Greg's+Socials+10

=Social Studies 10: Nelson Historical Virtual Field Trip Project=

**Sample Resource:**

 * Social Studies 10 IRP pdf**

Dr. Alice Christie's "Virtual Field Trips" Resource Guide

 * Rubistar Online Rubric Creater**

=**Greg's Unit Plan Lesson Template:**=

__**A. STAGE ONE: DESIRED RESULTS**__
**a) How does local history fit in with the broader context of Social Studies 10 history?**
 * 1. Goal Statement for the Unit (What category learning outcome, course or program objectives will this unit address?)**

//Students will understand that...// a) What has happened in your "backyard" (ie/ local area) relates to the overall development of Canada b) Development of small, separate micro-economies (Castlegar, Trail, Nelson) eventually blended into a region we know as the Kootenays c) Resource development and decline (boom bust cycle) relates to our economic cycle today
 * 2. Big Ideas or Enduring Understanding: (Unpack learning outcomes for relevance)

3. Essential Questions Related to Understandings: (Not easily answered!) a) What made Nelson special from the 1880's to the 1920's, and why did people move to Nelson? b) Why did Nelson survive as a town, and Kaslo didn't? c) How would transportation and technology affect the development of the economy? d) How are current environmental/economic policies related to the policies of the past? e) How did immigration affect our local Canadian/national identity f) Where the interactions between First Nations and Europeans/Americans positive or negative, and why? g) How did gender roles shape local society?
 * How does geographical context relate to economy, settlement, gender roles, and trade?

4. Essential Skills/Processes Students will Need: (Unpack from BC ICT Performance Standards, course achievement indicators) //Students will be able to...// a) Ability to question, compare, and summarize/synthesize b) application of critical thinking and effective research skills c) research skills will be contextualized--how to talk to people and examine artefacts for historical inferences d) basic photography and technical skills

5. Knowledge Students will Need (Content): (Unpack from prescribed learning outcomes) //By the end of the unit, students will know that...//** **?????**


 * 6. Authentic Culminating Project for Unit: (Design an authentic task that students need to problem solve)**

2. Work in teams of three-four, and share their research / split the research areas: Touchstone museum, Nelson Library, Nelson Daily News and then self-paced walking tour in the afternoon (Art Joyce, Shawn Lamb, Ernie Armitage) take photos etc. 3. Book lab 104 to upload and share information/research from Nelson city tour---give each other descriptive feedback based on criteria for how effectively you collected relevant research? 4.Next day, internet research, Tamara to post research links on wiki, book computer lab 5. Students build the project using techical skills [Greg and Tamara coach] **
 * Overview:**
 * 1. 6 or seven groups, with 4 cameras (do they have their own)/ audio recording (cellphone?)/ video cameras-Film TV

**"You have been challenged by the Nelson Chamber of Commerce to create an engaging, informative, and historically accurate multi-media "Walk through Nelson's History." You will be presenting your project before Chamber and Community members, with the possibility of having on permanent display at the Chamber Office or Website."**
 * ** G: ** What is the ultimate **goal** in this task? || to ||
 * ** R ** : What is the **role** of the student? ||  ||
 * ** A: ** Who is the **audience** ||  ||
 * ** S: ** What is your **situation** or context? ||  ||
 * ** P: ** What is the **problem** or challenge? ||  ||

__B. STAGE TWO: LEARNER CONTEXT__
- mainly female class of grade 10 students
 * 1. Class Context: (General statement about class profile, including predispositions, learning style/prefs, skills, strengths, challenges)

2. Student Strengths: (How can specific strengths be harnessed during this unit? Eg/ leadership, expertise, interest, technology)

3. Student Adaptations & Modifications: (Students who will need specific strategies & resources to assist in learning) Eg./ KWL, advance organizers, traffic light, checklist, pre-teach vocabulary, peer coaching, appropriate levels of text) //--Greg, maybe we can create a checklist as a handout?//

4. How will you hook students into this unit? (video, anecdote, prompt, artefacts, exemplars, story, activity, etc.) --Affective/Cognitive? //--Greg, what about a historical clip of Nelson, or some old photographs of the city (predictions)?//

5. Assessment of prior learning: (What tool ie/checklist, KWL, traffic light, survey, pre-write, partner talk will you use to inform instruction?) //*Note: we can use the technology in learning survey to help us get kick started here. You may want something customized for your subject area as well. Connect APL to the skills and content knowledge students will need as outlined in Stage One.//

6. Setting Goals: (Sample of rubric, checklist to set goals for unit achievement) // *Note: Use BC ICT Performance Standard rubric, and personalize for your class by using specific content-based terminology, for example. //**
 * Rubistar Online Rubric Generator**

**__STAGE THREE: UNIT LEARNING SEQUENCE__**
**1. Hook the kids with a series of historic photographs they evaluate in groups, or a brief powerpoint (they must ask good questions that a historian would ask) 2. Assess their technical skills (camera, video) with a brief survey 3. Project handout with essential questions, understandings, and authentic task (will be posted to a wiki Tamara will set up) 4. Go to Lab 104 and sign up for class wikispace, and preview some of the research links**
 * A. Day One: Introduce Project**

**1. Visit Nelson with video cameras, cellphones (interviews) and cameras. 2. Groups split into six or seven: some go to Museum, Library, and Nelson Daily News -take photos, ask questions/take notes 3. Lunch 4. Afternoon: a historical walk with a city guide, taking photos 5. Back at school: debrief.**
 * B. Day Two: Historical Tour of Nelson**

**1. Go to Lab 104 and upload photos and audio to individual wiki pages according to research topic area 2. Students provide descriptive feedback to each other based on information/evidence collected: relevance, clarity, depth, and interesting/intriguing evidence 3. Students share and pool their research, exchanging information 4. Students begin to build their "Historical Tour Through Time" using any media they want: powerpoint, voicethread, websites, etc.**
 * C. Day Three: Lab 104 for Research**

**1. Students continue to develop their final project, using criteria and receiving descriptive feedback from peers and teacher coaches.**
 * D. Day Four: Lab 104 Continue Project**

**1. Community members and volunteer teachers evaluate project presentations based on critieria**
 * E. Day Five: Presentation of Projects**