Culminating Activities Summary

I figured it was appropriate that the author did not place the blame on one party. Instead, he addressed the various individuals in Canada that were not providing a fair education in its national and political history as well as for the reasons why this is such a big deal. This book was educational as it gave readers brief and sometimes precise examples, like how Canadians lack national and political conscience within the academic curriculum. The Country’s educational system needs to do a better job training its educators and ultimately restructuring curriculums to deal with our current problems. The book's exterior appearance is bright red, and often red, is associated with power. I believe that this book has the authority to make readers think about their experience concerning Canadian history - but unfortunately, a majority of the population does not know enough of its history to learn from the mistakes and successes of our predecessors. Along with the strengths of this book (argumentative perspective, educational, and exterior appearance), there were a few weaknesses as well. To elaborate on Granasteins effort, I believe he wrote from an androcentric perspective. There were times when he sounded like a grumpy old historian man. I think his little rants reduced the effectiveness of the book. He made many prejudice remarks concerning multiculturalism and social history (gender studies, urban, economics, demographics, etc.). Since history is an accumulation of time periods and each period varies in length, and the intensity of the events, it might be tough to establish the nation's needs for clear, measurable standards for history. There is only so much information that an individual’s brain can retain for a period before they start losing

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

The learning outcomes below are to be covered to enable you to achieve the unit.

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

When it comes to Canadian History, perhaps the most controversial and widely disputable topic of debate would have to be one of Canada’s greatest wars: The War of 1812. A wide array of views are held on many aspects of the war ranging from who won to what ramifications the war would ultimately sire. In yet another discussion on the ever so controversial War of 1812, a new question was posed and deliberated by five historians: whose war, was it? Like any other question posed about this war a multitude of ideas would ultimately arise in each of their differing viewpoints. In their roundhouse discussion, the historians would ultimately serve to paint the War of 1812 as a war that transcends much further than the nationalistic view. A view that, though an important part of Canadian history, has been exaggerated to the point of choking out the many voices who fought and continue to fight for inclusion in the narrative. In their remembrance of the War of 1812, society unwittingly failed history in their lackluster commemorations which exclude important narratives and voices and stand tainted by the misuse of history to serve the nationalistic agenda.

Task 1 links to learning outcomes 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1 and 6.3.

The issue that this documentary presented was that the Aboriginal residential school process was a way to eliminate the entirety of the Aboriginal population or at least assimilate them. The process was very deliberate and often times the views of Aboriginals were not acknowledged in this whole institution. Furthermore, the language used to describe Aboriginals showed the truth of there being a deliberate attempt to assimilate and eliminate this group. Shockingly, Canada’s PM, Sir John A. MacDonald called the group Canada’s “Indian problem”. These polies instill a culture of racism as policies tend to shape attitudes. Dhiru Patel’s Public Policies and Racism article talks about Canada attempting to give retribution for this which leads to a false perception that Canada is now free of Racism. In fact, the article mentions that amongst youth 83% of Canadians think Canada treats minority groups fairly. In the movie, the interviews of all of the groups shows that

Learning Outcome-outline what a pupil will be able to do, know and understand having completed the topic. Lists the resources which will be needed in the teaching and learning of a particular topic. Introducing the topic (in some plans only) outlines an approach to introducing

The findings of the study may benefit curriculum makers, teachers, students, parents and future researchers.

Learning: By applying the rubric to the assessment, I am able to see Johns’ understanding or lack thereof. His work allows me to see where he is in terms of progression of the concept while also allowing me to see the need for adjustments to instruction. Because I am able to see his work, I can go ahead and make decisions regarding and instruction adjustments that may need to

The benefits of the learner and others contributing to formative assessment and therefore advising on when summative assessment might be appropriate. The benefits of the learner develop a sense of ownership over the learning and assessment process.

For my heritage fair I decided to research George Etienne Cartier, who if you haven’t heard about was a lawyer, rebel, politician and railway promoter whose contributions to Confederation were on the same level as figures like John A. Macdonald and George Brown(Sweeny). If you haven’t heard of any of these people, then don’t worry I’ll be going into length on all of them, but I’ll make sure to focus from the perspective of George Cartier. Furthermore, if you were wondering why I chose this topic to research, I would truthfully tell you that the only reason I chose “George Etienne Cartier” was because he was as good a topic as anything else, so personally I didn’t care about the topic.

functioning — providing a detached, impartial, factual account of the day’s most important events—did not apply.”9 While historian and journalist Mark Bourrie argues that “Still, these reporters did give the Canadian public a very vivid and accurate account of the war,”10 he soon provides evidence on the contrary. “The correspondents did succumb to pressure to make heroes of the Canadian and British commanders. The British disappointment at the quality of senior Canadian officers was covered up, while even [respected reporters] succumbed to the pressure to write puff pieces...”11 Thus, through state control of the on-the-ground correspondents and their copy, Canadians did not always receive accurate and objective reporting.

This assignment requires a written assessment with reference to learning outcomes 1, 3, 4 and 6. I will therefore take each question one by one. Learning outcomes 2 and 5 will be covered by formative assessment, which will provide the 50/50 split required.

determining if teaching was effective and to determine how appropriate modifications and adaptations can be made to improve future instruction (Dreyer, 2014:7).