This unit plan includes vocabulary, essential questions, and what students need to know, understand and be able to do. It includes lots of suggestions of websites for the students to do research to accomplish the outcome.
This unit plan includes vocabulary, essential questions, and what students need to know, understand and be able to do.
PA9.2 Analyze the impact of empire-building and territorial expansion on indigenous populations and other groups in the societies studied.
This file contains 5 lessons and an assessment:
Lesson one: Imperialism
Lesson two: Imperialism and Indigenous Peoples in ancient societies
Lesson three: Worldviews
Lesson four: Canadian Aboriginal Worldviews (optional)
Lesson five: World Perspective
Ted Talk: On March 15th, 44 BCE, Roman dictator Julius Caesar was assassinated by a group of about 60 of his own senators. Why did these self-titled Liberators want him dead? And why did Brutus, whose own life had been saved by Caesar, join in the plot? Kathryn Tempest investigates the personal and political assassination of Julius Caesar.
This site offers games galore in math, science, ELA, geography, history, art, design, music, languages, health and more.
In which John Green teaches you about World War I and how it got started. Crash Course doesn't usually talk much about dates, but the way that things unfolded in July and August of 1914 are kind of important to understanding the Great War. You'll learn about Franz Ferdinand, Gavrilo Pincep, the Black Hand, and why the Serbian nationalists wanted to kill the poor Archduke. You'll also learn who mobilized first and who exactly started the war. Sort of. Actually there's no good answer to who started the war, but we give it a shot anyway.
Ideas like liberty, freedom, and self-determination were hot stuff in the late 18th century, as evidenced by our recent revolutionary videos. Although freedom was breaking out all over, many of the societies that were touting these ideas relied on slave labor. Few places in the world relied so heavily on slave labor as Saint-Domingue, France's most profitable colony. Slaves made up nearly 90% of Saint-Domingue's population, and in 1789 they couldn't help but hear about the revolution underway in France. All the talk of liberty, equality, and fraternity sounds pretty good to a person in bondage, and so the slaves rebelled. This led to not one but two revolutions, and ended up with France, the rebels, Britain, and Spain all fighting in the territory. Spoiler alert: the slaves won. So how did the slaves of what would become Haiti throw off the yoke of one of the world's great empires? John Green tells how they did it, and what it has meant in Haiti and in the rest of the world.
Students research, evaluate, and synthesize information about the Harlem Renaissance from varied resources, create an exhibit, and highlight connections across disciplines (i.e., art, music, and poetry) using a Venn diagram.
Today we’re exploring another branch of conflict theory: gender conflict theory, with a look at sociology’s forgotten founder, Harriet Martineau. We’ll also discuss the three waves of feminism, as well as intersectionality.
Our final unit of Crash Course Sociology is medical sociology. Today we’ll explain what it is and get an overview of the role of society in our notions of health and disease.
This is part of the Heritage Saskatchewan Heritage Fairs initiative. “The Heritage Fairs program is an opportunity for students in grades 4-8 all over Saskatchewan to research, present, and explore Living Heritage topics of their choice.” https://heritagesask.ca/ We had local judges assess the projects. 3 Went on to the Regional fair and 1 is going on to the Provincial Fair.
Connection to critical thinking: Historical Thinking is a competency which is designed around 6 concepts that “help students explore the forest of historical data.” Ken Osborne. Better put, it is a way to critically think about and engage in history rather than have students simply address history at the knowledge and comprehension level of thinking. This is all based on the book The Big Six Historical Thinking Concepts by Peter Sexias and Tom Morton.
The new website for the Heritage Fairs (& High School Heritage Challenge) is now live and ready to accept project submissions for the Virtual Heritage Fair (grades 4-8) and the High School Heritage Challenge (grades 9-12)!
The Heritage Fair program provides the opportunity for students and their families, teachers and communities to learn about diverse Living Heritage projects.
There is still lots of time to prepare and submit a project to these contests, as the deadline is Monday, April 24. The online contests are open to all students in Saskatchewan.
Links to register and submit projects are on the homepage, as well as available in the dropdown menus for each respective contest.
Be sure to check out the Heritage Fairs toolkit that will give you topic inspiration, a list of popular research sources, and a detailed breakdown on how to create your presentation and share your findings. The toolkit is available in both English and French.
Le nouveau site web des Fêtes du patrimoine (et du Défi du patrimoine au secondaire) est maintenant en ligne et prêt à accepter les soumissions de projets pour la Fête du patrimoine virtuelle (niveaux 4 à 8) et le Défi du patrimoine au secondaire (niveaux 9 à 12) !
Le programme des Fêtes du patrimoine offre l'occasion aux élèves et à leurs familles, aux enseignants et aux communautés d'en apprendre davantage sur divers projets de patrimoine vivant.
Il reste encore beaucoup de temps pour préparer et soumettre un projet à ces concours, car la date limite est le lundi 24 avril. Les concours en ligne sont ouverts à tous les élèves en Saskatchewan.
Les liens pour s'inscrire et soumettre des projets se trouvent sur la page d'accueil, ainsi que dans les menus déroulants de chaque concours respectif.
Assurez-vous de consulter la trousse des Fêtes du patrimoine qui vous fournira de l'inspiration pour votre sujet, une liste de sources de recherche populaires et une description détaillée sur la création de votre présentation et le partage de vos résultats. La trousse est disponible en anglais et en français.
Students will work in groups to visually analyze a work of art and then research what was happening in the time period when the work was made. Students will then discuss what impact their research had on their original perceptions. Students will finally be given background information about the work of art and will discuss how their ideas are different or similar to what they read.
Students will view and react to the video/readings "GENERATION ONE: LIVING IN TWO WORLDS".
This lesson utilizes the framework of Historical Thinking Concepts. Historical thinking is defined as “the reading, analysis, and writing that is necessary to develop our understanding of the past”. (Teachinghistory.org)
Learning Outcomes
Knowledge Objectives (K) - The student will:
1. Know that all nations must determine how to use their available human and material resources and that determination will involve choices among perceived/real demands on those resources.
2. Know that scarcity is the relationship that occurs because the unlimited wants exceeds the limited resources available to meet those wants.
3. Know that major events/situations such as wars will affect the resources a nation has available and will influence how those resources are used.
4. Know that distinct populations will seek to have control over the decision making process which affect their lives.
5. Know that groups seeking to fulfill their agendas have a number of alternative methods to achieve those agendas including the use of violent and nonviolent tactics.
6. Know that nations will sometimes consider certain geographic regions, including other nations, as being strategic importance to their interests and will seek to have a preponderance of influence over that region.
7. Know that every society has to establish some fundamental criteria that can be used to justify the allocation of supreme power within that society to certain individual or groups.
During the development of this Unit I wanted to give students a say in how they were
going to be assessed or how they would like to show me their learning in the form of
an ongoing project. We focused on the curriculum outcomes as well as criteria called
“The Big Six” in History 20. “The Big Six” criteria helped us to develop the leading
question as well as all subsequent project items to follow.
The project focuses on the significance of events, items, or persons during the First
World War and their lasting impact on society. Our Big Six focus was Historical
Significance and Evidence.
Students have been hired to write a chapter on the Great War for the years covering 1914 to 1919 for a high school history book. The publisher, however, has put them on a tight budget for the number of pages and illustrations. Students, taking the roles of historians and authors, must choose only the three most important events of the time. They are responsible for researching the events of the First World War and writing a letter to the textbook publisher outlining and defending their choice of events. Students must use the criteria of historical significance when making their argument.
A dialectical essay presents a controversial problem and develops two opposing arguments or sides of the issue, citing evidence for both. At the end of a dialectical essay, a thesis or conclusion must be reached and adequately explained. This essay topic is: Should Canadian Military Battles in WWI be Credited With Helping to Create a "Canadian Identity"?
Students research the items listed in the song ŕWe Didn't Start the FireĚŇ by Billy Joel, noting their historical relevance, and then document their findings using an online chart.