Student Date Descriptive Feedback Given to Student Anecdotal Observations WS 3 Matching Activity Cards Jennifer Abel – Diving Bryan Barnett – Bobsleigh Kia Nurse – Basketball Braxton Stone-Papadopoulos – Freestyle Wrestling Bianca Farella – Rugby Santo Condorelli – Swimming Elizabeth Gleadle – Javelin
Andre De Grasse – Sprinting John Davison – Cricket Wayne Simmonds – Hockey Crispin Duenas – Archery Melanie McCann – Pentathlon (fencing, freestyle swimming, show jumping (on horse), pistol shooting, cross-country run) Ohenewa Akuffo – Wrestling Josh Vander Vies – Boccia
, NFB, 1989 (Delores Shadd, Grace Fowler, Addie Aylstock, Gwendolyn Johnston, Leonard Johnston, Eva Smith) : Jim Crow Lived Here Too, Esery Mondesir, 2014 (Bromley Armstrong, Hugh Burnett) Image – The Canadian Encyclopedia Nelson, T. (2015). “Bromley Armstrong: ” In T. Henderson (Ed.), Rights and Equality (pp. 30–32). Oakville, ON: Rubicon Publishing Inc. Image Hugh Burnett Video: , NFB, 1954 – Ontario’s Historical Plaques Hugh Burnett – “ and the National Unity Association,” Ontario Heritage Trust Image Video: Long Road to Justice: The Viola Desmond Story : “About Marcus Garvey and the Black Star Line” by Martha King Marcus Garvey Article: Toronto Star Classroom Connection. (2016). “The UNIA.” In (p.6). – BlackPast.org – Akua Benjamin Project – “Historicist: Third World Books and Crafts” Article – “Historicist: Banned in Buffalo” Obituary – Akua Benjamin Project – “Historicist: Third World Books and Crafts” Article – “Historicist: Banned in Buffalo” Obituary Image – “Caribbean Connection: One Man’s Crusade” – New Brunswick Black History Society (imagined likeness)
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) 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. – “Caribbean Connection: One Man’s Crusade” Lena O’Ree – New Brunswick Black History Society Thomas Peters Flaherty, S. (2009). Thomas Peters: . Boston, MA: Houghton Mifflin. Article – BlackLoyalist.com
Charles Roach Nelson, T. (2015). “Strive to Be Like Rosa.” In T. Henderson (Ed.), (pp. 14–15). Oakville, ON: Rubicon Publishing Inc. – OFL “In Memoriam” Article: “Lawyer Charles Roach Dies with Citizenship Dream Unfulfilled,” CBC News Mary Ann Shadd Cary Hohn, N. L. (2015). “.” In T. Henderson (Ed.), Media (pp. 18–21). Oakville, ON: Rubicon Publishing Inc. – Government of Canada Article: “Notable Black Canadians” – Toronto’s Historical Plaques ’s Historical Plaques – Ontario Heritage Foundation Sadlier, R. (2003). The Kid’s Book of Black Canadian History. Toronto, ON: Kids Can Press. Constance Timberlake – New Brunswick Black History Give students in their expert groups time to research and discuss the required information to complete their section on WS 3 Black community leaders in Canada Graphic Organizer. To provide guidance to each group, pose the following questions: “What issue was the leader concerned about? What injustice did they experience or witness? “ “How did the leader respond to the anti-Black racism they experienced and/or witnessed?” “What was the impact of the action the leader took or influenced?” “What leadership qualities did the leader exhibit in addressing the issue?”
WS 3 Black community leaders in Canada Leaders Graphic Organizer 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: Leadership Qualities Anchor Chart Categorizing Thinking to Build New Knowledge: Black community leaders in Canada Graphic Organizer Categorizing Thinking to Build New Knowledge: Debriefing Discussion Consolidating the Learning Experience: Monologue WS 2 Leadership Qualities Anchor Chart Examples of Community Leaders Qualities of a Leader WS 3 Black Community Leaders in Canada Graphic Organizer Community Leader Social Issues Concerned With Strategies Resolution Character Traits Displayed
Article – Toronto Daily Star (on page 9) – “Miguel Shares a Powerful Story about His Grandmother in The Columbia Chronicle” – USA Today Article: “Nurse Sues after Hospital Grants Dad’s Racial Request” – Ontario Black History Society Profile – Government of Canada Profile – Black Nova Scotian News Video – “Anti-Black Racism and Racial Harassment in the RCMP” by Selwyn Pieters “Black Officer Records Long Struggle for Equality in the RCMP,” “ABLE Co-founder Wants Black Officers to Join Organization,” Share News, May 15, 2013 – . Jean Augustine – Video: “Jean Augustine – First Black Woman in Parliament” : “Black Strathcona: Barbara Howard” : “90-year-old Burnaby Woman Was Once Fastest in British Empire” : “Recognition of Talented B.C. Sprinter Finally Gets Up to Speed,” The Globe and Mail, May 18, 2010. : “Sprinter Barbara Howard on Life as an East Van P.E. Teacher” – The Canadian Encyclopedia Video: “Celebrating Portia White,” CBC WS 1 Student Assessment Checklist WS 2 Learning Centres Checklist WS 3 Elijah McCoy, the First Black Patented Inventor Born in Canada WS 4 Albert Jackson, Toronto’s First Black Postal Carrier WS 5 Marisse Scott, One of Canada’s First Black Nurses WS 6 First Black Women in the Royal Canadian Mounted Police WS 7 Jean Augustine, First Black Canadian Female Member of Parliament WS 8 Barbara Howard, First Black Canadian Woman to Represent Canada in a Major International Athletic Competition and the First Black Teacher in the Vancouver School Board
Which track and field events did Barbara compete in? Where did she travel to compete in the British Empire Games (now called the Commonwealth Games)? How did she get there? How did Barbara feel about her track and field accomplishments when she was 17 years old? How does she feel about them now? What additional “first” did Barbara achieve as an adult? Activity: As a group, create and write a “cheer” or “chant” for Barbara Howard that reflects what you have learned about her accomplishments. Perform your cheer for the class. WS 9 Portia White, the First Black Canadian Concert Singer to Win International Acclaim Read and view the resources and answer the following questions: Where and when was Portia born? How did Portia become involved in singing? What kind of training did she receive? Who supported Portia, and in what ways did they support her? What personal and social barriers did Portia face in her pursuit of her dream to become a performance concert singer? Why does society respond favourably to Portia White and other artists of colour while at the same time discriminating against them? Activity: Use Reader’s Theatre to retell aspects of Portia’s life, including one of the concerts she performed (as described in Singing Towards the Future). Follow these steps: Assign roles (narrator, characters, etc.). Write a short script using the text resources you read. Practise your dramatic presentation. Perform it for the class. WS 10 Barriers on the Journey to First
“What is your understanding about segregation in Canada?” Tell students that they will be learning about political leaders, how they came to become politicians and how their work has had an impact on Canada and the world. Step B: Assessment for Learning Categorizing Thinking to Build New Knowledge: Oral Discussion and Documentation of Thinking: Gallery-Style Picture-Word Induction Model (PWIM), Finding Out More, Section Share – Top Five, Digging Deeper, Read Aloud Have students seated at their desks in small groups with a clear view of the screen where the image will be shown. Do not tell the students the person’s name or gender in advance. Tell students that they will be viewing some images that show different aspects of an individual’s life. They are to view the image and have a discussion in their group as to what they see, hear, feel, infer and predict about the image to tell the story of the individual. As they collaboratively come up with ideas, they are to write them down so that they can make connections between the images. Select and prepare to show an image of Leonard Braithwaite (from WS 3 Visual Images A – Leonard Braithwaite or WS 4 Visual Images B – Leonard Braithwaite). Do not tell the students who the person is before allowing them to view the image. Before projecting the image on screen, tell students that you will view and discuss the first image together as a class. Project the image and deconstruct it with the students. Encourage discussion using the following probing questions: “Who are the people in the image?” “What are they doing?” “Where are they?” “How are the different people in the image connected?” “What information do we get from what we see in the background?” “What role do you think each person has in the image?” “Who do you think is the politician in this image? How do you know?” “What does this image say about who the person is?” “If we were to ‘zoom out’ on this image, what else/who else might we see in the image?”
WS 7 Comic Strip Planning Sheet WS 8 Comic Strip Example WS 9 Peer Editing Evaluation Sheet WS 10 Oral Presentation Rubric: Peer Assessment Rubric 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: Oral Discussion Categorizing Thinking to Build New Knowledge: Guided Research Categorizing Thinking to Build New Knowledge: Written Biography Consolidating the Learning Experience: Technological Presentation WS 2 Anecdotal Observations/Conferencing Tracking Template Student Date Descriptive Feedback Given to Student Anecdotal Observations WS 3 Research—Scientists, Medical Practitioners/Doctors and Inventors
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 A Collection of Common Terms and Definitions Related to Race and Identity in Ontario