I) the First World War

CHC2P Summative #1

The Attic Trunk

TASK:

1.  To create an “attic trunk” containing various artifacts (4) from the various time periods covered in the course.

i) The First World War

ii) The 1920s and 1930s

iii) The Second World War

iv) The Post War Era - 1945-67

2.  You may need to create the artifacts yourself. They should look as realistic as possible.

3.  Provide a 50-75 word description of how each artifact was important at the time (its purpose then, and why it was needed)

EXAMPLES

-personal mementos

-music/film/radio clips

-art

-newspaper stories

-medals/awards

-clothes

-jewellery

-journal/diary entries

other, must be appropriate

RESOURCES

-textbooks -Scrapbooks

-notes/assignments from class -internet sources

-website: www.collishaw.pbworks.com -library

STEPS

1.  Brainstorm artifacts for each period to include in your ‘trunk’

2.  Items to be included in the trunk are to be distinctly different. Remember, many years have passed, therefore the items should not look new. The trunk (container) should also look realistic.

3.  Once the artifacts are created, write a 50-75 word paragraph for each artifact explaining its significance in Canadian history.

4.  When attic trunks are completed, the class will have a museum day to display the trunks for the class and for a part of my evaluation.

IMPORTANT DATES

Tuesday, May 1 Project Assigned, begin brainstorming

Friday May 4 Summative Brainstorming Due (Sheet 2)

Tuesday, May 15 Trunk proposal Due (Sheet 3)

Thursday May 24 “Attic Trunk” due

Friday, May 25th Summative Museum Day - show off your work!

June 15, 18, 19 Summative # 2 - The most important moment 1967-2012 - paragraph or interview response.

EVALUATION:

Overall Expectations:

Identity

–  identify and describe the manner in which selected individuals, groups, and events have contributed to the emergence of Canadian identity

–  illustrate significant periods and events in the ongoing development of Canada’s diversity

–  identify periods and events in the ongoing development of Canada’s identity and diversity.

Relationships

–  make connections among between Canada’s older and more recent social and international relationships

–  explain, using examples from their own lives and from Canadian history, the concept of relationship

Change

–  explain how and why economic, political, and technological changes have affected Canadians

–  identify major changes in Canadian history (social, economic, and/or political changes)

–  understand the concept and characteristics of change using modelled thinking strategies

SHEET 2 – Artifact Brainstorming Due May 4th

SHEET 2 – Artifact Brainstorming Due May 4th

SHEET 3 – “ATTIC TRUNK” PROPOSAL Due: May 15th

Complete the graphic organizer (table) indicating what you intend to use for each artifact, how you will make it and why

Intended Artifact / How you intend to make / construct it / Why (its historical significance / importance)
First World War
1920s and 1930s
Second World War
Post-War 1946-67

Attic Trunk Summative Rubric

Criteria / Level 4 (80–100%) / Level 3 (70–79%) / Level 2 (60–69%) / Level 1 (50–69%)
Knowledge/ Understanding / Demonstrates thorough understanding of the continuity and change of Canadian identity in the 20th Century (i.e., all time periods thoughtfully represented, and all write-ups complete and insightful). / Demonstrates considerable understanding of the continuity and change of Canadian identity in the 20th Century. / Demonstrates some understanding of the continuity or change of Canadian Identity in the 20th Century. / Demonstrates limited understanding of the continuity or change of Canadian Identity in the 20th Century.
Thinking / Artifacts are genuine, supremely developed and chosen with a high degree of effectiveness and represent more time periods than required. / Artifacts are genuine, thoroughly developed and chosen with a considerable effectiveness and represent all time periods required. / Artifacts are somewhat genuine and developed and chosen with some effectiveness. Most time periods are represented. / Artifacts are developed and chosen with limited effectiveness and representation of time periods.
Communication / Ideas in written descriptions are expressed with a high degree of imagination, logic, and historical accuracy. / Ideas in written descriptions are expressed with considerable imagination, logic, and historical accuracy. / Ideas in written descriptions are expressed with some imagination, logic, and historical accuracy. / Ideas in written descriptions are expressed with limited imagination, logic, and historical accuracy
Application / Creates a strong sense of historical authenticity. This display is worthy of a place in a museum! / Creates a considerable sense of historical authenticity. / Creates some sense of historical authenticity. / Creates a limited sense of historical authenticity.

Please note that students who do not meet the Level 1 expectations will be given a Level R (<50%)

Sheet 2 (Brainstorming) Level Achieved: ______Sheet 3 (Proposal-table) Level Achieved: ______

Overall Level Achieved: ______