Students select a controversial historical figure and describe perspectives that exist regarding the contributions of this historical figure.
Instructional Support
A number of possible tasks are provided in this suggested activity. It is not intended that you work through all of the tasks, but rather select those tasks and resources that will best meet the learning needs of your students. The focus should be on ensuring that students have the background and support to be successful with the skill that is the focus for assessment (describe multiple perspectives).
Setting the Context for Learning
- Ask students to consider the following:
- Does a person need to live an exemplary life to be honoured in Canada?
- Should the way we value people's contributions be reconsidered as our views of what is acceptable behaviour change over time?
- Share with students a case study of the debate currently occurring in Canadian society about honouring controversial historical figures such as Edward Cornwallis, Louis Riel and Nellie McClung:
- Ask students to begin thinking about how criteria for judging contributions to a nation change over time.
- Although the summative assessment task uses Bishop Vital-Justin Grandin as a case study, depending on the school community context and student interest, you may wish to alter the case study within the task.
- Let students know that as they work through their inquiry over the next several classes, they will be working on the skills that they need in order to be successful with the Summative Assessment Task: Exploring the Person Behind the Name
.
- Share the assessment task and the assessment task rubric with students. Point out the different parts of the task, and let students know that they will be working on the various parts of the task as the classes proceed.
- The language of the assessment task rubric is clarified through the formative assessment opportunities provided for each suggested activity. The boldfaced descriptive words in the rubric are also clarified in the Summative Assessment Task Rubric Glossary
.
Describe Multiple Perspectives
- Brainstorm, with students, a list of criteria (qualities or characteristics) that students would want exemplified by someone for whom a public place was named. For example, students may suggest that the person needs to have:
- been a Canadian citizen and/or lived in Canada
- provided an important service to Canada
- accomplished something noteworthy
- been recognized by Canadians who represent diverse groups
- modelled the beliefs of our society.
- Share with students some Canadian historical figures who may be considered controversial by our standards today (e.g., Louis Riel, Nellie McClung). Prompt students to question why these figures may not be universally viewed as positive representatives of Canada and Canadians. Encourage students to see that perspectives may vary according to culture, geographic location or religion.
- Select an example of a controversial historical figure and model for students the process of determining the varied perspectives that may exist about the contributions of that person to our nation.
- Encourage students to recognize that all perspectives are valid. However, as individuals, we may not agree with all perspectives.
- Consider selecting representative comments from the Globe and Mail article Halifax Junior High Strips Cornwallis of His Rank. Discuss how people with different perspectives include different information to support their perspectives. Prompt students to consider the following: What will we accept as evidence to support a perspective?
- For students who may struggle, suggest they use the example of Bishop Grandin that is provided in the summative assessment task. Students who are more able may decide to select another historical figure that interests them or that is more representative of their community context.
Formative Assessment
Throughout this suggested activity, you will support students in achieving the following skill that is the focus for assessment:
The following formative assessment opportunity is provided to help students unpack and develop the focus skill for assessment. Feedback prompts are also provided to help students enhance their demonstration of the focus skill for this activity. Formative assessment support is not intended to generate a grade or score.
Formative Assessment: Assessment for Learning Opportunity
Describe Multiple Perspectives
Ask students to engage in a self-reflection on the comprehensiveness of their explanation of the varied perspectives. Encourage students to consider the feedback prompts and highlight where they have addressed the prompts in their response.
Feedback Prompts:
- Have I identified more than one perspective about whether or not this person should be honoured?
- Have I explained the reasons that some groups would:
- agree with having this person's name on a public place?
- oppose having this person's name on a public place?
These feedback prompts can be posted on an interactive white board or bulletin board, or incorporated into a feedback tool that can be copied for student use. Samples of tools created for a similar skill within a different formative assessment context may be found in the Social Studies 20-4 Formative Assessment Summary .
Linking to the Summative Assessment Task
- As students describe multiple perspectives through the suggested activity Exploring a Controversial Historical Figure, they will have completed the first portion of the Summative Assessment Task: Exploring the Person Behind the Name .
- Students should consult the assessment task and the assessment task rubric to ensure that they have provided the information required.
- Encourage students to use feedback received through the formative assessment opportunity to make enhancements to their work in progress.
- If necessary, continue to use the feedback prompts from the formative assessment opportunity to coach students toward completion of a quality product.
Suggested Supporting Resources
Textbook References
Student Basic Resource—McGraw-Hill Ryerson, Understanding Nationalism:
- Pages 326–329 How Can Individuals Promote a National Identity?
- Pages 356–358 Visions of National Identity
- Pages 361–366 What Are Some Visions of Canada?
Teaching Resource—McGraw-Hill Ryerson, Understanding Nationalism:
- Reproducible 4.14.8 Individuals Who Promote a National Identity
- Reproducible 4.14.9 Rethinking the 10 Greatest Canadians
- Reproducible 4.16.2 Visions of Canada
Web Resources
Web Links for Online Sources:
Critical Challenges:
