1. Lessons will have a presentation component (PowerPoint and a lecture)
2. You can take notes in forms of Mind/Concept mapping or regular style, but I highly encourage Mind mapping 3. There will be 5 -10 question quizzes in the beginning of every class and they will be based on what was learned in the previous class 4. There will be in-class activities/discussions and mini-debates that will be assessed in form or peer assessment or teacher assessment and will count for the participation part of the class 5. There will be bigger (multiple-days) projects 6. There will be Unit tests in every units ( 30-60 questions) 7. There will be pre-readings (which you will need to read prior to lessons) or lesson readings (which you will need to read after the lesson) 8. There will be two verbal examinations -a midterm and a final.
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Evaluation of historic events -student criteria for developing critical thinking skills
Performance Task: Analyzing a Historical Event Analysis will be evaluated using the following skills and competencies: Criteria: 1. Evidence Gathering
Credible: The student chooses sources from reputable and authoritative entities such as scholarly journals, renowned historians, reputable news organizations, or archival documents. These sources are known for their accuracy, reliability, and expertise in the subject matter. Comprehensive understanding: demonstration of a thorough grasp of the historical event being analyzed. This includes: 1. Depth of information: The student goes beyond surface-level facts and gathers information that provides in-depth insights into the event. They explore different aspects, causes, consequences, and contexts related to the event, aiming to develop a holistic understanding. 2. Connections and relationships: The student identifies and explores connections and relationships between the event and other relevant historical events, individuals, social, political, or economic factors. They demonstrate an ability to place the event within a broader historical framework. 3. Contextualization: The student considers the historical context in which the event occurred. They take into account the societal, cultural, and political conditions of the time period, and how these factors influenced the event and its outcomes. 4. Analysis and synthesis: The student critically evaluates the gathered evidence and integrates it into a coherent analysis. They synthesize information from different sources and viewpoints to develop an informed perspective on the event, supporting their analysis with logical reasoning. Criteria: 2. Reasoned Judgments
Depth of analysis: The student delves into the complexities of the event, considering multiple perspectives, underlying causes, and potential implications. They provide nuanced interpretations that showcase a sophisticated understanding of the event's significance and impact. Originality of thought: The student offers fresh insights, original perspectives, or novel connections that go beyond commonly held views. They bring unique and innovative ideas to their judgments, demonstrating the ability to think critically and outside the box. Well-supported: Well-supported judgments are backed up by substantial evidence and reasoning. It implies that the student provides strong justifications and supporting information for their judgments, including: Use of relevant evidence: (see Criteria #1) The student selects evidence from the gathered sources that directly supports their judgments. This evidence should be pertinent to the specific claims or arguments made and should contribute to the overall coherence of their reasoning. Consideration of multiple perspectives: (see Criteria #1) The student acknowledges and addresses alternative viewpoints or counterarguments. They anticipate potential objections and provide compelling evidence and reasoning to support their position, demonstrating a balanced and comprehensive analysis. Strong evidence: (see Criteria #1) Strong evidence refers to credible and reliable information that supports the student's claims and judgments. It includes: Reliable sources: (see Criteria #1) The student draws evidence from reputable and authoritative sources that are widely accepted within the field of study. These sources should be trustworthy, accurate, and provide robust information related to the historical event. Direct relevance: (see criteria #1) The evidence presented should directly relate to the specific claims or arguments being made. It should provide clear support for the student's judgments and contribute to the overall strength of their reasoning. Logical reasoning: Logical reasoning refers to the use of sound and coherent thinking processes to develop arguments and draw conclusions. It involves: Clear and coherent structure: The student organizes their arguments in a logical and coherent manner, presenting claims, supporting evidence, and reasoning in a way that is easy to follow and understand. Cause-and-effect relationships: The student demonstrates an understanding of cause-and-effect relationships and uses logical reasoning to establish links between evidence and the judgments being made. They show a clear line of reasoning that connects the evidence to their conclusions. |
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January 2022
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