2013 New Curricula, New Directions
White Oaks Resort and Spa, November 15/16 2013
Start Where They Are: Personalizing
History Through the Use of Historical
Thinking Concepts
Daraius M. Bharucha
S. Fornazzari San Martín
Bill Crothers Secondary School, Unionville
York Region District School Board
Bill Crothers Secondary School
• Doors opened in 2008
• Balanced Academic Calendar = year round classes
• Student body = Sports & academic focused, HPA,
diverse
• Stiggins school = Assessment for learning to “close
the gap”
• Teacher led Professional Development: 21st century
pedagogy e.g.: Karen Hume, Rick Stiggins, Robert
Marzano, Carol Tomlinson, Anne Davies
History @ BCSS
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HTCs as framework for our teaching
Rich formative stages in all summatives
Differentiated assessment & instruction
Incorporating Digital literacy
Blended learning model
Engagement Based Learning = Waiting lists in
grade 11 & 12 classes, 31 sections, capped
classes
Incorporating HTCs in a Semester-long
Rich Summative Task
My Place in Canadian History: Digital
Storytelling using Historical Thinking
Concepts
The Philosophy & Origins of…
My Place in Canadian History:
Digital Storytelling using Historical
Thinking Concepts
Digital storytelling as a purposeful medium for
our students to demonstrate their learning…
Sarah’s
Place
in
Canadian
History
Sarah, another student, reflects on what the My Place assignment offered her:
The My Place In Canadian History assignment was meaningful because it
brought history to life and helped students to see that what we learn in the
course is applicable to our own lives. Before this assignment, I felt that history
class would consist of "another essay I had to write" or "another chapter in
the textbook I had to summarize." After learning that the events in the course
actually affected me, it opened my eyes to the importance of learning about it
and exploring it further. Also, the assignment had great sentimental value to
me. When I was young, I remember telling my mom that I just wanted to look
like the other girls in my social circle. I remember wishing I wasn't Japanese
because it made me different, and since then it has always been an insecurity
ingrained in the back of my mind. My Place forced me to take a close look at
my family history and truly discover what has brought me to where I am
today. I learned about the challenges my great-grandparents and grandparents
overcame during the Japanese internment - from losing everything they had
and being separated in internment camps, yet still having the bravery to come
back together and remain in Canada. Through this learning process, the
feelings I once had towards my background and culture have completely
changed. Now, my family history is a story I am proud to tell and my
grandparents have become a true inspiration in my life. My Place was more
than just a school assignment - it was an eye-opener that taught me more
valuable lessons than any teacher could.
The Nuts and Bolts…
My Place in Canadian History:
Digital Storytelling Using Historical
Thinking Concepts
HTCs during the formative process…
Semester-Long Engagement
Collaborative/Sharing Family Stories
Daniel, a graduating student, states:
The My Place summative outlined our family's
involvement in past historical events and its influence
on how we view life in Canada today. This project
helped me understand that everyone has a place in
history and all of our decisions impact our future
generations. This project interested me because of
the authentic learning involved in this end of the year
summative task by making it relevant to our personal
lives. Furthermore, I quickly learned how to draw
connections from Canadian history to my parent's
history, which was something I never thought would
connect to each other.
Getting Started:
Useful Resources