LINDSAYWhatdo you think was the most important thing you learned in Socials 10?Do you feel it was relevant to your understanding of our country and the world?Did you enjoy Socials 10? If you could change the course would there be anything you would leave out?
ALAINAIn collaboration with the Art teacher, have students in Art 10 or 11 create a collection of artwork that is reflective of society between 181-1914. Create a mini art gallery. Also included in this gallery will be some reproductions of actual artwork from this time period and Art students acting as famous artists from this time period. Have SS 10 students examine the collection, interview the artists and collaboratively create a magazine about the collection and what it says about Canadian society (this activity meets PLOs from SS10, Visual Arts 10 and Visual Arts 11).In small groups examine the various roles of women. Have ½ the groups set up vignettes about the roles that women played in society. While half the class has these scenes set up, half the class will rotate through the scenes, view them and ask questions and then the next day the students will switch activities. Marking criteria will include evaluation of authenticity.
Socials 10 re vamp
A Perfect World IRP:Vygostky and Duckworth Unite Alaina Smith and Lindsay Willms (EPSE 505)
Listening to Students:“I believe it was simply dragged out too long.”“The information got into small irrelevant details to fill time.”“Socials 10 is completely irrelevant to Socials 11…nothing thatcarries over besides the name „Canada‟.” -Grade 11 Student (IEP)
How can teachers plan lessons tomaximize potential development whenthe curriculum IRPs are workingagainst them?
IRP GoalsOur Goals Learning • Encourage Experiential LearningRequires Active • User-Friendly Curriculum ParticipationPeople Learn at • Encourage the Use of a Breadth of StrategiesDifferent Rates • Encourage Opportunities for and Styles Cross-Curricular LearningLearning is Both • Encourage peer-to-peer Individual and interactions Group Based • Encourage teacher-student interaction
Duckworth and Our GoalsGoal Goal 1 2 Experiential Learning Breadth of Strategies & User Friendly & Cross-Curricular Curriculum Learning DUCKWORTH: DUCKWORTH: “You have to put “Engaging students [students] in a situation where they minds and hearing develop that what they have to understanding.” say.”
Vygostky and Our GoalsGoal Goal 2 3 Breadth of Encourage Peer-Peer Strategies & Cross- and Student-Teacher Curricular Learning Interactions VYGOSTKY: “Learning awakens a VYGOSTSKY: variety of internal “not by what the child developmental knows how to do by processes that are able to operate only when the himself, but by what he child is interacting with knows how to do under people in his guidance……..with help environment and in according to instruction, cooperation with his or in collaboration.”
Our ApproachIn order to align the IRP with developmentaltheory, we will re-vamp both the PrescribedLearning Outcomes (PLO) and the format of asection of the current IRP for Social Studies 10!
Our Focus Withoutcurriculum that is relevant tostudents, it makesit very difficult to engage learners.
The Re-Vamped PLOs!1. Immigration Then and Now2. Canadian Identity3. First Nations Perspective4. Gender and the Arts
The Re-Vamped PLOs!1. Immigration Then and Now Examine current immigration trends in Canada and compare to trends from 1815-1914 How did immigration trends help shape Canadian Society in this time period?2. Canadian Identity Compare national identity 1815-1914 to modern day Canadian identity To what extent is and isn‟t Canada a cultural mosaic?3. First Nations Perspective Evaluate the perspectives of First Nations to new European immigrants Examine the response and action of new European immigrants directed towards First Nations4. Gender and the Arts Examine how Canadian society is reflected through the arts (from 1815 – 1914) Compare traditional gender roles from this time period to current day gender roles
1. Immigration Then and NowRationale: Have students make connections to their own world and understand why the Canadian multicultural landscape looks the way it does Vygotsky argues that, “education leads development, which is the result of social learning through the internalization of culture and social relationships.”
Lesson Example Part One: Duckworthian Part Two: VygostkianShare family examples of Working in groups, choose a strategy to represent the origins of eachimmigration to Canada – why did family in the class (pie graph, barthese people, families immigrate? graph, chart, timeline with dates and locations, etc)Can you suggest why people 150 Join with another group and shareyears ago may have immigrated to how you each represented theCanada? immigration of class members. In partners, research importantDo world events influence world events from 1815-1914 – eachimmigration? Make connections to group will contribute theirwhat is going on in the world now information to a class-constructed timeline of world history from thisand how/why people are time period (large, visualimmigrating. representation).
The SurveyDesign a survey about immigration and go out into thecommunity and gather data about current dayimmigration, include things like where from, reasonswhy? Ensure to poll a good cross section of thepopulation – for example, some groups to visit aretirement home to poll the aged.
2. Canadian IdentityRationale: The Socials 10 curriculum does not encourage an introspection on our current definitions of Canadian Identity In order to learn, students must be able to connect with the material because as Duckworth says “knowing enough about things is one prerequisite for wonderful ideas.”
Lesson Example:Part One: Duckworthian Part Two: VygostkianGet up and listen to my Write a two-three generational history of your familyquestion. In class share your story withFind a place somewhere four othersalong the horseshoe – Mark on the map the paths ofbetween STONGLY AGREE / your ancestorsNEUTRAL / STRONGLY As a group, define CanadianDISAGREE identityWhat does this say about Make a MUSIC VIDEO for the songCanadian Identity? “Oh Canada”
3. First NationsPerspectiveRationale: The Socials 10 textbook looks at the First Nations perspective from an Eurocentric view – how do students get past the stereotype and truly LEARN about Native Canadians. They must experience their perspective and as Duckworth says, draw on their own “repertoire of thoughts, actions, connections, predictions and feelings.”
Lesson Example:The Duckworth EXPERIENCE: Students will make First Nations drums They will research a symbol from a First Nations culture they identify withThe Vygostkian LEARN and INTERACT: A local chief is then invited in to discuss drumming and the topic of assimilation Student will be armed with questions for the chief and encouraged to ask
4. Gender and the ArtsRationale: How society has evolved can be seen by examining many of its‟ different elements. Examining the changing role of women or the development of the arts can be key indicators of societal change. Students need to do comparisons, engage in discussion, examine authentic works of art, listen to, interact and question people who are experienced in the field. Duckworth states that “having wonderful ideas doesn‟t come out of passive acceptance of textbook material.”
Lesson Example View artwork Have Art 10/11 Examine thePart 1 Part 2 Part 3 from this time make art that roles of women period that reflects Canada in Canadian depicts daily life 1814-1914. Have society. Students – what can we SS10 students make up discern about life vignettes and examine and the role of rotate through women based on collection, interview artists scenes in order the picture alone? to question and and create a magazine about compare the collection different roles.
Works CitedBC Ministry of Education, Social Studies, Integrated Resource Package (2006). http://www.bced.gov.bc.ca/irp/irp_ss.htm (retrieved November 15, 2009).BC Ministry of Education, Visual Arts, Integrated Resource Package (1996). http://www.bced.gov.bc.ca/irp/irp_fa.htm (retrieved November 15, 2009).Duckworth, Eleanor (2005). Critical education in the classroom. The New Educator, 1 (4), 257–272.Duckworth, Eleanor (1974). Language and thought. In M. Schwebel&J.Raph (Eds.). Piaget in the classroom. (132-173). New York: Basic Books.
Works Cited Cont‟dDuckworth, Eleanor. (1974). The having of wonderful ideas. In M. Schwebel& J. Raph (Eds.). Piaget in the classroom. (258-277). New York: Basic Books.Gindis, B. (1999). Introduction of Dr. Gita L. Vygodskaya. Remedial and Special Education, 20, 329.Gindis, B. (1999). Vygotsky‟s vision: Reshaping the practice of special education for the 21st century. Remedial and Special Education, 20, 333-340.Meek, A. (1991). On thinking about teaching: A conversation with Eleanor Duckworth. Educational Leadership, 48 (6), 30-34.Vygodskaya, G. L. (1999). Vygotsky and problems of special education. Remedial and Special Education, 20, 330-332.Vygotsky analyzes Piaget‟s theory. Retrieved September 20, 2009, from http://www.des.emory.edu/mfp/302/302vygpiaget.PDF.Vygotsky, L.S. (1938). Mind in society. Cambridge, MA: Harvard University Press.