1. 1. What are the sources of agreement and tensions in Canadian society? 2. What does it mean to be Canadian? 3. How are historical relationships relevant to contemporary relationships in Canadian society? 4. Are relationships between individuals and groups in Canadian society inclusive or exclusive?

2. Your mission: EXPLORE

3. Thinking Routines: What are they and why does that timer keep going off? Examples of thinking routines you have likely done…

4. Thinking Routines: What are they and why does that timer keep going off? Thinking Routines Are: A way to organise thinking amongst yourself and with a group of people Chosen to help do a specific task: close observation, generate new ideas, organise existing ideas, look for patterns, suggest solutions. A way to make our “thinking visible”: they help us isolate our thinking into one step at a time, when if left to our own habits, we might jumble steps together. A way to democratise a classroom: many thinking routines have timing, so that every person is allocated an equal amount of time to think, share and listen. A way to emphasise student thinking: thinking routines prioritise the voices of the students, and the teacher becomes the guide to the timing, selecting the thinking routine most appropriate, and coaching you through the steps.

5. Thinking Routines: What are they and why does that timer keep going off? Thinking Routines Need: You to understand the objective, so that you can focus your thinking appropriately. You to follow the steps as they are laid out. Don’t skip ahead, don’t lag behind. Keep with the flow. You to follow the timing. THE TIMING IS IMPORTANT! You to embrace the silence; if someone has finished talking and it is still “their time”, the group stays silent until the timer goes off. The person can re-start talking at any time. Sometimes, we need time to think. Some debrief afterwards as a whole group that includes both the process (how you did it and how it felt) and the content (what you discussed).

6. Thinking Routine: List, Sort, Label, Elaborate Purpose: Document the wealth of stories, historical and contemporary, you have encountered in the past number of lessons Start to identify potential area(s) of specific interest within the themes you are interested in. Make a concept map to refer to in future lessons. Steps: 1.List ideas 2.Sort ideas 3.Label ideas and Connect together 4.Elaborate Ideas 5.Chose area(s) of interest

7. Thinking Routine: List, Sort, Label, Elaborate Generate a list of ideas and initial thoughts that come to mind when you think about our themes of: IMMIGRATION, IDENTITY, INTERACTION. Write each idea on a separate sticky- note. This is a brainstorm- don’t stop to judge ideas, just keep them flowing. Come up with as many as you can. Aim for 15- 20.  Family tree exercise  Early Canadian immigration experiences  Vancouver dialogues project and stories from community members  Truth and Reconciliation video clip  Syrian refugee images  Articles on Canada’s degree of welcoming to newcomers  Unit Questions  MORE! 10 minutes.

8. Thinking Routine: List, Sort, Label, Elaborate Sort your ideas into clusters of ideas that seem similar in some way. Move the sticky notes so that similar ideas are placed together. You might start to move ideas around after a while. Once you have 4-5 clusters, move clusters of ideas so that important (central) ideas are close to the centre of the page, and extreme/outlier ideas are close to the edge of your page. 5 minutes.

9. Thinking Routine: List, Sort, Label, Elaborate Label the clusters of ideas- how do they belong together? What is a common idea or theme that binds them? Draw lines connecting clusters where appropriate. Label the connecting lines. 5 minutes.

10. Thinking Routine: List, Sort, Label, Elaborate Elaborate on any of the ideas/thoughts you have written so far by adding new ideas that expand, extend, or add to your initial ideas 2 minutes.

11. Thinking Routine: List, Sort, Label, Elaborate 2 In groups of 3: Silently read each other’s work, rotate after 1 minute. After the reading round, you will have another round to silently add to each other’s work, 1 person’s work at a time. Add thoughts using new sticky notes. 3 minutes.

12. Thinking Routine: List, Sort, Label, Elaborate...IDENTIFY Identify hotspots of curiosity. What clusters of ideas seem particularly interesting? What clusters of ideas seem to have connection between your PERSONAL self and your LEARNER self? What might you want to learn more about? What seems like it could be important/significant/ Identify these by putting a sticker on these areas. 3 minutes. Personal Self An individual A person who is 15-16 years old A person who has had life experiences, relationships, successes, challenges A person who will have life experiences, relationships, successes, challenges A person who has advantages and disadvantages that you may not be able to control Learner Self A grade 10 student at St George’s A person who has been in school for a number of years A (potential) life-long learner Someone who is curious about something

13. Thinking Routine: List, Sort, Label, Elaborate...IDENTIFY 2 In groups of 3, you each have 1 minute to explain your concept map, focussing on your hot spot areas, and get/give suggestions from/to each other. 3 minutes.

14. Debrief Process 1.What stage was the most fluid in terms of taking action? 2.How successful was your group at keeping to the timing? 3.How successful were you in focussing your thinking to one stage at a time? 4.Did you feel like you wished for another stage at some point? 5.What did it feel like to read the work of others and add to it? 6.What did it feel like to have others read your work and add to it? Thinking Routine: List, Sort, Label, Elaborate…DEBRIEF Debrief Findings 1.What was a really important event for you and your thinking? 2.What is your favourite cluster of ideas? 3.What is a great idea/thought/cluster that someone added to your map? 4.Where are you thinking about going from here: what seems interesting or important from these themes?

15. JOURNALING/CLASS SUMMARY Personal Self An individual A person who is 15-16 years old A person who has had life experiences, relationships, successes, challenges A person who will have life experiences, relationships, successes, challenges A person who has advantages and disadvantages that you may not be able to control Learner Self A grade 10 student at St George’s A person who has been in school for a number of years A (potential) life-long learner Someone who is curious about something Citizen Self A member of St George’s Community A Canadian citizen/resident/student visa A member of other communities- cultural, national, religious A person who is in relationship with a government

16. Next Class: