MATL Unit Overview (UBD)

Title of Unit

History as Interpretation: British Rule from 1760 to 1867

Grade Level

Secondary Cycle Two, Year One

Subject

History and Citizenship Education

Time Frame

15 Classes (75 Minutes Each)

Unit #:

2 (British Rule 1760 to 1867)

Stage 1 Desired Results

Established Goals: What relevant goals (e.g. PLOs, content standards, course or program
Relevance: How is this learning relevant to students? Why should they care?
objectives, learning outcomes) will this lesson address?
Students understand their contemporary life will be part of historical
Through multimodal inquiry with a focus on interpretation as a historical process,
narratives that will take many interpretations, both in content and form
students will develop their understanding of citizenship through an analysis of

British Rule through three lenses: British, French, and Aboriginal.

Students will understand that What are the big ideas? What specific understandings
Essential Questions: What provocative questions will foster inquiry, understanding, and transfer
(explanation, interpretation, application, perspective, self-knowledge, empathy) about the big ideas are
desired? What misunderstandings are predictable?

The BIG IDEA is that history is necessarily interpreted (through narrative and
expression) and that all of the content and forms of history are open to
interpretations. Throughout the unit, students will make their own historical
interpretations, effectively becoming historians. In addition, students will
understand that history is not predetermined but rather constructed via the
dynamics of subjective contingencies. These understandings will be achieved
through discussion activities, journaling, role play/debate, and the visual arts.

of learning?

How is history - and life in general a process of subjective interpretation?

How is history interpreted in multiple modes?
How can there be tensions between interpretations of historical events and the
modes in which they are expressed?
How is history contingent upon myriad dynamics?
How do historical processes produce winners and losers?

Student will know What key knowledge and skills will student acquire as a result of this unit?

Students will be able to What should they eventually be able to do as a result of such

Students will be able to creatively express their interpretation of historical events

through a myriad of modes and perspectives. Students will develop a knowledge of
the period of British Rule (1760-1867) and be able to identify key dates, events,
figures, and their historical significance from multiple perspectives.

Student will expand their creative expression through journaling, role-

play/debate, and visual arts. Students will develop historical knowledge and
understanding. Students will develop critical thinking, analysis, and
communication skills. Throughout this process, students will work cooperatively
to develop interpersonal skills within groups. Lastly, throughout this inquiry, oral,
verbal, and visual skills will be emphasized.

Cross Curricular Competencies: How does the intended learning promote the intellectual,

Broad Areas of Learning: How does the intended learning promote Health and well-being,

(e.g. vocabulary, terminology, definitions, key factual information, critical details, important events or people,
sequence and timelines)

methodological, personal & social and communication related competencies?

#1: Uses information, #3: Exercises critical judgment, #4: Uses creativity, #5:
Adopts effective work methods, #8: Cooperates with others, #9: Communicates
appropriately

knowledge and skill? (e.g. basic skills, communication skills, thinking skills, research, inquiry, investigation,
study skills, interpersonal or group skills)

personal and career planning, Environmental Awareness and Consumer Rights and
Responsibilities, Media Literacy, or Citizenship and Community Life?

Citizenship and Community Life - Knowledge of the main actors in political and
social life and respect for their roles; Critical thinking regarding various forms of
political organization; Understands historical basis for modern democratic society;
Knowledge of international conflicts; Use of debate and argumentation; Exercise of
leadership; Mutual help

Universal Design for Learning: How will you present information and content in different

ways? How will you differentiate the ways that students can express what they know? How will you stimulate
interest and motivation for learning?

Multiple means of representation, expression and engagement. Different classroom

activities and assessment options will allow for multiple intelligences to flourish.

Further considerations: Multiliteracies, Higher Order Thinking,

Technology

During in-class work time, students will be able to use technology for historical
research and presentation of historical interpretations. Multiliteracies will be engaged
through in-class collaborative learning techniques, journaling, role play/debate, visual
art

Stage 2 Assessment Evidence

Performance Tasks: Through what authentic performance tasks will students demonstrate the
Other Evidence: Through what other evidence (e.g. quizzes, tests, academic prompts, observations,
desired understandings? By what criteria will performance of understanding be judged? How will students
receive feedback from which to base improvement?

The hook will spark students interest in the theme of history as interpretation. In the
first set of learning activities (classes 2-4), students will be introduced to the
expectations and the criteria of their final summative assessment (either a journal
response, a role play/debate, or a visual art piece). In addition, all students must
participate in a journal activity, a role play/debate activity, and a visual art activity
throughout classes 2-4. Formative assessment and feedback from the teacher will be
given to students following these activities. By class 7, students will submit a proposal
(either individually or in groups of 2) of which perspective they will focus on (either
British, French, or Aboriginal) and the mode of expression (journal, role play/debate,
visual art). Students will be required to cover the entire period of British Rule (1760-
1867), regardless of group perspective or mode selected. During classes 8-13, students
will be given in-class time to work on their projects. In addition, during this period,
formative assessment will be conducted through peer and self-assessment. Class 14-15
will be dedicated to an overview of the unit as well as in-class presentations of their
journals, role play/debates, and visual art pieces.

homework, journals) will students demonstrate achievement of the desired results? How will students
receive feedback regarding these?

Through in-class observation of group activities (such as discussions, role plays,
debates, journaling, artwork).
Just to reiterate, all students during classes 2-4 will gain experience of journaling,
role play, and artistic expression. Teacher formative assessment will be given
during this period. Thereafter, once students (individually or in groups of two)
select one group perspective and one mode to explore, peer and self-assessment
will be done throughout classes 8-13 while they work on their projects before final
presentations on classes 14-15.

FORMATIVE - Assessment FOR learning How will

FORMATIVE - Assessment AS learning: What

Students will be given experience to explore all the
possible summative assessment options of journaling,
role play/debate, or visual art. Formative assessment by
the teacher will be provided for each student and each
option under the summative assessment criteria.
Thereafter, students will select one mode for the final
project.

Once students have submitted their final project
proposals, in class time will be given to work on the
assignment and self and peer assessment will occur
throughout classes 8-13. Students will be given
worksheets, based on the criteria, on which to basis their
feedback.

you use assessment to promote learning? How will you show students
their strengths and suggests how they can develop further?

opportunities will you provide for reflection and self-assessment to help

students develop, practise, and become comfortable with critical
analysis of their own learning?

SUMMATIVE - Assessment OF learning: What

tools and task will you use to provide evidence of achievement for
reporting?

During classes 14-15, students will either submit or
present their final project (journal, role play/debate, or
visual art piece) that represents a group perspective
(British, French, Aboriginal) of the time period of British
Conquest.