To what extent is identity (personal and national) shaped by conflict? This is the question found at the centre of the 5 lessons that make up the education package for From Vimy to Juno: Canadians Through Two World Wars. If used as a whole, the lessons will guide students through a journey to understand identity – that of themselves, their nation and the historical actors that shaped it. What follows is an overview of each lesson:
In this activity, students will be introduced to the concept of "identity" through the creation of personal identity charts.
- Concept
-
The Ethical Dimension
Historical Significance
Cause and Consequence
- Theme
-
Commemoration
Canadian Identity
- Level
-
Junior
Secondary
Download
PDF
(179.6 KB)
Get Adobe Reader
OUTCOMES
Students will be able to:
-
Identify various facets of identity
-
Explain the concept of transparent vs. hidden/concealed identity
-
Articulate how their analysis and/or evaluation of a current event is shaped by their identity
MATERIALS
-
Paper
-
Pens
-
Current event story
-
Masking tape
SUGGESTED TIME FRAME
LESSON OVERVIEW
In this activity, students will be introduced to the concept of “identity” through the creation of personal identity charts. In subsequent lessons these identity charts will help students understand the ‘lenses’ through which they analyze and evaluate
historical events and figures. Furthermore, the identity chart process will be applied to historical figures in an attempt to help us understand their individual points of view and motivations.
PROCESS
1. Introduction (3 minutes)
- Explain to students that our perceptions of events – both past and present – are shaped by our roles and experiences. Thus, asking the question “Who am I?” can not only help us understand ourselves but also our responses to historical figures and events.
Furthermore, understanding identity can help us recognize, analyze and evaluate the points of view and motivations of groups, nations and historical figures.
- Explain that one of the most effective ways to explore identity is through the use of and identity chart – a web consisting of words, images or a combination of both.
- Explain that in this lesson students will be constructing their own personal identity charts.
2. Creating identity charts (37 minutes)
- Using a “think aloud” strategy to articulate the process construct your own (teacher’s) identity chart on the classroom whiteboard. Should you need an example, a simple internet search using the terms “identity chart example” will provide many images.
- As you construct your identity chart consider including as many of the following aspects of identity. Please note that this is not an exhaustive list of aspects of identity.
Aspects of Identity (examples): Community roles, Culture, Family Role, Hobbies, Hometown, Interests, Job, Nationality, Personality Traits, Physical Characteristics, Place of Birth, Political Affiliation, Race, Religion.
- After you have finished your example identity chart ask the students if they think it represents the “big picture” of who you are. Students are likely to say “no.” Explain that what they see on the chart are the “transparent” aspects of your identity
but there are many aspects of your identity you may not make known to others. These are called the “hidden/concealed” aspects of your identity and could include anything you feel uncomfortable sharing. For example: injuries, breakups, traumatic experiences,
etc. Explain that although you’re not going to include these aspects on your chart, it helps to mentally acknowledge them.
- Ask students to use the above process to create their own personal identity charts. As students work on their identity charts, ensure that they are including a high degree of information. Here are some examples of how they can stretch their thinking:
Aspect of Identity : Family Role
Student Answer Example : Sister/brother
How Thinking Can Be Extended : Are you the youngest or oldest sibling?
Aspect of Identity : Hometown
Student Answer Example : Vancouver
How Thinking Can Be Extended : Is this a rural, suburban, or urban environment?
3. Identity and current events (40 minutes)
- Find a current event (print or digital) that would elicit a wide range of student responses on an “agree-disagree spectrum.” Ask students to reflect on the story with regards to the following question: “To what extent do you agree with . . . .” Ask
them to use their identity charts to help them reflect on why they agree or disagree with the question posed. Each student should be able to identify a minimum of two aspects of identity that influenced their response.
- EXAMPLE: Should public schools bearing the name of Sir John A. Macdonald be renamed?
- While students are reflecting on the story, set up a continuum (masking tape works well) across the floor of the classroom. Label one end “strongly agree” and the other side “strongly disagree.” Once students have read and reflected on the current event
ask them to position themselves along the spectrum according to how much they agree or disagree with the prompt. Have students share their responses and explain what 2 aspects of their identities most influence they way they interpret the event.
Back to Lesson Plans
See HTML version
In this activity, students will be introduced to the concept of a "grand narrative" and explore some of the events traditionally included in Canada's grand narrative of the First World War, the Interwar Years (1919-1939), and the Second World War.
- Concept
-
Primary Source Evidence
Historical Significance
Historical Perspectives
- Theme
-
Commemoration
Canadian Identity
- Level
-
Junior
Secondary
Download
PDF
(222.4 KB)
Get Adobe Reader
OUTCOMES
Students will be able to:
-
Explain the concept of a grand narrative;
-
Identify the short & long term causes of historical events (Cause & Consequence);
-
Identify the immediate and delayed, intended and unintended consequences of historical events (Cause & Consequence);
-
Describe Canadian identity as it relates to the grand Canadian narrative (Evidence).
MATERIALS
-
World map (large classroom map is preferable)
-
Post-it notes (arrows and squares)
-
List of personality trait adjectives (should contain both positive and negative traits)
-
Chart paper
SUGGESTED TIME FRAME
LESSON OVERVIEW
In this activity, students will be introduced to the concept of a “grand narrative” and explore some of the events traditionally included in Canada’s grand narrative.
PROCESS
1. Introduction (Day 1 - 3 minutes)
- Explain to students that a grand narrative is a single story to describe an experience. This experience could be that of a single person, group or even nation. These stories are shaped by the events we choose to acknowledge and how we interpret them.
On a larger scale, national narratives are portrayed through textbooks, literature, art and even film.
- Explain that in this lesson students will be looking at some of the events from the First World War to the Second World War that are typically included in the grand Canadian narrative.
2. Creating a class timeline (Day 1 - 40 minutes)
- Before students arrive, have a timeline set up along one or more walls of the classroom. There should not be any events on the timeline and it should begin at 1914 (beginning of the First World War) and end in 1945 (ending of the Second World War).
- Assign each student one of the following events of the grand Canadian narrative. As there are 16 events, it is likely that each event will be investigated by at least 2 students. Ask them to explore the secondary source material that accompanies each
event on the digital timeline. As they do so they should complete BLM #2.1* for their assigned event. Students should note that in many event articles, other events are mentioned (e.g. the Halifax explosion mentions the War Measures Act). Students
should also be creating additional BLM #2.1s for these events.
- Be sure to hand out a copy of “Rubric #2.1 – Event Graphic Organizer” so that students understand the assessment criteria.
First World War Events: Beginning of the First World War, Second Battle of Ypres, Beaumont Hamel and the Battle of the Somme, Battle of Vimy Ridge, Battle of Passchendaele, Halifax Explosion, Hundred Days Offensive and Armistice Day
Interwar Years Events: First election where women can exercise the right to vote, Founding of the Canadian Legion, The 1930s (Great Depression and Statute of Westminster), Unveiling of the Vimy Memorial and the Vimy Pilgrimage
Second World War Events: Canada declares war and joins the Second World War, Dieppe Raid, Invasion of Sicily and the Italian Campaign, D-Day and the Normandy Campaign, Victory in Europe Day
- Once all students have completed their graphic organizers, place them in the appropriate order on the class timeline. Additionally, students should use an arrow post-it note to indicate on the classroom map where their event occurred.
*BLM 2.1 asks students to note the short and long term causes of the event, describe the event itself, and distinguish between the unintended/intended delayed and immediate consequences. The resulting worksheet has 7 sections: Short Term Causes, Long Term Causes, Event, Unintended Immediate Consequences, Intended Immediate Consequences, Unintended Delayed Consequences, and and Intended Delayed Consequences. BLM available in downloaded material.
3. Defining a Canadian Identity (Day 1 - 37 minutes)
- Divide students into groups of 3-4 and hand them a stack of small post-it notes and a list of personality traits (various lists can be found via an internet search). Explain to them that they will be analyzing each event on the timeline in order to determine
how it influenced Canadian identity.
- Ask the groups to read the event graphic organizer for each event on the class timeline. As a group, discuss what the event might indicate about a Canadian identity. Choose one personality trait from the list and write it on a post-it note. If the trait
is positive, stick it above the event on the timeline. If the trait is negative, stick it below the event on the timeline. Repeat the process until all students have analyzed each event. Try to ensure that as students progress through each event they
are selecting different adjectives to describe identity. For example, if the first group selected “brave” as their trait, future groups should not write “brave.” They must choose a different word (e.g. determined, courageous, etc.).
- Once students have explored all the events on the timeline, ask them to locate the event they were responsible for in Task #2. Ask students to read all the traits on the post-it notes and select the one they believe best reflects the Canadian identity
in reference to that event.
- Create an identity chart for Canada on a piece of chart paper at the front. Ask students to contribute the trait they chose from all the post-its related to their event. As students share they should also explain their rationale for choosing that particular
trait to the class.
4. Supporting claims of Canadian identity (Day 2 – 65 minutes)
- Tell students that they will now be investigating the trait they put forth in the Canadian identity chart activity (i.e. the trait associated with their assigned event). More specifically, they will be working backwards from the secondary source material
to assess the veracity of the identity trait. If there is evidence to support the claim we call it corroborating evidence. If there is evidence to refute the claim we call it contradictory evidence.
- Ask students to revisit the class timeline to identify four events where they think Canadians displayed the assigned trait. Encourage students to choose events from First World War, the Interwar Years, and the Second World War - they should not stick
to just one era. Once they have identified their four events they must explore the secondary sources related to each event to help prove or disprove this hypothesis of the Canadian identity trait. BLM #2.2** Can be used to record their findings.
- Be sure to hand out a copy of “Rubric #2.1 – Event Graphic Organizer” so that students understand the assessment criteria.
- Once students have conducted their research they should briefly share their findings with the class and refine the Canadian identity chart that the class constructed.
BLM #2.2 helps students track their sources. For each Identity Trait, students list Events. Evidence is recorded and distinguished as secondary or primary, and as corroborating or contradictory. A conclusion prompt at the end of the worksheet asks whether the identity trait fits based on the evidence discovered. BLM available in downloaded material.
5. Reflection (Day 2 – 15 minutes)
Either as a class discussion or individual written compositions have students reflect on one of the following questions:
- Does your personal Canadian identity (see Lesson #1) match with what the class determined Canadian identity to be? Explain.
- Do you think identity is formed more through conflict or peacetime? Explain.
RUBRIC 2.1
| ASPECT |
APPLYING |
DEVELOPING |
EMERGING |
| CAUSES |
Accurately identified, fully explained and correctly categorised multiple causes of the event as short and long term. |
Accurately identified, fully explained and correctly categorised some causes of the event as short and long term. |
Accurately identified some causes of the event but needed support to explain and/or categorise them as short and long term. |
| THE EVENT |
Accurately and fully explained what happened during the event and who (significant individuals, groups, nations) was involved. |
Accurately but briefly explained what happened during the event and who (significant individuals, groups, nations) was involved. |
With support, explained what happened during the event and who was involved. |
| CONSEQUENCES |
Accurately identified, fully explained and correctly categorised multiple consequences of the event as intended vs. unintended and immediate vs. delayed. |
Accurately identified, fully explained and correctly categorised some consequences of the event as intended vs. unintended and immediate vs. delayed. |
Accurately identified some consequences of the event what happened during the event but needed support to explain and/or categorise them as intended vs. unintended and immediate vs. delayed.
|
RUBRIC 2.2
| EVENT CHOICES |
Made a clear connection between the trait being investigated and the 4 events chosen from the grand narrative timeline. The events come from a variety of distinct eras. |
Made a connection between the trait being investigated and the events chosen from the grand narrative timeline. The events may focus more heavily on one or two eras. |
With support made a connection between the trait being investigated and the events chosen. |
| EVIDENCE (CORROBORATING & CONTRADICTORY) |
Accurately and fully explained what the sources say and correctly categorised them as corroborating or contradictory. |
Accurately and fully explained what most of the sources say and correctly categorised most of them as corroborating or contradictory. |
With support, explained what some of the sources say and categorised them as corroborating or contradictory. |
| CONCLUSION |
Fully explained whether or not the hypothesised identity trait was valid. The conclusion was supported with well explained evidence from the graphic organiser. |
Explained whether or not the hypothesised identity trait was valid. The conclusion was supported with briefly explained evidence from the graphic organiser. |
With support explained whether or not the hypothesised identity trait was valid. |
Back to Lesson Plans
See HTML version
In this activity, students will explore a personal or family narrative that spans the First or Second World War via a series of primary sources. They will then use this information to assess the experiences of their chosen subject and revisit the concept of how identity is shaped.
- Concept
-
Primary Source Evidence
Cause and Consequence
Historical Perspectives
- Theme
-
Commemoration
Personal Stories
- Level
-
Junior
Secondary
Download
PDF
(183.4 KB)
Get Adobe Reader
OUTCOMES
Students will be able to:
-
Describe the personal experiences of one Canadian or Canadian family from the pre-First World War era to the post-Second World War era (Evidence);
-
Assess the personal experiences of one Canadian or Canadian family from the pre-First World War era to the post-Second World War era for positive and negative personal impact;
-
Evaluate how peacetime vs. wartime shaped the identity of one Canadian or Canadian family (Historical Perspectives).
SUGGESTED TIME FRAME
LESSON OVERVIEW
In this activity, students will explore a personal or family narrative of their choice from the From Vimy to Juno virtual exhibit. They will use the overview of the person’s or family’s story to gain a basic understanding of their activities from the
pre-First World War to post- Second World War eras. Once they have that basic understanding they will explore a range of primary sources to understand and assess the associated experiences. Finally, they will revisit the concept of how identity is shaped.
PROCESS
1. Introduction (Day 1 - 25 minutes)
- Explain to students that in this lesson they will get to know the journey of one Canadian or Canadian family who had links to both the First and Second World Wars. More specifically, they will explore the role or roles this person or family had in both
peace and wartime and draw conclusions as to the impact these experiences might have had on identity – personal and national.
- Give students a little bit of time to look through some of the stories and choose their person or family of focus.
- Once students have chosen their person or family of focus, come back together for a short debrief. Mention each person or family and ask which students chose to study them. Choose a few students to explain why they made that particular choice. Ask them
if they can make a link between their personal identities and their choice.
2. Exploring an Individual Journey (Day 1 - 55 minutes + Day 2 - 40 minutes)
- Handout a copy of "BLM #3.1 - Exploring an Individual Journey"* and "Rubric #3.1 - Exploring at Individual Journey" to each student.
- Ask them to read the introductory narrative for their chosen person or family and fill in the “Locations” and “Activities” columns of their graphic organizer.
- Encourage students to be as specific as possible regarding location (e.g. city rather than province or country) although this will not be possible for all locations.
- Encourage students to google any activities or occupations they may not be familiar with.
- Once students have completed the “Locations” and “Activities” columns have them explore the primary sources within their chosen narrative. Ask them to analyze each source to find out what their person or family might have seen, heard, felt, smelled or
tasted as they carried out their particular job, fought in battle, etc. Students should record their findings in the “Senses” column of their graphic organizer.
- Remind students that some sensory experiences will be easier than others to infer. For example, it might be difficult for students to determine what someone may have smelled.
- Next, once students have explored all the primary sources within their narrative they should return to the grand narrative timeline and explore the primary sources related to any event that had a direct impact on the individual journey they are investigating.
Ask them to analyze these new sources in order to add to the “Senses” column.
- Finally, students should reexamine their findings to determine whether each era (pre-First World War, interwar years, Second World War and post-Second World War) was negative, neutral or positive for their chosen individual or family. For each assessment
ask students to give reasons for their assessment.
*BLM #3.1 helps students understand the journey of the person they have chosen. Each row represents an era (Pre-First World War, First World War, Interwar Years, Second World War, Post- Second World War). For each era, students include details of Locations, Activities, and Senses. Finally, students make and justify an assessment about whether the era was positive, negative, or neutral. The BLM is available in the downloaded material.
3. Exploring personal and national identity more deeply (Day 2 - 40 minutes)
- Ask students to create an identity map for their chosen individual or family. (See Lesson #1 for identity map instructions.)
- Once they have done so, ask students to reflect on the following questions. Reflections can be completed via: class discussions, written compositions, blog posts, digital discussion boards, vlogs, etc:
- How were your individual’s or family’s experiences shaped by their identities
- What aspect of identity had the most impact on their negative experiences? Positive experiences?
- Revisit the Canadian identity that was identified in Lesson #2. To what extent is that identity similar to the identity of your chosen individual? What do you think accounted for these similarities or differences?
RUBRIC 3.1
| ASPECT |
APPLYING |
DEVELOPING |
EMERGING |
| LOCATIONS |
Listed all locations mentioned in the narrative and associated sources. |
Listed most locations mentioned in the narrative and associated sources. |
Listed some locations mentioned in the narrative and associated sources. |
| ACTIVITIES |
Listed all the activities mentioned in the narrative and associated sources. |
Listed most of the activities mentioned in the narrative and associated sources. |
Listed some of the activities mentioned in the narrative and associated sources. |
| SENSES |
Accurately analysed a variety of primary sources to infer the detailed sensory experiences of the chosen person or family. |
Accurately analysed some sources to infer the basic sensory experiences of the chosen person or family.
|
Analysed some sources with support to infer the basic sensory experiences of the chosen person or family.
|
| ASSESSMENT |
Assessed the era and supported it with a detailed and logical explanation. |
Assessed the era and supported it with a brief and logical explanation. |
Assessed the era with support. |
Back to Lesson Plans
See HTML version
In this activity, students will revisit the source material related to one individual or family narrative to identify significant events in that person's or family’s journey. From there, they will design a pilgrimage route and accompanying materials that feature the five most significant sites to this person’s or family’s journey.
- Concept
-
Primary Source Evidence
Historical Significance
Historical Perspectives
- Theme
-
Commemoration
Canadian Identity
Personal Stories
- Level
-
Junior
Secondary
Download
PDF
(194.9 KB)
Get Adobe Reader
OUTCOMES
Students will be able to:
SUGGESTED TIME FRAME
PROCESS
1. Introduction (10 minutes)
-
Explain to students that in this lesson they will be exploring the concept of historical significance in order to help them design a pilgrimage route for those interested in honouring individual Canadian First and Second World War contributions via
travel.
-
Explain what a pilgrimage is to students: A journey to a series of places that have significance to someone. Although pilgrimages are traditionally associated with religion, they can be secular (non-religious) too.
-
Explain that in 1936, such a pilgrimage was made by many Canadians for the unveiling of the Vimy Memorial. In this activity, students will use that pilgrimage as an inspiration to create something similar for the person or family they have been investigating.
-
Conduct a class discussion:
- Why might someone choose to go on a pilgrimage?
- Why is it important to remember?
- What impact might a pilgrimage have on personal identity? National identity?
2. Understanding historical significance (15 minutes)
- As a class brainstorm reasons why we remember some events and forget others. Use this brainstorm to introduce the topic of historical significance.
- Introduce the three criteria for historical significance.
CRITERIA FOR HISTORICAL SIGNIFICANCE
It resulted in change - it impacted people (how many?) and/or led to changes (how long lasting or widespread?)
It is revealing - it helps us understand something about the past better
It is relevant - it helps us understand something about issues that concern us today
- Tell students that significance is dependent on the question being asked or the person asking it. What is significant to some is insignificant to others.
3. Picking the pilgrimage locations (40 minutes)
- Ask students to review the experiences of the Canadian they learned about in Lesson #3. As they do so, they should choose the five events (a mix of First World War, Interwar Years, and Second World War events) they think were most significant to that
specific Canadian. Once they have chosen these events, they should complete BLM #4.1 and BLM #4.2*. Be sure to hand out a copy of "Rubric #4.2 - Pilgrimage Annotations" so that students understand the assessment criteria.
*BLM 4.1 is a world map for students to map the the pilgrimage they are planning. BLM 4.2 is a chart to identify each stop on the pilgrimage, and what the significance of each stop is - why is it important to the person's identity? The full BLMs are available in the downloaded material.
4. Designing the pilgrimage materials (15 minutes)
- Explain to students that they will now be designing a hybrid pilgrimage passport and guidebook for those that wish to embark on the journey.
- Show students Diefenbaker’s Vimy Pilgrimage materials (particularly the passport, guidebook and supplement) to give them an example of what a passport and guidebook might look like.
- Encourage them to explore these materials in more depth on their own time to gain inspiration for design and various aspects they might want to include.
- Tell students that they can be as creative with the project as they wish but it must be presented in a passport style with the following elements:
- Title page indicating the name of the pilgrimage (include name of the individual and/or family the pilgrimage is devoted to);
- Page for the traveler’s information
- 1 page per pilgrimage stop – each page must include the following information
- Location of the pilgrimage stop
- Description of when the historical person or family was here and what they were doing
- Unique passport stamp that reflects the person’s or family member’s experience here.
- Be sure to hand out a copy of "Rubric #4.3 - Pilgrimage Passport" so that students understand the assessment criteria.
- Once all passports are completed, have students conduct a gallery walk and/or put them on display for the school.
RUBRIC 4.2
| ASPECT |
APPLYING |
DEVELOPING |
EMERGING |
| PILGRIMAGE SITES |
Chose sites that are linked to a mix of World War One, Interwar Years, and World War Two events. |
Choose sites that draw heavily from 2 eras. |
Chose sites that draw heavily from 1 era. |
| SIGNIFICANCE |
Fully explained the significance of the site using all three aspects of the criteria for historical significance. |
Explained the significance of the site using two of the three aspects of the criteria for historical significance. |
With support, explained the basic significance of the site using one of the three aspects of the criteria for historical significance. |
RUBRIC 4.3
| ASPECT |
APPLYING |
DEVELOPING |
EMERGING |
| OVERALL DESIGN |
Incorporated all aspects of a traditional passport. |
Incorporated most aspects of a traditional passport. |
Incorporated few aspects of a traditional passport. |
| DESCRIPTION OF STOPS |
Included an accurate and detailed description of the importance of the site to the journey of the subject. |
Included an accurate but brief description of the importance of the site to the journey of the subject. |
With support, included a brief description of the importance of the site to the journey of the subject. |
| PASSPORT STAMPS |
Included a unique stamp for each of the sites to be visited. The stamp is reflective of the significance of the site to the journey of the subject. |
Included stamps for each of the sites to be visited. The connection between some of the stamps and the significance of the site is unclear. |
Included stamps for each of the sites to be visited. The connection between most or all of the stamps and the significance of the site is unclear. |
Back to Lesson Plans
See HTML version
In this activity, students will analyze at least three existing memorials linked to the events from the grand narrative timeline. They will then use their findings to help them design and create a memorial to honour one of the narrative voices from Lesson #3.
- Concept
-
The Ethical Dimension
Historical Significance
Historical Perspectives
- Theme
-
Commemoration
Personal Stories
- Level
-
Junior
Download
PDF
(187.1 KB)
Get Adobe Reader
OUTCOMES
Students will be able to:
-
Analyze various memorials (Evidence)
-
Design a memorial for an individual narrative
-
Construct a memorial for an individual narrative (optional)
SUGGESTED TIME FRAME
LESSON OVERVIEW
In this activity, students will analyze at least three existing memorials linked to the events from the grand narrative timeline. They will then use their findings to help them design and create a memorial to honour one of the narrative voices from Lesson
#3.
PROCESS
1. Introduction (3 minutes)
- Explain what a memorial is to students.
“A memorial is an object which serves as a focus for memory of something, usually a person (who has died) or an event. Popular forms of memorials include landmark objects or art objects such as sculptures, statues or fountains, and even entire parks.”
~Wikipedia
- Explain to students that in this activity they will be exploring a minimum of three memorials linked to the events from the grand narrative timeline with the intention of using their findings to help them design and create a memorial to honour one of
the narrative voices from Lesson #3.
2. Analyzing existing memorials (32 minutes)
Assign each student one of the following memorials linked to some of the grand Canadian narrative events: The Second Battle of Ypres, The Somme Offensive, The Battle of Vimy Ridge, The Halifax Explosion, The Battle of the Atlantic, The Raid on Dieppe,
D-Day and the Normandy Campaign.
- Ask them to look at the source material related to their assigned memorial (e.g. pictures, interviews with the designers, etc.) and complete a copy of BLM #5.1.*
- Be sure to hand out a copy of "Rubric #5.1 - Memorial Analysis" so that students understand the assignment criteria.
- Once students have completed their graphic organizer, assign them to a group with 2-3 other students. Each member of the group should have analyzed a different memorial than the rest of the group members. Ask student group members to share their findings
with the group. For each memorial presented the group should discuss whether or not they think the memorial appropriately memorializes the event? Remind students to support their claims with evidence.
*BLM 5.1 is a worksheet focused on the analysis of existing memorials, and is broken into 7 sections: Event (What is being memorialized?); Location (of the memorial); Description (of the memorial); Scale; Symbolism; Materials. The full BLM is available in the dowloadable material.
3. Designing a memorial (45 minutes)
- Ask students how a memorial to an event (like the ones they studied) might be similar and different than one to a person (like the one they will be designing). Brainstorm ideas on the board.
- Explain to students that they will be designing and constructing a memorial to honour the narrative voice they learned about from Lesson #3. They can work individually or in a group.
- Ask students to complete BLM #5.2.**
- Be sure to hand out a copy of "Rubric #5.2 - Memorial Design" so that students understand the assessment criteria.
**BLM 5.2 has two parts which both focus on the students' plans for their own memorials. Part 1 is about the inspiration for the memorial: who is it? What locations, activities, themes, and emotions were significant in the different eras of their life? Part 2 is about the design of the memorial: the location, scale, symbolism, and materials. Students are asked to sketch a photo of their memorial as well.
4. Constructing a memorial (optional – in-class or extension activity)
Note: this activity would be ideal for classes that have access to a makerspace.
- Have students construct a small scale model of the memorial they designed. Remind them that they will not likely be able to access all the materials they need to construct their memorial but that they should make every attempt to make the used materials
look like the intended materials.
- Once all memorials are completed have students conduct a gallery walk and/or put them on display for the school.
RUBRIC 5.1
| ASPECT |
APPLYING |
DEVELOPING |
EMERGING |
| DETAIL |
Completed the graphic organiser with a great deal of detail. |
Completed the graphic organiser but lacked detail in places. |
With help, completed the graphic organiser. |
RUBRIC 5.2
| ASPECT |
APPLYING |
DEVELOPING |
EMERGING |
| THE INSPIRATION |
Identified plausible emotions and themes associated with each era. |
Identified plausible emotions and themes associated with each era. |
With support, identified emotions and themes associated with each era. |
| THE DESIGN |
Fully explained a plausible rationale for the location, scale, symbols and materials to be used in the construction of the memorial. |
Explained a mostly plausible rationale for the location, scale, symbols and materials to be used in the construction of the memorial. |
With support, explained a rationale for the location, scale, symbols and materials to be used in the construction of the memorial. |
Back to Lesson Plans
See HTML version
