Group Members: Chiara, Logitha, Michelle, Meg G.

Lesson Name: ​Exploration of History Grade: ​Grade 11 University/College Date: April 9, 2018
Prep CHW3M
Course Expectations:
Overall Expectations
B1. Early Societies: analyze the evolution of early societies in various parts of the world, including factors that
were necessary for their development.

Specific Expectations
B1.2. Explain how various factors contributed to differences in the development of early societies.
B1.4. Assess the criteria by which societies are judged to be “civilizations”

Prior Learning:
Completion of CHC2D/CHC2P (Grade 10 Academic/Applied Canadian History)
Students should be familiar with the historical thinking concepts (historical significance, perspective, cause and
consequence and continuity and change)

Learning Goals:
Introduction to primary source analysis.
Develop a deeper understanding of the historical thinking concepts of historical significance and historical
perspective.
Differentiated Instruction:
ELL Students can be assigned a newspaper to examine which is in their preferred language.

Students will be grouped based on the technological competence (group stronger students with those less
comfortable with technology)

Technology can be varied depending on what the students have access to. (Students can share phones, use
chromebook or the class can use the overhead to examine different front pages)

Part 1: Minds On
The following images will be displayed for the class to see. In groups of 3 -4
Artifact Analysis students will try to deduce as much as possible about the society these coins
come from. Students will not be provided with any other information regarding
5 min that society initially, and will be trying to work as if these are newly discovered
coins of a new civilization.
ASSESSMENT The class will then regroup and discuss their (i.e. the society has a monetary
FOR LEARNING system, systems of trade, mining technology etc.) and facts about the society
shared.
 Group Members: Chiara, Logitha, Michelle, Meg G.

Part 2: Action
Going back into the small groups, students will be assigned a different province.
Newseum Activity Students will use the Newseum app to look at front pages for their province and
discuss the following guiding questions.
10 -15 min 1. Your guiding questions:
2. What is the main event?
3. What does it tell us about Canadian society?
ASSESSMENT AS 4. Whose perspectives are present?
LEARNING 5. What or who seem to matter?
6. How is the information presented?
7. What resources would this civilization have access to?
8. Are there advertisements? Of what? Why?
Students will then include their key findings into the collective google slides,
and briefly present their findings to the class.
Using slides in this format allows us to keep track of which groups are on task
and who is contributing to the lesson.
https://docs.google.com/presentation/d/10_mnKN8fl27RTxtWuAErAH7XTxh5GsoLK
dZJDo4Q-_s/edit?usp=sharing

Part 3:
Consolidation If in a classroom, students would submit a short written reflection on the most
significant event in Canada in early April 2018. For the purposes of this lesson, a short
5 - 10 min discussion of which event was the most significant for Canada and why with each
group contributing. (Based on their findings, and that of their peers)
ASSESSMENT
OF LEARNING A brief discussion on the app regarding considerations when using it, perspectives
present, limitations, etc. and how the app might be used when teaching different
courses, and different types of learners.

Next Steps:

Tech Class
Have students find a foreign press which features the same story that you determined was the most significant.
Students can sign for any country of their choice, but no 2 groups can use the same newspaper.

History Class
Connecting this back to ancient history, students will be looking at artefacts connecting to our curriculum.
Students will examine the difference between primary and secondary sources, and what criteria determines, and
the overlap.

Connections to Multiliteracies:

Multiliteracies as a pedagogy is an important strategy to be mindful of when delivering lessons as it supports

linguistic diversity and the use of multimodalities in communication (Roswell & Walk, 2011). This provides the
students with the opportunities to demonstrate their learning in multiple ways and in ways which they excel in.
Our lesson includes written language skills, oral skills, visual representation (Cope & Kalantzis, 2009); thus
providing students with multiple opportunities to learn, as well as demonstrate their learning. Students were
 Group Members: Chiara, Logitha, Michelle, Meg G.

given the opportunity to utilize and develop their written language skills through our Action Activity &
Consolidation. During the Action Activity, each group was responsible for answering the posed questions and
sharing their answers on the Google Slides. This was an effective way for teachers to monitor which groups
were on task and to manage time accordingly. Again, the consolidation was also a great way for students to
showcase their writing skills through their creative writing assignment. Opportunity to develop oral language
skills was presented during our Minds-on coin activity, when students were encouraged to share their
interpretations of the kind of civilization they assume the society had. In addition, the coin used in the minds on
activity is an example of art based on the engraving etched into the coin. Kingkayson (2014) argues that art
provides an alternative primary source for history classes. Through potential emotional responses illicit by art
student can empathize with ancient societies with interest. Additionally, art encompasses an interdisciplinary
approach to history, providing a more holistic educational experience but also appealing to our students interests
(Kingkayson, 2014). Furthermore, visual representation was presented during both the minds on and action
activity when students were invited to examine, conceptualize and analyze what they were seeing on the coin as
well as the front pages of the newspapers.

Furthermore, our lesson utilizes the following recognizable pedagogical acts or ‘knowledge processes’:
1. Conceptualizing - (​generalizations of the coin/front pages​)
2. Analyzing - (​analyzing images, words, patterns to decode the life of the society​)
3. Applying - (​applying prior knowledge to arrive at conclusions about the society​)
(Cope & Kalantzis, 2009)

Connections to SAMR Model:

Teaching above the line of SAMR, refers to Substitution and Augmentation (Puentedura 2014). For substitution,
technology acts as a direct tool substitute with no functional change, where Augmentation refers to tech acting
as a direct tool substitute with functional improvement. Therefore our app (Newseum) acts as a substitution
because it has allowed us to make newspapers digital. Instead of carrying in newspaper, it’s now digitalized and
current/up to date. It is a form of augmentation because it gives access to different provinces or states cover
pages of their newspapers. It becomes a one stop shopping centre for all the newspapers in the world. In
addition, the questions that we posed during our minds-on and action activity was designed explicitly to align
with Bloom’s Revised Taxonomy, thus allowing student to understand, apply, analyze and evaluate the ancient
civilizations and how history is constructed (Case, 2013).
 Group Members: Chiara, Logitha, Michelle, Meg G.

Self Reflection: For the Self Reflection, all of these questions were addressed in essay format.
What went well? What didn’t go so well? What do we need to change?
Our ability to adapt when all of Some students had difficulty navigating the Going forward, and if time
the front pages that the different app, and finding useful front pages. had permitted, we would
groups looked at were the same. The unexpected similarity across all of the include a tutorial on how to
Used this as an opportunity to newspapers. navigate the app effectively,
highlight the significance of both Some students not participating in the google as our peers suggested this as
the event and students suggested slides presentations and focusing on different a feedback.
this showed the importance of course work.
hockey to Canadian society, as
well as different representations
of the same event across
Canada.. Our peers highlighted
our flexibility as a strength in our
presentation in their feedbacks.

References

Case, R. (2013). The Unfortunate Consequences of Bloom’s Taxonomy. ​Social Education. ​77(4).
196-200.

Cope, B. & Kalantzis, M. Multiliteracies: New literacies, new learning.

Kingkayson, J (2014). Reading art: Multiliteracies and history education. ​The Education Forum​. 78 (4).
Pp. 409-420

Puentedura, R. (2017) SAMR and Bloom's Taxonomy: Assembling the Puzzle. ​Common Sense
Education​, www.commonsense.org/education /blog/samr-and-blooms-taxonomy-assembling-the-puzzle.

Rowsell, J. & Walsh, M. (2011). Rethinking literacy education in new times: Multimodality,
multiliteracies & new literacies. Brock Education, 21(1), 53-62.