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Title: Historica Fair Research Project

Grade 7 or 8 - Historica Fair
•Ask students to take out a piece of paper, number it from 1-9, and divide it into two columns - 1. What I saw 2. What I felt
•Ask students to quickly jot down what each commercial was about (ESL students only jot down one or two words referring to what the commercial is about)
•Students view DVD on Historica minutes (9 minutes)
•Generate discussion - What are these minutes about and why they would be recorded as commercials? (rephrase and repeat main points so that ESL students can grasp them clearly)
1.Iroquois Confederacy 2.Underground Railroad (1850s) 3.Soddie (1890s) 4.Basketball (James Naismith-1891) 5. Emily Murphy (Women as “persons” 1929) 6. Maple Leaf Gardens (1927) 7.Superman (Joe Shuster 1931) 8.Jackie Robinson (first African-American baseball player to end the race barrier 1946) 9. Avro Arrow(1953)
•Canadian defining moments and history
Middle:
•Write the word heritage on the board and ask students to define it - As a class discuss these Focus Questions:
•What is heritage? (ensure that ESL students have a bilingual dictionary and look up the words heritage and history or a peer who speaks the same language translates for them – invite students to share the words in their language)
a) Something that is passed down from preceding generations; a tradition
b) Things that are important in our culture and history.
The term covers a wide range of tangible things:
-it can be an object in our built environment (a railway station
a bridge or a neighbourhood)
-it can be an artifact of moveable cultural property (a painting, a dress or a red river cart)
-can be a part of our natural environment (a park, a garden or a heritage trail)
It can also be intangible:
-as in folklore, customs
-language, dialect
-songs and legends
•Why is heritage important?
-helps us reflect about things we value from the past
-it is our legacy from the past, what we live with today, and what we pass on to
future generations
-irreplaceable sources of life and inspiration
-help us know the fascinating stories that make our country unique
•What is the difference between heritage and history?
-history - is the study of past events, more to do with names and dates
-heritage - involves valued objects and qualities that are passed down from generation to generation, more to do with culture
•Give students a few minutes to think of people, things, events, technologies etc. that they know of and are relevant to Canadian heritage (encourage ESL students to think of people, things, events, technologies etc. that they know are relevant to the heritage of their native country)
Second Class:
Quick review with students : History, Heritage, discuss Historica Minutes Content
•Students will be put into groups of 4 or 5 to start brainstorming ideas for different research topics (groupings will be heterogeneous – and if there are other students that speak the same language as the ESL student, they will be placed together)
•Students will take out a piece of scrap paper and they will make a list of the different topics
•Gather as a class and discuss and compile a master list of the different topics
•Ask students to start thinking about which topic they find interesting or one that has personal meaning to them (Have a one to one meeting with ESL students to help them select a topic that may interest them. Show them the example of the student who wrote a report on his emigration from Bangladesh – encourage ESL students to select a topic that has similar personal meaning)
Conclusion:
•Handout the Historica Research Project Assignment (simplified version for ESL students) and go over with students
•Ensure students understand the expectations of the assignment
-Accommodation and modification of expectations for ESL student assignments
•have students read teacher selected resources
•shortened length of assignment
•ESL students can use pictures to explain a basic understanding of their selected topic – they can write descriptions to the best of their ability to explain their researched topic
•ESL students could complete the project in their first language and a translated version in English
•ESL students can work in pairs
•Have students fill out the deadlines expected
-Fair – March 22 &23
-Inquiry & Research Process – March 20
•Discuss that several of the top projects will go to the regional fair April 27&28
Follow Up:
•Homework – In two or three sentences students will write down their topic of choice and explain (if not obvious) how it relates to Canadian heritage (ESL students need only write down their topic in one or two words)
•Discuss the inquiry and research model next class



Specific Expectations: plan a research project and carry out the research; contribute collaboratively in group situations by asking questions and building on the ideas of others



Independent and Collaborative Work

Teaching and student centred
-modeling and explicit instructions
-peer collaboration


•Observing students to ensure participation and attention
•Observe ESL students working in groups - Note what they are doing well and where they need support.



•Teacher assistance for those experiencing difficulties
•ESL accommodations and modifications
made throughout IDEA category (where whole lesson plan is)



•90 Copies of Historica handout

•Historica DVD (Heritage Minutes)



Submitted by: Rowe

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