Disclaimer
July 15, 2007
Note: This course has not yet run, but will be offered for the first time as a full credit at Mary Ward Catholic Secondary School in the fall of 2007. Most likely, the course will be modified and improved upon with delivery. Susanna Mak is the teacher who will be teaching the course and is involved with our twinning initiatives.
Course Overview
Discovering Positive Interdependence, IDC 3O, Grade 11, Open
Course Description
This course will help students combine the skills required for and knowledge of different subjects and disciplines to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research, students analyse the connections among diverse subjects and disciplines; develop information literacy skills in analysing, selecting, evaluating, and communicating information; and become aware of a variety of resources and viewpoints on contemporary issues. They will also examine their own learning styles, relate their inquiries and research to real-life situations, and investigate career opportunities in new disciplines. (The Ontario Curriculum, Grades 11 and 12, Interdisciplinary Studies, 2002) Note: “In single-credit interdisciplinary studies courses, only achievement of the interdisciplinary studies expectations will be evaluated,”(The Ontario Curriculum, Grades 11 and 12, Interdisciplinary Studies, 2002)
Discovering Positive Interdependence, Grade 11, Open, offers students real-life experiences from which to gain a better understanding of their role in an interdependent society, while developing important literacy, physical health, community building and life skills. Students collaborate with Aboriginal youth to investigate and reflect on cultural traditions, one’s relationship to environment, and interdisciplinary perspectives to gain a deeper understanding of issues affecting their communities. They will work with and mentor local elementary school students to reinforce acquired skills and knowledge and develop leadership abilities. This course draws on curriculum from the arts, English, health and physical education, Native studies, social sciences and humanities, and religious education to create meaningful learning tasks and develop problem solving skills. It provides students with multiple learning strategies and a variety of assessment methods and opportunities, based in hands-on activities, to promote the acquisition of key oral and written literacy skills and foster positive attitudes towards learning. Strong linkages to community, culture and environment are emphasized.
Four ‘C’s of Interdependence weave through the units:
· Communication—story telling, written word, art, music
· Community—with others, with nature, citizenship, service
· Culture—diversity, history, identity
· Caretaking—of environment, of self, of others
Units: Titles and Times
Unit 1* / Understanding Interdependence / 15 hoursUnit 2* / Find your Voice / 20 hours
Unit 3* / Create to Communicate / 22 hours
Unit 4* / Speak Out and Speak Up / 20 hours
Unit 5 / One Province, Many Voices / 18 hours
Unit 6 / Connecting and Protecting (Culminating Activity) / 15 hours
*These units are fully developed in this course document
Unit Overviews
UNIT 1: Understanding Interdependence
Time: 15 hours
Unit Description
Students examine and investigate the many meanings of the term ‘interdependence’. The use of the term in social, democratic and environmental contexts is explored. Relationships between self, community, nation, environment and global community are examined. Students learn about Interdependence Day and examine many examples of declarations of interdependence. This unit sets up the thematic framework for the course, engaging students in dialogue about global citizenship and awareness. Literacy skills are reinforced through summary writing and peer editing. Research skills using online databases, libraries and web sites are reinforced.
Unit 1 Overview Chart
Time / Expectations / Assessment / Task/Activities2.5
Hours / TVF.01, TVF.03, TF1.01, PM1.03, PM3.02
OCSGE: 2e, 3b, 4e, 7f / -Anecdotal teacher assessment / -define interdependence
-class and small group discussion on its many implications
-develop class definition of interdependence
2.5
Hours / TF1.02, TF4.02, PMV.02, PM1.02
OCSGE: 2b, 5b, 7e, 7f / -Viewing guide / -investigate Interdependence Day
-view on-line video on the celebrations and complete a viewing guide
5 Hours / TF4.01, TF4.02, PMV.03, PM1.02, PM3.O3, IE2.01
OCSGE: 2a, 4a, 4d, 7g / -Activities on the address
-Summary writing
-Peer Editing / -read and discuss Kofi Annan’s Interdependence Day address
-complete comprehension and inquiry activities on the address
-write a summary of the address
-peer edit the summaries
5 Hours / TVF.02, TV2.01, TF3.02, TF4.03, PMV.03, PMV.04, PM1.03, PM1.04, PM2.01, PM2.02, PM3.02, PM3.03, PM3.04, PM3.05, PM4.01, PM4.04, IEV.02, IEV.03, IE2.03, IE3.01
OCSGE: 1c, 1d, 2b, 3a, 4a, 5a,5d, 7a, 7e / -Comparison chart
-Research process
-Declaration of Interdependence / -examine examples of declarations of interdependence
-understand the history of the first declaration
-compare and contrast multiple declarations
-research issues facing the city or province to be addressed a declaration of interdependence
-write a declaration of interdependence
UNIT 2: Find Your Voice
Time: 20 hours
Unit Description
Oral presentation and language skills are necessary for success both in and out of school settings. Oral language is a foundational area of literacy, often taken for granted, that must be fostered. Discussing ideas and key concepts helps students to work out their understanding of material and is an important first step in writing. This unit strengthens students’ verbal and visual presentation skills, while increasing comfort and confidence. Students will understand what makes an effective presentation and prepare and present a researched presentation of their own. Critical thinking skills are reinforced in the debate activity and students will examine an issue from interdisciplinary perspectives to formulate their ideas. Teacher modeling is a key element of this unit.
Unit 2 Overview Chart
Time / Expectations / Assessment / Task/Activities2 hours / TF4.03, PM1.03, IEV.02, IE2.01
OCSGE: 2a, 4c, 5e / -Anecdotal teacher assessment / -impromptu and rehearsed show and tell activities
-class discussion on the characteristics of a comfortable presentation
2
hours / TF4.02, TF4.03, IE1.02, IE4.03
OCSGE: 2c, 4b, 4f, 5d / -Student participation in workshop / -Second City Education Company ‘Introduction to Communications’ workshop
10 hours / TVF.02, TF1.03, TF1.04, TF2.03, TF4.01, TF4.04, PMV.01, PMV.02, PMV.03, PMV.04, PM1.02, PM1.03, PM1.O4, PM2.03, PM3.05, PM4.04, IE1.02, IE2.01, IE4.01, IE4.03
OCSGE: 2a, 4f, 5a, 5d, 5g / -Presentation evaluated for oral and visual components / -understand what makes a good and bad presentation—demonstrations of both
-class discussion on the characteristics of a good presentation
-effective use of Power Point and visual presentation techniques
-research a topic for a small-group presentation
6 hours / TVF.03, TV3.03, PMV.01, PMV.02, PMV.03, PMV.04, PM1.03, PM1.04, PM2.03, PM2.04, PM3.01, PM3.02, PMS.05, PM4.01, PM4.03, IEV.01, IE2.02
OCSGE: 1d, 4f, 5a / -Debate and research notes / -debate on two to three topics (depending on class size)
-research a topic to develop arguments and ideas
UNIT 3: Create to Communicate
Time: 22 hours
Unit Description
Art is a reflection of self and society; a form of expression as old as man. This unit examines how art, in its many forms, functions as a means of communication. Specifically, activities expose students to Aboriginal art and music, and examine the interdependence of culture, history, environment and religion. Students study the influence of outside cultures and biases on traditional Aboriginal culture, and examine original artifacts to trace the evolution of Aboriginal societies in Canada. Students investigate symbolism in art, and discover that to fully appreciate art requires an understanding of the context and background of the creator. Through the creation of their own pieces of art, and development of an art workshop for elementary students, students learn the importance and significance of art as a form of personal and cultural expression.
Unit 3 Overview Chart
Time / Expectations / Assessment / Task/Activities4 hours / TVF.04, TF2.01, TF3.01, PM1.01, PM1.02, PM3.01, PM3.02, IE3.03, IE4.03
OCSGE: 1j, 4a, 5e, 7f, 7g / -Anecdotal teacher assessment / -watch Shooting Indians and complete a viewing guide
-attend the Native Exhibit and Lab Lesson at the Royal Ontario Museum
-study an artifact from the First People’s Gallery at the ROM
-class and small group discussion
10 hours / TVF.04, TF2.04, TF4.01, TF4.04, PMV.01, PMV.02, PMV.04, PM1.04, PM4.01, IEV.04, IE1.01, IE1.04, IE3.03, IE4.01, IE4.03
OCSGE: 2e, 4c, 5e, 6e, 7j / -Anecdotal teacher assessment of drumming worksheets
-Preparation and delivery of drumming workshop for elementary students
-Soundtrack assignment / -study of the history and culture of drumming in Aboriginal societies
-participate in a performance and workshop by the Native Cultural Center
-participate in drumming workshop at Harbourfront Centre
-prepare and deliver drumming workshop to elementary students
-create a personal soundtrack
2 hours / TFV.01, TF1.01, TF1.03, TF3.03, PM3.03
OCSGE: 2e, 5b / -Anecdotal teacher assessment / -study Native rock painting using the ROM traveling kit
-read articles and an interview on Native rock painting
6 hours / TFV.04, TF2.02, TF3.01, PM1.02, PM3.01, PM4.01, IEV.04, IE1.01, IE1.02, IE1.03, IE2.04
OCSGE: 1g, 1i, 3e, 4g, 5g, 6e, 7j / -Anecdotal assessment of student participation in Iroquois beadwork study
-Art piece and write-up / -study Iroquois beadwork using the ROM traveling kit
-create a piece of art based on personal identity and experience with a written explanation and rationale of the piece
UNIT 4: Let Me Tell You a Story
Time: 20 hours
Unit Description
Oral history and story telling have been vehicles for passing on culture and tradition for centuries. Long before the widespread literacy we enjoy today, cultures maintained faith practices and family and societal histories through story telling. Students learn the importance that story telling still holds in aboriginal cultures, and how oral communication is central to maintaining tradition. Native myths, legends and stories are studied to better understand faith and spirituality of these cultures, and compared to Catholic gospels and parables. Story telling is important for strengthening connections with relatives and older generations. Students connect with their own histories and traditions in conversation with elders in their own communities. Students’ literacy skills are strengthened in two ways in this unit; they transition from oral to written story, emphasizing the writing process, and practice and perform an oral story for elementary school students. Through the study of the story telling genre, examining myths, legends and stories, experiencing traditional Native story telling, and writing and performing their own stories, students gain an appreciation of the power of oral tradition.
Unit 4 Overview Chart
Time / Expectations / Assessment / Task/Activities3 hours / TVF.03, TF2.02, TF3.01, PMV.01, IE1.03, IE1.04
OCSGE: 1h, 5e, 7c, 7d, 7f, 7g / -Anecdotal teacher assessment / -study the history and tradition of Native story telling
-attend the Native Cultural Centre’s Story Telling presentation
7 hours / TVF.01, TF2.04, TF4.01, PMV.01, PMV.02, PMV.03, PMV.04, PM2.03, PM3.03, PM4.03
OCSGE: 1a, 1b, 4d, 6b, 7g / -Comparative Essay / -examine Native myths, legends and stories
-write a comparative essay between a Native and Catholic faith story
7 hours / TF1.03, TF3.01, TF4.03, PMV.01, PMV.04, PM1.02, PM1.03, PM1.04, PM3.02
OCSGE: 1h, 4a, 4g, 6a, 6c / -Interview
-Written Story / -interview cultural elder or relative to learn a story
-review short story conventions
-use the writing process to record the oral story
3 hours / TF2.02, TF4.04, PMV.04, IEV.04, IE1.02, IE2.02, IE2.04
OCSGE: 3b, 4f, 5d, 5g, 6e, 7j / -Short story performance / -practice and perform the story from the elder for elementary school students
UNIT 5: One Province, Many Voices
Time: 18 hours
Unit Description
Multiculturalism is the finest quality of our province. As the face of Ontario, and its largest city, Toronto, continues to diversify, communities grow and change to meet the needs of their citizens. This unit examines how immigration has changed this province, specifically looking at Toronto’s multi-ethnic population and the challenges of maintaining culture and tradition. Students experience one of Toronto’s premier multicultural neighbourhoods on an excursion through Kensington Market, to discover how Canada has developed through immigration and its influences. Literacy skills are strengthened through report writing as students study an immigrant group of their choice and its influence on Canadian culture. Finally, students will prepare a travel brochure for Toronto, highlighting the many cultural communities to visit.
Although this unit is not fully developed in this course document, the viewing guide is included below.
Unit 5 Overview Chart
Time / Expectations / Assessment / Task/Activities3 hours / TF1.01, TF3.01, PMV.03, PM1.02, PM1.03, PM3.01, PM3.02, IE1.04
OCSGE: 1d, 1e, 1j, 6c, 7d / -Advice column / -watch the video “Urban Elder” (National Film Board of Canada Production, 1997) and complete viewing guide
-read and discuss articles on multiculturalism and heritage
-write an advice column to new Canadians
4 hours / TVF.02, TF2.03, TF3.02, TF3.03, PM1.01, IEV.04 PM1.02, IE3.01
OCSGE: 3f, 7a, 7g / -Anecdotal teacher assessment / -attend Harbourfront Centre’s Kensington Market excursion
-class discussion
4 hours / TVF.03, TVF.04, TF2.03, TF4.04, PMV.01, PMV.02, PMV.04, PM1.02, PM1.04, PM2.03, PM2.04, IE1.01
OCSGE: 1f, 5c, 5g, 7e, 7g / -Brochure / -create a travel brochure highlighting Toronto’s multicultural neighbourhoods
7 hours / TF1.02, TF3.01, TF3.04, PMV.01, PMV.02, PMV.03, PMV.04, PM1.04, PM2.03, PM3.05, PM4.02, IEV.03, IE2.03
OCSGE: 2c, 5g, 7g / -Report / -write a report on an immigrant community in Toronto, highlighting their history and establishment in Ontario and their contributions to Canadian culture
UNIT 6: Connecting and Protecting—Culminating Activity
Time: 15 hours
Unit Description
Understanding our relationship with nature and with the many communities that surround us is essential. This culminating unit focuses on the caretaking and community aspects of interdependence. Students experience a major excursion or cultural exchange. Teachers may decide which type of activity best suits their class and/or their school’s connection with Aboriginal or Inuit communities. As the major activity for this unit may be seasonal, this unit can be done at any point during the course, or broken up over the duration of the course.
Some possible activities are:
· a camping trip: students plan menus, activities, environmental studies, complete survival and first aid training, etc.
· a series of nature walks: students study parks or nature reserves, wildlife and flora, complete survival and first aid training, etc.