Canada and World War One

Author	Anne Roughneen
Title	Canada and World War One
Grade Level	11
Subject Area	Canadian History
Overview of unit/lessons/activities (assumptions of prior knowledge/learning)	In class instruction and discussion covering each of the topics that have been assigned for the Photostory3 assignment Completed individual reading from the textbook Viewed related video clips Completed labs on primary source analysis Lessons covering research skills Lessons covering appropriate citation of sources Previous use of Inspiration Demonstration of Photostory3 (including an example of a final product)
Correlations to ICT and curriculum outcomes	Curriculum Outcomes: Identify and describe Canada's various military roles and contributions in WWI. Analyze the impact of the war on Canada's evolution from colony to nation. Explain how the war was a catalyst for societal change (e.g., changing roles of women, minorities, children, governments, and the home front. Analyze some of the controversial decisions involving Canadians (e.g. internment, 1917 election, racist policies, conscription Possible ICT Outcomes: BOC 12.1 (relates to 9.1 – 9.4) use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems BOC 12.3 (relates to 9.6) demonstrate facility with the specialized vocabulary associated with the technology they use PTS 12.1 (relates to 9.1) use electronic planning software to support the development and analysis of efficient, personal study and research plans independently PTS 12.3 (relates to 9.3, 9.4) write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency CT 12.1 (relates to 9.1) use language, in a range of aural, print, media and electronic forms to explore and express their perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate, and collaborate with others in order to build their understanding CT 12.2 (relates to 9.1, 9.2) critically apply technological skills in a range of electronic, visual, and print media for formal and informal communication CT 12.3 (relates to 9.1) design and create electronic documents to accomplish curricular tasks RPSD 12.2 (relates to 9.4) identify, evaluate, and compare the quality, congruencies, discrepancies, omissions, biases, and perspectives of information content of print, media, and electronic resources RPSD 12.6 (relates to 9.9) accurately record and cite, using academically accepted formats and standards, sources of information contributing to their research
Projected timeline for preparation and for carrying out activities	One week
Equipment Requirements: (computers, software, etc)	Computers, Internet, Inspiration, Photostory3, LCD projector
Teaching materials provided (Blacklines, worksheets, templates, teacher materials)	Assignment instructions Instructions for using Photostory3 Bookmarked sites for students use Sample of final product Storyboard (Electronic template to record choices re: images, quotes, draft comments/commentary and document sources and hardcopy for planning in case computers not available Rubric for Evaluation
Resources available for teacher/student use (websites, references, etc)	Canadian History: Voices and Visions (Assigned Textbook) History 11 On-line courseware for Nova Scotia (Chinook Multimedia resource linked to textbook) http://history11.ednet.ns.ca/# Canadian War Museum http://www.warmuseum.ca/cwm/index_e.aspx?CategoryID=654 National Film Board of Canada http://www3.nfb.ca/ww1/ Online Writing Lab at Purdue University (MLA Formatting and Style Guide) http://owl.english.purdue.edu/owl/resource/557/01/ 6. Easybib (Automatic Bibliography & Citation Maker) http://www.easybib.com/
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)	Step One: Research. During this class students will view sites that have been suggested and use the resources they have available (text, class notes etc.) to better understand the issue or event related to WWI. They can select images and create a folder of relevant images. Step Two: (will take multiple classes) Storyboard and planning session. Each student assigned the same topic will have a chance to work with classmates. They can share resources and brainstorm the key points that should be covered in the final presentation of their topic. The expectation will be clear that the final product must be unique. Storyboards will have a description of each image Storyboards will be submitted to the teacher for feedback) First Draft of Photostory3 (import images, add text) Step Three: Exhibit of student work
Student products expected	Each student will prepare a Photostory3 document that demonstrates his/her understanding of the impact of World War One on Canada/ the Canadian people. Each Photostory3 document will include: A title page a minimum of 8 photos related to his/her topic captions voice over explaining the relevance of each image selected use of quotations as appropriate effects that he/she feels adds to the presentation transitions music a complete Works Cited list Possible topics for Photostory3 presentations: Causes of WWI Trench Warfare Battles The Home-front The Changing Role of Women in WWI The Conscription Crisis 1917 A Soldier’s Life A White Man’s War (Discrimination in Canada in WWI) The War Measures Act Propaganda Canada and WWI- Nation building
Samples (include teacher notes, assessment information, student work if available)	Assessment Rubric
Logistics (organization, grouping, management issues, access to technology)	Book computer lab/ laptops Library time for research Class time for students to share resources
Assessment information (e.g., rubrics for products and/or process)	See Attachment
Possible extensions