Ce plan de leçon a été créé par les membres de la communauté des enseignants d'Historica Canada. Historica Canada n'est pas responsable de l'exactitude ou de la disponibilité des liens partagés, et les opinions se reflétant dans ces outils d'apprentissage ne sont pas nécessairement celles d'Historica Canada. Nous accueillons les opinions concernant le contenu ajouté au travers de liens externes ou directement dans ces outils d'apprentissage. Écrivez-nous à l'adresse education@HistoricaCanada.ca.
Overview
Students will use concept maps to explore the following topics, as well as any others they feel are important to the development of Canada up to the 20th Century.
Rebellions
Confederation
Canadian Pacific Railroad
Economy
US Relations
Government
Human growth and development
Aims
The concept maps will help students to review and prepare for the final exam. They will also provide the teacher with an accurate picture of what the students actually understand.
Background
A Concept Map is a visual representation that illustrates how one understands relationships between concepts. Those concepts could be any combination of things, people, ideas, arguments, solutions, places, etc. Concept mapping serves to move the learner from simply recalling facts to making the linkages or relationships between those facts. It encourages more complex and meaningful thinking. (From Beyond Monet by Barry Bennet)
Concept Maps:
• Are hierarchical
• Have key ideas - usually at the top
• Connect ideas - words placed on lines to illustrate the nature of the relationship
• Use color, visuals, and words
Activities
Time Allowance: At least a week
Procedures:
Students will develop a concept map that summarizes the course they have just completed. Concept maps must explore the following topics as well as any others studied that students feel important to the development of Canada up to the 20th Century.
Rebellions
Confederation
Canadian Pacific Railroad
Economy
US Relations
Government
Human growth and development
Finished projects will receive a mark out of 50. This can serve as a final major project of any social science course (with adapted topics), and is an excellent preparation for the final exam.
Maps should include key concepts. Lines should be drawn between the concepts, and linking words should be placed on the lines stating the relationship between concepts (leads to, influences, includes...). Colours and visuals should be used to enhance your maps.
Evaluation:
Sample Rubric For Evaluation
Concept
Level 1 - Insufficient number of concepts selected relating to topic
Arrangement of concepts illustrates no understanding of conceptual relationships
Level 2 - Minimal but acceptable number of concepts selected, with some relationships to the topic
Arrangements of concepts demonstrates simple understanding of subordinate conceptual relationships
Level 3 - Most concepts relating to topic were selected
Arrangement of concepts demonstrates an understanding of subordinate conceptual relationships
Level 4 - Most concepts and all significant concepts selected and they clearly relate to the topic
Arrangement of concepts demonstrates complete understanding of subordinate conceptual relationships
Linkages
Level 1 - Some basic relationships indicated by connected lines
Linking words are simple and repetitive
Level 2 - Straightforward relationships connected with linking words
Linking words show variety
Level 3 - Most relationships indicated with a connecting line and labeled with linking words
Linking words are accurate and varied
Level 4 - All relationships indicated by a connecting line and accurately labeled with appropriate linking words
Linking words are expressive and purposeful
Cross Links
Level 1 - Cross links not used
Level 2 - Few cross links are used to illustrate minimal connections
Level 3 - Cross links used to reflect straightforward connections
Level 4 - Cross links show complex relationships between two or more distinct segments of the concept map
Required Materials:
Large sheets of poster paper. Markers.
Resources
To provide a better understanding of concept mapping, the book Learning, Creating, and Using Knowledge (Joseph Novak) is useful.
Cet outil d’apprentissage est présent dans 1 Collection