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Choose a topic: It could be something we touched on in class or something we did not cover (adequately or at all). 2. Do research: Research your topic at SFU Library. Find at least one academic secondary source (a book chapter or journal article), and at least one primary source. Include as many other sources as

Assignment Task

The Scenario

Imagine you are a teacher. You have to teach a group of learners some aspect of Canadian history from the period 1867-1939. Prepare a Lesson Plan informed by high-quality research. By doing this assignment, you will develop skills in doing research, historical thinking, source analysis (and synthesis), and citations.

Step One: The Research

1. Choose a topic: It could be something we touched on in class or something we did not cover (adequately or at all).

2. Do research: Research your topic at SFU Library. Find at least one academic secondary source (a book chapter or journal article), and at least one primary source. Include as many other sources as you want. But only include source material if it somehow supports your lesson or its rationale.

Part Two: The Writing

1. Scholarly rationale: Identify the topic and provide a rationale for it; that is, identify its “historical significance.” Why are you drawn to the topic? Why should others learn more about it as well? Delve into one or more journal articles or scholarly book chapters to situate your lesson in the historical scholarship.

2. What are the learning objectives?: This is another way of saying the “big ideas,” “competencies,” or “historical thinking skills.” Identify at least three. Describe what you want students to be able to understand or to do by the end of the lesson.

3. Who is the target audience?: It could be your classmates. It could be K-12 students (be specific). It could also be people outside academia (eg. visitors to a museum), people from a specific background (eg. newcomers to Canada), or anyone else. Be creative.

4. Lesson activity/-ies: Identify the length of the lesson overall; identify and explain the activities within the lesson (and their time estimates).

5. Sources: Explain how learners will encounter and engage with the primary sources (and potentially other teaching materials or multimedia resources) in the lesson itself.

6. Assessment(s): Design a method (or methods) for gauging your learners’ aptitudes either before, during, or after the lesson. There could be quizzes, written assignments or reflections, in-class discussions, or anything else. The assessments should make sense and suit the subject matter.

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