2 013 New Curricula, New Directions White Oaks Resort and Spa, November 15/ 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: 21 st century pedagogy e.g.: Karen Hume, Rick Stiggins, Robert Marzano, Carol Tomlinson, Anne Davies

BCSS 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