Uncovering Our Past

Summary

‘The project itself has several faces with the intent of students using research to write a multiple of genres which can then be placed either in a hardcopy or digital magazine filled with visuals to enhance the meaning of the information, stories, and tributes provided. Students choose the genre they feel best exemplifies their topic, whether it be through essays, short stories, poems, commentaries, interviews, photo essays, presentations, columns, feature articles or a combination thereof. Students are encouraged to find local connections to moments in Canadian history and to actually interview people connected with various cultures, the Great Depression, World War I and II, war brides, particular battles, confederation, aboriginal history, Confederation, and moments in history important to them. This is very important as our school is 25% aboriginal and students need to see themselves reflected in curriculum. Various local communities are researched as well as local people from various communities in the school catchment area. Students are encouraged to record accurately, and completely, and with passion stories shared, documents researched, and information uncovered. They work in groups, as individuals, and with a student steering committee responsible for editing, layout and design. The teacher overseers all work which is checked and rechecked accordingly.’

General Tasks:

Part 1: After they receive an introduction on the importance of history, students discuss in group about important aspects of history on which they would research and reflect.

Part 2: Class on sources (primary and secondary) and how to cite them.

Part 3: Students crate a research methodology and a timeframe on a possible project, taking account of their skill and strength.  

Part 4: The teacher chooses and presents text(s) related to project to show different approaches.

Part 5: After a class on historical interview-making, students choose several people to interview that are linked to their subject, and create a list of 20 questions.

Part 6: Teacher gives students a contact and reliable websites list.

Part 7: Students choose a style of presentation (essay, poem, journal, etc.) and conduct their interviews.

Evaluation Criteria:

Thought & Detail: Quality/Level of ideas, use of concrete, accurate support, examples, details. Organization: Structure of the piece: coherence, introduction, body, conclusion, transitions. Matters of Choice: Voice—sense of person behind project/writing, and diction— word choice. Matters of Correctness: Grammar usage, mechanics, spelling, punctuation, following the task.

Uncovering Our Past

Francene Gillis

12

Mabou, Nova Scotia

‘All had a focus in mind: to research and create a piece that would be worthy of publication in a historical magazine representing the past'

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