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 * Overall Expectations**
 * COV.01** · demonstrate an understanding of the interactions among diverse groups and communities in the United States throughout its history;
 * CCV.01** · demonstrate an understanding of the historical process of change in the context of the development of American history;
 * CHV.01** · describe the influence of key individuals and groups in the development of American social and political identity;
 * SEV.03** · demonstrate an understanding of the uniqueness and complexity of the American system of government and politics.
 * HIV.02** · critically analyse historical evidence, events, and interpretations;
 * HIV.04** · demonstrate an ability to think creatively, manage time efficiently, and work effectively in independent and collaborative study.

twentieth century); versus Sun Belt); the war in Vietnam); Cesar Chavez). Rachel Carson, Ralph Nader);
 * Specific Expectations**
 * CO1.02** – compare the experiences of immigrant groups and their influence in American history (e.g., European settlers in colonial America, slaves forcibly brought from Africa, European and Asian immigrants during the nineteenth century, Hispanic and Asian immigrants during the
 * CO1.03** – demonstrate an understanding of the experiences of African Americans to the present time, particularly in connection with slavery, emancipation, and the civil rights movement (e.g., segregation, disenfranchisement, educational restrictions);
 * CO1.04** – describe how regional identities emerged in the United States, and how they have changed over time (e.g., North versus South, Appalachia and the Midwest versus the East, Rust Belt
 * CO1.05** – demonstrate an understanding of the interactions between significant non-conformist groups and American society (e.g., Loyalists, Quakers, Mormons, the Ku Klux Klan, Branch Davidians).
 * CC1.01** – describe the events that marked profound changes in American history (e.g., the battles of Lexington, Gettysburg, Little Big Horn, and Pearl Harbor; the elections of Andrew Jackson, Abraham Lincoln, Franklin Roosevelt, and Richard Nixon; the development of the atomic bomb;
 * CC1.02** – describe the effects of change on the American people and society (e.g., the effects of the closing of the frontier in 1898, of industrialization and urbanization after the Civil War, of the transformation from an industrial to a post-industrial economy);
 * CC1.03** – describe the roles played by key individuals in the process of change in American history (e.g., George Washington, Harriet Tubman, Geronimo, Theodore Roosevelt, George Wallace,
 * CH1.01** – demonstrate an understanding of the importance of individuals and groups who have taken leadership roles in American politics and society (e.g., Benjamin Franklin, Thomas Jefferson, Elizabeth Cady Stanton, the muckrakers, Marcus Garvey, Martin Luther King Jr.,
 * CH1.02** – describe the ideologies of and roles played by factions in American history (e.g., Federalists and Republicans, abolitionists and advocates of slavery, capitalists and labour, American socialists and McCarthyites);
 * CH1.03** – evaluate the ideas and influence of American social, economic, and political thinkers (e.g., Thomas Paine, James Madison, Angelina Grimké, John Dewey, William James, W.E.B. DuBois, John Kenneth Galbraith, Benjamin Spock, Gloria Steinem, Milton Friedman);
 * SE3.02** – demonstrate an understanding of the role of civil rights in the American political experience (e.g., colonial taxation, emancipation of slaves, child labour legislation, legislation to combat racism and sexism, sexual-orientation debates);
 * SE3.03** – assess the effectiveness of the constitutional protection of individual rights by analysing key constitutional and legal issues (e.g., Plessy vs. Ferguson, desegregation, Roe vs. Wade, equal rights legislation, violations uncovered in impeachment investigations);
 * HI2.01** – demonstrate an ability to distinguish bias, prejudice, stereotyping, or a lack of substantiation in statements, arguments, and opinions;
 * HI2.02** – compare key interpretations of American history (e.g., Whig, Progressive, economic, postmodern);
 * HI2.04** – form opinions based on effective evaluation of sources, analysis of information, and awareness of diverse historical interpretations;
 * HI4.01** – demonstrate an ability to think creatively in reaching conclusions about both assigned questions and issues and those conceived independently;
 * HI4.02** – use a variety of time-management strategies effectively;
 * HI4.03** – demonstrate an ability to work independently and collaboratively and to seek and respect the opinions of others;
 * HI4.04** – identify various career opportunities related to the study of history (e.g., researcher, museum or archive curator, teacher, journalist, writer).


 * E.I.Fs (Eduring Understandings)**
 * HIV.02** · critically analyse historical evidence, events, and interpretations;
 * HIV.04** · demonstrate an ability to think creatively, manage time efficiently, and work effectively in independent and collaborative study.
 * CCV.01** · demonstrate an understanding of the historical process of change in the context of the development of American history;

Your task will be to design/outline a commemorative day/holiday that you think should be recognized nationally. You will pick from an issue/event/person discussed in the unit or one of your own choosing, that you feel deserves to be remembered. Once you choose your focus, you will be responsible for putting together a dossier to present to your Principal. This dossier should include: a brochure, a poster, a letter of proposal, a newspaper article, and an event/celebration outline. Once complete, all dossiers will be presented to the principal who will decide which event should be commemorated in the school. In additoin, all dossiers will be put on display in the school cafeteria to share with the rest of the school.
 * CULMINATING ACTIVITY**
 * TASK**

of human rights evolve. || * What are basic human rights? citizens in the establishment of civil and social rights. || * What are civil rights? government in the establishment of civil and social rights. || * How have governments resisted social movements? social movements have impacted their lives and the lives of others. || * What rights am I entitled to?
 * ENDURING UNDERSTANDINGS || ESSENTIAL QUESTIONS ||
 * Students will understand that concepts
 * How have human rights been expressed in culture during the past, how are they expressed now?
 * What are the implications for societies when human rights are fulfilled or denied? ||
 * Students will understand the role of
 * Do citizens have a responsibility to ensure the social rights of others?
 * Does the fulfillment of civil rights ensure equality?
 * Is it ever right to deny individuals or distinctive groups of certain rights? ||
 * Students will understand the role of
 * Why do governments resist social movements?
 * What has the government done to ensure civil rights? ||
 * Students will understand how distinctive
 * What rights would I have been or not been entitled to in the past?
 * What distinctive groups and individuals are currently denied certain rights? ||
 * Students will understand how to build and express informed opinions. || * Have you examined conflicting evidence and viewpoints concerning the topic?
 * Are the sources you have examined credible? (qualifications, background of author, published works of author, proper documentation of author's research.)
 * What are my own biases regarding the topic and have I considered the bias of authors in my research?
 * Am I expressing constructive criticisms, or criticisms that disrespect ideas and opinions held by others?
 * Can others clearly understand my arguments and intentions, even if they have no background knowledge regarding the topic? ||

**Course and Unit: CHA (American History), Social Movements Throughout American History

Unit Rationale** The purpose of the social movements unit for American History (CHA) grade 11, is to provide students with the skills, knowledge, and understanding to effectively address the critical question of “What are the implications for societies when human rights/civil rights are fulfilled or denied?” To answer this question, students will be introduced to the role of citizens in the establishment of civil and social rights, the role of the state in ensuring or denying those rights, and how groups of people fought for their rights throughout American history. Throughout the course of this unit students will apply historical inquiry skills such as the analysis of historical events. The movements that will be examined include civil rights, the anti-war movement, indigenous rights, and the women’s movement. Students will explore portraits of the key figures and leaders of the nation’s social movements through an assortment of activities. In the culminating activity students will determine the historical significance of such movements on the basis of their reach, which rights they were fighting for and their lasting impact. Based on this criteria, students will advocate for their particular movement/issue/person to be recognized in a national holiday, since national holidays are a significant part of American national culture. Drawn to the ideals of solidarity and revolution that is so etched into the landscape of American History, our group had an interest in examining how social movements throughout American history have shaped North American culture, politics and society. Our group used a ‘design down’ framework in planning our unit. The first step was to look closely at the course expectations presented in the existing unit profile. After selecting the enduring expectations for this unit we developed a culminating activity prior to all other activities that would demonstrate students’ understandings of knowledge and skills that we hoped would be the core for the unit. Once our culminating activity took shape, we divided the unit into activities based on interest and relation to the culminating activity, according to both content and skill. In the unit design process we delegated particular components (of the design of the unit) based on experience, knowledge and creativity. Over a series of meetings and consultations we set deadlines based on priority of when different components were due.
 * Design Process**


 * Lessons**


 * Activity: ANTI-WAR LESSON – EXAMINING ANTI-WAR IDEOLOGY THROUGH PROTEST SONGS**
 * //This lesson is brought to you by Laura Zajacz//**


 * Time: 225 Minutes (1 class to introduction and explanation, 2 classes of work time – this can be extended if necessary, technical video lesson can be added)**


 * Description:** Students will choose a protest song from a list of American war eras including American Civil War, WWI, Cold War (early and late), Vietnam, and Iraq War/War on Terrorism. Using school provided or personal video equipment, groups of 4 will produce a music video for a song. Students should examine and deconstruct the lyrics carefully, research the band itself and the time period thoroughly, and take into consideration:

Style of clothes Hair styles Props Location Attitudes and emotions Historical context Cultural context Students will either provide a “director’s cut” at the end of the video or a short written response explaining their choices and describing the historical/cultural significance, reaction, and impact of the song, and relating it to the historical context in which it was produced. Students can choose any of the following songs. Any other song choices must be approved beforehand.

· When Johnny comes Marching Home Again – Mitch Miller · I Didn’t Raise My Boy To Be A Soldier - Al Piantadosi ** COLD WAR (EARLY) ** · Old Man Atom – Vern Partlow / Sam Hinton / Ozie Waters · Volunteers – Jefferson Airplane · Fortunate Son – Creedence Clearwater Revival · Feel Like I’m Fixin’ To Die Rag – Country Joe McDonald · I Ain’t Marching Anymore – Phil Ochs · The Times They Are A-Changing – Bob Dylan · War – Edwin Starr · Bonzo Goes To Bitburg – The Ramones · Back In The USSR – The Beatles · Rock The Casbah – The Clash · Let Them Eat War – Bad Religion · 911 For Peace – Anti-Flag · State of The Union – Rise Against · Right Right Now Now – The Beastie Boys · Franco-UnAmerican – NOFX · We Want Peace – Lenny Kravitz and Kadim Al Sahir
 * AMERICAN CIVIL WAR **
 * WORLD WAR I **
 * VIETNAM **
 * COLD WAR (LATE) **
 * IRAQ WAR / WAR ON TERRORISM **
 * Teaching/Learning Strategies:**

1. An introduction to this activity could include showing clips from //Woodstock: 3 Days of Peace and Music// DVD and DVD features from //Rock Against Bush Vol 1// and/or //2// in order to introduce students to the concept of “protest songs” in specific historical and political contexts.

2. Present and explain activity to students. Play some of the possible song choices. 3. Introduce the concept of a “fan video”. Give examples of possible options and techniques. This could include elements of live action sequences, animations, slideshows, stop-action, incorporating found footage, etc. These are examples of fan-made videos that could be shown:

HARDER BETTER FASTER STRONGER – DAFT PUNK (Freckle Studios) []

I GOTTA FEELING – BLACK EYED PEAS (UQAM students in Montreal) []

WE DIDN’T START THE FIRE – BILLY JOEL (Mr Allsop) []

Be clear that students don’t necessarily need hi-tech equipment or skills to make a successful video. Since two of these videos are more contemporary, reassert the historical context portion of the assignment. Encourage CREATIVITY AND ORIGINALITY!!

4. If students are not familiar with video equipment or video editing software, additional classtime may be devoted to a basic tutorial on these technologies.

5. A follow-up activity could include an individual short response paper contrasting the song the group chose with a song from an alternate era that another group chose.

Woodstock: 3 Days of Peace and Music, DVD Rock Against Bush, Vol. 1 and 2, CD + DVD set All listed songs and video can be found on www.youtube.com
 * References:**