Assessment/Evaluation Techniques -
Roving conference by the teacher to ensure the students are on task while in small groups and to aid students with any concerns they may have.
-
Informal teacher assessment using probe questions to collect evidence of the individual student’s understanding of the difference between fact and opinion and the difference between a primary and secondary source. The teacher checks students’ notes for completeness and accuracy. Anecdotal notes are made by the teacher when necessary.
-
Student self-assessment of the immigration chart. Student uses the criteria of neatness, accuracy, and completeness. Teacher does a diagnostic assessment of the immigration chart.
-
Informal teacher assessment of students’ understanding and application of Catholic values by using probe questions during the class discussion.
-
Formative teacher assessment of the student economic growth charts. The teacher uses a checklist to record accuracy and completeness in the charts.
Accommodations -
The teacher, peer helpers, and/or peer tutors need to circulate through the groups to help students with terminology and to ask appropriate questions to cue and prompt students in the correct direction.
-
ESL students and students with special needs require specific help with vocabulary words. Students require detailed explanations on the meaning of factual material, opinion material, primary sources, and push and pull factors.
Resources
Approved Textbooks.
Catechism of the Catholic Church [Section 2241]
Do Justice!, pp. 271-274.
Primary sources may be found in the following resources: A Nation Beckons: Canada 1896-1914 Canadiana Scrapbook, Barry Broadfoot’s The Pioneer Years, and Jean Bruce’s The Last Best West.
Appendix 1.2.1 Immigration to Canada in the Early Twentieth Century
Immigrant Group
|
Reasons for Leaving Homeland
|
Reasons for Coming to Canada
|
Place of Settlement in Canada
|
Ukrainians
|
|
|
|
Japanese
|
|
|
|
Polish
|
|
|
|
Germans
|
|
|
|
Doukhobors
|
|
|
|
Hutterites
|
|
|
|
Appendix 1.2.2 A Checklist of Tasks to Complete in the 1900-1928 Scrapbook
Task to be completed in the 1900-1928 Scrapbook
|
Check
|
A timeline depicting twenty important events in the period 1900-1928. Do your best to stretch the timeline over as many years as possible
|
|
A first picture and a one-paragraph written explanation of the importance of the picture
|
|
A second picture and a one-paragraph written explanation of the importance of the picture
|
|
A third picture and a one-paragraph written explanation of the importance of the picture
|
|
A two-paragraph report on the accomplishments of one of the following prime ministers: Wilfrid Laurier, Robert Borden, or William Lyon Mackenzie King
|
|
One or two paragraphs which explain a cause-and-effect relationship in the 1900-1928 time period
|
|
An explanation in picture, chart, and/or words of an important change in technology in the 1900-1928 time period
|
|
A one-paragraph description of an important Canadian (aside from a prime minister) in the 1900-1928 time period. The paragraph should explain what important contribution was made to Canada by this person.
|
|
A one-paragraph comparison of a person, group, or event in the 1900-1928 time period and a person, group, or event in our present time period
|
|
The identification of one primary source
|
|
The identification of one secondary source
|
|
The use of one library book
|
|
The use of one computer database source
|
|
Share with your friends: |
