A Novel Approach to A Novel Approach to International Studies - - PowerPoint PPT Presentation

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A Novel Approach to A Novel Approach to International Studies - - PowerPoint PPT Presentation

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A Novel Approach to A Novel Approach to International Studies International Studies and the CBA's - - and the CBA's Using young adult fiction to excite students in fiction to excite students in Using young adult their research of Canadian

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SLIDE 1

A Novel Approach to A Novel Approach to International Studies International Studies and the CBA's and the CBA's -

  • Using young adult

Using young adult fiction to excite students in fiction to excite students in their research of Canadian historical events. their research of Canadian historical events.

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SLIDE 2

Background Background

  • Kindra Kilgore

Kindra Kilgore

  • Teacher associate of K

Teacher associate of K-

  • 12 Study Canada

12 Study Canada

  • Teacher since 1991

Teacher since 1991

  • ELL

ELL

  • Humanities Block

Humanities Block

  • Monroe School District

Monroe School District

  • Park Place Middle & Hidden River Middle

Park Place Middle & Hidden River Middle

  • CBA

CBA’ ’s s and what to do? and what to do?

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SLIDE 3

Agenda Agenda

  • Look at the CBA

Look at the CBA

  • Purpose of Unit

Purpose of Unit

  • Books

Books

  • Overview of the Unit

Overview of the Unit

  • Activity

Activity

  • Culmination of the Unit

Culmination of the Unit

  • GLE

GLE’ ’s s

  • Compare Notes

Compare Notes

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SLIDE 4

Purpose Purpose

  • Students will engage in learning about the history

Students will engage in learning about the history

  • f Canada by:
  • f Canada by:
  • Reading novels

Reading novels

  • Working in groups

Working in groups

  • Write an essay

Write an essay

  • Present their research

Present their research

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SLIDE 5

Novels Novels

  • Time Periods

Time Periods

  • 1812

1812 – – WWII WWII

  • Historical Questions

Historical Questions

  • Primary resources

Primary resources

  • Selection Process

Selection Process

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SLIDE 6

Caged Eagles Caged Eagles by Eric Walters by Eric Walters

  • Historical Event

Historical Event

  • Japanese Internment

Japanese Internment

  • Historical Question

Historical Question

  • How did WWII affect

How did WWII affect Japanese Canadians? Japanese Canadians?

  • Source

Source

  • National Association of Japanese Canadians

National Association of Japanese Canadians

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SLIDE 7

Trapped in Ice Trapped in Ice by Eric Walters by Eric Walters

  • Historical Event

Historical Event

  • Canadian Arctic Expedition

Canadian Arctic Expedition

  • f 1893
  • f 1893
  • Historical Question

Historical Question

  • Why did the

Why did the Karluk Karluk sink? sink?

  • Source

Source

  • The Last Voyage of the

The Last Voyage of the Karluk Karluk

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SLIDE 8

The Bully Boys The Bully Boys by Eric Walters by Eric Walters

  • Historical Event

Historical Event

  • War of 1812

War of 1812 (Lt. James (Lt. James FitzGibbon FitzGibbon) )

  • Historical Question

Historical Question

  • What were the causes

What were the causes

  • f the war of 1812?
  • f the war of 1812?
  • Source

Source

  • Archives of Ontario

Archives of Ontario

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SLIDE 9

Camp X Camp X by Eric Walters by Eric Walters

  • Historical Event

Historical Event

  • WWII Spy Camps

WWII Spy Camps

  • Women

Women’ ’s roles during WWII s roles during WWII

  • Historical Question

Historical Question

  • How did propaganda affect

How did propaganda affect Canadian citizens during WWII? Canadian citizens during WWII?

  • How did women

How did women’ ’s roles s roles change during WWII? change during WWII?

  • Source

Source

  • Propaganda Poster

Propaganda Poster

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SLIDE 10

Belle of Belle of Batoche Batoche by Jacqueline Guest by Jacqueline Guest

  • Historical Event

Historical Event

  • Riel Rebellion

Riel Rebellion

  • Historical Question

Historical Question

  • Why did the M

Why did the Mé étis rebel? tis rebel?

  • Sources

Sources

  • The Northwest Rebellion Primary Sources

The Northwest Rebellion Primary Sources

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SLIDE 11

My Name is My Name is Seepeetza Seepeetza by Shirley Sterling by Shirley Sterling

  • Historical Event

Historical Event

  • Indian Residential Schools

Indian Residential Schools

  • Historical Question

Historical Question

  • How did Indian Residential

How did Indian Residential schools affect First Nation schools affect First Nation children? children?

  • Source

Source

  • Assembly of First Nations

Assembly of First Nations

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SLIDE 12

Winds of Winds of L L’ ’Acadie Acadie by Lois Donovan by Lois Donovan

  • Historical Event

Historical Event

  • Acadian Expulsion

Acadian Expulsion

  • Historical Question

Historical Question

  • Why did the British

Why did the British expel the Acadians? expel the Acadians?

  • Source

Source Nova Scotia Archives Nova Scotia Archives

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SLIDE 13

Overview of the Unit Overview of the Unit

1. 1.

Go through first few lessons in Go through first few lessons in Canada, Northern Neighbor Canada, Northern Neighbor from from www.k12studycanada.com

1. 1.

Complete provincial clusters activity Complete provincial clusters activity

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SLIDE 14

Overview of the Unit Overview of the Unit

2. 2.

Model reading strategies using picture Model reading strategies using picture book. book.

By Andrea Spalding, By Andrea Spalding, Alfred Scow and Alfred Scow and Darlene Gait. Darlene Gait.

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SLIDE 15

3. 3.

Model filling out graphic organizer Model filling out graphic organizer

4. 4.

Model literature circle discussion Model literature circle discussion

Getting Started With Literature Circles Getting Started With Literature Circles (Bill Harp Professional Teachers Library) (Bill Harp Professional Teachers Library) Katherine L. Katherine L. Schlick Schlick Noe Noe & & Nancy J. Johnson Nancy J. Johnson

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SLIDE 16

Overview of the Unit Overview of the Unit

5.

  • 5. Book talk each novel

Book talk each novel

6.

  • 6. Students fill out novel request form

Students fill out novel request form

7.

  • 7. Place students in literature circle

Place students in literature circle groups groups

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SLIDE 17

Lit Circle Group Activity Lit Circle Group Activity

  • Groups of 3

Groups of 3 – – 4 4

  • Read the selection

Read the selection

  • Fill out the graphic organizer

Fill out the graphic organizer

  • Discuss as a group

Discuss as a group

  • Choose one quote/higher thinking to share.

Choose one quote/higher thinking to share.

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SLIDE 18

Sample Weekly Schedule Sample Weekly Schedule

  • Monday

Monday – – Students read novels in class and fill out Students read novels in class and fill out graphic organizers graphic organizers

  • Tuesday

Tuesday – – Students meet in library for research Students meet in library for research

  • Wednesday

Wednesday – – Students meet in literature circle groups Students meet in literature circle groups for discussion for discussion – – groups complete graphic organizers groups complete graphic organizers and turn in. and turn in.

  • Thursday

Thursday -

  • Students read novels in class and fill out

Students read novels in class and fill out graphic organizers graphic organizers

  • Friday

Friday -

  • Students meet in literature circle groups for

Students meet in literature circle groups for discussion discussion – – groups complete graphic organizers and groups complete graphic organizers and turn in. turn in.

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SLIDE 19

Culmination of Unit Culmination of Unit CBA Component CBA Component

  • Lesson on Cornell Notes

Lesson on Cornell Notes

  • Lesson on

Lesson on “ “Annotated Works Cited Annotated Works Cited” ”

  • Students use notes to help fill out

Students use notes to help fill out graphic organizers. graphic organizers.

  • Students write rough drafts in class.

Students write rough drafts in class.

  • Students write final drafts in

Students write final drafts in computer lab. computer lab.

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SLIDE 20

Culmination of Unit Culmination of Unit Group Presentations Group Presentations

  • Groups divide up different components of final

Groups divide up different components of final presentation. presentation.

  • Map,

Map,

  • book talk,

book talk,

  • timeline of event,

timeline of event,

  • verview of research
  • verview of research
  • primary resources

primary resources

  • social studies perspectives)

social studies perspectives)

  • Groups give presentations to the class.

Groups give presentations to the class.

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SLIDE 21

Alignment with GLE Alignment with GLE’ ’s s – – Social Studies Social Studies

  • GEOGRAPHY

GEOGRAPHY The student uses a spatial The student uses a spatial perspective to make reasoned decisions by perspective to make reasoned decisions by applying the concepts of location, region, and applying the concepts of location, region, and movement and demonstrating knowledge of movement and demonstrating knowledge of how geographic features and human cultures how geographic features and human cultures impact environments. impact environments.

  • 3.1

3.1 Understands the physical characteristics, Understands the physical characteristics, cultural characteristics, and location of places, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface. regions, and spatial patterns on the Earth's surface.

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SLIDE 22

Alignment with GLE Alignment with GLE’ ’s s – – Social Studies Social Studies – – cont. cont.

  • HISTORY

HISTORY The student understands and applies The student understands and applies knowledge of historical thinking, chronology, eras, knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and local, Washington State, tribal, United States, and world history in order to evaluate how history shapes world history in order to evaluate how history shapes the present and future. the present and future.

  • 4.1

4.1 Understands historical chronology. Understands historical chronology.

  • 4.2

4.2 Understands and analyzes causal factors that have shaped Understands and analyzes causal factors that have shaped major events in history. major events in history.

  • 4.3

4.3 Understands that there are multiple perspectives and Understands that there are multiple perspectives and interpretations of historical events. interpretations of historical events.

  • 4.4

4.4 Uses history to understand the present and plan for the Uses history to understand the present and plan for the future. future.

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SLIDE 23

Alignment with GLE Alignment with GLE’ ’s s – – Social Studies Social Studies – – cont. cont.

  • SOCIAL STUDIES SKILLS

SOCIAL STUDIES SKILLS The student understands The student understands and applies reasoning skills to conduct research, and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the deliberate, form, and evaluate positions through the processes of reading, writing, and communicating. processes of reading, writing, and communicating.

  • 5.1

5.1 Uses critical reasoning skills to analyze and evaluate Uses critical reasoning skills to analyze and evaluate positions. positions.

  • 5.2

5.2 Uses inquiry Uses inquiry-

  • based research.

based research.

  • 5.3

5.3 Deliberates public issues. Deliberates public issues.

  • 5.4

5.4 Creates a product that uses social studies content to Creates a product that uses social studies content to support a thesis and presents the product in an appropriate support a thesis and presents the product in an appropriate manner to a meaningful audience. manner to a meaningful audience.

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SLIDE 24

Alignment with GLE Alignment with GLE’ ’s s – – Reading Reading

EALR: EALR: 3

  • 3. The student reads different materials

. The student reads different materials for a variety of purposes. for a variety of purposes. Component: Component: 3.1. 3.1. Read to learn new Read to learn new information. information. 3.1.1. 3.1.1. Evaluate appropriateness of a variety of Evaluate appropriateness of a variety of resources and use them to perform a specific resources and use them to perform a specific task or investigate a topic. task or investigate a topic.

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SLIDE 25

Alignment with GLE Alignment with GLE’ ’s s – – Reading Reading – – cont. cont.

EALR: EALR: 4.

  • 4. The student sets goals and evaluates

The student sets goals and evaluates progress to improve reading. progress to improve reading. Component: Component: 4.2. 4.2. Develop interests and share Develop interests and share reading experiences. reading experiences. 4.2.1. 4.2.1. Evaluate books and authors to share Evaluate books and authors to share common literary experiences. common literary experiences.

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SLIDE 26

Alignment with GLE Alignment with GLE’ ’s s – – Writing Writing

EALR: EALR: 3.

  • 3. The student writes clearly and

The student writes clearly and effectively. effectively. Component: Component: 3.1. 3.1. Develops ideas and organizes Develops ideas and organizes writing. writing. 3.1.1. 3.1.1. Analyzes ideas, selects a manageable Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant topic, and elaborates using specific, relevant details and/or examples. details and/or examples. 3.1.2. 3.1.2. Analyzes and selects an effective Analyzes and selects an effective

  • rganizational structure.
  • rganizational structure.
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SLIDE 27

Alignment with GLE Alignment with GLE’ ’s s – – Communication Communication

EALR: EALR: 2.

  • 2. The student uses communication

The student uses communication skills and strategies to interact/work skills and strategies to interact/work effectively with others. effectively with others. Component: Component: 2.2 2.2. Uses interpersonal skills and . Uses interpersonal skills and strategies in a multicultural context to work strategies in a multicultural context to work collaboratively, solve problems, and perform collaboratively, solve problems, and perform tasks. tasks. 2.2.2. 2.2.2. Applies skills and strategies to contribute Applies skills and strategies to contribute responsibly in a group setting. responsibly in a group setting.

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SLIDE 28

Alignment with GLE Alignment with GLE’ ’s s – – Communication Communication-

  • cont

cont

EALR: EALR: 3.

  • 3. The student uses communication

The student uses communication skills and strategies to effectively present ideas skills and strategies to effectively present ideas and one's self in a variety of situations. and one's self in a variety of situations. Component: Component: 3.2. 3.2. Uses media and other Uses media and other resources to support presentations. resources to support presentations. 3.2.1. 3.2.1. Uses available Uses available technology and resources to and resources to support or enhance a presentation. support or enhance a presentation.

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SLIDE 29

A Novel Approach to A Novel Approach to International Studies International Studies and the CBA's and the CBA's -

  • Using young adult

Using young adult fiction to excite students in fiction to excite students in their research of Canadian historical events. their research of Canadian historical events.