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  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    World War I Learning Stations: Using an Interactive Multimedia Approach

    • Grade 9
    • Language Arts Social Studies
    Montague Intermediate School
    P.O. Box 1390, Montague, PE, C0A 1R0
    Telephone: 838-0860
    Fax: 838-0866
    Website: http://www.edu.pe.ca/montagueint/

    Teachers:
    Greer Coe, Grade 9 Social Studies (coeg@montagueint.edu.pe.ca)
    Judy Davies, Teacher-Librarian (jadavies@gov.pe.ca)
    Marie Stevens, Grade 9 Social Studies (stevensm@montagueint.edu.pe.ca)


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Learning Station Activity #1
  • Learning Station Activity #2
  • Learning Station Activity #3
  • Learning Station Activity #4
  • Learning Station Activity #5
  • Learning Station Activity #6
  • Learning Station Activity #7
  • Learning Station Activity #8
  • Activity Chart
  • Assessment
  • Group Evaluation
  • Self Evaluation

    Introduction
    (Curriculum Context - Background Information)

    The intention of this grade 9 history project (World War I Learning Stations) was to develop a cross-curricular approach to the culminating group of classroom learning activities involving the study of World War I. The use of technology and media resources would be incorporated within a cooperative group setting as a means to establishing an inclusive environment.

    Within this project, students would have the opportunity to become actively engaged in their own learning. Inquiry and critical thinking would be essential elements within these eight resource-based learning activities which utilize an interactive multimedia approach.

    This project has been nominated for the Governor General's Excellence in Teaching Canadian History Award.


    General Goals
    (Why are we doing this?)

    Students will develop their communication skills and media and information literacy competencies through a resource-based learning approach.

    Students will use information/communication technology skills in a structured learning environment to gain knowledge about Canada's involvement in World War I.

    Students will experience learning activities that engage all learning modalities/intelligences.

    Students will develop a personal appreciation for Canada's involvement in World War I and demonstrate empathy and respect for the opinions of others.


    Student Learning Outcomes
    (Knowledge, Skills, Strategies and Attitudes from the Atlantic [APEF] Curriculum)

    Gathering Information Stage

    GRADE LEVEL: 9
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts (4)
  • articulate their own processes and strategies for reading and viewing texts of increasing complexity (5)

  • GRADE LEVEL: 9
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate evidence (2)

  • GRADE LEVEL: 9
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • critically evaluate information presented in print and media texts
    -- assess relevance and reliability of available information to answer their questions (1)
  • Planning Stage

    GRADE LEVEL: 9
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • examine others' ideas in discussion to extend their own understanding (1)
  • ask relevant questions asking for elaboration, clarification, or qualification and to respond thoughtfully to such questions (2)

  • GRADE LEVEL: 9
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate constructively in conversation, small group, and whole-group discussion, and debate, using a range of strategies that contribute to effective talk (1)
  • give and follow instructions and respond to questions and directions of increasing complexity (3)

  • GRADE LEVEL: 9
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • articulate their own processes and strategies for reading and viewing texts of increasing complexity (5)

  • GRADE LEVEL: 9
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use a range of strategies in writing and other ways of representing
    -- to extend ideas and experiences
    -- explore and reflect on their feelings, values, and attitudes
    -- consider others' perspectives
    -- reflect on problems and responses to problems
    -- describe and evaluate their learning processes and strategies
    -- reflect on their growth as language learners and language users (1)

  • GRADE LEVEL: 9
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • demonstrate an awareness of context on writing and other forms of representing
    -- make appropriate choices of form, style, and content for specific audiences and purposes (2)

  • GRADE LEVEL: 9
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • demonstrate a commitment to crafting pieces of writing and other representations (4)
  • Gathering Information Stage

    GRADE LEVEL: 9
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • demonstrate an understanding that information texts are constructed for particular purposes (3)
  • use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts (4)
  • articulate their own processes and strategies for reading and viewing texts of increasing complexity (5)

  • GRADE LEVEL: 9
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate evidence (2)

  • GRADE LEVEL: 9
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • critically evaluate information presented in print and media texts
    -- assess relevance and reliability of available information to answer their questions (1)
  • Interacting With Information Stage

    GRADE LEVEL: 9
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • examine others' ideas in discussion to extend their own understanding (1)
  • ask relevant questions asking for elaboration, clarification, or qualification and to respond thoughtfully to such questions (2)
  • articulate, advocate, and support points of view, presenting viewpoints in a convincing manner (3)
  • listen critically to assess the adequacy of the evidence speakers give to evaluate the integrity of information presented (4)

  • GRADE LEVEL: 9
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate constructively in conversation, small group, and whole-group discussion, and debate, using a range of strategies that contribute to effective talk (1)
  • give and follow instructions and respond to questions and directions of increasing complexity (3)

  • GRADE LEVEL: 9
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • demonstrate an understanding that information texts are constructed for particular purposes (3)

  • GRADE LEVEL: 9
    GCO F (Reading/Viewing)
    respond personally to a range of texts

  • respond to some of the material they read or view by questioning, connecting, evaluating, and extending... move beyond initial understanding to more thoughtful interpretations (1)
  • express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate evidence (2)

  • GRADE LEVEL: 9
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • critically evaluate information presented in print and media texts
    -- assess relevance and reliability of available information to answer their questions (1)

  • GRADE LEVEL: 9
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use a range of strategies in writing and other ways of representing
    -- to extend ideas and experiences
    -- explore and reflect on their feelings, values, and attitudes
    -- consider others' perspectives
    -- describe and evaluate their learning processes and strategies
    -- reflect on their growth as language learners and language users (1)
  • use note-making to (de-construct and) reconstruct knowledge and select effective strategies appropriate to the task (2)

  • GRADE LEVEL: 9
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • integrate information from several sources to construct and communicate meaning (5)
  • Organizing Information Stage

    GRADE LEVEL: 9
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • critically evaluate information presented in print and media texts
    -- assess relevance and reliability of available information to answer their questions (1)

  • GRADE LEVEL: 9
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use note-making to reconstruct knowledge and select effective strategies appropriate to the task (2)

  • GRADE LEVEL: 9
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • integrate information from several sources to construct and communicate meaning (5)
  • Creating New Information Stage

    GRADE LEVEL: 9
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • articulate, advocate, and support points of view, presenting viewpoints in a convincing manner (3)

  • GRADE LEVEL: 9
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • demonstrate facility in using a variety of forms of writing to create texts for specific purposes and audiences, and represent their ideas in other forms (including visual arts, music, drama) to achieve their purposes (1)

  • GRADE LEVEL: 9
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • consistently use the conventions of written language in final products (2)
  • demonstrate a commitment to crafting pieces of writing and other representations (4)
  • integrate information from several sources to construct and communicate meaning (5)
  • Sharing and Presenting Information Stage

    GRADE LEVEL: 9
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • examine others' ideas in discussion to extend their own understanding (1)
  • ask relevant questions asking for elaboration, clarification, or qualification and to respond thoughtfully to such questions (2)
  • articulate, advocate, and support points of view, presenting viewpoints in a convincing manner (3)
  • listen critically to assess the adequacy of the evidence speakers give to evaluate the integrity of information presented (4)

  • GRADE LEVEL: 9
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate constructively in conversation, small group, and whole-group discussion, and debate, using a range of strategies that contribute to effective talk (1)
  • adapt vocabulary, sentence structure, and rate of speech to the speaking occasion (2)
  • give and follow instructions and respond to questions and directions of increasing complexity (3)
  • evaluate their own and others' uses of spoken language in a range of contexts, recognizing the effects of significant verbal and non-verbal language features (4)

  • GRADE LEVEL: 9
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • consistently use the conventions of written language in final products (2)
  • Assessment and Evaluation Stage

    GRADE LEVEL: 9
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • examine others' ideas in discussion to extend their own understanding (1)
  • ask relevant questions asking for elaboration, clarification, or qualification and to respond thoughtfully to such questions (2)
  • listen critically to assess the adequacy of the evidence speakers give to evaluate the integrity of information presented (4)

  • GRADE LEVEL: 9
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • participate constructively in conversation, small group, and whole-group discussion, and debate, using a range of strategies that contribute to effective talk (1)
  • adapt vocabulary, sentence structure, and rate of speech to the speaking occasion (2)
  • give and follow instructions and respond to questions and directions of increasing complexity (3)

  • GRADE LEVEL: 9
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • articulate their own processes and strategies for reading and viewing texts of increasing complexity (5)

  • GRADE LEVEL: 9
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use a range of strategies in writing and other ways of representing
    -- to extend ideas and experiences
    -- explore and reflect on their feelings, values, and attitudes
    -- consider others' perspectives
    -- describe and evaluate their learning processes and strategies
    -- reflect on their growth as language learners and language users (1)

  • GRADE LEVEL: 9
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • demonstrate an awareness of context on writing and other forms of representing
    -- make appropriate choices of form, style, and content for specific audiences and purposes (2)

  • GRADE LEVEL: 9
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • consistently use the conventions of written language in final products (2)
  • demonstrate a commitment to crafting pieces of writing and other representations (4)
  • integrate information from several sources to construct and communicate meaning (5)


  • Learning Resources Required
    (Print, non-print, audio-visual, electronic, community)

    Print - Books About World War I Learning Stations: Using an Interactive Multimedia Approach

    • In Flanders Fields: The Story of the Poem by John McCrae, Linda Granfield, Stoddart
    • Canadiana Scrapbook: Canadians at War 1914-1918, Donald M. Santor, Prentice-Hall Canada

    Print - Articles About World War I Learning Stations: Using an Interactive Multimedia Approach

    • "Christmas at the Front," D.E. MacIntyre, Contexts Reading Skills One, Nelson Canada Ltd.
    • "Source 18," Rosemary Rees, History Through Sources: The Western Front, Reed Publishing
    • "Unwelcome Heroes," The Aftermath of the War: Grolier Library of World War I, Grolier

    Audio/Visual

    • Christmas in the Trenches (If Ye Break Faith We Shall Not Sleep), EMI Music Canada (Audio cassette)
    • World War I: Canada's Role, Classroom Video (Videocassette)

    Electronic - Websites

    Electronic - Computer Software

    • Canadian Encyclopedia 2000: World Edition, (McClelland and Stewart)

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