Course Overview - Toronto Catholic District School Board · Web viewThis course will help students...

DisclaimerJuly 15, 2007

Note: This course has not yet run, but will be offered for the first time as a full credit at Mary Ward Catholic Secondary School in the fall of 2007. Most likely, the course will be modified and improved upon with delivery. Susanna Mak is the teacher who will be teaching the course and is involved with our twinning initiatives.

Course Overview

Discovering Positive Interdependence, IDC 3O, Grade 11, Open

Course DescriptionThis course will help students combine the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research, students analyse the connections among diverse subjects and disciplines; develop information literacy skills in analysing, selecting, evaluating, and communicating information; and become aware of a variety of resources and viewpoints on contemporary issues. They will also examine their own learning styles, relate their inquiries and research to real-life situations, and investigate career opportunities in new disciplines. (The Ontario Curriculum, Grades 11 and 12, Interdisciplinary Studies, 2002) Note: “In single-credit interdisciplinary studies courses, only achievement of the interdisciplinary studies expectations will be evaluated,”(The Ontario Curriculum, Grades 11 and 12, Interdisciplinary Studies, 2002)

Discovering Positive Interdependence, Grade 11, Open, offers students real-life experiences from which to gain a better understanding of their role in an interdependent society, while developing important literacy, physical health, community building and life skills. Students collaborate with Aboriginal youth to investigate and reflect on cultural traditions, one’s relationship to environment, and interdisciplinary perspectives to gain a deeper understanding of issues affecting their communities. They will work with and mentor local elementary school students to reinforce acquired skills and knowledge and develop leadership abilities. This course draws on curriculum from the arts, English, health and physical education, Native studies, social sciences and humanities, and religious education to create meaningful learning tasks and develop problem solving skills. It provides students with multiple learning strategies and a variety of assessment methods and opportunities, based in hands-on activities, to promote the acquisition of key oral and written literacy skills and foster positive attitudes towards learning. Strong linkages to community, culture and environment are emphasized.

Four ‘C’s of Interdependence weave through the units: Communication—story telling, written word, art, music Community—with others, with nature, citizenship, service Culture—diversity, history, identity

Caretaking—of environment, of self, of others

Units: Titles and Times

Unit 1* Understanding Interdependence 15 hoursUnit 2* Find your Voice 20 hoursUnit 3* Create to Communicate 22 hoursUnit 4* Speak Out and Speak Up 20 hoursUnit 5 One Province, Many Voices 18 hoursUnit 6 Connecting and Protecting (Culminating Activity) 15 hours*These units are fully developed in this course document

Unit Overviews

UNIT 1: Understanding InterdependenceTime: 15 hours

Unit DescriptionStudents examine and investigate the many meanings of the term ‘interdependence’. The use of the term in social, democratic and environmental contexts is explored. Relationships between self, community, nation, environment and global community are examined. Students learn about Interdependence Day and examine many examples of declarations of interdependence. This unit sets up the thematic framework for the course, engaging students in dialogue about global citizenship and awareness. Literacy skills are reinforced through summary writing and peer editing. Research skills using online databases, libraries and web sites are reinforced.

Unit 1 Overview Chart

Time

Expectations Assessment Task/Activities

2.5 Hours

TVF.01, TVF.03, TF1.01, PM1.03, PM3.02

OCSGE: 2e, 3b, 4e, 7f

-Anecdotal teacher assessment

-define interdependence-class and small group discussion on its many implications-develop class definition of interdependence

2.5Hours

TF1.02, TF4.02, PMV.02, PM1.02

OCSGE: 2b, 5b,

-Viewing guide -investigate Interdependence Day-view on-line video on the celebrations and complete a

7e, 7f viewing guide5 Hours

TF4.01, TF4.02, PMV.03, PM1.02, PM3.O3, IE2.01

OCSGE: 2a, 4a, 4d, 7g

-Activities on the address-Summary writing-Peer Editing

-read and discuss Kofi Annan’s Interdependence Day address-complete comprehension and inquiry activities on the address-write a summary of the address-peer edit the summaries

5 Hours

TVF.02, TV2.01, TF3.02, TF4.03, PMV.03, PMV.04, PM1.03, PM1.04, PM2.01, PM2.02, PM3.02, PM3.03, PM3.04, PM3.05, PM4.01, PM4.04, IEV.02, IEV.03, IE2.03, IE3.01

OCSGE: 1c, 1d, 2b, 3a, 4a, 5a,5d, 7a, 7e

-Comparison chart-Research process -Declaration of Interdependence

-examine examples of declarations of interdependence-understand the history of the first declaration-compare and contrast multiple declarations-research issues facing the city or province to be addressed a declaration of interdependence-write a declaration of interdependence

UNIT 2: Find Your VoiceTime: 20 hours

Unit DescriptionOral presentation and language skills are necessary for success both in and out of school settings. Oral language is a foundational area of literacy, often taken for granted, that must be fostered. Discussing ideas and key concepts helps students to work out their understanding of material and is an important first step in writing. This unit strengthens students’ verbal and visual presentation skills, while increasing comfort and confidence. Students will understand what makes an effective presentation and prepare and present a researched presentation of their own. Critical thinking skills are reinforced in the

debate activity and students will examine an issue from interdisciplinary perspectives to formulate their ideas. Teacher modeling is a key element of this unit.


Time Expectations Assessment Task/Activities2 hours

TF4.03, PM1.03, IEV.02, IE2.01

OCSGE: 2a, 4c, 5e


-impromptu and rehearsed show and tell activities-class discussion on the characteristics of a comfortable presentation

2hours

TF4.02, TF4.03, IE1.02, IE4.03

OCSGE: 2c, 4b, 4f, 5d

-Student participation in workshop

-Second City Education Company ‘Introduction to Communications’ workshop

10 hours

TVF.02, TF1.03, TF1.04, TF2.03, TF4.01, TF4.04, PMV.01, PMV.02, PMV.03, PMV.04, PM1.02, PM1.03, PM1.O4, PM2.03, PM3.05, PM4.04, IE1.02, IE2.01, IE4.01, IE4.03

OCSGE: 2a, 4f, 5a, 5d, 5g

-Presentation evaluated for oral and visual components

-understand what makes a good and bad presentation—demonstrations of both-class discussion on the characteristics of a good presentation-effective use of Power Point and visual presentation techniques-research a topic for a small-group presentation

6 hours

TVF.03, TV3.03, PMV.01, PMV.02, PMV.03, PMV.04, PM1.03, PM1.04, PM2.03, PM2.04, PM3.01, PM3.02, PMS.05, PM4.01, PM4.03, IEV.01, IE2.02

OCSGE: 1d, 4f, 5a

-Debate and research notes

-debate on two to three topics (depending on class size)-research a topic to develop arguments and ideas

UNIT 3: Create to CommunicateTime: 22 hours

Unit DescriptionArt is a reflection of self and society; a form of expression as old as man. This unit examines how art, in its many forms, functions as a means of communication. Specifically, activities expose students to Aboriginal art and music, and examine the interdependence of culture, history, environment and religion. Students study the influence of outside cultures and biases on traditional Aboriginal culture, and examine original artifacts to trace the evolution of Aboriginal societies in Canada. Students investigate symbolism in art, and discover that to fully appreciate art requires an understanding of the context and background of the creator. Through the creation of their own pieces of art, and development of an art workshop for elementary students, students learn the importance and significance of art as a form of personal and cultural expression.


Time


4 hours

TVF.04, TF2.01, TF3.01, PM1.01, PM1.02, PM3.01, PM3.02, IE3.03, IE4.03

OCSGE: 1j, 4a, 5e, 7f, 7g


-watch Shooting Indians and complete a viewing guide-attend the Native Exhibit and Lab Lesson at the Royal Ontario Museum-study an artifact from the First People’s Gallery at the ROM-class and small group discussion

10 hours

TVF.04, TF2.04, TF4.01, TF4.04, PMV.01, PMV.02, PMV.04, PM1.04, PM4.01, IEV.04, IE1.01, IE1.04, IE3.03, IE4.01, IE4.03

OCSGE: 2e, 4c, 5e, 6e, 7j

-Anecdotal teacher assessment of drumming worksheets-Preparation and delivery of drumming workshop for elementary students-Soundtrack assignment

-study of the history and culture of drumming in Aboriginal societies-participate in a performance and workshop by the Native Cultural Center-participate in drumming workshop at Harbourfront Centre-prepare and deliver

drumming workshop to elementary students-create a personal soundtrack

2 hours

TFV.01, TF1.01, TF1.03, TF3.03, PM3.03

OCSGE: 2e, 5b


-study Native rock painting using the ROM traveling kit-read articles and an interview on Native rock painting

6 hours

TFV.04, TF2.02, TF3.01, PM1.02, PM3.01, PM4.01, IEV.04, IE1.01, IE1.02, IE1.03, IE2.04

OCSGE: 1g, 1i, 3e, 4g, 5g, 6e, 7j

-Anecdotal assessment of student participation in Iroquois beadwork study-Art piece and write-up

-study Iroquois beadwork using the ROM traveling kit-create a piece of art based on personal identity and experience with a written explanation and rationale of the piece

UNIT 4: Let Me Tell You a StoryTime: 20 hours

Unit DescriptionOral history and story telling have been vehicles for passing on culture and tradition for centuries. Long before the widespread literacy we enjoy today, cultures maintained faith practices and family and societal histories through story telling. Students learn the importance that story telling still holds in aboriginal cultures, and how oral communication is central to maintaining tradition. Native myths, legends and stories are studied to better understand faith and spirituality of these cultures, and compared to Catholic gospels and parables. Story telling is important for strengthening connections with relatives and older generations. Students connect with their own histories and traditions in conversation with elders in their own communities. Students’ literacy skills are strengthened in two ways in this unit; they transition from oral to written story, emphasizing the writing process, and practice and perform an oral story for elementary school students. Through the study of the story telling genre, examining myths, legends and stories, experiencing traditional Native story telling, and writing and performing their own stories, students gain an appreciation of the power of oral tradition.


Time


3 hours

TVF.03, TF2.02, TF3.01, PMV.01, IE1.03, IE1.04

OCSGE: 1h, 5e, 7c, 7d, 7f, 7g


-study the history and tradition of Native story telling-attend the Native Cultural Centre’s Story Telling presentation

7 hours

TVF.01, TF2.04, TF4.01, PMV.01, PMV.02, PMV.03, PMV.04, PM2.03, PM3.03, PM4.03

OCSGE: 1a, 1b, 4d, 6b, 7g

-Comparative Essay

-examine Native myths, legends and stories-write a comparative essay between a Native and Catholic faith story

7 hours

TF1.03, TF3.01, TF4.03, PMV.01, PMV.04, PM1.02, PM1.03, PM1.04, PM3.02

OCSGE: 1h, 4a, 4g, 6a, 6c

-Interview-Written Story

-interview cultural elder or relative to learn a story-review short story conventions-use the writing process to record the oral story

3 hours

TF2.02, TF4.04, PMV.04, IEV.04, IE1.02, IE2.02, IE2.04

OCSGE: 3b, 4f, 5d, 5g, 6e, 7j

-Short story performance

-practice and perform the story from the elder for elementary school students

UNIT 5: One Province, Many VoicesTime: 18 hours

Unit DescriptionMulticulturalism is the finest quality of our province. As the face of Ontario, and its largest city, Toronto, continues to diversify, communities grow and change to meet the needs of their citizens. This unit examines how immigration has changed this province, specifically looking at Toronto’s multi-ethnic population and the challenges of maintaining culture and tradition. Students experience one of Toronto’s premier multicultural neighbourhoods on an excursion

through Kensington Market, to discover how Canada has developed through immigration and its influences. Literacy skills are strengthened through report writing as students study an immigrant group of their choice and its influence on Canadian culture. Finally, students will prepare a travel brochure for Toronto, highlighting the many cultural communities to visit.

Although this unit is not fully developed in this course document, the viewing guide is included below.



TF1.01, TF3.01, PMV.03, PM1.02, PM1.03, PM3.01, PM3.02, IE1.04

OCSGE: 1d, 1e, 1j, 6c, 7d

-Advice column -watch the video “Urban Elder” (National Film Board of Canada Production, 1997) and complete viewing guide-read and discuss articles on multiculturalism and heritage-write an advice column to new Canadians

4 hours

TVF.02, TF2.03, TF3.02, TF3.03, PM1.01, IEV.04 PM1.02, IE3.01

OCSGE: 3f, 7a, 7g


-attend Harbourfront Centre’s Kensington Market excursion-class discussion

4 hours

TVF.03, TVF.04, TF2.03, TF4.04, PMV.01, PMV.02, PMV.04, PM1.02, PM1.04, PM2.03, PM2.04, IE1.01

OCSGE: 1f, 5c, 5g, 7e, 7g

-Brochure -create a travel brochure highlighting Toronto’s multicultural neighbourhoods

7 hours

TF1.02, TF3.01, TF3.04, PMV.01, PMV.02, PMV.03, PMV.04, PM1.04, PM2.03, PM3.05, PM4.02, IEV.03, IE2.03

-Report -write a report on an immigrant community in Toronto, highlighting their history and establishment in Ontario and their contributions to Canadian culture

OCSGE: 2c, 5g, 7g

UNIT 6: Connecting and Protecting—Culminating ActivityTime: 15 hours

Unit DescriptionUnderstanding our relationship with nature and with the many communities that surround us is essential. This culminating unit focuses on the caretaking and community aspects of interdependence. Students experience a major excursion or cultural exchange. Teachers may decide which type of activity best suits their class and/or their school’s connection with Aboriginal or Inuit communities. As the major activity for this unit may be seasonal, this unit can be done at any point during the course, or broken up over the duration of the course.

Some possible activities are: a camping trip: students plan menus, activities, environmental

studies, complete survival and first aid training, etc. a series of nature walks: students study parks or nature reserves,

wildlife and flora, complete survival and first aid training, etc. an exchange with a northern community: students pen pal with

the northern group, work on a project together, plan visits and tours, etc.

an environment project: students choose an environmental cause to study and contribute time to

Activities should include an examination of the relationship between humans and nature, survival skills such as CPR and first aid (where appropriate), and journaling about the experience. The final activity for the unit will depend on the major activity selected and is left to the teacher’s discretion. Teachers are encouraged to work with students to develop the framework for the final project for this unit.

As this unit’s activities are conditional on the experience chosen, there is no overview chart, however the unit’s expectations are as follows:

Overall Expectations: PMV.01, IEV.01, IEV.03Specific Expectations: TFI.01, TFI.02, TF3.02, TF3.04, TF4.02, TF4.04, PM1.01, 0M1.03, PM1.04, PM2.04, PM3.05, PM4.04, IE2.03, IE3.01, IE3.02, IE3.04, IE4.02

OCSG Expectations: 1e, 1f, 3b, 3c, 3f, 4c, 4h, 5a, 5b, 5c, 5f, 5h, 6d, 6e, 7b, 7f, 7h, 7i, 7j

‘Urban Elder’

Viewing Guide

Answer the following questions as you watch the film. You may want to revisit questions as more information is revealed. You may expand your answers on a separate sheet of paper.

1. What are some challenges for urban elders?

2. What is the ‘Red Road’?

3. What is the role of an urban elder?

4. What does it mean to be ‘de-feathered’?

5. Explain the significance of the sweat lodge.

6. How does Cody Harper embrace both Native and urban

lifestyles?

7. How did Vern Harper lose his culture but later find the Red Road?

8. Why is Vern’s prison outreach work important?

Coded Expectations, Interdisciplinary Studies, IDC3O/IDP3O, Grade 11, Open

Theory and Foundation

Overall ExpectationsTFV.01 • demonstrate an understanding of the key ideas and issues

related to each of the subjects or disciplines studied;TFV.02 • demonstrate an understanding of the different structures

and organization of each of the subjects or disciplines studied;TFV.03 • demonstrate an understanding of the different perspectives

and approaches used in each of the subjects or disciplines studied;TFV.04 • demonstrate the skills and strategies used to develop

interdisciplinary products and activities.

Specific ExpectationsIdeas and IssuesTF1.01 – identify the fundamental ideas and issues that characterize

each of the subjects or disciplines studied and critically analyse how the ideas and issues interrelate (e.g., for an interdisciplinary studies course on business ethics: the ethical use of information technology, the impact of international economic associations, ethical issues in global marketing, and the impact of entrepreneurs on a community; for an interdisciplinary course on ecotourism: geography concepts related to ways in which regional factors influence human movement and interaction, and business studies concepts related to ways in which changes in demographic and geographic characteristics influence potential tourist markets);

TF1.02 – describe and critically analyse key issues and themes that have interdisciplinary elements and connections in the subjects or disciplines studied (e.g., the application of mathematical concepts of patterning and sequence in music and in dance; the impact of leadership styles and personal management skills on successful tourism and hospitality ventures; the influence or political, economic, and social factors in organized sport);

TF1.03 – identify and describe the features and roles of information literacy in each of the subjects or disciplines studied (e.g., by investigating the effect of the “digital economy” on human relationships and the world of work, by examining how global data sharing can assist the sustainable development of natural resources);

TF1.04 – identify and describe, with particular reference to each of the subjects or disciplines studied, the principles, and practices regarding the safe, ethical, and legal use of information and

information technologies (e.g., “netiquette,” personal privacy and security, copyright, software user agreements).

Structures and OrganizationTF2.01 – analyse and describe ways in which each of the subjects or

disciplines studied are structured or organized (e.g., “How do the natural sciences and human sciences differ in the ways in which they classify human behaviour?”, “How distinct are the different forms and genres of literary expression?”, “How successfully does the Dewey Decimal System classify knowledge?”);

TF2.02 – explain the importance of organizing and storing information and resources to each of the subjects or disciplines studied (e.g., to record the development of knowledge, to provide access to municipal bylaws and provincial legislation, to advance scientific research around the world);

TF2.03 – identify and describe the ways in which information is classified, organized, stored, and retrieved in selected print and electronic forms used in each of the subjects or disciplines studied (e.g., in fictional and instructional books and periodicals, audio and multimedia forms, census and statistical reports, personal and community web pages);

TF2.04 – identify and describe the features of a variety of information systems (e.g., local and national online public access catalogues, search engines and directories, web portals – websites or services that offer a broad array of resources and services, such as e-mail, forums, search engines, and online retail services).

Perspectives and ApproachesTF3.01 – analyse and describe how each of the subjects or disciplines

studied views the role of personal experience in gaining knowledge (e.g., “How does our personal experience affect our perception of things?”, “What personal responsibility does claiming to ‘know’ something carry for the ‘knower’?”, “What roles do culture and language play in our perceptions, understandings, and beliefs?”);

TF3.02 – analyse and describe the different perspectives of each of the disciplines involved in an enterprise (e.g., the engineer’s interest in making roads safe and the sociologist’s interest in who benefits from the new roads; the journalist’s interest in reporting a news story and a citizen’s interest in maintaining privacy);

TF3.03 – identify and describe the different approaches used to investigate topics in interdisciplinary work (e.g., statistical analyses in sociology, ethnographic studies in anthropology, case studies in business studies);

TF3.04 – identify and describe the features and applications of the systems-thinking approach (e.g., the identification of external and internal factors, the application of structured problem-solving strategies and models).

Skills and Strategies SkillsTF4.01 – demonstrate an understanding of the collaborative attitudes

and skills that are valuable when researching and creating interdisciplinary products and activities (e.g., to solicit feedback on a business plan and then revise it by elaborating on its ideas; to plan a hospitality event using divergent thinking within the group to brainstorm new ideas and convergent thinking to evaluate the group’s ideas systematically; to use enterprise, flexibility, and empathy to help resolve civic disputes);

TF4.02 – identify the conventions of language used in each to the different subjects or disciplines studied (e.g., common and less common terminology, recurrent idioms and expressions);

TF4.03 – critically analyse and demonstrate the ability to apply a variety of critical- and creative-thinking strategies and models (e.g., brainstorming techniques, decision-making processes, Edward de Bono’s lateral-thinking models) to help develop effective interdisciplinary products or activities;

TF4.04 – demonstrate an understanding of how a variety of information technologies are used to support interdisciplinary work (e.g., electronic spreadsheets to manipulate data and present information, web-based simulations to test scientific hypotheses, electronic graphic organizers to develop and link ideas).

Processes and Methods of Research

Overall ExpectationsPMV.01 • be able to plan for research, using a variety of strategies

and technologies;PMV.02 • be able to access appropriate resources, using a variety of

research strategies and technologies;PMV.03 • be able to process information, using a variety of research

strategies and technologies;PMV.04 • be able to assess and extend their research skills to present

their findings and solve problems.

Specific ExpectationsPreparing for Research Preparing for Research Preparing for ResearchPM1.01 – demonstrate an understanding of the purposes and types of

research used in each of the subjects or disciplines studied (e.g., by distinguishing between research done in the arts and that done in the sciences, by comparing methods of research in traditional and in alternative medicine) and describe examples of effective local research projects;

PM1.02 – demonstrate an understanding of the skills and attitudes required for research in each of the subjects or disciplines studied

(e.g., by using information-management skills such as recording, note taking, and outlining; by valuing their own learning styles and research methods and those of others; by using methods and stages of inquiry and research);

PM1.03 – formulate questions for a variety of purposes in interdisciplinary research (e.g., to explore a topic and theme, to identify gaps in prior knowledge, to broaden individual perspectives);

PM1.04 – develop and manage personal plans for interdisciplinary research, products, and activities, using a variety of print and electronic resources and organizers (e.g., using tables and charts to record their research needs; using sequence diagrams and time-management applications to check action taken and decisions made; using graphic organizers or webbing applications to analyse feedback from peers).

Accessing ResourcesPM2.01 – identify and describe physical and virtual sources of

information (print, electronic, and mass media) that are relevant to inter-disciplinary research (e.g., school and public libraries, national libraries and government archives, resources on the Internet, experts from museums and galleries);

PM2.02 – identify the conventions used in databases, catalogues, and indexes to organize information (e.g., subject headings and descriptors, cross-references and see also references, call numbers), and apply this knowledge to locate relevant resources for interdisciplinary research, using a variety of search strategies and features (e.g., Boolean operators, key-word searches, standard and advanced features of search engines);

PM2.03 – locate relevant resources for interdisciplinary research, using a variety of print or electronic (online) reference material, indexes, and databases (e.g., specialized encyclopaedias and dictionaries, online periodical indexes and full-text databases, almanacs and yearbooks);

PM2.04 – select relevant information for interdisciplinary research within resources, using a variety of reading and critical-thinking strategies (e.g., scanning tables of contents, indexes, and chapter summaries for their organization and treatment of ideas; taking notes on key ideas; recording experimental data).

Processing InformationPM3.01 – analyse and evaluate information from a variety of print,

electronic, and mass media resources according to specific criteria, including the clarity, interest, and accuracy of the information (e.g., “How clearly is the purpose of the theological anthology stated in the preface?”, “Would analysis of art works on the gallery website

engage a popular audience?”, “Are the historical facts regarding the Holocaust stated accurately in the film documentary?”);

PM3.02 – identify and critically analyse ideas, arguments, bias, and stereotyping found in resources, using a variety of strategies (e.g., defining terms central to an argument, identifying relationships among data in a work of interdisciplinary studies, conducting an Internet search to investigate divergent arguments from a range of sources);

PM3.03 – record, sort, and organize information found in resources related to each of the subjects or disciplines studied, using a variety of print and electronic organizers (e.g., charts, relational databases, graphic organizers);

PM3.04 – identify the reasons for acknowledging sources and use an accepted form of documentation to record sources of information;

PM3.05 – synthesize findings from interdisciplinary research, using a variety of strategies and technologies (e.g., describing relationships among the data and information found in a variety of resources, showing relationships among data using graphic organizers, delivering a slide presentation on the social impact of amateur sport in Canada based on information from print and online encyclopaedias related to different disciplines).

Assessing and Extending ResearchPM4.01 – assess the quality and effectiveness of their research in

comparison to similar research conducted by others (e.g., by comparing conclusions reached about common examples, by recognizing the difference between professional and student work);

PM4.02 – assess the effectiveness of their research in meeting the original information requirements and their research plans (e.g., “How could I adjust my method of gathering investment statistics to improve my financial results?”, “What new course of action is required in the local community’s ecological project?”);

PM4.03 – develop and apply effective criteria for assessing the quality of their interdisciplinary research (e.g., by identifying how well they organized data and synthesized information to come up with new ideas);

PM4.04 – identify and describe possible topics and real-life applications for subsequent interdisciplinary research activities.

Implementation, Evaluation, Impacts, and Consequences

Overall ExpectationsIEV.01 • implement and communicate information about

interdisciplinary endeavours, using a variety of methods and strategies;

IEV.02 • evaluate the quality of interdisciplinary endeavours, using a variety of strategies;

IEV.03 • analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations;

IEV.04 • analyse and describe ways in which interdisciplinary skills relate to personal development and careers.

Implementation and CommunicationIE1.01 – create interdisciplinary products based on their own plans or

designs, independently or as members of a team (e.g., a series of fashion designs for ten years in the future using traditional or digital illustrations, a health and safety plan in response to a customer survey);

IE1.02 – demonstrate the ability to communicate and present information effectively, using a variety of methods and forms (e.g., written and oral reports, dramatic presentations, annotated graphs and charts);

IE1.03 – demonstrate an understanding of the visual and textual ways of representing information in each of the subjects or disciplines studied (e.g., nutritional charts; graphs and diagrams; different geographic, political, historical, and cultural maps; stock market indexes and tables);

IE1.04 – identify and describe ways in which information in each of the subjects or disciplines studied is shaped and communicated by the media used (e.g., print as contrasted with multimedia; text as contrasted with visual representations; still versus moving images).

EvaluationIE2.01 – monitor the effectiveness of the plans for their

interdisciplinary products or activities using appropriate strategies (e.g., developing criteria to measure effective implementation, checking progress according to a time line, providing progress reports on action taken and decisions made during the process);

IE2.02 – develop and apply effective criteria for evaluating the quality of their interdisciplinary products and activities (e.g., to identify how well their products and activities demonstrate their ability to manage data and present ideas, to synthesize ideas and approaches, or to create innovative and original explorations or solutions);

IE2.03 – evaluate and record the effectiveness of their interdisciplinary activities and projects, including their research sources, methods, findings, and plans (e.g., by identifying how well their activities and projects reflected characteristic methods and approaches of each of the subjects and disciplines under study; by revising their plans as problems and solutions arose; by analysing how perspectives were shaped by the sources of information used);

IE2.04 – evaluate the effectiveness of the collaborative strategies they used in planning and implementing interdisciplinary products and activities (e.g., by identifying how well they valued diversity,

respected individual positions on an issue, considered alternatives and new connections, and actively sought feedback and constructive criticism).

Impacts and InnovationsIE3.01 – describe and critically analyse contemporary examples of

interdisciplinary products and activities that provide innovative approaches and solutions to a variety of real-life situations in the local community (e.g., the coordination of local transportation systems, the delivery of services through e-commerce and e-government, the development of community health and recreation facilities);

IE3.02 – identify and describe new and emerging interdisciplinary branches of learning and fields of study (e.g., biotechnology, computer animation, forensic pathology, environmental law, knowledge management);

IE3.03 – research, analyse, and describe the personal and social impacts of significant information-related achievements (e.g., the development of world alphabets, the evolution of paper and books, the evolution of the moving image, the creation of digital text);

IE3.04 – plan, conduct, and present independent interdisciplinary research, with particular reference to each of the subjects or disciplines studied, on the potential social, political, and economic impacts of emerging information technologies (e.g., the inequitable access to and ability to use technology – the “digital divide”; the impact of information systems on personal freedom; the development of technology for the disabled).

Personal and Career DevelopmentIE4.01 – demonstrate an understanding of selected interdisciplinary

texts related to each of the subjects or disciplines studied and identify significant titles for future study;

IE4.02 – identify their personal information skills and those skills that require development if they are to achieve success in interdisciplinary studies (e.g., their ability to identify information needs, to locate appropriate resources, to resolve conflict within a research team, and to plan new research);

IE4.03 – research the importance of effective collaborative and communication skills in interdisciplinary careers related to the subjects and disciplines under study (e.g., in oceanography: building consensus among national governments or coordinating research methods);

IE4.04 – identify and describe employment opportunities within the local community in interdisciplinary fields related to the subjects or disciplines under study (e.g., by conducting interviews with practitioners to record changes in their fields, analysing online job descriptions for interdisciplinary connections, comparing archival

and contemporary classified advertisements to determine employment opportunities that are increasing and those that are decreasing).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community whoCGE1a -illustrates a basic understanding of the saving story of our

Christian faith;CGE1b -participates in the sacramental life of the church and

demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;CGE1j -recognizes that “sin, human weakness, conflict and

forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator whoCGE2a -listens actively and critically to understand and learn in light

of gospel values;CGE2b -reads, understands and uses written materials effectively;CGE2c -presents information and ideas clearly and honestly and with

sensitivity to others;CGE2d -writes and speaks fluently one or both of Canada’s official

languages;CGE2e -uses and integrates the Catholic faith tradition, in the critical

analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner whoCGE4a -demonstrates a confident and positive sense of self and

respect for the dignity and welfare of others;CGE4b -demonstrates flexibility and adaptability;CGE4c -takes initiative and demonstrates Christian leadership;CGE4d -responds to, manages and constructively influences change in

a discerning manner;CGE4e -sets appropriate goals and priorities in school, work and

personal life;CGE4f -applies effective communication, decision-making, problem-

solving, time and resource management skills;CGE4g -examines and reflects on one’s personal values, abilities and

aspirations influencing life’s choices and opportunities;CGE4h -participates in leisure and fitness activities for a balanced and

healthy lifestyle.

A Collaborative Contributor whoCGE5a -works effectively as an interdependent team member;CGE5b -thinks critically about the meaning and purpose of work;CGE5c -develops one’s God-given potential and makes a meaningful

contribution to society;CGE5d -finds meaning, dignity, fulfillment and vocation in work which

contributes to the common good;CGE5e -respects the rights, responsibilities and contributions of self

and others;CGE5f -exercises Christian leadership in the achievement of individual

and group goals;CGE5g -achieves excellence, originality, and integrity in one’s own

work and supports these qualities in the work of others;CGE5h -applies skills for employability, self-employment and

entrepreneurship relative to Christian vocation.

A Caring Family Member whoCGE6a -relates to family members in a loving, compassionate and

respectful manner;CGE6b -recognizes human intimacy and sexuality as God given gifts,

to be used as the creator intended;CGE6c -values and honours the important role of the family in society;CGE6d -values and nurtures opportunities for family prayer;CGE6e -ministers to the family, school, parish, and wider community

through service.

A Responsible Citizen whoCGE7a -acts morally and legally as a person formed in Catholic

traditions;CGE7b -accepts accountability for one’s own actions;CGE7c -seeks and grants forgiveness;CGE7d -promotes the sacredness of life;CGE7e -witnesses Catholic social teaching by promoting equality,

democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;CGE7j -contributes to the common good.

UNIT 1: Understanding InterdependenceTime: 15 hours

Unit DescriptionStudents examine and investigate the many meanings of the term ‘interdependence’. The use of the term in social, democratic and environmental contexts is explored. Relationships between self, community, nation, environment and global community are examined. Students learn about Interdependence Day and examine many examples of declarations of interdependence. This unit sets up the thematic framework for the course, engaging students in dialogue about global citizenship and awareness. Literacy skills are reinforced through summary writing and peer editing. Research skills using online databases, libraries and web sites are reinforced.


Time


2.5 Hours

TVF.01, TVF.03, TF1.01, PM1.03, PM3.02

OCSGE: 2e, 3b, 4e, 7f


-define interdependence-class and small group discussion on its many implications-develop class definition of interdependence

2.5Hours

TF1.02, TF4.02, PMV.02, PM1.02

OCSGE: 2b, 5b, 7e, 7f

-Viewing guide -investigate Interdependence Day-view on-line video on the celebrations and complete a viewing guide

5 Hours

TF4.01, TF4.02, PMV.03, PM1.02, PM3.O3, IE2.01

OCSGE: 2a, 4a, 4d, 7g

-Activities on the address-Summary writing-Peer Editing

-read and discuss Kofi Annan’s Interdependence Day address-complete comprehension and inquiry activities on the address-write a summary of the address-peer edit the summaries

5 Hours

TVF.02, TV2.01, TF3.02, TF4.03, PMV.03, PMV.04, PM1.03, PM1.04, PM2.01, PM2.02,

-Comparison chart-Research process -Declaration of Interdependence

-examine examples of declarations of interdependence-understand the history of the first declaration-compare and contrast multiple declarations-research issues facing the city

PM3.02, PM3.03, PM3.04, PM3.05, PM4.01, PM4.04, IEV.02, IEV.03, IE2.03, IE3.01

OCSGE: 1c, 1d, 2b, 3a, 4a, 5a,5d, 7a, 7e

or province to be addressed a declaration of interdependence-write a declaration of interdependence

Activity 1.1: Defining InterdependenceTime: 2.5 hours

Description and Planning NotesThis first activity will provide a foundation for the theme of the course as students will discuss and discover the many definitions of interdependence. This theme will reoccur throughout the course and students will have the opportunity to develop a working definition based on their understanding of the concept.

Teachers should prepare chart paper and markers for the small group discussion.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of ResearchOverall Expectations: TVF.01, TVF.03Specific Expectations: TF1.01, PM1.03, PM3.02OCSG Expectations: 2e, 3b, 4e, 7f

Teaching/Learning Strategies This first activity is whole class and small group discussion

based. The teacher leads a whole class discussion on interdependence

addressing the following:1. basic definition of the word2. positive and negative connotations3. local, national, international and global implications4. the five ‘Cs’ of interdependence: communication (written,

oral, artistic, etc.); community (with others, with nature, citizenship, service, etc.); culture (diversity, history, identity, etc.); commerce (food, goods, natural resources,

positive/negative commercial relationships, etc.); caretaking (of environment, of self, of others, etc.)

5. responsibilities as Catholics Students should understand that this course will examine this

idea from these five perspectives and from an interdisciplinary point of view.

The class is broken up into five groups. Each group will take one of the five ‘Cs’ of interdependence and discuss its implications as an extension of the class discussion.

The groups will make notes on chart paper to post and share with the class.

Each group should distill their discussion to one or two short statements that summarize their discussion.

Groups will share their notes and statements with the class. The class will then take the statements and pull together a definition of interdependence based on their understanding.

Assessment and Evaluation The teacher will anecdotally assess the whole class discussion

and extension activities. During small group discussions, the teacher should circulate from group to group, helping to guide student discussion and to assess understanding.

The charts will be assessed for their scope and students will informally present their work to display understanding.

Activity 1.2: Interdependence DayTime: 2.5 hours

Description and Planning NotesStudents will learn about Interdependence Day and the history of the celebration, making notes on the sheet provided. This guide will help students take effective notes on their reading and reinforce note taking skills. They will investigate international involvement in the celebration and view two videos on the celebrations, completing a viewing guide. The videos are from the 2003 Interdependence Day ceremony in Philadelphia and the 2005 celebration in Paris . Both activities are completed with information from the CivWorld Interdependence Day website: http://www.civworld.org. The videos are provided on the website on the home page, under ‘Media Clips’ on the right side of the page.

Students will need access to the internet to complete this activity, so where possible, a computer lab would be helpful. Photocopy the two necessary worksheets, Interdependence Day and Viewing Guide,

http://www.civworld.org/

provided in the appendix. If viewing the videos in a computer lab, students should bring headphones to minimize distraction in the room.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of ResearchOverall Expectations: PMV.02Specific Expectations: TF1.02, TF4.02, PM1.02OCSG Expectations: 2b, 5b, 7e, 7f

Teaching/Learning Strategies The teacher introduces Interdependence Day and explains that

students will be investigating the topic individually and then discussing their findings with the class.

Both of the worksheets should be explained thoroughly. The teacher may review note taking techniques to help students complete the sheets efficiently.

Where possible, teachers can show the students the necessary web site and how to access the videos from the home page.

Students work individually on completing the two tasks and should hand their work in.

The activity should culminate in a class discussion about their findings. Discussion should include the significance of the day, awareness issues around the celebration, suggested focus of and participants in the day, impact of the day on various countries and populations.

Assessment and Evaluation Teachers should collect the viewing guide and the note-taking

worksheet to assess individual understanding of the material. Where possible, teachers should discuss specific suggestions and note-taking techniques with students who have difficulties with this exercise.

The class discussion will allow students to display their interpretations and ideas about Interdependence Day.

Activity 1.3: Summary Writing of Kofi Annan’s Address to Interdependence Day in Rome, 2004Time: 5 hours

Description and Planning NotesIn Part A of this activity, students will work with United Nations Secretary-General Kofi Annan’s message to the Second Interdependence Day in Rome. They will complete the pre-reading activities including vocabulary and biographical notes on Mr. Annan before reading the address and answering interpretive questions on

the message. Literacy skills will be reinforced in Part B of this activity by writing a summary of the address. The writing process will be reviewed and documented through the assignment, including note taking, drafting and peer editing exercises.

The address and activity sheet are provided and should be photocopied for each student. The address is also available online at http://www.un.org/News/Press/docs/2004/sgsm9476.doc.htm. The self editing tip sheet and rubric are also provided and should be copied for each student. Two copies of the peer editing checklist should be made for each student.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: PMV.03, PM1.02Specific Expectations: TF4.01, TF4.02, PM3.O3, IE2.01OCSG Expectations: 2a, 4a, 4d, 7g

Teaching/Learning StrategiesPart A

Distribute copies of Kofi Annan’s address and the activity sheet to each student. The teacher should guide the students through the pre-reading activities, explaining the importance of this step to getting a better understanding of the material they are about to read.

The vocabulary is especially important as they are mostly terms that are historical and political in nature and most students will be unfamiliar with them. The following definitions were taken from http://www.answers.com and are simple starting points for each term. It may be necessary to explain and discuss the terms further:

-Pax Romana: a 200 year span of peace in Rome from 27BCE to 180AD-locus: central place-legitimacy: operating under the law-multilateral action: action involving more than two entities (nations, governments, etc)-res publica: general public good or welfare Provide students with information on Kofi Annan and the post of

the United Nations Secretary-General. This will help to contextualize the significance of the address and the United Nations’ role in international interdependence. Information for this section can be found at http://www.un.org/News/ossg/sg/. Biographical information and details about the post are available at this United Nations page.

http://www.un.org/News/ossg/sg/

http://www.answers.com/

http://www.un.org/News/Press/docs/2004/sgsm9476.doc.htm

Read through the address for the first time as a class, encouraging students to just listen to the message.

Students will then read the address on their own, completing the questions on the sheet.

Questions should be taken up as a class and use each as a discussion question to encourage students to think more deeply about the relationships between nations and the role of the United Nations on the world’s stage.

Part B Students will write a summary of the address. Review the summary writing process, with emphasis on the steps

of the writing process. Explain that this activity is meant to reinforce the writing process and the importance of drafting and editing work. Students should understand the pre-writing activities that are involved in writing a summary. Remind students that evidence of each step of the writing process will be collected with the final draft.

Start with reviewing how to annotate a text to be summarized. Use a copy of the address on a transparency and annotate the first two paragraphs of the address. It is important to go through the thought process aloud, so that students understand how important ideas are identified and why other less-important details may be left aside.

Explain that students are to annotate the remainder of the address on their own.

Once the annotation is complete, students are to make proper notes of their annotations. These should not be full sentences but merely a cleaner list of the important ideas identified in the annotation.

The notes will serve as a base for the first draft of the summary. Once students have completed their first draft, they are to clearly edit that copy using the self-editing checklist provided. They must show the teacher that they have completed this step before going on to the next draft.

Students will then complete a clean draft including their edits and have that copy peer-edited. Students will then evaluate the edits and make changes where they see fit and have the third draft peer-edited by another student.

The final draft will be turned in, along with the annotated address, notes page(s), self edited draft and two peer-edited drafts and checklists.

Assessment and Evaluation Teachers will use the provided summary rubric to evaluate the

summary and the writing process.

Activity 1.4: Declaration of InterdependenceTime: 5 hours

Description and Planning NotesStudents will study three examples of declarations of interdependence, by Will Durant, CivWorld and The David Suzuki Foundation, to see how citizens are urged to acknowledge their social, economic, political and environmental positions in the world and take action to promote interdependence. The structure, purpose and history of these documents will be examined in Part A of this activity. In Part B, students will partner to write their own declarations of interdependence for either citizens of Toronto or Ontario. Research skills will be taught in this activity so that students may find information to help form their declarations, but also so that they are able to conduct research in all other areas of the course. Students will be taught about using databases, how to evaluate web sites and how to use resources in the public library system.

The three declarations are provided, along with the comparison sheet and should be photocopied for each student. The comparison sheet should be copied to an overhead transparency for class discussion. Copies of the declarations can also be found at:

http://www.willdurant.com/interdependence.htm for the Will Durant declaration

http://www.civworld.org/declaration.cfm for the CivWorld declaration

http://www.davidsuzuki.org/About_us/ Declaration_of_Interdependence.asp for the David Suzuki Foundation declaration

The research seminar should be planned out either with the help of the teacher-librarian or with the help from the Toronto Public Library. Their outreach program provides seminars on their Virtual Public Library free of charge. Copies of the declaration assignment, resource sheet and rubric are attached and should be photocopied for each student. Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: TVF.02, PMV.03, PMV.04, IEV.02, IEV.03, Specific Expectations: TV2.01, TF3.02, TF4.03, PM1.03, PM1.04, PM2.01, PM2.02, PM3.02, PM3.03, PM3.04, PM3.05, PM4.01, PM4.04, IE2.03, IE3.01OCSG Expectations: 1c, 1d, 2b, 3a, 4a, 5a,5d, 7a, 7e

http://www.davidsuzuki.org/About_us/Declaration_of_Interdependence.asp


http://www.civworld.org/declaration.cfm

http://www.willdurant.com/interdependence.htm


Explain to students the purpose of a declaration. Discuss the meaning of a declaration of independence as a formal way of identifying a nation or state as a self governing, independent entity.

They have seen or heard of a declaration of interdependence in Activity 1.2.

Provide history on the first declaration, by Will Durant in 1944. Information can be found at http://www.willdurant.com/interdependence.htm. Stress how it was a major shift for the United States, inspired by interfaith dialogue, and a call to unity and cooperation among people of all faiths and races. Read the declaration together as a class and discuss its implications and calls to action.

Repeat the same process with the David Suzuki declaration, focusing on how his organization’s version is weighted towards environmental interdependence. Discuss the breadth of this declaration and the impact of the many facts used to move the reader.

The CivWorld declaration will not require background discussion as students learned of it in Activity 1.2. However, discussion should be had around the significance of the international signatures on the declaration in Paris and how the declaration factors into the work that CivWorld is trying to do.

Explain to students that thousands of declarations of interdependence exist, over 65, 000 hits on Google. Encourage them to look into other examples to see how companies, builders and architects, agricultural groups and faith groups interpret the meaning of a declaration of interdependence.

Students are to complete the comparison chart. This will help them to understand the important ideas that must be included in a declaration, the format and similarities of the three, etc.

The chart should be taken up as a class on overhead, and students can add to their pages as this is done. As the discussion takes place, the teacher should stress the similarities between the three.

After taking up the chart, compile a list of traits or characteristics of a declaration of interdependence. Some features should include the affirmations of truth in the first part of the declaration, the resolutions or calls to action in the second part,


the use of active voice, level of vocabulary and use of important facts, etc.

Part B Hand out the assignment sheets and rubric for the declaration of

interdependence. Explain the process of the project’s work and what is expected and allow the students to pick their partners.

Students will write a declaration of interdependence for either Toronto or Ontario, with regional specific ideas and calls to action.

Students are expected to research the issues—social, political, economic and environmental—facing either Toronto or Ontario, and use this research to develop their declaration.

Students must have a variety of sources to support their ideas including websites, articles from newspapers, magazines and journals and may include resources such as television or radio broadcasts. A resource sheet is included to help students keep track of the materials they are going to use. A proper bibliography should be attached to the final product.

The research seminar should take place before students begin working on the declaration so that they may start the research process properly. The seminar should be led by either the teacher-librarian or a representative from the Toronto Public Library. These resources can demonstrate to students how to use online databases, how to identify reputable web sites, where to get government information and statistics. The seminar should also include instructions for citing sources.

The consultation process is important in this assignment, and students must consult with their teachers after they have found resources and after they have written the first draft. There is an area on the resources sheet for teachers to sign after the first consultation.

The declarations will be presented to the class. The pairs should present their declaration and explain their motivation behind the calls to action.

Assessment and Evaluation Teachers will anecdotally assess the comparison chart through

class discussion. The declarations of interdependence, all drafts and a

bibliography will be evaluated using the rubric provided.

Teachers may choose to formally evaluate the presentations; however they are intended to provide students with the opportunity to share their ideas and products and discuss.

Resources Answers.com http://www.answers.com CivWorld: Citizen’s Campaign for Democracy

http://www.civworld.org Declarations of Interdependence

http://www.willdurant.com/interdependence.htm for the Will Durant declaration; http://www.civworld.org/declaration.cfm for the CivWorld declaration; http://www.davidsuzuki.org/About_us/Declaration_of_Interdependence.asp for the David Suzuki Foundation declaration

Kofi Annan’s address to Interdependence Day in Rome, 2004 http://www.un.org/News/Press/docs/2004/sgsm9476.doc.htm

Statistics Canada http://www.statcan.ca Think Literacy: Cross-Curricular Approaches, Grades 7-12 .

Ontario Ministry of Education, 2003. Toronto Public Library http://www.torontopubliclibrary.ca United Nations http://www.un.org United Nations Secretary-General

http://www.un.org/News/ossg/sg/ Will Durant Web Site http://www.willdurant.com

http://www.willdurant.com/

http://www.un.org/News/ossg/sg/

http://www.un.org/

http://www.torontopubliclibrary.ca/

http://www.statcan.ca/




http://www.civworld.org/declaration.cfm



http://www.answers.com/

Interdependence Day

Note-Taking Guide

Take notes on Interdependence Day using the following guide. All of the information is found on the CivWorld website at http://www.civworld.org under the section ‘Interdependence Day’, found on the top navigation bar. Navigate through this section to gather the required information. Take brief notes in point form and in your own words. The last section provides a space to reflect on what you’ve learned and will help you participate in a class discussion on Interdependence Day.

History Lessons from 9/11:

Why celebrate Interdependence Day?

Philadelphia, 2003 Purpose of the day:

Need for interdependence because…

A ‘First Look’ Report on Interdependence Day in Paris by Dr. Benjamin Barber (September 18, 2003)

Who participated:

Events:

Future Events:

Long term aims of the project:

Messages Delivered to the Inaugural Interdependence Day:Chiara Lubich—president of Focolare Movement, a Catholic

organization promoting unity and world peace


What led her to the Gospel? Why?

Goal of politics:

Challenges to this goal:

Brotherhood—meaning/purpose/effects:

Dr. Benjamin Barber—founder and chair of Interdependence Day and the CivWorld Citizens Campaign for Democracy

American relationship to independence:

Hungarian relationship to independence:

The human race relies on interdependence because…

Reflections on Interdependence Day for Class Discussion What are your thoughts on this celebration? What more can be done? Who

should attend these celebrations? What can be done on a local level? Any other ideas, suggestions, or criticisms you may have…

Interdependence Day Videos

Viewing Guide

The two videos you are to watch are found on the home page of the CivWorld website at http://www.civworld.org. The links to the videos are under the ‘Media Clips’ heading, on the lower right hand of the page. The first video is of the inaugural Interdependence Day in Philadelphia, USA and the second of the celebration in Paris, France.

Watch each video through completely before completing the viewing guide. Once you have watched each through, view them again, pausing the video where necessary to take notes.

Philadelphia, USA

Speaker Important IdeasDr. Benjamin Barber

Why is it significant that Interdependence Day is a “gathering of citizens…not politicians?”

What is the relevance of the CivWorld passport?

Harry Belafonte What is his message on interdependence?

Leoluca Orlando What does it mean to be a citizen of the world?


Lord Frank Judd What statement is being made about generational responsibility?

Why is international cooperation necessary?

Gary Hart What is collaborative sovereignty?

Jon Brademas and Yolanda T. Moses

What is the role of education is spreading ideas of interdependence?

How must education change to support interdependence?

Paris, France

How have the messages of Dr. Benjamin Barber and Harry Belafonte changed since the inaugural celebration?

What role do the arts play in promoting interdependence?

What is the relationship between arts and citizenship?

How can art, in its many forms, affect change?

Lord Judd and Sonia Sanchez stress the importance of asking, “Why?” Why do they say we must ask this question?

Bernard Kouchner, founder of Medicins Sans Frontiers (Doctors Without Borders) says, “We must start with ourselves.” What does he mean by this?

13/09/2004Press ReleaseSG/SM/9476

‘WE LIVE IN AN AGE OF INTERDEPENDENCE’, THREATS MUST BE MANAGED COLLECTIVELY

SAYS SECRETARY-GENERAL, IN MESSAGE TO ROME MEETING

Following is Secretary-General Kofi Annan’s message to the Second Interdependence Day, delivered by Olara Otunnu, Special Representative of the Secretary-General for Children and Armed Conflict, in Rome, 12 September:

I send my greetings to all who have gathered in Rome to mark the Second Interdependence Day. All around you in this eternal city are reminders that this was once the centre of an empire in which all roads led to Rome, all inhabitants lived under the Pax Romana, and the Roman Army watched the frontiers to keep outside threats at bay.

Today, no nation or group of nations, not even the most powerful, can protect itself from threats by turning itself into an impregnable military fortress. No army can prevent capital movements, stop the spread of AIDS, reduce the impact of global warming, halt the flow of information, or reverse the spread of radical violent ideologies which threaten us all. Nor can any society hide safe behind the veil of ignorance or fear of the unknown, oblivious to the daily fight for mere survival that many in other countries face every day. For good or ill, we live in an age of interdependence, and we must manage it collectively.

The peoples of Europe have advanced further down the path of integration than any group of nations in history. Globally, the most important instrument States have to manage interdependence is the United Nations. It is far from a perfect Organization. But it is the locus of international legitimacy, and it must be the vital centre of multilateral action. To make it work better, I have asked a panel of eminent persons to help us generate a shared analysis of the threats we face -- including the threat of global terrorism -- and a set of recommendations on how we should face them. I will be calling on the nations of the world to respond to those recommendations with vision and a sense of responsibility and solidarity.

The same sense of responsibility and solidarity must be brought to bear to deal with old dangers that, alas, are still with us -- the horrors of genocide and massive violations of human rights, the miseries of poverty, disease and hunger, the tragedies of ignorance and discrimination. All of these challenges are related. Both moral standing and the security of the community of nations will be determined, in large part, by how well we meet these challenges, and by whether we bring hope to the billions in our world who still struggle for life and justice.

It takes more than far-sighted governments acting together to meet these challenges. It also requires men and women everywhere to deepen their sense of global citizenship and engage in this task. That is one reason the United Nations reaches out to civil society organizations, and why efforts such as yours are so vital. I mentioned at the outset that the structure of the Roman Empire could never work today. But the ideals of the res publica, to which the people of ancient Rome were also intimately attached, can continue to inspire us, as we look for ways to expand our sense of citizenship to the global level.

In that spirit, I send you my best wishes for a successful Second Interdependence Day.

* *** *


‘We live in an age of interdependence’

Secretary-General Kofi Annan’s Address to the Second Interdependence Day in Rome, 2004

Pre-Reading ActivitiesVocabulary from the selection:

Pax Romana:

Locus:

Legitimacy:

Multilateral action:

Res publica:

Background information on Kofi Annan and the post of United Nations Secretary-General:

During ReadingListen to the reading of the address and think about the impact that Mr. Annan’s words would have had on the crowd.

Do not take notes or answer questions during the first reading.

After Reading ActivitiesRead the selection again on your own, and answer the following questions on a separate sheet of paper.

1. What is the significance of the setting of Rome to Mr. Annan’s message?

2. Why can no “society hide safe behind the veil of ignorance” with respect to global citizenship?

3. What role does the United Nations play in creating positive interdependence? Give at least two of your own ideas about what the United Nations could do to foster positive interdependence.

4. Mr. Annan makes reference to “old dangers” that still exist today. He points to genocide, poverty, disease, hunger and discrimination as ongoing global challenges. How are these dangers related? Suggest some reasons why these issues are ongoing. What, if anything, can be done to address them?

5. What is the significance of Mr. Annan’s address, as a representative of the United Nations, on Interdependence Day?

Peer-Editing Checklist

Editor’s Name: ____________________ Author’s Name: ____________________

Date: _____________________________

Edit Yes No Suggestions/Concerns/Problems

The ideas are clearly state, and there are enough of themThe purpose of the piece is clearThe message is clear for the intended audienceThe beginning, middle and end are clear and tied togetherDetails, proofs and examples support the main ideaThe words used are clear and appropriateThe level of language is appropriate for the subject and audienceThe sentences vary in length and structureThe sentences flow, moving logically from one to the nextThere are only a few minor errors in grammar, punctuation or spelling

Other helpful comments:

Signed: _______________________________________________________________

Self Editing Tip Sheet

Reading Backwards

To proof for spelling, begin with the last word of your draft. Read backwards word by word, checking each for correct spelling.

Remember to double check any homonyms (words that sound the same but are spelled differently, like their, there and they’re).

To proof for sentence structure, punctuation, grammar and phrasing, begin with the last sentence of your draft and read the sentence from start to finish, looking for errors.

Continue reading each sentence from the end of your piece to the beginning of the piece and note any errors.

Adapted from Think Literacy: Cross-Curricular Approaches, Grades 7-12. Ontario Ministry of Education, 2003.

Read Aloud

Reading your work aloud will help you to hear any errors in grammar and structure. Reading through the piece quietly, your brain will miss errors that you may only hear aloud.

As you read aloud, pay attention to where you trip over long sentences or hear phrasing that doesn’t sound right. Note these areas and see what needs to be fixed.

Edit one thing at a time

Only proof read your draft for one purpose at a time, for example unity, spelling, homonyms, etc. If you try to look for everything that may need editing all at once, you will be less effective at noting errors. Focusing on one edit at a time allows you to concentrate on that particular element of your piece.

Editing is more than a spell check

When you edit your work, you are also looking to be sure that you have included all of the important ideas from your notes.

Be sure to edit for organization and structure: does your piece flow logically? Does it have a clear beginning, middle and end? Have you varied your sentence structure and used proper transitions to connect ideas?

Summary Writing Rubric

Category Level 1 Level 2 Level 3 Level 4KnowledgeDemonstrate understanding of topic under study

Demonstrates limited understanding

Demonstrates some understanding

Demonstrates considerable understanding

Demonstrates thorough understanding

ThinkingEvaluate information to determine main ideas

Evaluation demonstrates limited understanding

Evaluation demonstrates some understanding

Evaluation demonstrates considerable understanding

Evaluation demonstrates thorough understanding

Evaluate information to identify supporting details

Identifies few supporting details

Identifies some supporting details

Identifies considerable supporting details

Identifies many supporting details

CommunicationCommunicate information clearly

Communicates information with limited clarity

Communicates information with some clarity

Communicates information with considerable clarity

Communicates information with a high degree of clarity

Communicate information using an appropriate format

Demonstrates limited ability to communicate information with an appropriate format

Demonstrates some ability to communicate information with an appropriate format

Demonstrates considerable ability to communicate information with an appropriate format

Demonstrates a high level of ability to communicate information with an appropriate format

ApplicationApply proper conventions of standard English (spelling, grammar, punctuation)

Many errors make writing difficult to understand

Many errors, but information can be understood

Some errors Few errors

Apply the writing process

Does not apply the writing process effectively

Applies some steps of the writing process effectively

Applies most steps of the writing process effectively

Applies all steps of the writing process effectively

Writing a Declaration of Interdependence

You have read at least three examples of declarations of interdependence. With a partner, you will now write your own.

The focus for your declaration will be slightly smaller in scope than the three examples you have read. Choose to either write a declaration for Torontonians or for Ontarians. Follow the guidelines below.

Research Research the major social, political, environmental and economic

issues facing your region. This will help you to formulate the ‘truths’ in the first part of the

declaration and also guide your thinking in deciding what actions you are calling for in the second part.

You must include research from websites, databases, news paper, magazines and journals. You may also include television and radio broadcasts. You must find at least five sources.

Use the research sheet provided to document your materials. You must bring this completed sheet with you to the first consultation with the teacher. This sheet will also help you write your bibliography.

Consult with your teacher to be sure your resources are adequate before writing your first draft.

Writing Use the three declarations you have read as models for your own

writing. Research other examples to help you as well. Your declaration must include at least five truths and five calls to

action. Consult with your teacher after writing your first draft.

Presentation Your final copy, along with all drafts and a bibliography, will be

handed in. You and your partner will also present your declaration to the

class and explain your inspirations for your calls to action. The rubric provided will be used to evaluate your declaration of

interdependence.

Declarations of Interdependence

Comparison Diagram

After reading all three declarations of interdependence, complete the diagram. Use the space outside of the circles if necessary to record similarities.

**OVERALL SIMILARITIES:

Suzuki

Will Durant

CivWorld

OVERALLSIMILARITIE

S**

Research Log

Title: Author: Publication Information:

Important ideas from the material:















Consultation Date: Teacher’s Signature:

Declaration of Interdependence

Category Level 1 Level 2 Level 3 Level 4ThinkingAnalyse information from a variety of sources using specific criteria

Analysis demonstrates limited use of specific criteria

Analysis demonstrates some use of specific criteria

Analysis demonstrates considerable use of specific criteria

Analysis demonstrates thorough use of specific criteria

Assess research information

Assessment demonstrates limited use of criteria

Assessment demonstrates some use of criteria

Assessment demonstrates considerable use of criteria

Assessment demonstrates thorough use of criteria

Be able to access appropriate resources using various strategies and technologies

Demonstrates limited ability to access appropriate resources

Demonstrates some ability to access appropriate resources

Demonstrates considerable ability to access appropriate resources

Demonstrates a high level of ability to access appropriate resources

Critically analyse key issues and themes that have interdisciplinary elements

Critical analysis provides limited information

Critical analysis provides some information

Critical analysis provides considerable information

Critical analysis provides thorough information


Evaluation demonstrates limited understanding

Evaluation demonstrates some understanding

Evaluation demonstrates considerable understanding

Evaluation demonstrates thorough understanding

CommunicationCommunicate information using appropriate style

Limited ability to communicate appropriately

Some ability to communicate appropriately

Considerable ability to communicate appropriately

A high level of ability to communicate appropriately

Communicate information effectively

Communicates information with limited effectiveness

Communicates information with some effectiveness

Communicates information with considerable effectiveness

Communicates information with a high degree of effectiveness

ApplicationApply the writing process



Applies most steps of the writing process effectively


Use thinking skills to help develop effective interdisciplinary product

Limited ability to develop product

Some ability to develop product

Considerable ability to develop product

A high level of ability to develop product

Record, sort and organize information found in resources

Limited ability to record, sort and organize information

Some ability to record, sort and organize information

Considerable ability to record, sort and organize information

A high level of ability to record, sort and organize information

UNIT 2: Find Your VoiceTime: 20 hours

Unit DescriptionOral presentation and language skills are necessary for success both in and out of school settings. Oral language is a foundational area of literacy, often taken for granted, that must be fostered. Discussing ideas and key concepts helps students to work out their understanding of material and is an important first step in writing. This unit strengthens students’ verbal and visual presentation skills, while increasing comfort and confidence. Students will understand what makes an effective presentation and prepare and present a researched presentation of their own. Critical thinking skills are reinforced in the debate activity and students will examine an issue from interdisciplinary perspectives to formulate their ideas. Teacher modeling is a key element of this unit.



TF4.03, PM1.03, IEV.02, IE2.01

OCSGE: 2a, 4c, 5e


-impromptu and rehearsed show and tell activities-class discussion on the characteristics of a comfortable presentation

2hours

TF4.02, TF4.03, IE1.02, IE4.03

OCSGE: 2c, 4b, 4f, 5d

-Student participation in workshop

-Second City Education Company ‘Introduction to Communications’ workshop

10 hours

TVF.02, TF1.03, TF1.04, TF2.03, TF4.01, TF4.04, PMV.01, PMV.02, PMV.03, PMV.04, PM1.02, PM1.03, PM1.O4, PM2.03, PM3.05, PM4.04, IE1.02, IE2.01, IE4.01, IE4.03

OCSGE: 2a, 4f, 5a, 5d, 5g

-Presentation evaluated for oral and visual components

-understand what makes a good and bad presentation—demonstrations of both-class discussion on the characteristics of a good presentation-effective use of Power Point and visual presentation techniques-research a topic for a small-group presentation

6 hours

TVF.03, TV3.03, PMV.01, PMV.02,

-Debate and research notes

-debate on two to three topics (depending on class size)

PMV.03, PMV.04, PM1.03, PM1.04, PM2.03, PM2.04, PM3.01, PM3.02, PMS.05, PM4.01, PM4.03, IEV.01, IE2.02

OCSGE: 1d, 4f, 5a

-research a topic to develop arguments and ideas

Activity 2.1: Show and TellTime: 2 hours

Description and Planning NotesShow and tell is a popular exercise used predominantly at the primary level to develop oral presentation skills. However, the benefits of this kind of informal presentation can be helpful to older students. The teacher will model show and tell to the class and lead a discussion about this presentation format. Students will understand why this type of oral exercise is comfortable and develop criteria for their show and tell presentations.

The teacher should prepare a short show and tell presentation of a favorite item.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: IEV.02Specific Expectations: TF4.03, PM1.03, IE2.01OCSG Expectations: 2a, 4c, 5e

Teaching/Learning Strategies Start off by asking students to pick something from their bag,

wallet or pocket. Any item or slip of paper will do. Explain after they have chosen that they are going to ‘show and tell’ this item.

Model this short presentation with an impromptu show and tell of an item off your desk or from a bag. The purpose of this exercise is to get students to think on their feet and talk briefly to the class about a topic/item that they are familiar with.

The teacher modeled show and tell should be short and preferably humourous, and should include a description of the item, where it was found, what you like/don’t like about the item. (ex: it can be a pen taken from a hotel, bank, another teacher; describe how you came to have the pen and exaggerate the significance it holds.)

Go around the class, allowing each student to participate. They will do so from their seats to keep the tone informal.

The teacher should then explain why this exercise is being done. Discuss the comfort level involved, the importance of informality and comfort with the topic.

Now present the rehearsed show and tell presentation about a favorite artifact. Keep the presentation short and invite students to think about the characteristics of a show and tell presentation as you speak.

After the presentation, develop a list of criteria for an effective show and tell. Students will use this to prepare their own presentations to be done next class. Decide as a class whether they will present from their seats or the front of the room. It is suggested that they remain at their seats, but may stand, as the intention is to keep the tone informal.

Students will share their artifacts with the class.

Assessment and Evaluation Teachers will anecdotally assess the students’ prepared show

and tell.

Activity 2.2: Introduction to Communications Workshop—Second City Education CompanyTime: 2 hours

Description and Planning NotesThis is a introduction to effective communications skills for all secondary school students. Skills such as co-operation, non-verbal communication, self-respect, respect for others, individual and group problem solving and risk taking will be explored through fun, interactive exercises. (The Second City Education Program Catalogue, 2006)

Teachers should arrange for their class to attend the workshop at Second City in Toronto.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: IEV.01Expectations: TF4.02, TF4.03, IE1.02, IE4.03OCSG Expectations: 2c, 4b, 4f, 5d

Activity 2.3: Effective PresentationsTime: 10 hours

Description and Planning NotesDelivering an effective presentation is a challenge for many students. Teachers often take this skill for granted and are frustrated and disappointed when students experience difficulties. In this activity, the teacher models first a poorly done presentation and then discusses with the class what areas of the presentation are weak and how they may be improved. The same presentation is given again, this time with all of the class’ suggestions incorporated, to model an effective presentation. Tips for using visual aids effectively will also be emphasized. Students will use these presentation skills in planning and preparing their own, small-group, researched presentation for the class. Each group will profile one Native culture in Canada.

Teachers should prepare a poorly planned presentation, including visual aids. Once the class has critiqued the original, the teacher should modify the presentation for delivery. Copies of the presentation assignment, research log and rubric are included and should be copied for each student. A checklist for effective presentation skills is attached for class distribution. Arrange ample library and computer lab time for student research.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: TVF.02, PMV.01, PMV.02, PMV.03, PMV.04, Specific Expectations: TF1.03, TF1.04, TF2.03, TF4.01, TF4.04, PM1.02, PM1.03, PM1.O4, PM2.03, PM3.05, PM4.04, IE1.02, IE2.01, IE4.01, IE4.03OCSG Expectations: 2a, 4f, 5a, 5d, 5g

Teaching/Learning Strategies The teacher will give a poorly executed presentation to the class.

Advise students that they should take notes through the presentation on areas that need to be improved and suggestions for doing so.

Once the presentation is over, the class discusses what was wrong with the presentation as the teacher compiles a list of changes to be made. Discuss why these areas need to be improved and how the presentation of information suffered because of the ineffective delivery.

The teacher modifies the presentation using the class’ suggestions and gives the presentation again. After the presentation, discuss the differences from the first and any further suggestions they may have.

Distribute the Effective Presentation Skills checklist and add any other tips that students may have based on the teacher’s demonstration.

Distribute the assignment sheet, research log and rubric and explain the assignment. Have students get into eight small groups of three or four. Students are to research one Native culture in Canada from the list provided and prepare a presentation, including visual aids and a hand-out.

Review the effective use of visual aids in a presentation, including Power Point slides, overheads, and posters. Remind students that visual aids are meant to enhance the presentation, not replace the speaker. Key points, diagrams, images, quotes, facts or figures are ideal content for visual aids. The visual should not contain verbatim what the presenter is saying.

Students should be given time in the library and computer lab to research their topics.

Class time should also be given to allow the groups to prepare and practice their presentations. During research and group-work time, the teacher should circulate among the groups to monitor and guide student work.

Assessment and Evaluation Student presentations will be evaluated using the rubric

provided. Teachers collect a bibliography from each student on the day of their presentation.

Activity 2.4: DebateTime: 6 hours

Description and Planning NotesAll of the oral communication techniques learned and practiced through the activities in this unit will be evaluated in the debate activity. Students will be broken into groups of six and split into pro/con teams. Each group will be given one topic to debate. The groups will research their topic and present their debates to the class. The debate activity reinforces research and critical thinking skills.

Teachers should copy the debate assignment sheet, research log and rubric for each student. Arrange for library and computer lab time for research.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: TVF.03, PMV.01, PMV.02, PMV.03, PMV.04, IEV.01,

Specific Expectations: TV3.03, PM1.03, PM1.04, PM2.03, PM2.04, PM3.01, PM3.02, PMS.05, PM4.01, PM4.03, IE2.02OCSG Expectations: 1d, 4f, 5a

Teaching/Learning Strategies Explain to the class the format of a debate. In each group of six,

each student has a role and a specific turn to speak. Students in each group of six will only prepare their debate with their ‘side’ of the argument. The agree side will not work with the disagree side in preparing for the debate. The debate will begin with the agree side and go back and forth until all students have had a chance to speak.

Format/Roles:Agree DisagreeStudent Role Student Role1 Opening statement and

first argument1 Opening statement,

rebuttal to Agree 1 and first argument

2 Rebuttal to Disagree 1, second argument

2 Rebuttal to Agree 2, second argument

3 Rebuttal to Disagree 2, final argument and closing statement

3 Rebuttal to Agree 3, final argument and closing statement

Review techniques for effective debating—the use of repetition, intonation, rhetoric, and active listening.

Explain that active listening is essential to forming rebuttal arguments. Advise students that debates are not meant to be screaming matches or arguments, but instead, carefully planned, researched and rational discussions of an issue.

Distribute the assignment sheet, research log and rubric. Review the assignment and break the students into groups.

Students should be assigned their topics and which side they are to argue. By assigning the topics and sides, students will not lean towards something for which they have a particular bias. The challenge of the debate exercise is to research and formulate arguments on a topic with which they may not entirely agree or be familiar with.

Students are to research their topic in preparation for the debate. The research should take a multi-disciplinary approach so that students can examine the issue from multiple perspectives.

Advise students that they should anticipated counter arguments as part of their preparation. This will facilitate their rebuttals.

Arrange for time in the library and computer lab for students to research and work on the debates with their group.

Class time should also be given to the groups to work on their arguments. This class time is also an opportunity for the teacher to spend time with the students, discussing their points and arguments.

Assessment and Evaluation Debates are held for the whole class and evaluated using the

rubric provided.

Resources Canada’s Digital Collections http://collections.ic.gc.ca Second City Education Company http://www.secondcity.com/?

id=education/toronto_education Think Literacy: Cross-Curricular Approaches, Grades 7-12 .

Ontario Ministry of Education, 2003.

http://www.secondcity.com/?id=education/toronto_education

http://www.secondcity.com/?id=education/toronto_education

http://collections.ic.gc.ca/

Presentation Assignment

In groups of three or four, you will prepare a seven to 10 (7-10) minute presentation on one of the Native cultures listed below.

Use the techniques and skills discussed in class to prepare an effective presentation.

Your presentation must be researched and a research log is provided to keep track of your materials. Find four to six resources from various sources. A proper bibliography must be handed in to the teacher on your presentation day for the whole group.

Prepare a visual aid—Power Point slides, an overhead or a poster—to accompany and enhance your presentation.

Prepare a one-page hand-out to be photocopied for the class. This should be a fact sheet on the Native culture you have researched and should contain only major, important points from your presentation. It is not to be a copy of your slideshow or overhead.

Native Cultures in Canada Micmac Iroquois and Algonkian (St. Lawrence Lowlands Indians) Cree and Ojibway (The Woodland Indians) Plains Indians of Western Canada Athapaskan (North West Territories, Yukon and British Colombia

Interior) Inuit Metis Northwest Coast

The presentation should cover the following: Region in Canada, regional features and relationship to

environment Traditional lifestyle and culture, including housing, dress, diet,

gender roles, etc. Creation stories and belief system Societal organization and governance Western contact and influence Arts and crafts or specialty items Current issues

Only one group will cover each culture. Consult with the teacher after you have compiled your sources and before beginning to organize your presentation.

Your presentation will be evaluated using the attached rubric.

Research Tip:The government of Canada’s Digital Collections is an excellent place to begin your research.http://collections.ic.gc.ca

Within the Digital Collections, the Heirloom Series has a whole chapter on Canada’s Native peoples. Each of the cultures above is profiled in this section.http://collections.ic.gc.ca/heirloom_series/

http://collections.ic.gc.ca/heirloom_series/

http://collections.ic.gc.ca/

Effective Presentation Skills

Is the topic presented clearly and logically?Is the presentation clearly organized with an introduction, middle and conclusion?Does the speaker have a thorough knowledge of the subject?Did the speaker gather information from a variety of sources?Did the speaker use visual aids to support the presentation?Were visual aids used effectively?Did the speaker use appropriate tone and language for a classroom presentation?Did the speaker user effective eye contact with the audience?Did the speaker talk fluently without false starts?Did the speaker vary the volume of speech?Did the speaker vary the rate of speech?Did the speaker articulate clearly?Did the speaker use conjunctions effectively? (e.g. and, then, because, therefore)Did the speaker explain unfamiliar terms to others?Did the speaker talk for the appropriate amount of time?Did the speaker avoid unnecessary movements such as shuffling, toe tapping and shaking?Did the speaker involve the audience in the presentation?Did the speaker engage and inspire the audience?Other:Other:Other:

Adapted from: Think Literacy: Cross-Curricular Approaches, Grades 7-12. Ontario Ministry of Education, 2003.

Presentation Rubric

Category Level 1 Level 2 Level 3 Level 4KnowledgeDescribe concept providing details

Provides limited details

Provides some details

Provides considerable details

Provides thorough details

Describe concept providing examples

Limited reference to examples

Some reference to examples

Considerable reference to examples

Thorough reference to examples

Explain information gathered through research

Explanation is based on limited research

Explanation is based on some research

Explanation is based on considerable research

Explanation is based on thorough research

ThinkingCritically analyse key issues and themes that have interdisciplinary elements





CommunicationBe able to asses/extend your research skills to present findings and solve problems

Limited ability to assess/extend research

Some ability to assess/extend research

Considerable ability to assess/extend research

A high level ability to assess/extend research


Communicates with limited effectiveness

Communicates with some effectiveness

Communicates with considerable effectiveness

Communicates with a high degree of effectiveness

Demonstrates ability to communicate and present information

Limited ability to communicate and present information

Some ability to communicate and present information

Considerable ability to communicate and present information

A high level of ability to communicate and present information

ApplicationUse thinking skills to develop effective interdisciplinary products

Limited ability to develop effective interdisciplinary product

Some ability to develop effective interdisciplinary product

Considerable ability to develop effective interdisciplinary product

A high level of ability to develop effective interdisciplinary product

Debate Assignment

In groups of six, you will debate one of the topics below. Each group of six will be divided in half; one half will argue the ‘pro’ side of the topic, agreeing with the statement, and the other group will argue opposite side.

Each person will have a specific role in the debate and will only speak when it is his or her turn. The groups will be divided as followed and each student will take one of the roles:

Agree DisagreeStudent Role Student Role1 Opening statement and

first argument1 Opening statement,

rebuttal to Agree 1 and first argument

2 Rebuttal to Disagree 1, second argument

2 Rebuttal to Agree 2, second argument

3 Rebuttal to Disagree 2, final argument and closing statement

3 Rebuttal to Agree 3, final argument and closing statement

The agree side will start off the debate with Student one’s opening statement and argument. Student one from the opposite side will speak next, beginning with their opening statement, followed by a rebuttal to the other side’s arguments, and close with arguments of their own.

The debate will continue back and forth between sides until each person has spoken. Each member of the debate must prepare rebuttal statements after hearing their opponent’s arguments. The other members of the group may quietly advise the next speaker to assist in formulating rebuttals. In your planning, try to anticipate what counter arguments may be made by the opposing side; this will help you in planning your rebuttals.

You will be assigned one of the topics below and given a side for which you must argue. You are only to prepare your debate with the other two people on your side.

Research is important to ensure that you fully understand your topic from as many perspectives as possible. Be sure to investigate sources fro many disciplines in your preparations. A research log is provided to help you keep track of your sources. A bibliography must be handed in on the day of your presentation for the whole group’s resources.

Topics “A forced interdependence doesn’t work…interdependence that

is realized and voluntarily accepted as an alternative to independence, is something which seems to work.” Zamira Djabarova

Physical education an arts education should be mandatory to graduation.

The Kyoto Protocol is an example of positive interdependence and should therefore be forced upon all nations in the United Nations.

“Equality…is the result of human organization. We are not born equal.” Hannah Arendt

“I believe that all government is evil, and that trying to improve it is largely a waste of time.” H. L. Mencken

Debate Rubric

Category Level 1 Level 2 Level 3 Level 4KnowledgeDemonstrates understanding of different perspectives/approaches of each subject

Limited understanding

Some understanding

Considerableunderstanding

Thorough understanding

Evaluate information to support opinions

Limited support of opinions

Some support of opinions

Considerable support of opinions

Thorough support of opinions

ThinkingAnalyse how the ideas and issues interrelate

Analysis demonstrates limited use of critical thinking

Analysis demonstrates some use of critical thinking

Analysis demonstrates considerable use of critical thinking

Analysis demonstrates a high level of use of critical thinking

Critically analyse ideas, arguments, bias and stereotyping found in resources

Limited ability to critically analyse

Some ability to critically analyse

Considerable ability to critically analyse

A high level of ability to critically analyse

CommunicationBe able to assess/extend research abilities to present findings and solve problems




A high level of ability to assess/extend research





Communicates with a high level of effectiveness

Communicate information using appropriate style

Limited ability to communicate using appropriate style

Some ability to communicate using appropriate style

Considerable ability to communicate using appropriate style

A high level of ability to communicate using appropriate style

Demonstrate ability to communicate and present information

Limited ability to communicate

Some ability to communicate

Considerable ability to communicate

A high level of ability to communicate

ApplicationAnalyse and describe the impact of interdisciplinary approaches on society

Analysis demonstrates limited knowledge of real-life situations

Analysis demonstrates some knowledge of real-life situations

Analysis demonstrates considerable knowledge of real-life situations

Analysis demonstrates a high level of knowledge of real-life situations

Demonstrate ability to apply critical thinking strategies

Limited ability to apply critical thinking strategies

Some ability to apply critical thinking strategies

Considerable ability to apply critical thinking strategies

A high level of ability to apply critical thinking strategies

UNIT 3: Create to CommunicateTime: 22 hours

Unit DescriptionArt is a reflection of self and society; a form of expression as old as man. This unit examines how art, in its many forms, functions as a means of communication. Specifically, activities expose students to Aboriginal art and music, and examine the interdependence of culture, history, environment and religion. Students study the influence of outside cultures and biases on traditional Aboriginal culture, and examine original artifacts to trace the evolution of Aboriginal societies in Canada. Students investigate symbolism in art, and discover that to fully appreciate art requires an understanding of the context and background of the creator. Through the creation of their own pieces of art, and development of an art workshop for elementary students, students learn the importance and significance of art as a form of personal and cultural expression.


Time


4 hours

TVF.04, TF2.01, TF3.01, PM1.01, PM1.02, PM3.01, PM3.02, IE3.03, IE4.03

OCSGE: 1j, 4a, 5e, 7f, 7g


-watch Shooting Indians and complete a viewing guide-attend the Native Exhibit and Lab Lesson at the Royal Ontario Museum-study an artifact from the First People’s Gallery at the ROM-class and small group discussion

10 hours

TVF.04, TF2.04, TF4.01, TF4.04, PMV.01, PMV.02, PMV.04, PM1.04, PM4.01, IEV.04, IE1.01, IE1.04, IE3.03, IE4.01, IE4.03

OCSGE: 2e, 4c, 5e, 6e, 7j

-Anecdotal teacher assessment of drumming worksheets-Preparation and delivery of drumming workshop for elementary students-Soundtrack assignment

-study of the history and culture of drumming in Aboriginal societies-participate in a performance and workshop by the Native Cultural Center-participate in drumming workshop at Harbourfront Centre-prepare and deliver drumming workshop to elementary students-create a personal

soundtrack2 hours

TFV.01, TF1.01, TF1.03, TF3.03, PM3.03

OCSGE: 2e, 5b


-study Native rock painting using the ROM traveling kit-read articles and an interview on Native rock painting

6 hours

TFV.04, TF2.02, TF3.01, PM1.02, PM3.01, PM4.01, IEV.04, IE1.01, IE1.02, IE1.03, IE2.04

OCSGE: 1g, 1i, 3e, 4g, 5g, 6e, 7j

-Anecdotal assessment of student participation in Iroquois beadwork study-Art piece and write-up

-study Iroquois beadwork using the ROM traveling kit-create a piece of art based on personal identity and experience with a written explanation and rationale of the piece

Activity 3.1: Cultural Evolution in ContextTime: 4 hours

Description and Planning NotesThrough this unit, students will examine the use of art to communicate culture, heritage and folklore. This first activity contextualizes Native cultural evolution in Canada and examines how art is used, abused, created and kept through time. The documentary Shooting Indians follows the story of Jeffrey Thomas, and Aboriginal photographer looking to make peace with historical depictions of Aboriginals, while searching for his own identity through photography. The ROM Native Exhibit and Lab Lesson contextualize the acquisition of art and artifacts and examine the importance of religion and nature in Native art. The exhibit exposes students to pre and post-contact artifacts and examines how outside influences of culture, religion, politics and economy have shaped Aboriginal art. The exhibit and lab lesson emphasize human’s interdependence with nature and the evolution and preservation of culture.

Teachers may acquire Shooting Indians from the Toronto Public Library Spadina or Oakwood Village branches, and ordering information is available at http://www.socialdoc.net. Arrange the exhibit and lab lesson though the ROM’s educational department at 416.586.5681 or http://www.rom.on.ca.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and Consequences

http://www.rom.on.ca/

http://www.socialdoc.net/

Overall Expectations: TVF.04 Specific Expectations: TF2.01, TF3.01, PM1.01, PM1.02, PM3.01, PM3.02, IE3.03, IE4.03OCSG Expectations: 1j, 4a, 5e, 7f, 7g


Review highlights of Iroquois culture and history from the presentation in unit two.

Discuss ideas about difficulties or issues around maintaining culture. Discuss the idea of ownership of culture and responsibility of maintaining tradition, and what challenges are inherent.

Before watching Shooting Indians, discuss the features of a documentary film and explain that students will be completing a viewing guide as they watch the movie. The viewing guide is designed to highlight important ideas and people in the documentary and to facilitate discussion afterwards. Distribute the viewing guide.

Provide students with a bit of background on the film and Ali Kazimi, which can be found at http://www.socialdoc.net/kazimi/ali_html_pages2/1AK2Home.html. Explain that the film will also help contextualize parts of the ROM experience.

Screen the film. Allow students time to complete the viewing guide. It may be

necessary to stop the film in certain parts so that students can complete the guide.

Discuss the viewing guide and film as a class.

Part B Review highlights of all of the Native cultures and histories

presented in unit two, as this information will provide an ideal backdrop for the ROM experience.

Assign the independent museum activity before the trip. For the independent museum activity, students are to return to

the First People’s Gallery (students have access to the ROM all day when on excursion) and choose one artifact they feel best exemplifies Native beliefs of the interdependence of humans and nature. They are to sketch or photograph the artifact and write a brief description of the piece. They must explain why and how the piece exemplifies interdependence. This work will be shared in small group discussions when the class is together next.

Attend and participate in the ROM excursion.

http://www.socialdoc.net/kazimi/ali_html_pages2/1AK2Home.html


Upon returning to school, discuss, as a class, what lessons were learned about preserving and passing down culture. Discuss hoe the exhibit explores the evolution of art and materials. Discuss any significant pieces and highlights of the trip.

Break students up into groups of four or five for small group discussion. In these small groups, students will share the artifact they chose in the independent museum activity and discuss each piece. In their groups, students should compile a list of commonalities between their artifacts and another list of characteristics of the interdependent elements of their chosen pieces.

The teacher should circulate during the small group discussions, participating and guiding where necessary.

Come back together as a class to share the two lists generated in the small groups as the activity wrap-up exercise.

Assessment and Evaluation Teachers anecdotally assess the viewing guide for Shooting

Indians, student participation I the excursion and participation in class and small group discussions.

Teachers may anecdotally or formally assess the independent museum activity as they see fit. Formal evaluation of this assignment may encourage a higher-quality product.

Activity 3.2: Beat of the DrumTime: 10 hours

Description and Planning NotesDrumming is a musical art that is central to celebration and ritual in many tribal and Aboriginal cultures. In the first part of this activity, students study the significance of the drum in Aboriginal culture and watch a drum and dance presentation by aboriginal performers. The presentation by the Native Canadian Centre’s Visiting School program includes dance, drum and performance and teaching, and covers the history and importance of practicing culture. The workshop at Harbourfront Centre, in the second part of the activity, explores drumming in various cultures and students learn to drum and make a drum of their own. The workshop emphasizes the transition of the individual to the collective as it relates to music making and expression. The study of Aboriginal drumming and participation in the workshops will help students in the third activity, preparing and delivering a drumming workshop for elementary students. Finally, students create a personal soundtrack reflecting their life, experiences and personal culture.

The drumming presentation should be arranged through the Native Canadian Centre of Toronto’s Visiting School Program at 416.964.9087 ext. 316. The Harbourfront Centre workshop should be arranged through their educational department at 416.973.4091. This workshop typically runs in January and February. In collaboration with the elementary school teacher, an afternoon or morning session should be arranged for the student-led workshops. All assignment sheets, handouts and rubrics are included and should be photocopied for each student.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: TVF.04, PMV.01, PMV.02, PMV.04, IEV.04, Specific Expectations: TF2.04, TF4.01, TF4.04, PM1.04, PM4.01, IE1.01, IE1.04, IE3.03, IE4.01, IE4.03OCSG Expectations: 2e, 4c, 5e, 6e, 7j


Distribute MorningStar River Singers interview and worksheets. Where possible, watch the videos of the performances online at

http://nativedrums.ca; otherwise, direct students to do so independently.

Read the interviews as a class. Invite questions or comments about the interviews and discuss the significance of the drum in Native culture.

Students should complete the accompanying questions individually before discussing the answers as a class.

Distribute the poem by Lana Whiskeyjack and the accompanying questions. Read the poem to the class, encouraging them to just listen to it being read. After they have heard the poem, have the students read it over again quietly. Once they have done so, read the poem aloud once more or ask a student to read it.

Discuss how this poem connects to the importance of culture. Discuss the challenges of maintaining culture. Discuss the challenges of maintaining culture and the dangers of losing it. Invite students to share stories relating to practicing, or losing culture. Discuss the role that art plays in the maintenance of culture and tradition.

Students should complete the accompanying questions individually before discussing the answers as a class.

After students have a better understanding of the significance and tradition of drumming in Aboriginal culture, they will participate in the Native Canadian Centre of Toronto’s Singing and Dancing presentation and workshop.

http://nativedrums.ca/

Part B Students will participate in the Harbourfront Centre’s Drumming

Workshop. After completing the day, have students summarize their learning and prepare for class discussion on what was learned.

Discuss as a class what was covered in the workshop. IN preparation for the elementary school workshop, create a list of ideas to be share with the elementary students, and ways in which the Harbourfront experience can be incorporated into their presentations.

Part C Distribute the workshop assignment sheet and rubric. Review

the assignment. Explain the purpose of the workshop as it connects to course themes of interdependence, community and sharing. Brainstorm, as a class, ideas for the drumming workshop.

Have students choose their groups and begin working on their workshops. Keep groups to a maximum of 4 students.

Direct students to drum making techniques on the Native Drums website at http://nativedrums.ca/index.php/Teachers/Trks?tp=a&bg=l&ln=e. From this page, students can get instructions on making various types of drums in the ‘Constructing an Instrument’ module.

Students should be given ample class time to create their workshops. This will allow the teacher to monitor student work and advise and guide the workshop development.

Part D Distribute the personal soundtrack assignment and rubric. This

can be done at the same time as the elementary school workshop assignment. Explain the assignment.

Discuss the characteristics of a good CD. Establish a list of general characteristics of a CD—length, cover and inside art, credits, acknowledgements, etc.

Discuss what students have learned about culture and identity as it relates to music. They should appreciate that the songs that they choose should reflect their lives and experiences. Discuss some events and significant points in their lives and relationships that they can use as inspiration for choosing their songs.

Students should be given the opportunity to share their soundtracks with the class. As their final products will be lengthy, have students share their song lists and discuss how they chose songs and images to include. This sharing can take

http://nativedrums.ca/index.php/Teachers/Trks?tp=a&bg=l&ln=e

http://nativedrums.ca/index.php/Teachers/Trks?tp=a&bg=l&ln=e

place in small groups so that they may also have the time to share one or two songs in their entirety.

Assessment and Evaluation The workshops that students prepare and deliver are evaluated

using the rubric provided. The soundtrack assignment is evaluated using the rubric

provided. The class discussions, workshop participation, and soundtrack

participation are anecdotally assessed.

Activity 3.3: Native Rock PaintingTime: 2 hours

Description and Planning NotesPictographs and rock painting is an ancient form of record keeping, story telling and communication, associated with many civilizations. Canadian rock painting tells stories of Aboriginal societies and their lives. This activity looks at Native petroglyphs in the Canadian Shield and Lake of Woods area to help students understand how visual, artistic communication unlocks the past. The ROM’s Native Rock Painting traveling kit includes slides and readings to teach students about Aboriginal cultures. Students will also read about a modern rock painting artist and examine how the genre has evolved.

The traveling kit can be ordered to the school through the ROM’s educational department at 416.586.5681 or http://www.rom.on.ca.Photocopy readings from the traveling kit and the interview with artist Natalie Rostad for each student. A slide projector is required for viewing the slides in the kit.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of ResearchOverall Expectations: TFV.01 Specific Expectations: TF1.01, TF1.03, TF3.03, PM3.03OCSG Expectations: 2e, 5b

Teaching/Learning Strategies Distribute readings included with the kit and read as a class.

These articles give background information on how the rock paintings were found and their significance to historians and archaeologists.

As you view the slides, use the notes included in the kit to explain each one. Materials used in making the petroglyphs and


larger examples of the rock paintings are included in the kit and should be passed around.

The teacher’s guide includes extension activities and discussion questions. Use these to guide post-slideshow discussion.

Discussion about the slides should include:1. the importance of visual communication in history2. how the petroglyphs were used by Aboriginals3. what can be learned from the paintings4. how the rock paintings should be preserved5. the petroglyphs’ connections to religion and ritual6. comparisons to other early civilizations

Extension activities can be used with discretion. Distribute and read “An Interview with Natalie Rostad” by Freda

Ahenakew. Discuss the following:1. What connection does Rostad’s art have to the ancient

petroglyphs?2. How have the stones helped Natalie connect to her

culture? How do personal experiences influence her art?3. What is the spiritual significance of the stones for Rostad?4. Discuss the process of creation, from finding the rock to

completion.5. Why is the rock medium so significant?6. Are there any similar artistic artifacts in the Catholic faith

or in individual students’ cultures?Assessment and Evaluation

Anecdotal assessment of student understanding through class discussion.

Activity 3.4: Iroquois BeadworkTime: 6 hours

Descriptions and Planning NotesThis final activity explores Iroquois beadwork using a ROM traveling kit. The comprehensive kit includes six modules and many artifacts for hands-on learning. The emphasis in this activity is on symbolism and spirituality in art. Students study Iroquois beadwork, looking at its evolution over hundreds of years and through western contact, and examine symbolism in the beadwork as it connects to Iroquois beliefs. This last exploration, along with studies of art and music through the unit, will form the basis for the final project of this unit in which students create their own piece of art to represent themselves, their culture and their identity.

Teachers should photocopy the art assignment and rubric for each student. The traveling kit can be ordered to the school through the

ROM’s educational department at 416.586.5681 or http://www.rom.on.ca. Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: TFV.04, IEV.04Specific Expectations: TF2.02, TF3.01, PM1.02, PM3.01, PM4.01, IE1.01, IE1.02, IE1.03, IE2.04OCSG Expectations: 1g, 1i, 3e, 4g, 5g, 6e, 7j


Set the class up in six stations. The traveling kit has six stations or modules and is geared at discovery learning. Once the students have chosen their first station, explain how the modules are set up and how they are to go about working through each one.

Students should take notes at each station to record important facts and ideas to contribute to class discussion.

Allow for ample time at each station. This activity should take a couple of classes.

As students are working through each module, circulate and join the groups to share in the learning and monitor their work.

After students have had the opportunity to work through each module, come together as a class to discuss what they discovered.

Discussions should cover:1. the importance of symbolism in the beadwork2. how religion and mythology factor into motifs3. important stories, myths and beliefs in Iroquois culture4. the evolution of the art and materials used5. important artists6. western influence on beadwork 7. the significance of pieces to cultural celebrations8. how the art, products, themes and materials illustrate

interdependence9. any similar artwork in students’ own cultures

Part B Distribute the art assignment and rubric and review the

assignment. Students will create a piece of art, in any form, that expresses

their individuality, culture and identity. Students are encouraged to be inspired by the art studied in this unit. The final piece of


art can take any form—sculpture, painting, sketch, craft, music, etc.—and must be accompanied by a one page write-up.

The write-up must explain the piece. Each piece should have a title and this title explained in the write-up. The student should explain how they have chosen to represent ideas and/or themes in their work and the overall tone of the piece. Materials, media and form should also be explained.

Where possible, students should display their work gallery-style. Discuss options for an exhibit in the school library or even at the partnering elementary school library.

If an exhibit is put together, have students create labels for their work with their name, the title of the piece, the date and the materials used.

Assessment and Evaluation Student participation in the Iroquois beadwork modules is

anecdotally assessed. The art work and write-up is evaluated using the attached rubric.

Resources Ahenakew, F. (1993). An Interview with Natalie Rostad. In F.

Ahenakew, B. Gardipy &B. Laford (Eds.), Native Voices (pp. 98-101). Canada: McGraw Hill. Reprinted with permission of the author.

Ali Kazimi Information http://www.socialdoc.net/kazimi/ali_html_pages2/1AK2Home.html

Harbourfront Centre Educational Department 416.964.4091 or http://www.harbourfrontcentre.com/learning/schoolProgrammes.php

Kazimi, A. (Writer/Director). (1997). Shooting Indians [Motion Picture]. Canada: Mongrel Media.

Native Canadian Centre of Toronto 416.964.9087 or http://www.ncct.on.ca

Native Drums Website http://nativedrums.ca Royal Ontario Museum Educational Department 416.586.5681 or

http://www.rom.on.ca Socialdoc.net: Documentary Films, Commentary, Resources

http://www.socialdoc.net Toronto Public Library http://torontopubliclibrary.ca

http://torontopubliclibrary.ca/

http://www.socialdoc.net/



http://www.ncct.on.ca/

http://www.harbourfrontcentre.com/learning/schoolProgrammes.php

http://www.harbourfrontcentre.com/learning/schoolProgrammes.php


Shooting IndiansA film by Ali Kazimi, 1997

Viewing Guide

1. Why is Jeffrey Thomas frustrated with Native culture in Canada?

2. What was his first life altering experience with racism?

3. Why did Thomas turn to photography?

4. Who was Edward Curtis?

5. Why did Curtis believe that he had to document a “vanishing race?”

6. Why have his photographs upset Natives?

7. How does the documentary film format help Jeffrey Thomas get perspective?

8. Jeffrey Thomas describes how photography creates “fluidity” in his life. What does he mean by this?

9. Why didn’t Curtis photograph West Coast Indians?

10. Maggie Frank enjoys watching Curtis’ film In the Land of the War Canoes. Why?

11. Thomas includes three Curtis photographs in his first solo exhibit. Why is this significant?

12. What lessons does filmmaker Ali Kazimi take from his experiences with Jeffrey Thomas?

13. Compare and contrast Jeffrey Thomas and Edward Curtis’ photographs.

14. How do you feel about what Edward Curtis intended to do with his photographs? Do you think he was justified? Is he an historian or an artist or both? Explain.

15. What role does photography play in documenting history? What difficulties with this medium does the film highlight?

16. Why is Kazimi’s Indian heritage both ironic and significant through the film?

Excerpts of Interviews With

MorningStar River Singers

Resident Drum* at the Native Canadian Centre (*Note: “Drum” refers to the drum & drummers/singers)

http://nativedrums.ca/index.php/Interviews

Interviewer:

Franziska von Rosen

Interviewees:

Eddie Robinson, Lead Singer, MorningStar River Singers; Ian Akiwenzie, MorningStar River Singers; Derrick Bressette, MorningStar River Singers

Location: Toronto, OntarioDate: November 7, 2004

FvR: I noticed that you take special care in setting up the drum. Tell me what people should understand about that process.

Eddie Robinson: Well it just basically needs to be cleansed; the environment needs to be safe, especially for something as sacred as singing. The way we sing is really an important part of our culture so you can’t just put the drum anywhere. A certain amount of pride is taken in setting it up appropriately.

FvR: Would you talk a bit about the process of smudging yourselves and the drum?

Eddie: Well sage is one of the four medicines that we use. The specific purpose for sage, especially around the drum, is just to cleanse the spirit, to cleanse the area of any negativity, to have an all around good feeling for the singers, for the dancers. Just making sure the atmosphere is good. That reflects on everyone who’s around; who’s hearing the music.

FvR: Talk to me just briefly about caring for the drum

Eddie: Well the drum is seen as a living spirit. It is fed seasonally. It is cared for; it is talked to like a living being. We let it know which gathering or celebration we are going to exactly as if we are talking to a person. We pray with it before we actually start singing. We just treat

it like a respected elder or grandparent. And so we have to be careful how it is taken care of and we have to be really responsible with that.

FvR: You are the lead singer for your group. What is involved in being a lead singer?

Eddie: Being lead singer for a drum group is a lot of responsibility, and takes a lot of dedication, a lot of loyalty, and a lot of patience. It is being passionate about what we are doing and what my goals are as a singer and what the culture means and making sure that is carried across in the proper way by my singers and by the drum. So there is a lot that’s entailed in that. It is organizing and coordinating and making sure that everybody knows the songs, and everybody’s beat is right on. Everybody has to be in sync so it’s my job, my responsibility to make sure that they are trained.

FvR: Can anybody become a singer, and join a drum group?

Eddie: The way you become a singer is based on which community or Nation you are brought up in or your family comes from. You have to follow the protocols for that specific group usually. For our drum specifically, it’s like a family, a family of men, together with our spouses. We have to come together like a team, put so much effort into our music, so much time, so much hard work. If our heart is in the right place then we can only make good music.

There is so much to becoming a good singer. Some are just naturally gifted with good vocals, some have to work at it. It is basically just persistence and wanting to achieve that goal of wanting to sound good, not only for yourself but for the people who are hearing your music. That’s basically what it is all about, pleasing the community. It is like a way of prayer. When we sing, we sing hard and we sing good. It’s like the communication with the spirits. And when we know that we feel good, we’re pumped over a song then it just reflects on the people that are around and they feel that.

FvR: Ian, would you talk a bit about the significance of smudging with sage.

Ian Akiwenzie: When we smudge in the context of the drum, we want to get all those outside influences away, what we might be bringing in. So when we come to that drum we only want good feelings. So when we smudge, it is a way of purifying ourselves and those that sit there at that drum so that no negativity comes around there. We only want good feelings when we are singing. And it projects when we are singing that we have no negativity around that drum.

FvR: What is the significance of using sage?

Ian: Sage is one of our four medicines. You can either use tobacco, cedar, sage or sweetgrass. It is just whatever is available to smudge that drum.

FvR: Would you describe for me the basic structure of the song you were singing?

Ian: The lead singer will start off the beat, an appropriate beat and timing and he’ll let out a lead. And only the lead singer will sing that first part. It’s like a chant; he brings in the melody and he’ll sing the melody and that’s the first part of that song. And then the rest of the singers, all of us together, including the lead singer will come in and second that. We’ll sing it and then repeat it. After that part is done you’ll hear check beats, sometimes called honour beats and those will come in and that’s right in the middle of the song. And then the second body of the song comes right after that and that is basically the same part as the first but it cuts off after the lead. So you go into the second part, the second body of the song and then you are done. Each time through the whole song is called a push-up. You’ll have four of them in a song. So it is basically repeating that whole thing, four times through. So that’s how it’s broken up.

FvR: By push up you mean once through?

Ian: One time through is what we call a push-up. That’s from the beginning, the lead, right to the end. That’ll be a push-up, and then you will have one more. It’s usually four times. Sometimes you’ll have intertribals and it will be five or six. So the MC or whoever is running the powwow will let you know how many times you’ve got to go through. If he says six times, that’s six push-ups.

FvR: Can you tell me the significance of the honour beats?

Ian: I have heard a lot of different stories, and some say they represent those thunder beings or gunshot fire. But those drums were around a long time before the gunfire came. But for dancers and singers usually it just is, if you listen you know where that song is broken up. When that honour beat comes in, different dancers do different things. Out of respect, the traditional dancers will raise their eagle feathers and same with the jingle dress dancers, they will raise their fans and take those prayers up. But it’s more of an individual thing. But that honour beat is basically breaking up that song in the

middle and when you listen to it you know where you are in the song. You got to keep your ears open when you are dancing.

FvR: What qualities would a judge be looking for in terms of a good drum?

Ian: Well it varies with different powwows. But most judges when they have a ballot and they are judging a drum, they judge all the leads. That the leads are strong and clear and the beat is in unison. You cannot have sticks going off a bit. They all have to be going at the same time, and it’s important that all of them are singing the same song. You don’t want someone to be singing a different part of some other song. That drum area, usually they want it clean. No garbage, cigarette butts, whatever, things that you bring there. They want that area clean. It is just out of respect for the land and stuff. It reflects on you as a singer, your area. And they want to make sure that the honour beats are straight and that you stop on time. Everybody is singing on time, everybody is singing in unison, like it’s one voice. So it’s a lot of pressure for singers. That’s why we practise a lot so that we all sound like one voice.

FvR: How much practice does it take?

Ian: Well I’m not done practising. Practising is non-stop. You never stop practising. You know, if your ego gets in the way and you think that you are a good singer, you know then you don’t practise. But we are always striving to be that much better, because we come up with new songs. It’s not the same songs all the time. So you got to practise them. Make sure you have them down pat. So practising never ends. It is all about practice.

FvR: Derrick, what goes through your mind when you are sitting at the drum?

Derrick: First of all, there are so many stories and so many things that go with that drum. All of the sacrifices that went with it, the peace offerings that went with that drum. And when they bring that medicine around it is like all of those ceremonies and all of those things are still in their original form. So all of these things are carried through generation to generation. When we sit there and use that medicine we are with the Creator. Once that medicine is lit, once that drum is smudged, when we sound it the first time, that is the direct communication to the spirits to let them know that something beautiful is going to begin.

FvR: I have heard many different stories about the symbolism of different drums. Would you talk about that?

Derrick: The drum is circular; Mother Earth is circular and that’s what that drum represents. It represents Mother Earth. When the singers sound the drum that is the heartbeat of Mother Earth and we give thanks for everything that she gives us. She has been taking care of us from the beginning of time, taking care of us with food, water, medicine, everything. She has never turned her back on us. So when the singers are sounding that drum and the dancers are coming around that drum, they are dancing in time with that drum to show that connection to her. While they are dancing they are thinking about those things that Mother Earth provides for us, but as well they are thinking about all their friends and family that have helped them along the way in their life. Every one of us has been through trying times and we needed our relatives for support. We need our friends for support and they’ve been there for us no matter how down we have been; they have been there for us. So we need to acknowledge and remember all those people because that drum there represents life, represents all of the seasons, represents all of those things - like the medicine wheel teachings on that drum.

And the story of the big drum is this. It came from a peace agreement many, many years ago. The drum was given to the Ojibwe people by the Sioux people as a peace agreement many, many years ago. It’s a long story, but when the Sioux people gave the drum to the Ojibwe people they gave it with songs, with instructions, with teachings. The Ojibwe people in turn were to give this drum to another Nation. And then that Nation was given the instructions, the same instructions that were originally given. So around that time the people that heard that beautiful drum were attracted to it. They wanted one. And so they gave them the teachings, they gave them the songs they told them everything that was needed for that drum. This is the celebration of life. Those are the things that the Creator has given to us..

FvR: What do the honour beats signify to you?

Derrick: Well the honour beats have changed over the years. Many, many years ago when they had the first drum, which was a grass dance drum, the grass dancers that were around there would tell stories of hunts and battles. Those grass dancers were role models in our communities. And while they brought out that drum to sing those songs they would put hard, hard beats into that song. And what those hard beats represented at that time was gunfire. Because many years

ago when that drum came about they were in turmoil, they were at war with other nations and at war with governments. So they would have to tell the story of that time. So while the hard beats came in those dancers that were out there, those grass dancers would duck down to avoid that gunfire. They were always trying to tell a story in their dance, so those hard beats would represent that gunfire in that battle scene.

And as years went on dancers evolved from those grass dancers to those traditional dancers, fancy dancers and all of the women categories; each one of them have their own style in mimicking those honour beats. Today for me when I hear the honour beat, when it’s a traditional dancer that I am seeing out there, I will see them ducking and still remembering those old stories, honouring those old stories, those warriors that passed on before us. When I see the women raise their fans in the air sweeping those beautiful prayers to the Creator, that has another meaning to it. So there are different meanings. For some they are honouring the four directions, honouring the four seasons, the four races of man, the four sacred spirits that sit in those directions. When I think about some of the contemporary drums, they flare up the honour beats and do them really fancy. So those honour beats are there to represent just the second body of the song.

Questions on the Interview With

MorningStar River SingersFrom http://nativedrums.ca

The Drum

1. What does Eddie Robinson tell us about setting up the drum? What does he say about caring for the drum?

2. What does Derrick Bressette teach us about the symbolism of the drum?

Smudging

3. What are the reasons that the singers smudge themselves and the drum?

On Singing and Songs

4. According to Eddie Robinson, what is involved in being the lead singer?

Honour Beats

5. What does Ian Akiwenzie say about the function of an honour beat during a song? That is, how do honour beats help the dancers?

6. Derrick Bressette says that honour beats function to represent the second body of a song. He also says that there can be many different meanings associated with

honour beats. For instance, when he sees traditional dancers ducking at the sound of an honour beat, what, according to him, are they doing? Who are they remembering?

The Importance of Practice

7. What does Ian Akiwenzie say about the importance of practice, in terms of becoming a good singer?

Personal Philosophies

8. Lead singer Eddie Robinson says, “If our heart is in the right place then we can only make good music.” What comes to mind when you hear these words? What does he mean by this?

Powwows

9. Derrick Bressette tells the story of the big drum (used at powwows). Why was the big drum given to the Ojibwe people by the Sioux people? What else was given along with the drum? Who else was given the gift of the drum? What does Derrick call this whole cycle of giving/teaching/sharing? (i.e. It is a celebration of what?)

10. Ian Akiwenzie discusses some of the qualities that judges look for when assessing a drum group performing at a powwow. Name three of these.

Poem by Lana Whiskeyjack

The first drumbeat sang me back to sleep.In dreams I danced to a harmonious pulse. Familiar voices tickled my skin. “Wan’ska” they whispered.

I awoke with a sighsurrounded by reflecting light and cried.Mother held me tight the drumbeat still there.I closed my eyes without a care.

Nohkom gently smiled, “A-how nitanis nimihito!”“dance my girl!”I danced. I flew. There was nothing I couldn’t do.In an instant it was gone. Not knowing where, how, or why it went wrong.I lived in silence, waiting, restless and unaware.

Then one day from an eagle’s eye viewmeandering confused in a concrete web. Stuck in a crevice of books, words and menace I wept. I yelled and prayed.Then there was silence.

In the unspoken chaos I heard the drum, familiar voices and tender tones.I shuffled between doubt and happiness. Each song I danced. Drained and exhaustedthe beat grew louder. Slowly I felt sinew coiling me, inside and out, then tighter.A final yank, a pull from my heartbonded to a circle of love, kindness, wisdom and laughter.

Ay-ay.

Poem by Lana Whiskeyjack, Saddle Lake First Nations (2004)Lana Whiskeyjack, Writer, “Mythology and Symbols”, Native Drums Website

[Translation of the Cree words in the poem: Wanska - wake up; Nohkom - my grandmother; A-how - an expression to get attention; Nitanis - my daughter; Nimihito – dance; and ay-ay – thank you with the greatest respect.]

Questions:

1. Find where the poet refers to drums and dancing in the poem. How does the poet feel when hearing the drums? Use examples from the poem to support your answer.

2. When the poet says, “In an instant it was gone”, what is she referring to?

3. How does she feel when silence replaces the music of the drum?

4. The poet refers to the silence as “unspoken chaos”. Discuss the possible reasons why. (i.e. The absence of the drum implies the absence of what else?)

5. When she finally hears the drum once again, what is she hearing?

6. What does the drum ultimately bond her to?

7. The drum is obviously much more than just a musical instrument. What else is it? Use examples from the poem to explain.

8. Discuss the use of metaphor in this last part of the poem:

Slowly I felt sinew coiling me, inside and out, then tighter.A final yank, a pull from my heartbonded to a circle of love, kindness, wisdom and laughter.

Suggestions to help you explore this question:

Look up the word ‘sinew’ and write down all possible meanings.Consider the materials used to make certain types of drum.How are the drum and the poet connected? What type of imagery is used to emphasize this connection?The drum is obviously much more than just a musical instrument. What else is it? Refer to examples from the poem.

Drumming WorkshopAssignment

You have studied the culture of the drum, seen a performance and participated in drumming workshops. Use this background to help you plan and deliver a one-hour drumming workshop for elementary school students.

You will work in groups of four or five. Each group will work with an equal sized group of elementary students.

Each workshop must include the following: Information on the culture/history of the drum A drum making session A drumming lesson

Remember that you are working with students who will enjoy active and fun exercises. Be creative with your planning and include worksheets, games and group activities.

The planning of your workshop should be spread evenly among all group members. Be sure to divide up work before you start and communicate often so that you stay on track.

You must provide the materials to create the drum. You will need enough materials for five students. Information on drum making can be found at the Native Drums website at http://nativedrums.ca to get you started, however you will need to research other sources. The Toronto Public Library, http://www.torontopubliclibrary.ca, is an excellent resource for materials on Native culture and traditions.

You will be given time in class to prepare and plan your workshop. On the day of the workshop delivery, we will travel as a class to the school and break into groups once at the school. You will be evaluated by your teacher or by the elementary school teacher using the rubric provided.

*Remember*There will only be one opportunity to deliver your workshop. It is imperative that you participate in the activity with your group!

http://www.torontopubliclibrary.ca/


Drumming Workshop

Category Level 1 Level 2 Level 3 Level 4KnowledgeDemonstrate understanding of the collaborative attitudes and skills required





ThinkingExplain concept in an organized manner

Explanation demonstrates limited organization

Explanation demonstrates some organization

Explanation demonstrates considerable organization

Explanation demonstrates thorough organization

CommunicationBe able to assess/extend your research to present findings




A high level of ability to assess/extend research

Communicate information clearly

Communicates with limited clarity

Communicates with some clarity

Communicates with considerable clarity

Communicates with a high degree of clarity











ApplicationApply knowledge of organization conventions to find information

Rarely applies knowledge of conventions

Sometimes applies knowledge of conventions

Often applies knowledge of conventions

Routinely applies knowledge of conventions

Demonstrate ability to apply creative thinking strategies

Demonstrates limited ability to apply creative thinking strategies

Demonstrates some ability to apply creative thinking strategies

Demonstrates considerable ability to apply creative thinking strategies

Demonstrates a high level of ability to apply creative thinking strategies

Demonstrates skills and strategies used to develop products and activities

Demonstrates limited use of skills and strategies

Demonstrates some use of skills and strategies

Demonstrates considerable use of skills and strategies

Demonstrates thorough use of skills and strategies

Develop and manage personal plans for a project

Develops and manages plans with limited effectiveness

Develops and manages plans with some effectiveness

Develops and manages plans with considerable effectiveness

Develops and manages plans with a high degree of effectiveness

Use thinking skills to develop effective interdisciplinary products and activities

Demonstrates limited ability to develop effective products and activities

Demonstrates some ability to develop effective products and activities

Demonstrates considerable ability to develop effective products and activities

Demonstrates a high level of ability to develop effective products and activities

Personal Soundtrack Assignment

Music is a powerful tool for self expression. You have seen how music communicates religion and culture, and how music allows for self expression.

In this assignment, you will create a personal soundtrack.

Choose seven to ten songs that reflect your life and experiences. The songs can be of any genre, culture or time in history. Each song must connect to your identity, an important relationship, a turning point or significant event in your life or your culture.

You will create a case for your soundtrack, with cover art and an insert that explains each song’s significance. You should also include acknowledgements and thanks to anyone who you feel deserves mention in light of the songs chosen.

It is not necessary to make an actual CD or recording of all the songs you choose. You should, however, have access to one or two songs to share with your peers.

In small groups, you will share your soundtrack and explain the process of choosing each song and the design of the case. You will also share one or two songs with your small group at this time.

Your soundtrack will be evaluated using the attached rubric.

Personal Soundtrack

Category Level 1 Level 2 Level 3 Level 4KnowledgeDescribe how personal experience in gaining information is viewed in each subject

Description demonstrates limited understanding

Description demonstrates some understanding

Description demonstrates considerable understanding

Description demonstrates thorough understanding

Describe how songs, layout and design reflect personal identity and culture

Description demonstrates limited understanding

Description demonstrates some understanding

Description demonstrates considerable understanding

Description demonstrates thorough understanding

ThinkingCritically analyse key issues and themes that have interdisciplinary elements





Understand how music communicates identity and culture





CommunicationCommunicate information effectively






Limited ability to use an appropriate format

Some ability to use an appropriate format

Considerable ability to use an appropriate format

A high level of ability to use an appropriate format

Demonstrate ability to communicate and present information

Limited ability to communicate and present

Some ability to communicate and present

Considerable ability to communicate and present

A high level of ability to communicate and present

Describe key issues and themes that have interdisciplinary connections

Description demonstrates limited knowledge

Description demonstrates some knowledge

Description demonstrates considerable knowledge

Description demonstrates thorough knowledge

ApplicationApply proper conventions of standard English


Many errors but information can be understood


Create interdisciplinary products based on your plans and designs

Creates products based on plans with limited effectiveness

Creates products based on plans with some effectiveness

Creates products based on plans with considerable effectiveness

Creates products based on plans with a high degree of effectiveness






Use thinking skills to help develop effective interdisciplinary

Demonstrates limited ability to develop effective products

Demonstrates some ability to develop effective products

Demonstrates considerable ability to develop effective products

Demonstrates a high level of ability to develop effective products

productsSelect songs that reflect personal identity and culture

Limited reflection of identity and culture

Some reflection of identity and culture

Considerable reflection of identity and culture

Thorough reflection of identity and culture

UNIT 4: Let Me Tell You a StoryTime: 20 hours

Unit DescriptionOral history and story telling have been vehicles for passing on culture and tradition for centuries. Long before the widespread literacy we enjoy today, cultures maintained faith practices and family and societal histories through story telling. Students learn the importance that story telling still holds in aboriginal cultures, and how oral communication is central to maintaining tradition. Native myths, legends and stories are studied to better understand faith and spirituality of these cultures, and compared to Catholic gospels and parables. Story telling is important for strengthening connections with relatives and older generations. Students connect with their own histories and traditions in conversation with elders in their own communities. Students’ literacy skills are strengthened in two ways in this unit; they transition from oral to written story, emphasizing the writing process, and practice and perform an oral story for elementary school students. Through the study of the story telling genre, examining myths, legends and stories, experiencing traditional Native story telling, and writing and performing their own stories, students gain an appreciation of the power of oral tradition.


Time


3 hours

TVF.03, TF2.02, TF3.01, PMV.01, IE1.03, IE1.04

OCSGE: 1h, 5e, 7c, 7d, 7f, 7g


-study the history and tradition of Native story telling-attend the Native Cultural Centre’s Story Telling presentation

7 hours

TVF.01, TF2.04, TF4.01, PMV.01, PMV.02, PMV.03, PMV.04, PM2.03, PM3.03, PM4.03

OCSGE: 1a, 1b, 4d, 6b, 7g

-Comparative Essay

-examine Native myths, legends and stories-write a comparative essay between a Native and Catholic faith story

7 hours

TF1.03, TF3.01, TF4.03, PMV.01, PMV.04, PM1.02, PM1.03, PM1.04,

-Interview-Written Story

-interview cultural elder or relative to learn a story-review short story conventions

PM3.02

OCSGE: 1h, 4a, 4g, 6a, 6c

-use the writing process to record the oral story

3 hours

TF2.02, TF4.04, PMV.04, IEV.04, IE1.02, IE2.02, IE2.04

OCSGE: 3b, 4f, 5d, 5g, 6e, 7j

-Short story performance

-practice and perform the story from the elder for elementary school students

Activity 4.1: The History of StorytellingTime: 3 hours

Description and Planning NotesIn this activity, students will study the history and significance of storytelling in Native culture. Through readings from the Native Drums website, students understand how storytelling factors into current aboriginal cultural practices and examine the differences between myths, legends and stories. Examples of each of these genres are studied. Students experience first hand the power of story, as they attend a traditional storytelling at Dodem Kanonhsa’, a cultural facility of the Native Canadian Centre of Toronto, and participate in a presentation of stories from various first nations in North America.

Teachers should photocopy the Culture of Storytelling, and Myth, Legend and Story handouts for each student. The storytelling presentation is arranges though the Native Canadian Centre of Toronto’s Visiting Schools program at 416.964.9087. The experience at Dodem Kanonhsa’ is culturally rich as the facility is a lodge built on Ojibwa, Cree and Mohawk concepts, however, the storytellers may also come to the school. This workshop is only available in winter as per traditional protocol.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: TVF.03, PMV.01 Specific Expectations: TF2.02, TF3.01, IE1.03, IE1.04OCSG Expectations: 1h, 5e, 7c, 7d, 7f, 7g


Distribute the readings and activities on storytelling.

This work may be done in a variety of ways. As there is a lot of reading, it may be divided up to suit the work styles of the class. Possible delivery methods include:

1. reading the materials to students and completing the questions as a group

2. assigning the readings as independent work and taking up the questions as a group

3. having students work in groups, reading at a time stopping to take up and discuss questions

The readings and questions should be discussed as a class, regardless of how the students study the materials.

Discussions should include:1. the history and significance of passing down story2. the interdependence of story and tradition3. relationship with the natural world4. symbolism and metaphors5. significance of the circle6. characteristics of myth, legend and story7. importance of elders and intergenerational relationships

Part B Attend or host the Native Canadian Centre’s Storytelling

presentation. Discussions about the presentation will take place later on in the

unit, however, a wrap up conversation will help to solidify important aspects of the presentation, traditions covered, stories heard, etc.

Assessment and Evaluation Anecdotal teacher assessment of class discussion and

completion of the readings and activities.

Activity 4.2: Native and Catholic Faith Stories: A ComparisonTime: 7 hours

Description and Planning NotesStories play an active role in Catholic faith teaching. By looking at stories in our faith, it is evident that many similarities exist in how Native and Catholic beliefs are communicated. Students examine further examples of Native myths, legends and stories and choose one for comparison to a Catholic faith story. The comparison will examine how the two stories chosen are similar and different in terms of characters, morals and lessons and symbols. A strong emphasis is placed on the writing process as students will edit and peer-edit their drafts before completing the final essay. This essay should be done in class so that the process can be monitored and followed.

Teachers should photocopy the More Native Myths, Legends and Stories handout, the comparative essay assignment and rubric and two editing handouts for each student. The editing sheets are the same from unit one.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of ResearchOverall Expectations: TVF.01, PMV.01, PMV.02, PMV.03, PMV.04Specific Expectations: TF2.04, TF4.01, PM2.03, PM3.03, PM4.03OCSG Expectations: 1a, 1b, 4d, 6b, 7g

Teaching/Learning Strategies Distribute the comparative essay assignment and rubric, and

editing handouts. Explain the assignment. Review the format of a five-paragraph comparative essay. This

essay is explained as a point by point comparison on the assignment sheet, meaning that the stories will be compared on three points, with each comparison point making up one body paragraph.

As a class, brainstorm some popular Catholic parables, bible stories or gospels that can be used in this assignment.

Distribute the handout More Native Myths, Legends and Stories. Students may use one of these readings or one from the last activity in their comparison, but are not bound to do so. Encourage students to discover more Native stories online or at the library.

Explain how the essay writing process will be emphasized and that the writing will be done in class. To this end, students must bring in copies of the two stories they are comparing. Set the timeline for the writing process and review the drafting and editing steps that were done in unit one.

Remind students that they will be handing in all notes, drafts and editing checklist with their final copy.

As students draft, edit and write, the teacher should use the class time to move around and conference with each student. This will allow for any individualized help and guidance the student may need.

Assessment and Evaluation The comparative essay and writing process is evaluated using

the rubric provided.

Activity 4.3: From Oral to Written StoryTime: 7 hours

Description and Planning NotesStudents develop writing skills in this activity as they use the writing process and knowledge of short story format to move from oral to written story. Students interview a relative or cultural elder to learn a faith or traditional story, a family history or cultural practice, myth or legend. After learning the story students will use the writing process, including visual storyboarding, to create a written version of the tale. Short story format is reviewed to help write an entertaining and organized piece. Emphasis is placed on transitioning from oral to written language as a transferable skill in all forms of writing, validating both forms of communication.

Teachers should photocopy the interview sheet, short story review, the storyboard template and short story rubric. The self-editing tip sheet and peer editing checklist are used in this assignment, however, students may not need repeat copies of these handouts.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of ResearchOverall Expectations: PMV.01, PMV.04, Specific Expectations: TF1.03, TF3.01, TF4.03, PM1.02, PM1.03, PM1.04, PM3.02OCSG Expectations: 1h, 4a, 4g, 6a, 6c


Distribute the interview sheet, short story rubric and storyboard template. Explain the assignment.

Students must choose someone to interview who they feel will best give them a story to turn into a written piece.

The story must be a family, cultural or faith story. Students may have to ask more than one person before finding an appropriate story for the assignment.

Students are encouraged, where possible, to record the interview as opposed to trying to write down every word that is said. Review ways that students may take notes during the interview in a way that will jog their memory upon review.

The point of this activity is not to retell the story verbatim, but to communicate the main message and events. Students are encouraged to enjoy the storytelling interview as an experience with the interviewee.

Discuss what was learned from the storytelling presentation at Dodem Kanonhsa’ and their studies of storytelling traditions, and how this will help their interviews.

Once students have their story, review short story format with the handout provided. Students will already know these terms and characteristics from grades nine and ten English, so a simple review should suffice.

Have students participate in creating the definitions for the review sheet and take notes on the handout as the terms are reviewed.

Part B The story writing process will begin with guided use of

storyboard technique. The use of simple visual images to organize ideas will help students move the piece from an abstract oral tale, to a more fluent written story. Guide the class through each step of story writing:

1. Distribute the storyboard template. The storyboard is not intended to be a work of art. Students can use stick figures to depict events. The point is to get their ideas organized. Students are to use whatever notes and/or audio they have from their interviews to help retell the story. They are encouraged to first think about the order of events in the story. These events are then illustrated in order on the storyboard.

2. Next, students will buddy up and share their story boards with a partner. This sharing will help students see if the events flow smoothly and if all of what they want to communicate is there. Students can edit and add to their storyboards where necessary.

3. After sharing their diagrams and stories, students will begin to put words to their images. Have students write descriptions of each frame, in point form, on a separate piece of paper. This if the first step towards writing the story. After this step, students can refer to their interview notes and storyboards, but should primarily be working from this raw version of their tale.

4. Now that students have a simple version of their story, they can begin to craft the piece. It is at this point where students must decide on a narrator and be sure that their story contains all of the necessary plot points. This point would be a good one to have a mini-lesson on dialogue techniques and punctuation. Teachers often assume that students will know how to organize dialogue, but a quick review is helpful.

5. As students continue to work on their stories, encourage discussion and sharing among students. Remind them that peer editing is an important part of the writing process and that they should share ideas and advice as they write. The teacher should also be circulating around the class to conference with students and help guide their writing.

Assessment and Evaluation The short story is evaluated using the attached rubric. All

interview notes, storyboards, notes and drafts are to be handed in with the final draft.

Activity 4.4: Sharing StoryTime: 3 hours

By this point in the unit, students have gained a stronger appreciation for the importance of storytelling and how culture and faith are connected to this genre. They have learned how Native and Catholic story play an important role in faith development and community building. Using the stories they inherited and recorded in the last activity, they will perform a storytelling session for elementary school students.

Teachers should photocopy the storytelling rubric for each student. The workshop should be arranged with the elementary school teacher.

Strands and Learning ExpectationsStrand(s): Theory and Foundation; Processes and Methods of Research; Implementation, Evaluation, Impacts, and ConsequencesOverall Expectations: PMV.04, IEV.04 Specific Expectations: TF2.02, TF4.04, IE1.02, IE2.02, IE2.04OCSG Expectations: 3b, 4f, 5d, 5g, 6e, 7j

Teaching/Learning Strategies Explain to students that they will be sharing the stories that they

have inherited through the last activity with elementary students.

As a class, discuss the elements of the Dodem Kanonhsa’ experience that made it entertaining, enjoyable and interesting. Discuss ways in which students can prepare to tell their stories to the elementary school audience to the same effect.

Remind students that they do not have to memorize their story word-for-word, but rather focus on communicating the moral or lesson of their story.

Arrange students into small groups to practice their stories and prepare for their performances.

During the workshops, students should break into their practice groups, taking an equal number of elementary school children. This smaller group performance not only saves time, but also creates a more comfortable presentation forum.

Have the elementary teacher help evaluate the performances.

Assessment and Evaluation The storytelling will be evaluated using the attached rubric.

Resources Bible Dodem Kanonhsa’ 416.952.9272 or

http://www.ncct.on.ca/dodemkanonhsa.html Native Cultural Centre of Toronto 416.964.9087 or

http://www.ncct.on.ca Native Drums Website http://nativedrums.ca


http://www.ncct.on.ca/

http://www.ncct.on.ca/dodemkanonhsa.html

The CircleFirst Peoples’ Cultures

All readings and questions adapted from the Native Drums Web Sitehttp://nativedrums.ca

All of our oral histories remind us that every act is a spiritual connection to all life forces. The circle is an important symbol of that belief. It is one of our most meaningful teaching tools. Within the circle, all life is equal: “We are all related.” That belief guides how we walk, talk and view the world. An example is the Medicine Wheel. It is a circle divided into four equal parts; each part can represent, for example: one of the earth’s elements (fire, water, earth and air), one of the four seasons, one segment of the day (dawn, noon, dusk and night) or even one aspect of our human nature (spiritual, emotional, physical and mental). The east represents birth - the first stage of life, while the north is the last stage - the Elder stage. But the circle is in motion, so as spring follows winter, rebirth follows death and the perpetual cycle of creation is maintained.

Personal Story from Lana Whiskeyjack, Native Drums Website:

I have been a part of several Healing or Sharing Circles and have learned so much from other people as we all sat facing one another. There was no person sitting in a position of authority, everyone was made to feel equal.

Each time I was a part of those circles I was reminded of where I come from and how I should think, as Elders or teachers would then begin talking about the circle and how one should treat one another. Each person would speak, one at a time, and other people listened wholeheartedly. I always left those circles feeling good and a part of a larger family or community.

Like the Medicine Wheel, the drum is circular. At ceremonies, socials and powwows the drum is at the center. The singers sit in a circle facing the drum, behind them is a circle of women, then dancers, then family and friends, and so on – circles upon circles with the drum, the heartbeat of our nations at the centre.

Questions:

1. What do oral histories remind us of?

2. The circle is one of the most meaningful teaching tools in First Peoples’ cultures. Explain its significance.

3. From your point of view, what does it mean that “we are all related”? How does this concept illustrate interdependence? How might the world change if we all lived by this belief?

What are Oral Traditions?

Excerpt from ‘Mythology and Symbols’,

Lana Whiskeyjack, Writer, Native Drums Website

As First Nations youth, we learn about our culture by spending a lot of time watching and listening to elders - in our homes, at gatherings and at ceremonies. Over time we learn about who we are and where we fit in. Knowledge about these important things is transmitted from one generation to the next through actions and by word of mouth. That is the way it was in the past. That is the way it is still done today. That is what is meant by oral traditions.

James Lamouche defines oral tradition as, “the transmission of knowledge passed down across generations using memory and language.” (Personal interview 2005) Memory, lived experience and language converge into stories, myths, legends, songs. Through these we learn about our past, present and future. It is important to know and understand these things so that we in turn can pass on this fundamental wisdom to the next generation.

Our Nations have lost a lot of traditional knowledge and languages. In many families the important connection between generations was broken when children were forced to go to residential schools where they were forbidden to speak their language and practise their cultural ways. Many traditional elders have gone to the spirit world, taking with them all they know and have experienced. Society and culture has also changed. The way we learn, think, speak and live is different from the way our ancestors lived.

Today there are new ways of learning about our history and culture. We can look in a history book, or watch television, rent a DVD or search on the Internet. But our most valuable source of knowledge is still the elders who are willing to share their wisdom and experience. All we have to do is respectfully ask and they will share what they know.

Reference:James Lamouche-Knibb, personal interview January 3, 2005.

Excerpt from Lana Whiskeyjack, Saddle Lake First Nations (2004)Lana Whiskeyjack, Writer, “Mythology and Symbols”, Native Drums

Website

For a short while I lived with Nohkom (my grandmother) and she would teach me through her daily experiences. I didn’t know that I was learning until I was much older. For example, before we would leave for long walks into the bush, Nohkom would have tea and bannock set on the table in case someone would come into the house when we were not there to greet them. She said that we

must always feed people, even if we have very little because the Creator will always supply us with what we need. After setting the table with cups and utensils we would leave for our walk. On our walks Nohkom would always tell me something about an animal we would see or we would play a game of ‘whose tracks or droppings?’ She would share funny stories and legends of animals or the little people.

We would walk to a clearing where Nohkom had poles to stretch her hides. While she scraped hides, she would share hunting stories, and how the old people would speak to the animals. Time passed without me even knowing that I was being taught something.

In the evening the tea and bannock would be gone and whoever drank and ate left some rabbit meat in the fridge. She would smudge the food we were given and I would always smile at her magical powers. That was how I learned. My experiences with Nohkom told me a lot about our people and the way we lived

Questions:

1. How do we learn about our culture?

2. How does James Lamouche define oral tradition?

3. What happens to memory, lived experiences and language?

4. How do we learn about our past, present and future?

5. Name one reason why Nations have lost a lot of traditional knowledge and languages.

6. Although today there are many new ways of learning, who is still considered to be the most valuable source of knowledge?

7. What kind of knowledge did Lana Whiskeyjack’s grandmother pass onto her? Provide three examples.

What Do Myths, Legends and Stories Tell Us?

Stories have a life of their own. They share how one should live on earth, and with other beings. They pass on how each living being is given a special purpose in life, a purpose that benefits the well-being and survival of the community. First Peoples’ ancestors were physically, mentally, spiritually and emotionally aware of all life beings and lived their lives in relation to keeping balance with each other. Myths, legends and stories tell that rocks, animals, plants, the water, wind, earth and insects are life forms with special medicines or power and that all beings are related. In most First Peoples’ languages everything is named as a relation. For example, in prayers the

animals are thanked as brothers or sisters. The belief that ‘we are all related’ is the foundation to First Peoples’ culture, spirituality and identities.

Oral narrative takes one into a physical and spiritual journey, revealing proper behaviours in living in harmony and balance with all living beings. These stories teach how one should treat all living creations and remind one of who they are and where they come from. There are other stories that are meant to be humorous, to educate, and there are others meant to be taken with great respect and seriousness.

Questions:

1. What do stories teach us? (i.e. What do they share? What do they pass on?)

2. What is the foundation of First Peoples’ culture, spirituality and identity?

3. How do myths, legends and stories reinforce this belief that ‘we are all related’? Provide an example. (Think about who is meant by ‘we’.)

Myths, Legends, Stories

Stories are the cultural and historic wealth of our people. Archaeologists can tell us about ancient artefacts and structures of the past by digging into the earth. But, as Ruth Whitehead explains, “Only in their stories do we hear the People themselves speaking about their world …”(Whitehead 1988:2).

Each of our Nations has its own myths, legends, stories and songs that reflect the unique geography, history and experiences of its people. The origins of myths and legends are unknown, but many Aboriginal people believe that they came from the Creator, from animal spirits, or our ancestors. There are other beliefs that the land gave birth to stories, that each rock, tree, hill, flower carries memories of growth and changes.

Myths are central stories from which other stories are braided, like legends of tricksters, small people, talking animals working with the help of water, or rocks. Michael William Francis, a Mi’kmaq elder and storyteller explained the difference between myths, legends, and stories like this. Myths are the original stories, the sacred tales that tell how things came to be in the first place. Legends pick up where myths leave off. They describe the role of culture heroes like Kluskap (Mi’kmaq), or Nanaboozhoo (Ojibwe) who helped to make the world a more liveable place for people. Stories, on the other hand, tell of historical events and personal experiences. While the content of myths and legends remains essentially the same over time, storytellers may take more liberties with stories (Franziska von Rosen, personal communication, 2005).

In the Nehiyaw (Cree) culture and language there are three types of stories: acimowin is a tale of everyday experience and people usually share this type when asked how their day was; atayohkewin is a myth that has been passed down through generations; and mamahtawacimowin is a tale of miracles or incredible experiences that usually happens in spiritual journeys. Note, when reading these stories, it is important to understand that many indigenous languages in Canada are based on animate and inanimate ways of thinking and speaking. In others words, all creation is either alive or not alive. Everything has a spirit (animate) or no spirit (inanimate), but each has a purpose, a gift that contributes to the well being of the living community. Although there are many diverse languages and peoples, they all shared a common belief that ‘we are all related.’ All life forms were created equal. As you will see in the following stories, animals and birds speak, sing, teach, and communicate with people and each other.

Questions:

1. Ruth Whitehead is quoted as saying, “Only in their stories do we hear the People themselves speaking about their world …”(Whitehead 1988:2).

Why is it so important that “the People themselves [speak] about their world”? (i.e. Think of times when First Peoples have not been permitted to speak. What were the effects of these? (*i.e. Residential Schools, etc.))

2. Each Nation has its own myths, legends, stories and songs. What is reflected about the people of these nations in these narratives. (3 points)

3. What is the difference between a myth, legend and story?

4. Although there are many diverse languages and peoples, what is the common belief that they all share?

MYTH, LEGEND AND STORYAll readings and questions adapted from the Native Drums Web Site

http://nativedrums.ca

A Mohawk Creation Myth

Here is an example of a Mohawk Creation myth collected by Rona Rustige. She collected these stories from residents of Tyendinaga Reserve, Ontario who learned them from their grandparents and other elders.

The Earth World

The woman from the sky world went through the hole in the sky and fell downwards; there was only water below her. The beaver, the otter, the muskrat, and the turtle saw her fall, and fearing that she would drown sent a flock of ducks to catch her. The ducks flew underneath the woman, caught her on their backs, and set her safely down on the turtle’s shell.

When she had rested she told the animals what must be done. She said that she needed soil, which could be obtained from the bottom of the sea that covered the world. The strong beaver was the first to go down towards the bottom. He was gone a very long time until finally his drowned body floated to the surface. The otter considered himself to be a much better swimmer than the beaver; he was the second to make the attempt. He was down for an even longer time, and when his body surfaced he too was dead. Finally the muskrat attempted the dive. He was underwater longer even than the otter, but his body eventually floated to the surface. The woman discovered a tiny piece of soil in the crevice of the muskrat’s paw, and this she sprinkled on the edge of the turtle’s shell.

While the woman slept, the world grew from the edge of the turtle’s shell and extended as far as one could see in every direction. By the time she awoke there were willows growing along the edge of the world, and they were the first trees to grow upon the earth (Rustige 1988: 6-7).

Questions:

1. Lana Whiskeyjack writes, “Everything … has a purpose, a gift that contributes to the well being of the living community. Although there are many diverse languages and peoples, they all shared a common belief that ‘we are all related.’ All life forms were created equal.”

How does the Earth World demonstrate Native belief of interdependence?

An Ojibwe Legend

The Ojibwe have a famous legend of how the ceremonial powwow drum came to their people through a Sioux named Tailfeather Woman. This story was written in a letter to Thomas Vennum in 1970 by William Bineshi Baker, Sr., an Ojibwe drum maker from Lac Court Oreilles Reservation in northern Wisconsin. Thomas Vennum states that William Bineshi Baker began to learn his drum traditions on the lap of his father (Vennum 1982: 8).

The Vision of Tailfeather Woman

Here is the story of the beginning of the ceremonial powwow Drum. It was the first time when the white soldiers massacred the Indians when this Sioux woman gave four sons of hers to fight for her people. But she lost her four sons in this massacre and ran away after she knew her people were losing the war. The soldiers were after her but she ran into a lake (the location of which is never mentioned in the “preaching” of the Drum’s story). She went in the water and hid under the lily pads. While there, the Great Spirit came and spoke to her and told her, “There is only one thing for you to do.”

It took four days to tell her. It was windy and the wind flipped the lily pads so she could breathe and look to see if anyone was around. No—the sound is all that she made out, but from it she remembered all the Great Spirit told her. On the fourth day at noon she came out and went to her people to see what was left from the war. (The date of this event is unknown.) The Great Spirit told her what to do: “Tell your people, if there are any left (and he told her there was), you tell your people to make a drum and tell them what I told you.” The Great Spirit taught her also the songs she knew and she told the men folks how to sing the songs. “It will be the only way you are going to stop the soldiers from killing our people.”

So her people did what she said, and when the soldiers who were massacring the Indians heard the sound of the drum, they put down their arms, stood still and stopped the killing, and to this day white people are always wanting to see a powwow.

This powwow drum is called in English “Sioux drum,” in Ojibwa bwaanidewe’igan. It was put here on earth before peace terms were made with the whites. After the whites saw what the Indians were

doing and having a good time—the Indians had no time to fight—the white man didn’t fight. After all this took place the whites made peace terms with the Indians. So the Indians kept on the powwow. It’s because the Sioux woman lost her four sons in the war that the Great Spirit came upon her and told her to make the Drum to show that the Indians had power too, which they have but keep in secret (William Bineshi Baker, Sr. as quoted in Vennum 1982: 44-45).

Questions:

1. How does the world come to be a more liveable place in the legend The Vision of Tailfeather Woman? Think of the following in order to answer:

A Personal Story (Shared by Trina Shirt (Nehiyaw), Youth Advocate, Saddle Lake, First Nations)

This story about the healing power of the drum is shared by Trina Sirt (Nehiyaw), a youth advocate, of Saddle Lake First Nation, Alberta (2004):

When I was younger, I didn’t think of the drum. I wasn’t affected by it and didn’t believe in it.

My first experience with the drum was at a powwow in Onion Lake, Saskatchewan. We camped beside some well-known champion dancers who were married. As they were walking to the arbour, the wife stepped on some medicine. Someone had put it there, someone who was probably jealous and didn’t want them to dance. [‘Medicine’ can be thoughts, words, or actions, harmful if not used in the right way.] The medicine hurt her; she couldn’t walk. Her husband carried her back to their camp. He went back to the arbour where everyone was dancing and blew a whistle for her. He blew it so that he may call for help for his wife. It was then I felt the power of the drum. It was like I heard buffalo nearby. People were crying from the power of that drum, song, dance and whistle. You could feel the drumbeat within your chest. Every time that dancer’s foot hit the ground, I could feel it. I cried. I could feel the power of healing go through me. It was a powerful healing song. If you believe in it, it is effective. That dancer danced with all his heart. He danced to call for spiritual help for his wife so that she could dance again and be healed. Some say his love healed her. He gave tobacco and gifts to the Elders who also helped by praying. Later on, his wife danced, she danced jingle.

Questions:

1. What stayed with you the most about this story? What did you learn from it?

2. Ms. Shirt speaks of “the power of that drum”. What made it so powerful?

MORE NATIVE MYTHS, LEGENDS AND STORIESAll readings from the Native Drums Web Site

http://nativedrums.ca

The Wolf Clan and the Salmon (A Story from the Northwest Coast)

“A story from the Nass River illustrates this. It tells how, in a canyon near the head of the river, there was a wonderful place that the tribespeople could always visit to find salmon and wild berries. The villagers who lived nearby were wealthy enough to trade with others and much respected. As time went on, the younger people forgot the old traditions; sometimes they killed small animals and left the carcasses for the crows and eagles to eat. Their elders warned them that the Chief in the Sky would be angered by such foolish behaviour, but nobody heeded them. In one case, when the salmon season was at its height and the fish were swimming up river in their myriads, some of the young men of the Wolf Clan thought it amusing to catch salmon, make slits in the fish’s backs, put in pieces of burning pitch pine, and put them back in the water so that they swam about like living torches in the river. It was spectacular and exciting, and they did not think about the cruelty to the salmon, or the waste of a good food. The elders as usual protested and as usual the young people took no notice. At the end of the salmon run season the tribe made ready for the winter ceremonies. But as they prepared they heard a strange noise in the distance, something like the beating of a medicine drum, and grew worried. As there was nothing very threatening about it, the young people said, ‘Aha, the ghosts wake up, they are going to have a feast too.’ The old people guessed that the young men’s thoughtlessness in ill-treating the salmon had brought trouble on the tribe. After a while the noises died down, but within a week or two the beating of drums became louder and louder. Even the young warriors became very careful about what they did, because they were frightened. The old people noted the young men’s fear, and said it would be their fault if the tribe perished. Eventually a noise like thunder was heard, the mountains broke open, and fire gushed forth until it seemed that all the rivers were afire. The people tried to escape, but as the fire came down the river, the forest caught fire and only a few of them got away. The cause of the conflagration was said by the shamans to be entirely due to the anger of the spirit world at the torture of the salmon. Thus the powers of nature insisted on a proper regard for all their creatures (Burland 1965: 36-37).

Crow Indian Water Medicine (A Crow Legend)Long ago, somewhere across the plains, there was a Crow Indian who had lost his son in a war. Stricken with grief, he went up into the mountains to pray and wait for a vision that would help him avenge the death of his son. He slept ten nights. Finally, while in a deep sleep, he had a dream. In his dream he heard singing and drumming. A man came to him and invited him to a place where there was dancing. He followed the man to a lodge where there were many old men and women. “There were eight men with drums. He also saw weasel skins, skins of mink and otter, a whistle, a smudge-stick, some wild turnip for the smudge, and some berry-soup in a kettle. One old woman had an otter skin with weasel-skin around it like a belt.” (Wissler and Duvall 1995 (reprinted): 80-81) The Crow Indian stayed there and learned songs the people sang. When he awoke, he returned to his people and brought back the powerful Crow-water-medicine. If people wished for things, the Crow man would bring out his water medicine and they would sing, pray and dance. After awhile, in some way, the wish would come true.

Water medicine is very powerful not only in treating the sick but because water is vital in the prairies. Ceremonies like the Sundance revolve in honouring and requesting for water.

Hiwatha (An Algonquin Story)

When Hiwatha was small, he lived with his grandmother Nokomis. He always wanted to sing. Nokomis told him: “You must go into the forest and listen to the birds sing, and you must learn to imitate them.” Then, each morning at dawn, Hiwatha set off for the woods to listen to the birds, but he could not reproduce their songs. Once more, his grandmother told him: “You must try again.” The next morning Hiwatha returned to the forest: he listened and listened to the birds, and tried to imitate their songs. Suddenly he heard extraordinary music coming from far away. Walking slowly, he followed the echo and

arrived at a large waterfall. It was this waterfall that had produced the music. Soon, Hiwatha began to sing and he called the song: “Laughing Waters”. He carved an alder flute and played his song. Consequently each time Hiwatha returned to the woods, he always took with him his flute. He played and sang to the birds his song about the laughing waters. “And that was how First Peoples obtained their music,” said White Caribou Woman (Wa Ba Die Kwe) [Clément/Martin 1993: 83].

Elderberry Flute Song (A Poem and Modern Iroquoian Myth)

(This is a modern Iroquoian myth about the flute. It is a poem by Peter Blue Cloud (in Conlon 1983: 12). Peter Blue Cloud (Turtle Clan) is a Mohawk from Kahnewake, Quebec.)

He raised the flute to his lipssweetened by springtimeand slowly played a notewhich hung for many seasonsabove Creation.And creation was contentin the knowledge of music.Then note followed notein a melody which wovethe fabric of first life.The sun gave warmth to waiting seedlings,and thus were bornthe vast multitudesfrom the songof the flute.

Comparative EssayAssignment

A comparative essay examines the similarities and differences of two or more things. In this essay, you will compare a Native myth, legend or story with a Catholic faith story.

Choose one Native myth, legend or story, and one Catholic parable, bible story or gospel.

You will compare these two readings in terms of their characters, lessons/morals and symbols.

Your five-paragraph essay must follow this format:

Introduction one paragraph, about 7 sentences long briefly summarize each story thesis statement must list the three points of comparison

Body three paragraphs, one for each point of comparison, each about

10 sentences long each paragraph compares the two stories on one point from the

thesis the order of the body paragraphs must follow the order of the

points in the thesis use specific examples from each story to support your ideas

Conclusion one paragraph, about 7 sentences long summarize your main points concluding statement

All of your essay writing will be done in class so that you may conference with your teacher and edit and peer edit your work.

You must hand in the attached comparison chart, all notes, drafts, a copy of each story and bibliography with your final essay and rubric.

Your essay will be evaluated using the attached rubric.

Comparison Chart

Native SelectionTitle:

Catholic SelectionTitle:

Characters

Moral/Lesson

Symbols

Comparative Essay

Category Level 1 Level 2 Level 3 Level 4ThinkingAnalyse concepts Conclusions have

limited factual support

Conclusions have some factual support

Conclusions have considerable factual support

Conclusions have thorough factual support

Analyse concepts providing details

Analysis of concepts provides limited details

Analysis of concepts provides some details

Analysis of concepts provides considerable details

Analysis of concepts provides thorough details

Analyse how the ideas and issues interrelate

Analysis demonstrates limited use of critical thinking

Analysis demonstrates some use of critical thinking

Analysis demonstrates considerable use of critical thinking

Analysis demonstrates a high level of use of critical thinking

Critically analyse ideas, arguments, and bias found in resources

Demonstrates limited ability to critically analyse resources

Demonstrates some ability to critically analyse resources

Demonstrates considerable ability to critically analyse resources

Demonstrates a high level of ability to critically analyse resources


Evaluation of information demonstrates limited understanding

Evaluation of information demonstrates some understanding

Evaluation of information demonstrates considerable understanding

Evaluation of information demonstrates thorough understanding

Evaluate information using supporting factual details

Evaluates information using few supporting factual details

Evaluates information using some supporting factual details

Evaluates information using many supporting factual details

Evaluates information using a wide range of supporting factual details

CommunicationCommunicate information effectively




Communicates with a high level of effectiveness


Limited ability to use an appropriate format

Some ability to use an appropriate format

Considerable ability to use an appropriate format

A high level of ability to use an appropriate format

Describe ways in which each story are similar and different

Description provides limited detail

Description provides some detail

Description provides considerable detail

Description provides thorough detail

ApplicationAnalyse the different perspectives in each story

Analysis demonstrates limited knowledge

Analysis demonstrates some knowledge

Analysis demonstrates considerable knowledge

Analysis demonstrates thorough knowledge

Apply proper conventions of standard English









Demonstrate ability to apply critical thinking strategies

Limited ability to apply critical thinking strategies

Some ability to apply critical thinking strategies

Considerable ability to apply critical thinking strategies

A high level of ability to apply critical thinking strategies

Use criteria to make a comparison

Rarely uses criteria to make a comparison

Sometimes uses criteria to make a comparison

Often uses criteria to make a comparison

Routinely uses criteria to make a comparison

Story Interview

Interviewer:Interviewee:

Date of Interview:

Place of Interview:

Interviewee Background/Relationship to Interviewer:

Origin of Story/Genre:

Story Notes:

Short Story Review

Plot Diagram

Definitions

Conflict

Inciting Incident

Rising Action

Climax

Denouement

Resolution

Theme

Narrator/Narrative point of view

Setting

Protagonist

Antagonist

CONFLICT

RISING ACTION

INCITING INCIDENT

RESOLUTION

DENOUEMENT

CLIMAX

Storyboard

You can continue your storyboard on a separate sheet of paper.

Short Story

Category Level 1 Level 2 Level 3 Level 4KnowledgeDemonstrate understand of the skills/attitudes required for research

Limited understanding of the skills/attitudes required for research

Some understanding of the skills/attitudes required for research

Considerable understanding of the skills/attitudes required for research

Thorough understanding of the skills/attitudes required for research

ThinkingAnalyse and explain key elements of the piece

Limited analysis Some analysis Considerable analysis

Thorough analysis

Analyse how each subject views the role of personal experience

Analysis of subject’s views demonstrates limited ability to make connections

Analysis of subject’s views demonstrates some ability to make connections

Analysis of subject’s views demonstrates considerable ability to make connections

Analysis of subject’s views demonstrates a high level of ability to make connections

Be able to access appropriate resources using various strategies and technologies

Limited ability to access appropriate resources

Some ability to access appropriate resources

Considerable ability to access appropriate resources

A high level ability to access appropriate resources

Evaluate information using criteria developed in class

Evaluates information with limited use of criteria

Evaluates information with some use of criteria

Evaluates information with considerable use of criteria

Evaluates information with thorough use of criteria

CommunicationCommunicate information using an appropriate format

Limited ability to communicate using an appropriate format

Some ability to communicate using an appropriate format

Considerable ability to communicate using an appropriate format

A high level of ability to communicate using an appropriate format

Demonstrates ability to communicate and present information

Limited ability to communicate and present information

Some ability to communicate and present information

Considerable ability to communicate and present information

A high level ability to communicate and present information

Formulate questions for a variety of research purposes

Formulate questions with limited clarity

Formulate questions with some clarity

Formulate questions with considerable clarity

Formulate questions with a high degree of clarity

ApplicationApply proper conventions of standard English







Applies most steps the writing process effectively



Limited ability to apply creative thinking strategies

Some ability to apply creative thinking strategies

Considerable ability to apply creative thinking strategies

A high level ability to apply creative thinking strategies

Develop and apply effective criteria for evaluating the quality of your project

Develops and applies criteria with limited effectiveness

Develops and applies criteria with some effectiveness

Develops and applies criteria with considerable effectiveness

Develops and applies criteria with a high degree of effectiveness

Use thinking skills to develop effective interdisciplinary products/activities

Limited ability to use thinking skills

Some ability to use thinking skills

Considerable ability to use thinking skills

A high level ability to use thinking skills

Storytelling Workshop

Category Level 1 Level 2 Level 3 Level 4KnowledgeDemonstrate understanding of the collaborative attitudes and skills required





ThinkingExplain concept in an organized manner

Explanation demonstrates limited organization

Explanation demonstrates some organization

Explanation demonstrates considerable organization

Explanation demonstrates thorough organization

CommunicationCommunicate information clearly

Communicates with limited clarity

Communicates with some clarity

Communicates with considerable clarity

Communicates with a high degree of clarity











ApplicationDemonstrate ability to apply creative thinking strategies





Demonstrates skills and strategies used to develop products and activities

Demonstrates limited use of skills and strategies

Demonstrates some use of skills and strategies

Demonstrates considerable use of skills and strategies

Demonstrates thorough use of skills and strategies

Use thinking skills to develop effective interdisciplinary products and activities

Demonstrates limited ability to develop effective products and activities

Demonstrates some ability to develop effective products and activities

Demonstrates considerable ability to develop effective products and activities

Demonstrates a high level of ability to develop effective products and activities

Date post:	20-Jun-2018
Category:	Documents
Upload:	ngohanh
View:	212 times
Download:	0 times

Course Overview - Toronto Catholic District School Board · Web viewThis course will help students...

Documents