the Nazis during WWII?

Lesson Name: The Heritage Fair: Preparation and Presentations

Category: Canadian History

Course Code: CHC 2D/2P

Created by: Mark Melnyk, Adrienne Chong, David Butler and Carrie Harder

School: Markville Secondary School

Level: Grade 10

Time: Preparation (in advance) Presentations (depends on length of Heritage Fair)

Rationale:

Expectations:

Overall Expectations

! demonstrate an understanding of the elements of Canadian identity;

! demonstrate an understanding of the ways in which outside forces and events have shaped Canada’’s policies;

! demonstrate an understanding of Canada’’s participation in war, peace, and security.

Methods of Historical Inquiry

! ask questions, identify problems, and effectively use historical research methods to investigate topics and issues in history;

! use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information and then organize this information in a meaningful way;

! analyse and evaluate information when researching historical topics or issues.

Analysing and Evaluating Information

! identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;

! distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research;

! distinguish between fact and inference in primary and secondary sources (e.g., artifacts, visuals, articles);

! use relevant and adequate supporting evidence to draw conclusions.

Instructions:

1. The organization and execution of the Heritage Fair, which requires some development in advance, before the actual presentation day.

2. Three Part Development (all parts must be completed)

a) Development and organization of the Heritage Fair

b) The Presentation Day

c) Heritage Fair Debriefing and Evaluation

Part A. The Development and Organization of the Heritage Fair

- Teachers that are planning this event must complete a variety of tasks leading up to the actual date of the fair. Below is a list of tasks that must be done in the form of a checklist. The extent and variety of task completion is up to the teachers involved. However this outline has included the complete list of elements that can be included.

Things to Do:

G Newsletter (create a newsletter to send home with all students, or those enrolled in the Grade 10 Canadian History course that outlines the Heritage Fair, date of the fair, and what will be presented).

G Invitations to Parents of Students (invitations to the parents of students participating in the Heritage Fair can be created as an official way of informing the parents of the event).

G Book Cafeteria (the location where the presentation is taking place must be booked in advance, in addition arrangements must be made as well to accommodate the arrangement and set-up of the location before the event)

G Announcements (general school announcements can be written and made to inform the entire student body of the Heritage Fair, since they can attend as well)

G Posters (advertising posters for the event can be created to increase student awareness of the Heritage Fair)

G Plaque or Awards (plaques or awards must be purchased in advance or arranged depending on when they will be presented to the winning students)

- Some contacts can be made in advance for Judges and media that can attend the event.

Potential Judges and Media Contacts

G Mayor

G Board Director

G Administration

G PTA

G Local News

G Toronto Star

G New VR

Part B. Presentation Day

- On the day of the presentation all pavilions should be completed and ready for the presentation.

- If the Heritage Fair is taking place outside of class time (i.e. in the evening), the class time of that day can be used to set up and prepare the booths for the fair.

- Students will perform their presentations for the duration of the fair time slot, during which time they will present to spectators and judges.

- Judges will use the Evaluating Criteria rubric to assess each of the pavilions.

- Once all of the pavilions have been evaluated, booths should be ranked, especially if a plaque or award is being distributed.

- The Evaluation Criteria and the mark assigned by the judges will be used in the final evaluation of the pavilion by the teacher.

Materials:

- Facility for the actual fair (booked in advance)

- Copies of the Evaluation Rubric for Judges

Assessment & Evaluation:

- Canadian Heritage Fair Pavilion Evaluation Rubric

Part C. Heritage Fair Debriefing and Evaluation