UNIT OVERVIEW
The Focus Our collaborative group of teachers in Socials 7 is looking for an inquiry based and critical thinking approach to Ancient Civilizations. We are seeking a student-centered, growth mindset approach where students shape the learning and even teach others, where they can find success in areas that interest them, and where they can collaborate and demonstrate the Core Competencies (BC Ministry of Education, 2018a) as well as several Socials 7 Curricular Competencies (BC Ministry of Education, 2018b). Though the overriding question will be "How did an ancient civilization order itself, and create greatness?", there are many smaller inquiry questions that will guide the learning as each phase develops. Mackenzie (2018) was a guiding influence overall and with the TL stations approach to discovery for students. His INQUIRY POOL idea provided a framework for scaffolding the unit. Reasons for including inquiry into the classroom are emphasized to the right. Link to picture. The InnovatEd 2018 (LINK) Workshops provided important information around provocations and structure of inquiry. Marnie Birkland and associated website from the SD23 Instructional Leadership Team (ILT) was also a valuable resource for information and introducing the idea of the Inquiry Journal. The ILT Inquiry Graphic (2018) also provide a strongly visual graphic framework for further, more open inquiries after this one. |
Multiple Literacies
Traditional informational literacies is a big part of this unit as the BCTLA Points of Inquiry Model (2009) is based on, but each of the other literacies are incorporated. Metaliteracy occurs as students "find, evaluate, interpret, manage, and use the information they gather to answer questions and develop new ones" (Jackson and O'Keefe, 2014, p.30) in a collaborative and dynamic environment where the student transforms into the teacher. Transliteracy is "moving across literacies" (Andretta, 2009), and is incorporated in the inclusion of videos, websites, virtual reality, games, databases, print materials, presentation options that utilize varying tools and the use of the Google Suite as a communication and collaborative tool, all of which must be carefully analyzed and used to construct meaning.
Length of Inquiry/Timing
11 weeks for core inquiry, without extensions listed. See "Points" below.
Weeks 1-4: Point 1 below. Significant time exploring and connecting.
Week 5/6: Point 2 - Investigate
Weeks 7/8 -Point 3 - Constructing the Presentation and Amazing Race
Weeks 9-11 - Point 4 - Presenting and running the Race - (cumulative times tracked for each team)
Week 11 - Point 5 - Reflections and continuing with deeper questions and extensions (see An Inquiry Primer - demonstrates the guided/open Inquiries and the importance of the learning cycle.)
5 Points of the Inquiry
I had originally thought the THINQ 4-6 Inquiry model (Coyler and Watt, 2016) the best framework for the inquiry, for the clear, comprehensive design in 4 concise and manageable steps; however, as our library The British Columbia Teacher-Librarians' Association (BCTLA) Points of Inquiry model (2010), which is based on Barbara Stripling's Inquiry-based Learning (2003), with a strong "construct" element, this better provides the framework for the unit as students first wonder and connect, then investigate, construct, express, then reflect. This PDF includes 2 appendices elaborate on "what to do" at each point of the inquiry.
The Planning Process: Several colleagues from our own school and another Middle school in the Kelowna area have begun the process to complete this large task.
Products of Learning and Assessments - Briefly here, links and details in the Unit plan:
Traditional informational literacies is a big part of this unit as the BCTLA Points of Inquiry Model (2009) is based on, but each of the other literacies are incorporated. Metaliteracy occurs as students "find, evaluate, interpret, manage, and use the information they gather to answer questions and develop new ones" (Jackson and O'Keefe, 2014, p.30) in a collaborative and dynamic environment where the student transforms into the teacher. Transliteracy is "moving across literacies" (Andretta, 2009), and is incorporated in the inclusion of videos, websites, virtual reality, games, databases, print materials, presentation options that utilize varying tools and the use of the Google Suite as a communication and collaborative tool, all of which must be carefully analyzed and used to construct meaning.
Length of Inquiry/Timing
11 weeks for core inquiry, without extensions listed. See "Points" below.
Weeks 1-4: Point 1 below. Significant time exploring and connecting.
Week 5/6: Point 2 - Investigate
Weeks 7/8 -Point 3 - Constructing the Presentation and Amazing Race
Weeks 9-11 - Point 4 - Presenting and running the Race - (cumulative times tracked for each team)
Week 11 - Point 5 - Reflections and continuing with deeper questions and extensions (see An Inquiry Primer - demonstrates the guided/open Inquiries and the importance of the learning cycle.)
5 Points of the Inquiry
I had originally thought the THINQ 4-6 Inquiry model (Coyler and Watt, 2016) the best framework for the inquiry, for the clear, comprehensive design in 4 concise and manageable steps; however, as our library The British Columbia Teacher-Librarians' Association (BCTLA) Points of Inquiry model (2010), which is based on Barbara Stripling's Inquiry-based Learning (2003), with a strong "construct" element, this better provides the framework for the unit as students first wonder and connect, then investigate, construct, express, then reflect. This PDF includes 2 appendices elaborate on "what to do" at each point of the inquiry.
- Point 1 develops significant Wonder and Connection, and background knowledge to this complex unit through Amazing Races, virtual and virtual reality field trips, and board games. As well, important background knowledge about the 7 Pillars of civilizations and short guided inquiries that will help them to determine if 2 examples of an early and fictional civilization actually qualify as civilizations. Armed with their inquiry journal. exploration of print materials in stations in the Library, students will finally select a culture to explore, answering for themselves "What culture am I most drawn to and why?"
- Point 2 involves Investigation in small groups, where students will ultimately in Phase 3 collaborate on creating an Amazing Race for their Ancient Civilization. Key questions will center around "Why is this culture unique?" or "what elements are most important in this culture". Students will also need to research, "How does my culture meet the 7 pillars of civilization criteria?" for their final presentation. Students will also be asked to answer "Why did this civilization fall apart?" and "How did it contribute to our knowledge/reality today?"
- Point 3, the Construct phase, students question "How can I turn what I have learned into an actual learning challenge?" Students can choose areas of interest within the cultures to allow for choice (such as technology, religion, trade). This will involve the construction of the Amazing race and supporting presentation which justifies their choices in the race and outlines the 7 pillars. Students will also be asked to answer "Why did this civilization fall apart?" and "How did it contribute to our knowledge/reality today?"
- Point 4, Express, will be running the Amazing Race and "debriefing" us as a group the day after the Amazing Race as to why the activities presented were so central to the culture. Students will also be asked to answer "Why did this civilization fall apart?" and "How did it contribute to our knowledge/reality today?"
- Point 5 is an opportunity to self-Reflect on their learning and reflect on the groups, their own and individual peers performances during the assignment.
- Further extensions from the inquiry will involve a revisit to students inquiry journals. Here they will begin to develop more specific questions that will span several cultures regarding issues around "influence", "decline", ""purpose", "injustice", "patterns","leadership", "rights", and other elements of society and human behaviours as loosely guided by BC Ministry of Education curricular outcomes (2018b).
- Another extension - time permitting - is to have students create their own society (in groups of 3) in any space and time they choose based on the 7 pillars, and defend it is a civilization to small visiting neighbours from other "societies". Example from Mr. George.
- NEXT PHASE (upcoming but not completed): Students will embark on a separate inquiry project, premised on First Nations principles, that will explore our on-campus ecosystem from a local Indigenous perspective, with many hands on activities and opportunities to "indigenize" the ecosystem and culminate in building a First Nations garden. The inquiry will be around "How can we authentically honour our local Indigenous People's, by learning and sharing their culture in our learning ecosystem at our school?" - See Blog section of this website.
The Planning Process: Several colleagues from our own school and another Middle school in the Kelowna area have begun the process to complete this large task.
- Division of Duties: Our colleagues at RMS have completed some core learning pieces around the Pillars of Civilization. We are using the Google Drive to collaborate and store files (access to this resource folder). The overaching unit plan is being developed by myself with the consultation and guidance of a close colleague from RMS.
- In collaboration with our TL, mini lessons based on Harvey and Daniels (2009, pp. 116-124) are combined with stations that build interest and connection during Point 1.
- Timeline - The Inquiry is ready to launch upon completion of this project on November 21st. Any elements still requiring finalization will be completed in a timely manner.
Products of Learning and Assessments - Briefly here, links and details in the Unit plan:
- Understanding of the elements of civilizations - gleaning notes from videos (notes)
- Teacher observation of group communication and interactions (communication), organization and ability to stick to timelines (personal responsibility)
- Mini-conferences
- Amazing Race Challenge
- Presentation on key elements of a civilization and selection process to determine the "most important"
- Self and peer assessment of contribution and critical and creative input (thinking) to the Amazing Race and presentation
- A self decorated inquiry journal
Curricular Outcomes
Curricular and Core Competencies
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Evidence of learning
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Resources Required
- Virtual Reality Class kit -
- VR Headsets – Interactive 3-D visual learning tool - SD23 has purchased a class set with Android phones, which they are piloting at our school. Virtual Reality field trips to ancient sites will provide the curiosity and wonder in the early stages of inquiry. Google Expedition is the App that runs the virtual field trip, with the use of a master iPad to direct the students. This is a highly visual and auditory experience that all can access at any level. As students are viewing primary artifacts, it is authentic and tangible. Well researched facts provide interest and generate wonders. The technology is cutting edge which is highly exciting for the students. Paired with an I notice, I wonder activity, (which will be assessed and used to guide students towards their interest), the intent is to have students begin questioning and constructing necessary background knowledge and terminology to conduct meaningful research.
- Library Database - World Book Student combines seamlessly with World Book Timelines, These sites provide the overview of the time eras. Clear and concise, without too much jargon, the timeline allows for students to take not of periods of rise and fall and reasons for decline. Interactive, complete with pictures and brief, but providing enough for further research, World Book will help students frame their civilizations in time. Highly accurate and easy to navigate, this database a good fit for the unit. Associated presentation on access and bibliographies - Slideshare on zoteroBib
- SQWORL - online annotated resource link tool - Many filtered and appropriate starting points for research
- Library stacks have with high quality selections from all major ancient civilizations (Mesopotamia, China, India, Japan, Greece, Rome, Aztecs and Mayans, and Egypt). First Nations will be covered in depth after this unit and is not yet included (See next phase under 5 Points of Inquiry section). The process will have stations set up in the LC set up to do a "speed dating" of cultures. Following a range of background knowledge building activities, students will look through the books from many cultures, they will decide on one that they connect to. Print materials generally contain informative items, timelines, captions, thought provoking question boxes, pictures, diagrams and maps. All of this makes the information accessible to a variety of learning styles and differing student capabilities (BC ERAC, 2008) . Information form print Materials is accurate and reliable.
- Computer cart time and access as needed
- Projector and cables
- Westlandia you tube reading -
- Amazing Race bookmarks - Blank
- Seven Wonders Board Games -
- Three decks of cards featuring depictions of ancient civilizations, military conflicts and commercial activity. The game requires social interactions, and communication and collaboration skills (Ministry of Education, 2018a). It is a critical thinking game with 2 levels of game play, to challenge more gifted students. Trade routes, resources and military conflicts are part of this game. It has won 30 game awards and only requires 30 minutes to play a game with the simpler instructions. Great for introduction around architectural wonders.
- Inquiry Journals ( example cover)
- Support materials, videos, evaluation rubrics, self assessments, and other resources are inserted at appropriate lesson point.
- Individual supplies students may need to complete Amazing Race stops are students responsibility.
THE INQUIRY
CONNECT AND WONDER - Point 1
Guiding Questions - "What is a 'civilization' and how does it function?" and "What culture am I most drawn to and why?"
Outcome - To understand through "The Big Ideas" what elements make a civilization and develop Wonder around a particular one.
Approximate timing - 9 classes.
Guiding Questions - "What is a 'civilization' and how does it function?" and "What culture am I most drawn to and why?"
Outcome - To understand through "The Big Ideas" what elements make a civilization and develop Wonder around a particular one.
Approximate timing - 9 classes.
Activities and Resources
Day 2 - Seguay - Understanding the transition between nomadic lifestyle and civilization. See the "History Of Civilization" video, right side - 4:44 - play while:
OPTION AT THIS POINT - To work through Mesopotamia with the "Is this a civilization?" in mind, with fun engaging activities that emulate Amazing Race elements, culminating in another "Amazing Race". This will reinforce elements of presentation, and build strong understanding of culture. (not inserted here yet) Investigate - Point 2
Guiding Questions - "Why is this culture unique?" or "What elements are most important in this culture?" "How does my civilization meet the 7 pillars of civilization criteria?" "What is required in my research and how can I use resources and strategies to make the most of my time and efforts" Outcome - To learn broad research skills (multiple sources, note taking techniques, credibility, tracking, generating new questions, paraphrasing, organizing (BCTLA, 2010)) for investigation of a topic. Approximate timing - 5 classes. Day 11 - Divide students into Inquiry groups by civilization (3-4 per group)
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Video Support
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Construct - Point 3
Guiding Questions - "How can I transform my knowledge into activities/travel?"
"What elements are most important in this culture and should be included in the 'Amazing Race'?"
"What elements of the 7 pillars of civilization am I including in my presentation?"
Outcome - To create an experience for other students that conveys key elements of an ancient culture - BCTLA (2010) catchwords are "Compare, contrast, synthesize, collaborate, interpret, create new knowledge, sequence, cause and effect." Students incorporate strong communication and logical and creative thinking skills.
Timing - 6 classes.
PRODUCT OPTIONS:
Guiding Questions - "How can I transform my knowledge into activities/travel?"
"What elements are most important in this culture and should be included in the 'Amazing Race'?"
"What elements of the 7 pillars of civilization am I including in my presentation?"
Outcome - To create an experience for other students that conveys key elements of an ancient culture - BCTLA (2010) catchwords are "Compare, contrast, synthesize, collaborate, interpret, create new knowledge, sequence, cause and effect." Students incorporate strong communication and logical and creative thinking skills.
Timing - 6 classes.
PRODUCT OPTIONS:
- PRESENTATION - Powerpoint/Google Slidedeck (basic) , Prezi/Google Sites (moderate), Coding/Movie( i or Movie Maker)/Screen casting in combination with another presentation style.
- AMAZING RACE - 4 activities that interactively "tour" our class through the civilization. Guided Template
Day 16-18
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Express - Point 4
Outcome - To create an experience for other students that conveys key elements of an ancient culture - BCTLA (2010) catchwords are "participate, social exchange, listening speaking. viewing, understanding, applying models and rubrics, respecting intellectual property, variety of media." Timing - 6 classes (classes 21-27). Structure - Students will execute their leg of the Amazing Race (45 minutes), then present their presentation (15 minutes). Evaluation - Previously co-created rubric Student Activity - Students catalogue information on a large infosheet to utilize in the next phase of inquiry around cross cultural questions. Reflect - Point 5
Outcome - To have students look at areas of growth through the project and in the future and to evaluate the input of group members towards group success. BCTLA (2010) catchwords are "peer, self, assess, constructive criticism, adjust, future" Timing - Once completed activities, students evaluate the group (ongoing through Express) Reflection - Peer and self evaluation sheet on group and self performance and future adjustments. Class group reflective share and celebration of The Amazing Race winning team. Option - Teacher could track the journey of the Amazing Race and have one final leg that sums up the journeys of each leg (e.g. matching game with locations and activities). FURTHER INQUIRY - Students embark on a journey of Inquiry that deals with questions across cultures, loosely guided by Key Questions from BC Ministry of Education (2018b) Socials 7 Curriculum and student Inquiry Journals. |
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WORKS CITED/CONSULTED
Andretta, S. (2009). Transliteracy: take a walk on the wild side. Paper given at IFLA Conference, Milan, Italy.
BC ERAC. (2008). Evaluating, selecting and acquiring learning resources: A guide. BC Education Resource Acquisition Consortium (BC ERAC). Retrieved from http://www.bcerac.ca/resources/whitepapers/docs/erac_wb.pdf
BC Ministry of Education. (2018a). BC's New Curriculum: Core Competencies. Retrieved from https://curriculum.gov.bc.ca/competencies
BC Ministry of Education. (2018b). BC's New Curriculum: Social Studies 7. Retrieved from https://curriculum.gov.bc.ca/curriculum/
British Columbia Teacher-Librarians' Association (BCTLA). (2010) Points of Inquiry and Appendix 2 "The Inquiry Cycle" PDF
Colburn, Alan. (2000). An Inquiry Primer. Science Scope. Retrieved from http://www.ubclts.com/docs/Inquiry_Primer.pdf
Coyler, Jill and Watt, J. (2016). Ch.1 Getting started: inquiry based learning with junior learners (THINK 4-6 for the junior classroom). Wave Learning Solutions.
Jacobson, T. E. & O'Keeffe, E. (2014). Seeking – and finding – authentic inquiry models for our evolving information landscape. Knowledge Quest. 43(2): 26-33.
Harvey, Stephanie, and Harvey Daniels. Comprehension & Collaboration: Inquiry Circles in Action. Heinemann, 2009.
Instructional Leadership Team. (2018) SD23. Conversations, website - https://www.instructionalleadershipteam.com/ile. Accessed 21 Nov. 2018. and Infographic.
InnovateEd2018. (Oct. 19, 2018). Mt. Boucherie HS, West Kelowna. https://www.innovate-ed.ca/schedule
Mackenzie, T. (2016). Dive into Inquiry. Irvine, California: EdTech Team Press.
Mackenzie, Trevor. (2018). KLO Inquiry Workshop. bit.ly/KLOInquiry
Miriam Library. (2010). Evaluating Information – Applying the CRAAP test. California state University, Chico. Retrieved from: https://www.csuchico.edu/lins/handouts/eval_websites.pdf
Stripling, B.K. (2003). Inquiry-based Learning. In B. K. Stripling & S. Hughes-Hassell (Eds.), Curriculum connections through the library (pp. 3-39). Westport, CT: Libraries Unlimited.
TLSpecial Wiki. CCRAP Detector (Currency, Coverage, Relevance, Authority, Perspective). LLED 469 course notes.
Tools and Resources
Google Suite - students create, edit, share various tools such as documents, slides, and sites. Online for ease of access and free and each student has a personalized account. Allows for sharing points, collaboration and communication throughout the project. Available through GAFE arrangement with District #23.
Mr.Donn.org - Free Online Interactive Games & Activities for Kids. https://www.mrdonn.org/games.html. Accessed 22 Nov. 2018. - Fun, interactive and educational games on different cultures. These will be whittled down to the most engaging and shared out on a SQWORL (look for it here in the near future).
Prezi Inc. (2015). Prezi for education. Available at http://prezi.com/prezi-for-education/
Scratch Coding - Scratch is a visual shareware program for education that involves coding with bricks and is aimed at Children. It was produced and is maintained by MIT. This tool offers extension opportunities for students who want to customize their presentation by using avatars onscreen, changing backdrops and coding for movement and words. Found at https://scratch.mit.edu/
SQWORL - a Pathfinder available at www.sqworl.com. It is a free website that is used to convey information to students, but students could also choose this to help store information easy through annotated bibliographies.
Andretta, S. (2009). Transliteracy: take a walk on the wild side. Paper given at IFLA Conference, Milan, Italy.
BC ERAC. (2008). Evaluating, selecting and acquiring learning resources: A guide. BC Education Resource Acquisition Consortium (BC ERAC). Retrieved from http://www.bcerac.ca/resources/whitepapers/docs/erac_wb.pdf
BC Ministry of Education. (2018a). BC's New Curriculum: Core Competencies. Retrieved from https://curriculum.gov.bc.ca/competencies
BC Ministry of Education. (2018b). BC's New Curriculum: Social Studies 7. Retrieved from https://curriculum.gov.bc.ca/curriculum/
British Columbia Teacher-Librarians' Association (BCTLA). (2010) Points of Inquiry and Appendix 2 "The Inquiry Cycle" PDF
Colburn, Alan. (2000). An Inquiry Primer. Science Scope. Retrieved from http://www.ubclts.com/docs/Inquiry_Primer.pdf
Coyler, Jill and Watt, J. (2016). Ch.1 Getting started: inquiry based learning with junior learners (THINK 4-6 for the junior classroom). Wave Learning Solutions.
Jacobson, T. E. & O'Keeffe, E. (2014). Seeking – and finding – authentic inquiry models for our evolving information landscape. Knowledge Quest. 43(2): 26-33.
Harvey, Stephanie, and Harvey Daniels. Comprehension & Collaboration: Inquiry Circles in Action. Heinemann, 2009.
Instructional Leadership Team. (2018) SD23. Conversations, website - https://www.instructionalleadershipteam.com/ile. Accessed 21 Nov. 2018. and Infographic.
InnovateEd2018. (Oct. 19, 2018). Mt. Boucherie HS, West Kelowna. https://www.innovate-ed.ca/schedule
Mackenzie, T. (2016). Dive into Inquiry. Irvine, California: EdTech Team Press.
Mackenzie, Trevor. (2018). KLO Inquiry Workshop. bit.ly/KLOInquiry
Miriam Library. (2010). Evaluating Information – Applying the CRAAP test. California state University, Chico. Retrieved from: https://www.csuchico.edu/lins/handouts/eval_websites.pdf
Stripling, B.K. (2003). Inquiry-based Learning. In B. K. Stripling & S. Hughes-Hassell (Eds.), Curriculum connections through the library (pp. 3-39). Westport, CT: Libraries Unlimited.
TLSpecial Wiki. CCRAP Detector (Currency, Coverage, Relevance, Authority, Perspective). LLED 469 course notes.
Tools and Resources
Google Suite - students create, edit, share various tools such as documents, slides, and sites. Online for ease of access and free and each student has a personalized account. Allows for sharing points, collaboration and communication throughout the project. Available through GAFE arrangement with District #23.
Mr.Donn.org - Free Online Interactive Games & Activities for Kids. https://www.mrdonn.org/games.html. Accessed 22 Nov. 2018. - Fun, interactive and educational games on different cultures. These will be whittled down to the most engaging and shared out on a SQWORL (look for it here in the near future).
Prezi Inc. (2015). Prezi for education. Available at http://prezi.com/prezi-for-education/
Scratch Coding - Scratch is a visual shareware program for education that involves coding with bricks and is aimed at Children. It was produced and is maintained by MIT. This tool offers extension opportunities for students who want to customize their presentation by using avatars onscreen, changing backdrops and coding for movement and words. Found at https://scratch.mit.edu/
SQWORL - a Pathfinder available at www.sqworl.com. It is a free website that is used to convey information to students, but students could also choose this to help store information easy through annotated bibliographies.