LESSON PLAN # 4 - Be a Historian! Write a Biography.
TOPIC: Biography Assignment. Students will use the War of 1812 in the Western District website and other historical resources to produce a biographical essay about any significant participant of the war.
CURRICULUM EXPECTATIONS:
Students will –
· demonstrate an understanding of life in English Canada;
· describe the major causes and personalities of the War of 1812;
· use appropriate vocabulary;
· formulate questions to facilitate research in specific areas;
· analyse, synthesize and evaluate historical information;
· analyse and describe conflicting points of view about a series of historical events;
· construct and interpret a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information;
· communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts and graphs.
OBJECTIVES (desired student outcomes):
The students will -
Attitudes:
· appreciate the detail and research involved in producing a biography;
· find value in studying historical information for an understanding of today's world.
Skills:
· develop the skills of the historian (research, analysis, report and essay writing, presentation, and communication);
· study and identify bias in historical primary sources;
· learn to use the tools of a historian (CD ROM, Internet, text books, library research, and primary sources like maps, letters and journal articles).
Knowledge:
· learn historical facts about key players of the war;
· develop an understanding that bias exists in primary sources;
· understand the significance of their chosen topic within the context of the war.
RESOURCES:
· War of 1812 in the Western District website
· Library research time (in-school library, class visit to the local public library, or students to visit public library on their own time).
· Teacher may make a variety of texts and other paper sources available to students during class time.
· Computer time to type up report.
INTRODUCTORY ACTIVITY:
Introduce this activity by promoting historical study as investigative work like that done by a secret agent, private investigator or detective.
(E.g the teacher may talk to the class as though he or she is the Chief of Canada’s Secret Service and the students are employees of the agency; or, the students may be employees of the Department of Citizenship and Heritage.)
The students are given the task of investigating historical figures. As historians, they must determine how significant their chosen figure was to the war of 1812 and whether or not they should be declared a Canadian hero.
Hand out a suggested list of key people from which students may chose. Ask how many names the students recognize. Each student must choose a character for which they will complete their ‘investigation.’
DEVELOPMENT STRATEGIES:
Introduce this project early in the unit. Students should have 3 weeks to complete the work.
The students will complete preliminary research using their textbook and the War of 1812 in the Western District website.
Next, they will formulate questions they wish to answer through their research and analysis. For example, students may want to know, "Why did so many people respect Tecumseh?” or, "Was Brock scared when he attacked Fort Detroit?"
Students will visit a library and complete Internet research to accumulate research material. They will analyse the material to determine if it is appropriate and useful for their project. Many primary sources are available on the War of 1812 in the Western District website. Students should make use of these where applicable. They should also use these documents to analyse the bias of various people during the war.
Students will then write their paper and time should be made available during class to peer edit each other’s work.
Finally, students will complete a 10-minute presentation to the class. It should include visuals, it should be interactive and it should be well rehearsed.
CONCLUDING ACTIVITY:
Facilitated by the teacher, students can debate why a biography is an effective or ineffective tool for the study of history.
METHODS OF EVALUATION:
Students will be marked on their research ability throughout the research and analysis process. The final paper will be marked. Their presentation will be evaluated. The debate may or may not be evaluated.
FOLLOW-UP IDEAS:
If the students read an historical fiction about the War of 1812 as a class, teachers may choose to hold a discussion regarding the value of this genre as a form of historical study.
THE CANADIAN GOVERNMENT NEEDS YOUR HELP!
THE MISSION:
The Department of Canadian Heritage is completing an investigation into the War of 1812. You are being recruited to complete the mission.
YOUR ASSIGNMENT:
You must research the life and times of one key person well known for his or her contributions to the war. Pick one individual from the list of characters below. You will research and write a biography. You must complete a 3 - 5 page report that you will present to your class.
SUBJECTS:
TecumsehLaura Secord
Sir Isaac Brock
James Baby
François Baby
Robert Barclay
Henry Procter
John Norton (Teyoninhokarawen)Thomas Verchères de Boucherville / William Caldwell
Matthew Elliot
Roger Hale Sheaffe
John Vincent
Gordon Drummond
Charles de Salaberry
Phineas Riall
YOUR FIRST STEPS:
1. You must do preliminary research. For example read through the War of 1812in the Western District website or look through a textbook. Then you must develop research questions. What do you want to learn about your subject?
2. Continue on with your research. Look on the Internet or go to the library to find more resources on your subject.
YOUR INVESTIGATION:
1. Read through your research material. Decide what is important information and put that aside. Decide what is unimportant information, or not useful, and get rid of it. Make sure your important information is accurate.
2. Make notes from the research material you have kept. Use these notes to answer the research questions you developed earlier.
3. Begin developing your report. Make sure you have an introduction and conclusion. Each paragraph should have an introductory and concluding sentence.
COMPLETING YOUR ASSIGNMENT:
After writing and preparing your report to send to the Government, you must present it to your class for group analysis. Present the information in a clear, information and interesting way. You and your classmates will have time to discuss the information presented by each student.
PRESENTATION EVALUATION
Criteria
/Level 1
10-12 /Level 2
12-14 /Level 3
14-16 /Level 4
16-20Content/ Knowledge of the Topic (Knowledge/ Understanding)
/-information accurate with noticeable errors
-understanding of topic is weak /-information accurate with one or two errors
-understanding of topic has some gaps /-information accurate with minor errors
-understanding may have minor gaps /-information accurate with no errors
-understanding of topic strong, no gapsOrganization/ Planning (Thinking/ Inquiry)
/-information presented in sequence that shows little planning
-information not clear to audience- not all group members presented /
-information presented in sequence that shows some planning
-most information is clear to audience-most members presented /
-information presented in sequence that shows planning
-information is clear to audience-all group members presented /
-information presented in sequence that shows detailed planning
-information is very clear to audience-all presented very well
Communication/Connection to the Audience (Communication)
/-information engages audience in a limited way
-all information is read from notes
-makes limited use of visual aids to enhance presentation /-information sometimes engages audience
-reads some information from notes-makes some use of visual aids to enhance presentation /
-information almost consistently engages and involves audience
-refers to notes frequently but does not read-makes good use of visual aids to enhance presentation /
-information highly engages and involves audience
-refers to notes only when required-makes excellent use of visual aids to enhance presentation
/20
BIOGRAPHICAL WRITTEN REPORT EVALUATION
Evaluation Criteria / Level 115-18 / Level 2
18-21 / Level 3
21-24 / Level 4
24-30
Research and Planning
(Thinking/ Inquiry) / -few research questions formulated and/or poorly developed
-poor location of relevant resources information
-rough work not present / -fair research questions formulated
-fair location of relevant resources and information / -strong research questions formulated
-located relevant resources and information
-rough work present / -unique and very strong research questions formulated
-extremely effective location of relevant resources and information
Interpretation of Resources
(Thinking/ Inquiry)
/ -poor interpretation of resources-no discussion of bias in resources
-little to no use of primary and secondary historical / -fair interpretation of resources
-some discussion of bias in resources
- some use of primary and secondary historical / -interpreted relevant information well
- use of primary and secondary historical resources / -excellent interpretation of resources
- excellent use of primary and secondary historical resources
Written Work
(Application) / -work not clearly in own words-spelling and grammar poor
-written expectations not met / -some work in own words
-some spelling and grammar errors
-most written expectations met / -work in own words
-sentences are well written with few spelling and grammar errors
-written expectations met / -work in own words, excellent
-sentences well structured, complex phrases, no spelling or grammar errors
-work beyond expectations
Knowledge of the Topic (Knowledge/ Understanding) / -little work was completed
-product shows little knowledge of topic / -not all work completed
-product shows fair knowledge of topic / -all work completed
-product shows strong knowledge of topic / -work is beyond expectations
-excellent knowledge of topic shown.
Communication of Ideas (Communication) / -poor overall representation of biographical subject with context of the war. / -fair representation of biographical subject with context of the war. / -strong representation of biographical subject with context of the war. / -excellent and unique representation of biographical subject with context of the war.
Effort/Use of Class Time
Ability to meet deadlines / -poor use of class time
-worked with little or no independence
-did not meet deadline / -fair use of class time
-worked with a fair amount of effort and independence / -productive use of class time
-worked mostly independently and with good effort / -productive and efficient use of class time worked independently
-worked beyond expectations
-successfully met deadline