Canadian History in the Twentieth Century


Evaluation of Student Achievement



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Evaluation of Student Achievement


Knowledge/Understanding

Thinking/Inquiry/Problem Solving

Communication

Application/Making Connections



Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Summary of Activity Assignments Per Category:

Unit

Knowledge/
Understanding


Thinking/
Inquiry/
Problem Solving


Communication

Application/
Making Connections


1

Scrapbook







Scrapbook

2

Newsreel

Newsreel

Newsreel

Newsreel




Timeline/charts

time capsule/chart

report




3

Family Album

Family Album

Family Album

Family Album

4

Test/Biography




Biography

Collage

5

Video

Video

Letter

Letter/













Pamphlet/













Survey

6

Newsletter




Newsletter

Newsletter

  • To reflect the applied nature of this course, student assessment strategies place more emphasis on practical learning than on theories.

Additional Information

Course Notes


Although this course follows a chronological approach, teachers are encouraged to help students identify themes that run throughout the course and place these themes in proper historical context. Each unit has a culminating activity with the individual activities preparing students with the appropriate content and skills. Teachers may wish to employ current events as a practical reference point for students as they attempt to comprehend the historical background and contemporary significance of these events on their lives. The timelines suggested are estimates and teachers may take more or less time depending on the nature of their classes.

The methods of historical inquiry skills have been integrated throughout the five units of study. Wherever activities call for collaborative rubric creation between the teacher and students, the Achievement Chart model should be used as the model resource.

Teachers must be aware of special needs students who have IEPs. Teachers should become familiar with the students’ strengths, needs, social skills, and instructional strategies that have been effective in the past by reading students’ IEPs. Teachers should consult with appropriate itinerant or support staff for specific accommodations for students’ IEPs. Refer to Appendices A and B for an overview of suggested accommodations and modifications for special learners in secondary schools The Ministry-prepared ‘Special Education Guide’ is an excellent resource to consult for specific recommendations.

Many of the activities in this profile require students to conduct research using the Internet. The teacher must assess the students’ skill level in using the Internet as a research tool and the students’ availability of access to the Internet. The teacher must familiarize students with the local board’s policy regarding the safe use of the Internet and obtain the necessary parental permission forms. The students must be aware of what to do if they become exposed to inappropriate sites. The student must use the Internet in a manner which reflects the local boards’ Catholic Mission Statements.


OSS Policy Applications


This course gives consideration to integrating technology across the curriculum, career education, students with special needs, community as a resource, and using the school Library/Resource Centre.

Course Evaluation


It is recommended that teachers keep a reflection log after each activity as a tool for making adjustments to future delivery of the course. Teachers should ensure that all expectations for the course have been delivered using a tracking checklist. It is recommended that students be involved in the evaluation of the course in the form of periodic short checklists and a more detailed summative evaluation at the end of the course.


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