Professional Documents
Culture Documents
Desired Results
Established Goals – GLO(s):
Students will assess strategies for negotiating the complexities of nationalism within the Canadian
context.
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EDUC 3604 – Unit Assessment Plan Template
Adapted from Understanding by Design (2005) by Wiggins and McTighe
Subject Area Social Studies
ED 3604 – Evaluation of Student Learning Grade Level 11
Unit Assessment Plan Topic Nationalism
Length of Unit (days) 30
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Assessments
Create
Critical
Match & Think-Pair Propaganda Kahoot Future of Pluralism
Title Response- Reflection
Sort -Share tool-and Pre-assessment in Canada essay
Learning Case Study
rationale
Outcomes Type Formativ Summativ Formativ Summativ
(Formative/Summa Summative Formative Summative
tive) e e e e
Not Not
Weighting 20% 15% 40% Not Weighed 25%
weighed Weighed
4.1 - appreciate
historical and
contemporary attempts
x x
to develop a national
identity
4.2 - appreciate
contrasting historical
and contemporary
x x
narratives associated
with national identity
4.6 - examine
historical perspectives
of Canada as a nation
(Louis LaFontaine and
Robert Baldwin, the
Fathers of
Confederation, First
Nations treaties and
the Indian Act, Métis
x x
and Inuit
self-governance, Louis
Riel, Sir Clifford Sifton,
Henri Bourassa,
French-Canadian
nationalism, Pierre
Trudeau, National
Indian Brotherhood)
national identity in
Canada
historical thinking x x
critical thinking x x
Assessment
Brief Description FOR AS OF
Tool
This in class activity will provide the students with the opportunity to learn
through a low stake formative activity. We will provide them cards
featuring events, people and dates related to Canadian nationalism and
students will sort and match the corresponding cards. This exercise will
required critical thinking and help students unpack the concept of
nationalism.
Students will have been scaffolded with the knowledge and skills
necessary to reach this outcome through direct instruction and dynamic
learning activities (observational assessment). This assessment is a critical
EDUC 3604 – Unit Assessment Plan Template
Adapted from Understanding by Design (2005) by Wiggins and McTighe
Subject Area Social Studies
ED 3604 – Evaluation of Student Learning Grade Level 11
Unit Assessment Plan Topic Nationalism
Length of Unit (days) 30
response paper where students are expected to reflect about and adopt a
reasoned judgment about their primary source. As such this assessment
qualifies “as learning”, however it’s weighing makes it “of learning”.
Individually, the students will read case studies about nationalistic events
of francophone, immigrant, aboriginal and international perspectives. In
pairs they will identify the criteria by which nationalism is defined. In
groups they will illustrate the concept of nationalism on a poster. The
reflective process through which the students arrive at a conceptual
understanding of what comprises nationalism reflect assessment as
Think Pair Share learning: the teacher isn’t the one providing a definition. Rather the x
students demonstrate a conceptual understanding of nationalism in the
“Share” section of the activity.
This web based formative quiz will help the teacher determine the extent
of the vocabulary the students know, and need to know to engage with
the concepts of the unit. Based upon grade 10 concepts.
Kahoot
● The formative quiz will be repeated throughout the unit in order to x
Pre-assessment
identify students’ gaps in understanding and knowledge
● The information gathered by the quizzes will guide the teacher’s
pace and process of teaching the unit
After interviewing a member of their community, the students will
complete a presentation taking a position on what future visions of
Canadian plurality will look like. They will support their presentation with a
description of the way in which the group or groups will manifest and
advocate their identity. The presentation should take the from of one of
the following:
● powerpoint/prezi presentation
● magazine/newspaper editorial
● radio/podcast episode
● News piece/other video formats
● information website (weebly, etc.)
● other forms of presentation should be approved by the teacher
Future of
prior to beginning the project
pluralism in x
Canada project
Related outcome: 4.5, 4.8, 4.9
● Students will be encouraged to interview a member of the
community whose perspective differs from their own, in order to
help them better understand the possible diversity in Canadian
nationalism.
● Students should provide more than one perspective on their
definition of Canada. Identify the risks/shortcomings of the
Canadian nationalism that you envision? What are some varied
perspectives that may address the shortcomings?
● By developing a thesis students will need to develop their own
perspective on what their own vision of nationalism will look like in
Canada.