Herb Carnegie (talking about his 14-year-old self): “I knew who I was. I knew what I could do. And that was a case of ‘I’ll show you’!” Worksheets WS 1 Student Assessment Checklist WS 2 Anecdotal Observations/Conferencing Tracking Template WS 3 Placemat (one per group) WS 4 Athlete Graphic Organizer (6—students will work in six smaller groups) WS 5 Barrier Symbols WS 6 Worksheet/Journal Entry WS 1 Student Assessment Checklist Level 1: Incomplete, very little evidence of learning Level 2: With assistance and some evidence of learning Level 3: Independent and considerable evidence of learning Level 4: Independent and excellent understanding Name Activating Schema: Placemat, Anchor Chart Categorizing Thinking to Build New Knowledge: Oral Discussion, Athlete Graphic Organizer Consolidating the Learning Experience: Visual Portrait and Presentation Consolidating the Learning Experience: Worksheet/ Journal Entry WS 2 Anecdotal Observations/Conferencing Tracking Template Student Date Descriptive Feedback Given to Student Anecdotal Observations WS 3 Placemat
Arato, R. (2008). Working for Freedom: The Story of Josiah Henson. Toronto, ON: Napoleon Publishing. Sadlier, R. (2003). The Kid’s Book of Black Canadian History. Toronto, ON: Kids Can Press. Gwendolyn Johnston – Akua Benjamin Project , NFB, 1989 (15:55–20:10) Article: “Historicist: Third World Books and Crafts” Article: “Historicist: Banned in Buffalo” Obituary Leonard Johnston – Akua Benjamin Project Article – “Historicist: Third World Books and Crafts” Article – “Historicist: Banned in Buffalo) Obituary Donald Moore , NFB, 2000 (Viola Desmond, Hugh Burnett, Bromley Armstrong, Donald Moore) – “Caribbean Connection: One Man’s Crusade” Nelson, T. (2015). “Donald Willard Moore: Changing Canada’s Laws One Letter at a Time.” In T. Henderson (Ed.), (pp. 22–25). Oakville, ON: Rubicon Publishing Inc. Lena O’Ree – New Brunswick Black History Society Thomas Peters Flaherty, S. (2009). Thomas Peters: . Boston, MA: Houghton Mifflin. Article – BlackLoyalist.com
WS 1 Student Assessment Checklist Level 1: Incomplete, very little evidence of learning Level 2: With assistance and some evidence of learning Level 3: Independent and considerable evidence of learning Level 4: Independent and excellent understanding Name Activating Schema: Masking Tape High Five Categorizing Thinking to Build New Knowledge: Guided Group Oral Discussion Categorizing Thinking to Build New Knowledge: Guided Group Activity Consolidating the Learning Experience: Acrostic Poem WS 2 Class Representative Vote Counting Sheet Candidate 1: ___________ Candidate 2: ___________ Candidate 3: ___________ Candidate 4: ___________ Candidate 5: ___________ Red: Blue: Green: Red: Blue: Green: Red: Blue: Green: Red: Blue: Green: Red: Blue: Green: Total: Total: Total: Total: Total: WS 3 Barriers on the Journey to First
Level 1: very little evidence of learning Level 2: With assistance and some evidence of learning Level 3: and evidence of learning Level 4: and excellent Name Activating Schema: Class Discussion Categorizing Thinking to Build New Knowledge: 5 Ws and H Graphic Organizer Categorizing Thinking to Build New Knowledge: Visual Biography Consolidating the Learning Experience: Oral Presentation WS 2 Anecdotal Observations/Conferencing Tracking Template Student Date Descriptive Feedback Given to Student Anecdotal Observations WS 3 Word Journal My Word Journal 1. Word: __________________________________________________________
Anderson Ruffin Abbott Article Virtual Exhibit – Featured Plaque of the Month, February 2009 Profile : “Black Doctor from Canada Served in U.S. Civil War, Attended Dying Abe Lincoln” Video: “” Alexander Thomas Augusta Wikipedia Article: National Institute of Health/National Library of Medicine Article: “Binding Wounds Pushing Boundaries: ” Video: “” Philip Edwards Race and Ethnic Relations: Black History Month Article – Canada’s Sport Hall of Fame Winner: 1936 Olympic Athletes: Canada’s Sports Hall of Fame: Journal of Olympic History Article: McGill Athletics and Recreation – Hall of Fame: Sarah Helen McCurdy Fitzbutler Louisville Medicine: University of Louisville Article: William Henry Fitzbutler Louisville Medicine: University of Louisville Article: Anna Jarvis Article: “” Article: “: Serendipity and Great Mentors” Video: “ – Vice Chancellor’s Award Honouree 2014 UWI Toronto Benefit Gala” Sophia Jones Spelman College Article: “ Charts a Course of Success for African-American Doctors” Chatham This Week Article: “‘” William Allen Jones Black History Awareness Society – Canadian Black History Thomas Massiah The Toronto Observer Article – “”
Elijah McCoy Google Search: The Black Inventor Online Museum: Video: Elijah McCoy – “” Video: “ – Elijah McCoy, Inventor” Nathan Mossell Wikipedia Article: University of Pennsylvania Article: “” BlackPast.org Article: Miriam Rossi U of T Magazine Feature Article: “Doctor on Call” – “ Honoured by Youth Mentorship Network” Douglas Salmon Biography U of T Magazine Article: “” Robert Sutton Toronto Star Article: “” WS 6 Ws and H Graphic Organizer Name of Person: (Circle one) Scientist, Physician, Inventor Who Is This? Tell about this Person What Did They Do? Give Examples of What They Did Where Did They Do It? Why Did They Do It? Was It Easy or Difficult? Why? How Did They Do It? WS 7 Comic Strip Planning Sheet
CATEGORY 4 excellent 3 Good 2 Satisfactory 1 Unsatisfactory Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. Student is somewhat prepared but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Posture and Eye Contact Student stands up straight, looks relaxed and confident and establishes eye contact with everyone in the room during the presentation. Student stands up straight and establishes eye contact with everyone in the room during the presentation. Student sometimes stands up straight and establishes eye contact. Student slouches and/or does not look at people during the presentation. Content Student shows a full understanding of the topic. Student shows a good understanding of the topic. Student shows a good understanding of parts of the topic. Student does not seem to understand the topic very well. Screen Design The screen design is very attractive and complements the subject matter. The screen design is attractive and appropriate for the subject matter. The screen design is acceptable. The screen design is distracting. It doesn't complement the subject matter. Media (e.g., audio, graphics, movie clip, animation, etc.) At least four different types of media are used in the presentation. Three types of media are used in the presentation. Two types of media are used in the presentation. Only one type of media is used in the presentation. Text and Graphics The text and graphics complement each other and add to the comprehension of the subject matter. The text and graphics complement each other. The text and graphics don't really complement each other. The text and graphics do not match. GLOSSARY OF TERMS