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<ul><li><p>Designing The Learning </p><p> These three (3) Designing The Learning Modulesfocus on the courses CHC2D (Canadian History since World War 1 Academic), CHC2P (Canadian History since World War 1 Applied) and CHV2O (Civics and Citizenship Open). Each are imbued with First Nations, Mtis and Inuit (FNMI) content, with a particular emphasis on FNMI veterans and their contributions. It is also critical to note that these modules combine the wisest of practices from Secondary: Canadian and World Studies and Secondary: First Nations, Mtis and Inuit Studies at EduGAINS.</p></li><li><p>Rationale</p><p> These unique modules are the result of a commitment from the Ontario Native Education Counselling Association (ONECA) and the Ministry of Education to further the recommendations of the Truth and Reconciliation Commission and also honour the Parry Island Hero Project (i.e. World War Commemoration to honour Francis Pegahmagabow and other FNMI war veterans).</p></li><li><p>CHC2P (Canadian History since World War 1 Applied) </p><p> Highlights of CHC2P: Developing the Learning Activities.</p><p> Students will use a graphic organizer to investigate the contributions of FNMI veterans at Canadian and US websites.</p><p> Students will view the ONECA FNMI veterans contributions video and share their key learning/s with the class.</p><p> Students will work in small groups and summarize their knowledge with the creation of timelines from 1914 to 1929.</p><p> Students will create a mind map that focuses on how FNMI veterans contributions affected Canadians.</p><p> Students will engage in an inquiry project with their current content as the springboard.</p><p> Students will work in pairs or triads and evaluate the historical significance and perspectives that defined their in-class activities related to these themes.</p><p> Students will assess their newly acquired knowledge using the citizenship education framework.</p></li><li><p>CHC2D (Canadian History since World War 1 Academic)</p><p> Highlights of CHC2D: Developing the Learning Activities.</p><p> Students will complete a webquest researching the contributions of FNMI veterans in Canada and the US.</p><p> Students will view the ONECA FNMI veterans contributions video and develop a storyboard of key moments.</p><p> Students will work in pairs and triads and capture their key learning/s with the creation of a timeline from 1914 to 1929.</p><p> Students will participate in a R.A.F.T. activity that focuses on FNMI veterans.</p><p> Students will engage in an inquiry project with their current content as the springboard.</p><p> Students will evaluate their in-class activities with a concentration on historical perspective and continuity/ change.</p><p> Students will assess their newly acquired knowledge using the citizenship education framework.</p></li><li><p>CHV2O (Civics and Citizenship Open)</p><p> Highlights of CHV2O: Developing the Learning Activities.</p><p> Students will complete a visual organizer to identify key issues, beliefs and values that surround FNMI veterans.</p><p> Students will view the ONECA FNMI veterans contributions video and create a collage of words and images. </p><p> Students will perform a poem, rap or open letter describing the beliefs and values that underlie FNMI participation in civic duty.</p><p> Students will engage in an inquiry project with their current content and resources as the springboard.</p><p> Students will share their findings from the inquiry projects in a public space of class deliberations and choice.</p><p> Students will work in small groups and evaluate the political significance and perspectives that defined their in-class activities related to these themes.</p><p> Students will assess their knowledge using the citizenship education framework.</p></li><li><p>Resources for Modules</p><p> All resources (visual organizers, websites, timelines, video, inquiry project outlines, R.A.F.T. descriptions and all others) are included with each of these modules. This supports teachers and students to engage with the content in an effective, efficient and collaborative manner.</p></li><li><p>Supporting Documents for Teachers Authentic Information for Creating Mini-Lessons for your Classes/Students</p><p>Name of Document</p><p>War and Remembrance: Aboriginal Veterans and Their Contributions to War Efforts from World War I to the Present by Tamara Hancock.</p><p>Aboriginal Veterans: Stories of Heroism by Aboriginal Affairs and Northern Development Canada.</p><p>Aboriginal Veterans and Warriors by Dragonfly Consulting Services Canada.</p><p>Curricula: Canadas Capital Treasures by the National Capital Commission, the Virtual Museum of Canada and TEACH magazine.</p><p>Native Soldiers Foreign Battlefields by Veterans Affairs Canada.</p><p>Remembrance Day: Aboriginal Soldiers and History by Aboriginal Education School District 71.</p><p>Canada Remembers: Aboriginal Veterans by Veterans Affairs Canada.</p><p>World War I Aboriginal Veterans: Honouring Their Contribution and Sacrifice by Canadian Accredited Independent Schools.</p></li><li><p>Supporting Resources for Teachers Concepts of Historical Thinking from EduGAINS (Source: </p><p>OHASSTA and OHHSSCA)</p></li><li><p>Supporting Resources for Teachers Vision and Goals Handout from EduGAINS (Source: Secondary Canadian and World Studies)</p></li><li><p>Supporting Resources for Teachers Vision and Goals Handout from EduGAINS (Source: Secondary Canadian and World Studies) </p><p>continued</p></li><li><p>Supporting Resources for Teachers Vision and Goals Handout from EduGAINS (Source: Secondary Canadian and World Studies) </p><p>continued</p></li><li><p>Inquiry is based in honouring the natural curiousity of students. It is a method of teaching and </p><p>learning</p><p> A Good Question: has more than one answer; has a very deep meaning; gives you lots of information; doesn't have a yes or no answer; is hard to answer and takes a lot of thinking to understand the question; contains exciting words that make you want to look for an answer; is about something you can research; takes a long time to figure out; makes you think, know, and wonder (adapted from Barell, J. Why are school buses always yellow?</p><p>Source: http://www.scholastic.ca/education/teaching_tip/march2013.html</p><p>Examples of Inquiry Questions: How do you know if a law or rule is just for FNMI and non-FNMI </p><p>peoples? How is a FNMI veteran different from a non-FNMI veteran? Which country treated their FNMI veterans best?</p></li></ul>