Course Content
Module 1 - Introduction to course and Internment Project (2 Periods)
- To provide students with a beginning understanding about the practice of internment, the teacher can refer to Cynthia Letitch's Children's Literature web site for a list of children's books about internment and relocation. Choose one book to read to the students as an entry level activity.
- The teacher will explain that internment has happened many times during history and has in fact happened during the days following 9/11. Using Uncovering the Truth: Was Maher Amar Deported to Syria? as a resource, the teacher will describe the situation that occurred to Mahar Amar, Canadian Syrian in September, 2002- a current incident of internment in the wake of 9/11. The class will discuss this current day example of internment and speculate about why the situation happened.
- Students explore the internment project links, the project objectives and activities.
- Cooperative Group activity skills are reviewed for use in Affinity Diagram activity
#1.
- Students work in groups to complete Affinity Diagram (activity #1) using Inspiration software. Affinity Diagram is due at end of week. (Each group member should email completed Affinity Diagram to teacher)
- Students begin the Blogging (activity #2) using www.blogger.com to create blogs. (Students are required to complete, and email at least one Blogging activity to their teacher per week.) (All blogs will be evaluated using a Blogging rubric )
- Students complete peer review for Affinity Diagram activity. Email completed peer review to teacher.
- Submit self assessment for Affinity Diagram using assessment Rubric on activity page.
Learning Outcomes for Module 1. After completing module one student should be able to:
- identify a group of people that experienced internment
- demonstrate a basic understanding about the term internment
- identify some reasons for internment
- present their ideas (using Inspiration Software) about internment in a logical order that connects one point to another
- reflect (using their Blog) on what they have learned about internment and offer specific evidence, including details and examples to support the viewpoints.
- Students read through their assigned web-pages article for Jigsaw activity (activity #3)
- Students write summaries for Jigsaw article. (Refer to HOW TO WRITE A SUMMARY on Jigsaw activity page.)
- Students report back to Jigsaw Groups and submit summaries to teacher.
- Activity #1 (Affinity activity) marked
- Students continue Blogging activity
- Student(s) conference with teacher and decide on topic and assessment criteria for Module 3 and activity #4 Visual Representation of Internment.
Learning Outcomes for Module 2. After completing module 2 students should be able to:
- describe different episodes of internment in Canada and elsewhere in the world
- demonstrate understand of the prevailing conditions that influence the use of internment
- demonstrate understanding some of the complex issues surrounding internment
- demonstrate an appreciation of democracy and what it means to be a Canadian
- describe alternative ways of maintaining safety during a national crisis
- reflect (using their Blog) on the additional readings about internment, how effective internment is, and effective strategies for maintaining safety during a national crisis?
(Periods 1-4)
- Student(s) conference with teacher and decide on topic and assessment criteria for Module 3 and activity #4 Visual Representation of Internment.
- Activity #3 ( Jigsaw activity) marked.
- Students work on Visual Representation of Internment (activity #4)
- Students create self assessment rubric using the Rubistar web site for activity #4.
- Students continue Blogging activity.
(Periods 5-7) - Activity #4 work
- Students continue work and complete activity #4 (Visual Representation of Internment)
- Teacher organizes debate teams of 4 to 5 students and debate topics for Module 4 activity #5 Debate.
- Students evaluate activity #4 according to assessment rubric.
- Students continue Blogging activity
Learning Outcomes for Module 3. After completing module 3 students should be able to:
- communicate their understanding of internment and the complex issues surrounding internment and draw reasoned conclusions from information found in the literature
- use multimedia to communicates their understanding and addresses three or four key issues about internment (Provide research evidence, including details and examples to support the information you present in your web-page.)
- reflect (using theirBlog) on others' ideas and viewpoints about internment, and about past and present issues, stereotypes and propaganda in literacy, information, and mass media communication surrounding internment.
(Periods 1-4)
- Students preview and observe debate link "Torture is Justified During National Security Crises".
- Student preview and learn debating strategies by linking to debate speaking tips land debate resources
- Students participate in several short, impromptu debates
- Students work on Debate activity #5
- Student continue Blogging activity
(Periods 1-4)
- Students work on debate activity.
- Students deliver debate.
- Students complete peer evaluation for Debate activity and email to their teacher.
- Students complete final Blogging activity.
Learning Outcomes for Module 4. After completing module 4 students should be able to:
- express agreement or disagreement, and justify and provided evidence for their viewpoints on internment
- demonstrate critical and deep thinking skills
- present their ideas in a logical order that connects one point to another
- present a logical conclusion based on the information they have offered
- adhere to correct debate procedures and demonstrate effective debating skills
- reflect (by Blogging) about internment and about alternative ways of maintaining safety during times of national crisis in the future in Canada.
