T09: Getting to Know “The Big Six”

I. Learning Challenge: After watching each section, complete the corresponding personal response, applying the Historical Thinking concept to your own life. Be prepare to discuss your answers and learning in the last half of class.

1. Historical Significance

This video introduces the factors that determine what and who from the past should be remembered, researched, taught and learned (7:14 minutes)

2. Evidence and Interpretation

This video introduces the validation, interpretation and use of primary and secondary sources of historical information in the construction of historical accounts and arguments (6:55 minutes)

3. Continuity and Change

This video explains how lives and conditions are alike over periods of time and how they changed for people and societies that came before and after (6:19 minutes)

4. Cause and Consequence

This video considers who or what influenced history and what were the repercussions of these changes (6:20 minutes)

5. Historical Perspective

This video discusses the viewing of the past through the social, intellectual, emotional and ethical lenses of the time (5:53 minutes)

6. Ethical Judgement

This video explores assessing the past and the implications of past actions in light of past and present norms about the appropriate treatment of others (6:53 minutes)

II. Homework / Written Assignment:

Please respond to the following prompt in a fully-developed PQS / PEE paragraph on your blog.

Q: Which historical thinking skill do you believe is the most important to consider for a vibrant and challenging Social Studies experience this term? Why?

Due Date: Tomorrow

 

All videos and summaries from The Critical Thinking Consortium

T10: Act 4 Reading

Talons,

Please answer the following questions in order to guide your reading of Act 4. Remember that there will be a final quotation quiz on Monday, covering all of Act 3 and 4. Questions can be taken from any part of our reading so ensure that you use your time to read the text closely.

Act 4 Guided Questions and Quotations

T10 Sub Handouts

Hello TALONS,

Due to unforeseen circumstances, I will not be able to come to school today. See below for handouts / assignments.

Romeo and Juliet Written Response

• Due Wednesday night on your blog

• Please use PQS paragraphs.

• Rubric will be provided tomorrow.

• In-text citations for Shakespearean plays follow the format (Act.Scene.Line Numbers). For example (2.3.45-46). 

 

 

 

T10: R+J Act 2 Preview

Talons 10,

For homework tonight, please pre-read Act 2.2, and identify / prepare at least two passages that either reveal how Romeo and Juliet’s conception of love is similar or different. Write these out an explain them (I will check at the beginning of class).

Be prepared to share at the beginning of class tomorrow.

T09: MND Letter to Theseus

Task:

Based on our role-play in class today, select a character (Egeus, Lysander, Demetrius, Helena, Hermia) and craft a letter to Theseus that persuades him to give rule in your favour.

This response should be no longer than one page AND posted on your blog no later than Wednesday, February 6th, BEFORE CLASS.

Consider:

• What does your chosen character want?

• What do they fear will happen if they do not get what they want?

• What is their main argument / arguments?

• How will they present themselves to the king?

• How does the Athenian law effect them in this matter?

YOUR WORK WILL BE ASSESSED ON THE ‘AT A GLANCE’ SCALE PROVIDED ON THE COURSE OUTLINE.

T10: R+J Text Conversation 1.1 and 1.2

Q: What would Benvolio text to Romeo about the skirmish between the Montagues and Capulets, as well as Romeo’s strange behaviour?

Rules

• Demonstrate clear understanding of plot

and character of Act 1.1 –1.2.

• Focus on wants / fears

• Language and emojiuse must fit character.

• Response no longer than one page, double sided.

MARKED BASED ON ‘CHECK SCALE’ PROVIDED IN COURSE OUTLINE