1
Master of Teaching Program
Fall-Winter 2021-2022
Course Outline
COURSE NUMBER CTL7072
COURSE TITLE Social Studies and Indigenous Education
INSTRUCTOR NAME Dr Rose Fine-Meyer
rosefinemeyerutorontoca
SECTIONCOHORT Synchronous amp asynchronous
Cohorts PJ251 Tuesday classes
MT Program Vision Teaching excellence and scholarly research are the mutually reinforcing pillars of the Master of Teaching program The program prepares candidates to become outstanding teachers and leaders who consult critique create and mobilize educational research As a community our faculty students and graduates share a deep commitment to all learners and the building of a more just equitable and sustainable world
Table of Contents
1 Contact Information for Course Instructor Error Bookmark not defined
2 Up-to-date Information on Coronavirus (COVID-19) from University of Toronto and OISE Error Bookmark
not defined
3 Course Description Error Bookmark not defined
4 Course Delivery Modes Error Bookmark not defined
5 Learning Expectations 4
6 Scope and Sequence of Course Topics andor Content 6
7 Course Assignments Error Bookmark not defined
8 Listing of Readings Resources and Materials Error Bookmark not defined
9 Academic Support for Students Error Bookmark not defined
10 Procedures amp Policies Error Bookmark not defined
a University Assessment amp Grading Practices Policy 19
b Continuity Planning in Case of Disruption to Classes andor Field 21
c Academic Integrity Error Bookmark not defined
d Expectation of professional and collegial behaviours including attendance late assignments and
use of technology 20
e Notice of Recording of Lectures or Online Interactions 21
f Freedom of Information and Protection of Privacy Error Bookmark not defined
g Studentrsquos Companion to the Policy on Sexual Violence and Sexual Harassmenthelliphelliphelliphelliphelliphelliphelliphelliphellip15 11 Creating an Inclusive Online Environment Error Bookmark not defined
12 Statement on Access amp Disability Accommodations 23
13 Coursework Extension 24
14 Accommodation of Religious Observances 25
15 Safety and Security 25
2
16 Copyright Error Bookmark not defined
1 Contact Information for Course Instructor
Email rosefinemeyerutorontoca
Pepper Private Pepper Message or Course Questions Folder
Office Hours Zoom Video Conference (please arrange a time with the instructor)
Class Zoom Sessions Zoom Video Conference
(Link and agenda in Pepper)
I will try to respond to student inquiries within 24 hours If you do not hear back from me after a few days
please feel free to send me another message to follow up
The Zoom Sessions are a regularly scheduled time to interact with the Instructor regarding the weekly course
themes work with your colleagues in group break-out sessions and help clarify anything to do with the
course such as assignments Classes will focus on small lectures exploring course readings goggle slides
breakout group sessionsdiscussions There will be time for open ended questions regarding course work If
you need a private meeting with the Instructor please request an Office Hours Meeting (check folder)
Students Please Note Students need to regularly check their utorontoca email address for official
communication from OISE and their instructors According to the University of Toronto Policy on Official
Correspondence with Students you are expected to monitor and retrieve your mail including electronic
messaging account[s] issued to you by the University on a frequent and consistent basis
2 Up-to-date Information on Coronavirus (COVID-19) from University of Toronto and OISE
As the situation may evolve quickly in the context of the COVID-19 pandemic and the university and the
institute may introduce new measures to respond to the situation it is recommended that you frequently
consult their dedicated web pages
bull University of Toronto
httpswwwutorontocamessage-from-the-university-regarding-the-coronavirus
bull School of Graduate Studies
httpswwwsgsutorontocacovid19
bull OISE Office of the Registrar and Student Services
httpswwwoiseutorontocaorssCOVID-19html
UCheck ndash COVID-19 Self-Assessment
Provincial regulation and public health guidance require that post-secondary institutions
implement COVID-19 health screening for anyone coming to campus In order to comply with these
directives a self-assessment is now required for all members of our community including faculty members
librarians staff and students each day they visit any one of the three U of T campuses or any other property
owned or operated by U of T Please find more information about UCheck here
httpswwwutorontocautogetherucheck
Absence Declaration on ACORN
3
If you will be missing class time due to illness or other reasons and may require consideration for missed
academic work you can formally declare an absence on ACORN If you would like advising assistance related
to your absence please contact your department or OISErsquos Office of the Registrar and Student Services For
more information on how to use ACORN to declare an absence please see
httpshelpacornutorontocablogufaqshow-do-i-declare-an-absence
3 Course Description
The Curriculum and Instruction in Social Studies and Indigenous Education course explores the shared
histories of Indigenous and settler relationships across Turtle Island and while recognizing the North
American divisions as colonial constructs will focus specifically on the Canadian context This course
provides a practical and conceptual introduction to the teaching of Social Studies within the context of
Indigenous (First Nations Meacutetis and Inuit) understandings as well as the multiple and diverse perspectives
of those living on this land This course consists of a series of weekly themes designed to emphasize the
expectations pedagogy and content integrating Social Studies and Indigenous Studies in the Primary
grades The course provides opportunities to develop practical understandings related to instructional
methods and skills through lesson planning evidence-based learning assessment strategies and the
incorporation of Indigenous and Western knowledges It seeks answers to questions of ident ity and
complex issues concerning community and nation past and present It looks to bring local histories and
traditional ecological knowledges to provide a template for understanding the complex interplay to
constructions of identity (personal local and national) and sovereignty
4 Course Delivery Modes
In the MT program all courses are Online Synchronous (SYNC) This does not mean that the full course will
be taught in solely synchronous format but rather that it will include synchronous teaching and learning
A Zoom
We will be using Zoom for all of our synchronous course activities (ie for activities that require us to meet
at the same time) The datestimes of our Zoom sessions can be found in the Course Schedule in Section 6
Information for Students If you have been invited to join a video conference via Zoom click the invitation
link sent by your host You will be prompted to download the Zoom plugin follow the prompts to join the
meeting You will be asked to verify that you would like to join the meeting using video from your devicersquos
camera and audio from your devicersquos microphone
B Standalone Pepper
We will be using Pepper for all of our asynchronous course activities (ie for activities that donrsquot require us
to meet at the same time) The majority of our course activities will take place asynchronously
Information for Students Pepper is a web-based collaborative workspace where students can engage in in-
depth inquiry offering a variety of specialized knowledge building features and social networking tools that
support learners in their efforts to share information identify key ideas and progressively work to improve
those ideas
Information for Students I am using Pepper for Online Teaching here is the link to the Pepper sign in page
httpspepperoiseutorontocaSigninhtml
4
C Succeeding and Excelling in Online Learning
Please see oiseonlineorg a resource put together by members of the OISE community to help students
succeed and excel in online learning
Also resources available from the School of Graduate Studies
bull Guide to Working from Home for GraduatePostdoctoral Researchers
httpswwwsgsutorontocawp-contentuploadssites253202004Strategies-for-Graduate-
Mentoring-and-Supervision-at-a-Distancepdf
bull SGS Graduate Wellness Portal
httpswwwsgsutorontocaresources-supportswellness-portal
5 Learning Expectations
a This course aligns with Ontario College of Teachers Foundations of Professional Standards ndash see
httpwwwoctcapublicprofessional20standardsstandards20of20practice
b The MT Program is guided by the following seven core principles 1) Teaching Excellence 2) Equity
Diversity and Social Justice 3) Research Informed and Infused Practice 4) Cohort-Based Learning
Communities 5) SchoolFieldUniversity Partnerships 6) Faculty Collaboration and 6) Coherence
c Linked to these principles this course has four main expectations to demonstrate an awareness of
the breadth of the content embodied in Social Studies documents to plan and deliver engaging
inclusive culturally informed lessons that align with Ministry policy documents for the benefit of all
learners to build communities of practice through community-based learning that will challenge
nurture and sustain your work as a Social Studies teacher to enhance studentsrsquo critical thinking as
well as an awareness and acknowledgement of the importance of Indigenous perspectives in the
study of societies within the Canadian context A copy of Critical Thinking is available at
httpctlutscutorontocatwcwebresources
d The Ontario College of Teachers Accreditation Resource Guide provides details regarding the
mandatory core content in the program with examples of areas of knowledge and skill in various
program areas as well as examples of demonstrations Ministry Overview (Revised 2013 and 2018)
The Ministry Vision statements for Social Studies will enable students to become responsible active
citizens within the diverse communities to which they belong Ontario Ministry of Education Policy
and Resource documents httpwwwedugovoncaengcurriculumelementarysshghtml
e This course explores the components of teaching Social Studies in schools The focus of this learning
is guided and driven by the following expectations
bull To actively implement inquiry-based evidence-based instruction focused on diversity
bull To demonstrate an awareness of the links between scholarship and pedagogical strategies
embodied in Social Studies education policy documents
bull Consider and apply critical frameworks (including critical thinking socially responsible
communityplace-based learning focused on diversity)
bull Explore a range of educational resources to support the design and implementation of engaged
and evidence-based teaching practice
bull Demonstrate continued development of professional competencies including embrace of habits
of reflective practice collaboration in learning communities and thoughtful use of relevant
research to deepen teaching practice and produce accessible teaching resources
5
bull Plan and deliver effective engaging inclusive lessons that support Ministry policy documents
bull Employ a variety of instructional resources to incorporate diverse perspectives consistently
including Indigenous ways of knowing
bull Develop an awareness of current themes amp trends that inform Social Studies amp students today
and support community partnerships
bull Gain confidence and skills in helping studentsrsquo access information from a range of sources
interpret and evaluate evidence and communicate ideas in a variety of formats
bull Practice how to manage time effectively organize and complete a unit program reflect on your
own learning and teaching develop a plan for professional growth
Truth and Reconciliation Commission of Canada (TRC) Calls to Action Recommendations
62 We call upon the federal provincial and territorial governments in consultation and
collaboration with Survivors Aboriginal peoples and educators to
i Make age-appropriate curriculum on residential schools Treaties and Aboriginal peoplesrsquo
historical and contemporary contributions to Canada a mandatory education
requirement for K-12 students
ii Provide the necessary funding to post-secondary institutions to educate teachers on how
to integrate Indigenous knowledge and teaching methods into classrooms
63 We call upon the Council of Ministers of Education Canada to maintain an annual commitment to
Aboriginal education issues including
i Developing and implementing Kindergarten to Grade Twelve curriculum and learning
resources on Aboriginal peoples in Canadian history and the history and legacy of
residential schools
ii Sharing information and best practices on teaching curriculum related to residential
schools and Aboriginal history
iii Building student capacity for intercultural understanding empathy and mutual respect
iv Identifying teacher-training needs relating to the above
51 Professional Expectations
Teacher Candidates must follow the guidelines for professional conduct expressed in the OISE
Standards of Professional Practice Behaviour and Ethical Performance found at
httpwwwoiseutorontocamtPractice_TeachingPolicies_Procedureshtml
6 Scope and Sequence of Course Topics andor Content
This course is broken down into weekly themes activities and readings This is a 36-hour course which
means each week is one synchronous class held on Tuesday afternoons 130-330am (15-2 hours) and the
other hours each week are asynchronous (for 12 weeks) Presentation days might include extended
synchronous class times This does not include time students would normally spend outside of class time to
complete course work Other than the mandatory synchronous sessions on Zoom the rest of your
asynchronous activities can be done any time throughout the week
Synchronous Hours (estimate) Total 22 hrs
Asynchronous Hours (estimate) Total 14 hrs
6
Topics and readings
CLASS ONE TUES SEPT 14
WELCOME
TOPIC Introduction to Social Studies READINGS NO first class reading note submissions Using News Headlines to teach Social studies Be prepared to post your headline in class
Overview
bull Welcome Introductions and course syllabus overview
bull Assignment descriptions and due dates
bull Exploring places and spaces
bull Reading reflections breakout group work Media
Tkaronto amp Kaniatario httpswwwyoutubecomwatchv=HEY4Sjd0TOk httpswwwyoutubecomwatchv=Ajw8b8R5REE
Open city ways to connect more directly with citizens httpswwwyoutubecomwatchv=iircM5x3Mvo
Ojibwe website httpsojibwenet Listen to this podcast for the first class CBC Series The Secret Life of Canada This podcast Water is Historic
httpswwwcbccaradiosecretlifeofcanadawhy-water-is-worthy-of-the-history-books-14987957
o httpswwwcbccaradiosecretlifeofcanadasecret-life-of-water-15257931
Additional (if you have extra time) Check out podcasts Indigenous Story Tellers
httpsguideslibraryutorontocaIndigenousBookClubpodcasts Preparation for first class
Using News Headlines to teach Social Studies We will have a breakout group discussion sharing how news headlines can link current and local issues to Social studies learning
Read aloud books Most classes will begin with a read aloud story-a story about the land andor a history story (social studies) I will provide the books for the first two classes After that if you would like to shareread a book please sign your name in the pepper folder and write the name of the book yoursquod like to share BIPOC stories are encouraged as those stories are traditionally less available in school libraries
bull Our first book The Sharing circle by Theresa Corky Larsen-Jonasson
CLASS 2 SEPT 21 Instructions for all Weekly readings 1 Choose TWO Readings for this week (some weeks only ONE) 2 Use the Sign-up sheet to make your choice 3 Write one-page of notesor record an audio reading reflection that contains
one quote from the reading readings and which links the article research to the weekly theme
4 You will be sharing your reflections in the class Breakout sessions (This work needs to be ready before class as preparation for breakout discussions)
5 After class reading reflection notes and the Breakout Group Co-authored discussion note is posted in the Classwork Reading Reflection folder
7
(completion grade) 6 One Breakout group member posts the notes directly to the Reading
reflection Pepper folder (by Tuesday10pm) (There will be 4 people in each group all will have roles in the co-authored submission-see assignment details in the Breakout group pepper folder)
TOPIC Introduction to Social Studies amp Indigenous education
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 1
Readings Choose TWO 1 Marker M (2014) Teaching History from an Indigenous Perspective Four
Winding Paths up the Mountain httpgoutlibcacat10517734 (or Posted in
Pepper Reading Folder)
2 Goulet amp Goulet Teaching Each Other Nehinuw concepts and indigenous
pedagogies Chapter one httpgoutlibcacat11766376
3 Battiste M Eastern Door Healing Indigenous Colonized People UBC Press
2000 in Reclaiming indigenous voice and vision [electronic resource]
httpgoutlibcacat8255143
4 Tuck E amp Yang WK (2012) Decolonization is not a metaphor Decolonization
Indigeneity Education amp Society 1(1) pp 1-40
httpsjpslibraryutorontocaindexphpdesarticleview1863015554
5 Nardozi A Restoule J P Broad K Steele N amp James U (2014)
Deepening knowledge to inspire action Including Aboriginal perspectives in
teaching practice in education 19(3)
access httpsineducationcaineducationarticleview140
6 Regan P (2010) Unsettling the settler within Indian residential schools truth
telling and reconciliation in Canada Vancouver BC UBC Press (Chapter 1 or 3)
Electronic Source
httpssearchlibraryutorontocadetails9926507ampuuid=cb83244a-b58c-4ba5-
b16b-66ac73dd8df6
7 Woolford A (2013) Nodal repair and networks of destruction Residential
schools colonial genocide and redress in Canada Settler Colonial Studies 3(1)
pp 65-8 httpswww-tandfonline-
commyaccesslibraryutorontocadoifull101080183807432013761936
==============================
Additional informationresources
o The Environmental Context of (Settler) Colonialism in Canada (niche-canada) httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
o Joseph B (2020) Indigenous Peoples A guides to terminology usage tips and
definitions Indigenous Corporate Training
httpswwwictinccaindigenous-peoples-a-guide-to-terminology
OISE Library
See AudioVisual Page on the Infusing Indigenous Perspectives in K-12 Teaching
Guide which includes a series Ask an Elder and there are many channels such as
the OurStories eTextbook There are also many oral history projects such as the Our
Voices Oral History Project
National Centre for Truth and Reconciliation
8
httpsnctrca Legacy Archive Missing and Murdered Indigenous women
httpswwwmmiwg-ffadacacommemoration-art-and-educationlegacy-
archive
CLASS 3 SEPT28
TOPIC Relationship to Land amp place in Social Studies Perspectives and Pedagogy
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 2
Overview ldquoMy aim is to uphold the practice of Land acknowledgment as a way for Original peoples to celebrate amp honour their ancestorsrsquo veritable relationships to Land as it shaped the inherent Indigenous worldview This approach brings our collective consciousness back to the Land to remedy all the ways she has been violated Due to the interrelationship between Land and People People and Land those violations align with the human experience across culturesrdquo (Suzanne Keeptwo We All Go Back to the Land 3) Readings Choose one
1 Keeptwo S (2021) We All Go Back to the Land Brush Education Inc
(choose one chapter)
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST14bjes
oalma991107024185106196
2 ResorC (2010) Place-Based Education What is Its Place in the Social Studies
Classroom The Social Studies (2010) 101 185ndash188
httpswwwtandfonlinecomdoiabs10108000377990903493853
3 Styres S (2011) Land as first teacher A philosophical journeying Reflective
Practice 12 (6) pp 717-731 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails14623943v12i0006717_laftapjxml
4 Chambers C (2008) Where are we finding common ground in a curriculum
of place Journal of the Canadian Association for Curriculum Studies 6(2)
Retrieved from
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F13670794713Faccountid3D14771
5 N Henry ldquoWhere are the Black people Teaching Black History in Ontariordquo In
Perspectives of Black Histories in Schools edited by LaGarrett J King
Information Age Publishing 2019 httpsebookcentral-proquest-
commyaccesslibraryutorontocalibutorontoreaderactiondocID=5997038
6 S Wurdinger ldquoTurning Your Place into projectsrdquo in D Shannon and Jeffery
Gall eds Interdisciplinary Approaches to Pedagogy and Place-based Education
(palgrave macmillan 2017) 37-52
7 D Smith Weller Starks amp Kamara ldquoWhere are they from Pre-service
educatorsrsquo views on place and professional identityrdquo Asia Pacific Journal of
Education March 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
Extra Fine-Meyer ldquoEngendering Power and Legitimation Giving Teachers the
Tools to Claim a Place for History Education in their Schoolsrdquo In Becoming a History
9
Teacher in Canada Sustaining Practices in Historical Thinking amp Knowing ed R Sandwell
amp A von Heykinghttpgoutlibcacat10495168
CLASS 4 OCT 5
TOPIC Exploring community knowledge sources media and stories MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 3
Overview 1 Collecting and sharing community stories 2 The impact of digital media in either limiting or expanding diverse histories
Apps about local stories 3 httpswwwguelphtodaycomlocal-newsnew-app-showcases-guelphs-
hidden-and-historic-places-3437400 4 httpssikuorg 5 Digital Tours Toronto
httpswhatsyourtechca20190708made-in-toronto-digital-tour-explores-heritage-and-history-in--the-hood
Driftscape 6 httpswwwcbccanewscanadatorontotoronto-history-driftscape-app-
14410795 7 T ORONTOrsquoS NEIGHBOURHOODS
httpsexploredundascarlawheritagetorontoorgHT-MIT-stop01html Harbord
httpharbordvillagecomharbordvillagehistorycahvhistory_oralhistory_creditshtml
ANIMIKKII httpswwwanimikiicomservicesdigital-communications
Ward Museum httpswardmuseumcablockbyblock
One reading and one podcast Podcast options choose ONE podcast from here The Environmental Context of (Settler) Colonialism in Canada (niche-canada)
1 httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
Reading options choose ONE from here 1 Bradley S (2012) History to go Oral history audio walks and mobile media Oral
History 40(1) 99-110 httpwwwjstororgstable41806585
2 High S (2010) TELLING STORIES A REFLECTION ON ORAL HISTORY AND NEW MEDIA Oral History 38(1) 101-112 Retrieved April 4 2021 from httpwwwjstororgstable40650320
3 Getting Word African American Families of Monticello ndash ldquoHear Storiesrdquo httpwwwmonticelloorggetting-wordstorieshear-stories
4 Henry A (2017) ldquoCollaborating with Other Artforms History in Our Hands A Long-Term Storytelling Project with Older Peoplerdquo In D M Jenkins (eds) Digital Storytelling (Palgrave Macmillan London) httpsdoi-orgmyaccesslibraryutorontoca101057978-1-137-59152-4_5
10
5 Breakstone McGrew Smith Ortega and Wineburg ldquoTeaching Students to
Navigate the Online Landscape Social Education 82(4) 2018 219-221 (online)
httpswwwsocialstudiesorgpublicationssocialeducationseptember2018te
aching-students-to-navigate-online-landscape
6 Dilek G (2016) A study of oral and local history on sportswomen with 5th
grade students Eurasian Journal of Educational Research 63 89-114
7 Michell H (2015) Bush Cree storytelling methodology Northern stories that
teach heal and transform in education 21(2) 171-178
8 Levstik LS amp Barton KC (2010) Doing History Investigating With Children
in Elementary and Middle Schools (4th ed) Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249780203834930
CLASS 5 OCT 19
TOPIC How schoolbooks shape knowledge through maps and civics narratives seeking other perspectives
MEDIA amp READINGS Reading reflection 4
Required readings Choose ONE
1 S Manson Mapping Society amp Technology chapter 7 Eric Deluca and Sara
Nelson Lying With Maps httpsopenlibumnedumappingchapter7-lying-
with-maps
2 Wynn G (2019) Painting the Map Red in Wynn Graeme Coates The Nature
of Canada httpgoutlibcacat12970364 (or posted in Pepper folder)
3 D Smith Weller Starks amp Kamara Where are they from Pre-service
educatorsrsquo views on place and professional identity Asia Pacific Journal of
Education march 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
4 Hanus M amp L Havelkovaacute (2019) Teachersrsquo Concepts of Map-Skill
Development Journal of Geography 1183 101-116
httpsdoiorg1010800022134120181528294
5 Michell H (2005) Nēhicircthacircwacirck of Reindeer Lake Canada Worldview
Epistemology and Relationships with the Natural World The Australian Journal
of Indigenous Education 34 33-43 doi101017S132601110000394X
6 S McGrew et al Can Students Evaluate Online Sources Learning from
Assessments of Civic Online Reasoning Theory amp Research in Social Education
46 165ndash193 2018 wwwtandfonlinecomutrs
7 M Johnson Fighting Fake News How We Overhauled Our Website
Evaluation Lessons Knowledge Quest v47 n1 p32-36 Sep-Oct 2018
httpsfilesericedgovfulltextEJ1190996pdf
Additional informationresources
1 Stories from the Land Indigenous place names in Canada
httpsmapscanadacajournalcontent-
enhtmllang=enampappid=0e585399e9474ccf932104a239d90652ampappidalt=1175
6f2e3c454acdb214f950cf1e2f7d
2 Natasha Henry Teaching African Canadian History Resources images blog
and lessons
11
httpsteachingafricancanadianhistoryweeblycom
httpsteachingafricancanadianhistoryweeblycomlesson-planshtml
3 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) Starting from the
heart Going beyond a land acknowledgement Toronto ON ETFO
httpsetfofnmicapage_id=1728
4 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) At Introduction to
treaties Compilation of online resources Toronto ON ETFO
httpsetfofnmicapage_id=1728
CLASS 6 OCT 26
1 UPLOAD VIRTUAL FIELD STUDY PART 1 2 amp 3 Due OCT 24 2 WRITE REFLECTIONS REVIEWS OF 2 PRESENTATIONS BY OCT 28
(see assignment details-posted in course pepper folder)
TOPIC Exploring Cultural institutional knowledge sources amp online platforms Museums Historic houses Conservation areas etc
MEDIA amp READINGS No class weekly reading notes or Breakout notes THESE READINGS ARE FOR YOUR FIELD STUDY ASSIGNMENT
Overview 1 The ways in which publicly funded institutions craft and share stories 2 The role of the public to critique and challenge
Media httpswwwbloggoogleoutreach-initiativesarts-cultureworld-heritage-
day-explore-historic-sites-3d httpswwwmuseumnextcomarticlethe-best-free-virtual-tours-of-
museums-in-the-world httpscanadianmysteriescaenindexphp httpswwwsmithsonianmagcomsmart-newsten-museums-you-can-
virtually-visit-180974443
httpwwwvirtualmuseumcahome
httpswwwhistorycomnews10-best-virtual-museums-tours-history-
from-home
Readings Choose TWO for your assignment
1 Prins A (2020) Live-archiving the crisis Instagram cultural studies and times of collapse European Journal of Cultural Studies 23(6) 1046ndash1053 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_crossref_primary_10_1177_1367549420944519
2 C Krmpotich (2010) ldquoRemembering and Repatriation The Production of
Kinship Memory and Respectrdquo Journal of Material Culture 15(2) 157ndash179
3 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1
cdi_crossref_primary_10_1177_1359183510364077 4 R Phillips (2011) ldquoToward the Indigenization of Canadian Museumsrdquo in
Toward a Dialogic Paradigm New Models of Collaborative Curatorial Practice httpgoutlibcacat10517095 5 Anne Beaulieu amp Sarah de Rijcke (2017) Networked Knowledge and
Epistemic Authority in the Development of Virtual Museums In Museums in a Digital Culture (chapter 5 p 75ndash) Amsterdam University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST1ni6ikicdi_jstor_books_j_ctt1s475tm_8
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
2
16 Copyright Error Bookmark not defined
1 Contact Information for Course Instructor
Email rosefinemeyerutorontoca
Pepper Private Pepper Message or Course Questions Folder
Office Hours Zoom Video Conference (please arrange a time with the instructor)
Class Zoom Sessions Zoom Video Conference
(Link and agenda in Pepper)
I will try to respond to student inquiries within 24 hours If you do not hear back from me after a few days
please feel free to send me another message to follow up
The Zoom Sessions are a regularly scheduled time to interact with the Instructor regarding the weekly course
themes work with your colleagues in group break-out sessions and help clarify anything to do with the
course such as assignments Classes will focus on small lectures exploring course readings goggle slides
breakout group sessionsdiscussions There will be time for open ended questions regarding course work If
you need a private meeting with the Instructor please request an Office Hours Meeting (check folder)
Students Please Note Students need to regularly check their utorontoca email address for official
communication from OISE and their instructors According to the University of Toronto Policy on Official
Correspondence with Students you are expected to monitor and retrieve your mail including electronic
messaging account[s] issued to you by the University on a frequent and consistent basis
2 Up-to-date Information on Coronavirus (COVID-19) from University of Toronto and OISE
As the situation may evolve quickly in the context of the COVID-19 pandemic and the university and the
institute may introduce new measures to respond to the situation it is recommended that you frequently
consult their dedicated web pages
bull University of Toronto
httpswwwutorontocamessage-from-the-university-regarding-the-coronavirus
bull School of Graduate Studies
httpswwwsgsutorontocacovid19
bull OISE Office of the Registrar and Student Services
httpswwwoiseutorontocaorssCOVID-19html
UCheck ndash COVID-19 Self-Assessment
Provincial regulation and public health guidance require that post-secondary institutions
implement COVID-19 health screening for anyone coming to campus In order to comply with these
directives a self-assessment is now required for all members of our community including faculty members
librarians staff and students each day they visit any one of the three U of T campuses or any other property
owned or operated by U of T Please find more information about UCheck here
httpswwwutorontocautogetherucheck
Absence Declaration on ACORN
3
If you will be missing class time due to illness or other reasons and may require consideration for missed
academic work you can formally declare an absence on ACORN If you would like advising assistance related
to your absence please contact your department or OISErsquos Office of the Registrar and Student Services For
more information on how to use ACORN to declare an absence please see
httpshelpacornutorontocablogufaqshow-do-i-declare-an-absence
3 Course Description
The Curriculum and Instruction in Social Studies and Indigenous Education course explores the shared
histories of Indigenous and settler relationships across Turtle Island and while recognizing the North
American divisions as colonial constructs will focus specifically on the Canadian context This course
provides a practical and conceptual introduction to the teaching of Social Studies within the context of
Indigenous (First Nations Meacutetis and Inuit) understandings as well as the multiple and diverse perspectives
of those living on this land This course consists of a series of weekly themes designed to emphasize the
expectations pedagogy and content integrating Social Studies and Indigenous Studies in the Primary
grades The course provides opportunities to develop practical understandings related to instructional
methods and skills through lesson planning evidence-based learning assessment strategies and the
incorporation of Indigenous and Western knowledges It seeks answers to questions of ident ity and
complex issues concerning community and nation past and present It looks to bring local histories and
traditional ecological knowledges to provide a template for understanding the complex interplay to
constructions of identity (personal local and national) and sovereignty
4 Course Delivery Modes
In the MT program all courses are Online Synchronous (SYNC) This does not mean that the full course will
be taught in solely synchronous format but rather that it will include synchronous teaching and learning
A Zoom
We will be using Zoom for all of our synchronous course activities (ie for activities that require us to meet
at the same time) The datestimes of our Zoom sessions can be found in the Course Schedule in Section 6
Information for Students If you have been invited to join a video conference via Zoom click the invitation
link sent by your host You will be prompted to download the Zoom plugin follow the prompts to join the
meeting You will be asked to verify that you would like to join the meeting using video from your devicersquos
camera and audio from your devicersquos microphone
B Standalone Pepper
We will be using Pepper for all of our asynchronous course activities (ie for activities that donrsquot require us
to meet at the same time) The majority of our course activities will take place asynchronously
Information for Students Pepper is a web-based collaborative workspace where students can engage in in-
depth inquiry offering a variety of specialized knowledge building features and social networking tools that
support learners in their efforts to share information identify key ideas and progressively work to improve
those ideas
Information for Students I am using Pepper for Online Teaching here is the link to the Pepper sign in page
httpspepperoiseutorontocaSigninhtml
4
C Succeeding and Excelling in Online Learning
Please see oiseonlineorg a resource put together by members of the OISE community to help students
succeed and excel in online learning
Also resources available from the School of Graduate Studies
bull Guide to Working from Home for GraduatePostdoctoral Researchers
httpswwwsgsutorontocawp-contentuploadssites253202004Strategies-for-Graduate-
Mentoring-and-Supervision-at-a-Distancepdf
bull SGS Graduate Wellness Portal
httpswwwsgsutorontocaresources-supportswellness-portal
5 Learning Expectations
a This course aligns with Ontario College of Teachers Foundations of Professional Standards ndash see
httpwwwoctcapublicprofessional20standardsstandards20of20practice
b The MT Program is guided by the following seven core principles 1) Teaching Excellence 2) Equity
Diversity and Social Justice 3) Research Informed and Infused Practice 4) Cohort-Based Learning
Communities 5) SchoolFieldUniversity Partnerships 6) Faculty Collaboration and 6) Coherence
c Linked to these principles this course has four main expectations to demonstrate an awareness of
the breadth of the content embodied in Social Studies documents to plan and deliver engaging
inclusive culturally informed lessons that align with Ministry policy documents for the benefit of all
learners to build communities of practice through community-based learning that will challenge
nurture and sustain your work as a Social Studies teacher to enhance studentsrsquo critical thinking as
well as an awareness and acknowledgement of the importance of Indigenous perspectives in the
study of societies within the Canadian context A copy of Critical Thinking is available at
httpctlutscutorontocatwcwebresources
d The Ontario College of Teachers Accreditation Resource Guide provides details regarding the
mandatory core content in the program with examples of areas of knowledge and skill in various
program areas as well as examples of demonstrations Ministry Overview (Revised 2013 and 2018)
The Ministry Vision statements for Social Studies will enable students to become responsible active
citizens within the diverse communities to which they belong Ontario Ministry of Education Policy
and Resource documents httpwwwedugovoncaengcurriculumelementarysshghtml
e This course explores the components of teaching Social Studies in schools The focus of this learning
is guided and driven by the following expectations
bull To actively implement inquiry-based evidence-based instruction focused on diversity
bull To demonstrate an awareness of the links between scholarship and pedagogical strategies
embodied in Social Studies education policy documents
bull Consider and apply critical frameworks (including critical thinking socially responsible
communityplace-based learning focused on diversity)
bull Explore a range of educational resources to support the design and implementation of engaged
and evidence-based teaching practice
bull Demonstrate continued development of professional competencies including embrace of habits
of reflective practice collaboration in learning communities and thoughtful use of relevant
research to deepen teaching practice and produce accessible teaching resources
5
bull Plan and deliver effective engaging inclusive lessons that support Ministry policy documents
bull Employ a variety of instructional resources to incorporate diverse perspectives consistently
including Indigenous ways of knowing
bull Develop an awareness of current themes amp trends that inform Social Studies amp students today
and support community partnerships
bull Gain confidence and skills in helping studentsrsquo access information from a range of sources
interpret and evaluate evidence and communicate ideas in a variety of formats
bull Practice how to manage time effectively organize and complete a unit program reflect on your
own learning and teaching develop a plan for professional growth
Truth and Reconciliation Commission of Canada (TRC) Calls to Action Recommendations
62 We call upon the federal provincial and territorial governments in consultation and
collaboration with Survivors Aboriginal peoples and educators to
i Make age-appropriate curriculum on residential schools Treaties and Aboriginal peoplesrsquo
historical and contemporary contributions to Canada a mandatory education
requirement for K-12 students
ii Provide the necessary funding to post-secondary institutions to educate teachers on how
to integrate Indigenous knowledge and teaching methods into classrooms
63 We call upon the Council of Ministers of Education Canada to maintain an annual commitment to
Aboriginal education issues including
i Developing and implementing Kindergarten to Grade Twelve curriculum and learning
resources on Aboriginal peoples in Canadian history and the history and legacy of
residential schools
ii Sharing information and best practices on teaching curriculum related to residential
schools and Aboriginal history
iii Building student capacity for intercultural understanding empathy and mutual respect
iv Identifying teacher-training needs relating to the above
51 Professional Expectations
Teacher Candidates must follow the guidelines for professional conduct expressed in the OISE
Standards of Professional Practice Behaviour and Ethical Performance found at
httpwwwoiseutorontocamtPractice_TeachingPolicies_Procedureshtml
6 Scope and Sequence of Course Topics andor Content
This course is broken down into weekly themes activities and readings This is a 36-hour course which
means each week is one synchronous class held on Tuesday afternoons 130-330am (15-2 hours) and the
other hours each week are asynchronous (for 12 weeks) Presentation days might include extended
synchronous class times This does not include time students would normally spend outside of class time to
complete course work Other than the mandatory synchronous sessions on Zoom the rest of your
asynchronous activities can be done any time throughout the week
Synchronous Hours (estimate) Total 22 hrs
Asynchronous Hours (estimate) Total 14 hrs
6
Topics and readings
CLASS ONE TUES SEPT 14
WELCOME
TOPIC Introduction to Social Studies READINGS NO first class reading note submissions Using News Headlines to teach Social studies Be prepared to post your headline in class
Overview
bull Welcome Introductions and course syllabus overview
bull Assignment descriptions and due dates
bull Exploring places and spaces
bull Reading reflections breakout group work Media
Tkaronto amp Kaniatario httpswwwyoutubecomwatchv=HEY4Sjd0TOk httpswwwyoutubecomwatchv=Ajw8b8R5REE
Open city ways to connect more directly with citizens httpswwwyoutubecomwatchv=iircM5x3Mvo
Ojibwe website httpsojibwenet Listen to this podcast for the first class CBC Series The Secret Life of Canada This podcast Water is Historic
httpswwwcbccaradiosecretlifeofcanadawhy-water-is-worthy-of-the-history-books-14987957
o httpswwwcbccaradiosecretlifeofcanadasecret-life-of-water-15257931
Additional (if you have extra time) Check out podcasts Indigenous Story Tellers
httpsguideslibraryutorontocaIndigenousBookClubpodcasts Preparation for first class
Using News Headlines to teach Social Studies We will have a breakout group discussion sharing how news headlines can link current and local issues to Social studies learning
Read aloud books Most classes will begin with a read aloud story-a story about the land andor a history story (social studies) I will provide the books for the first two classes After that if you would like to shareread a book please sign your name in the pepper folder and write the name of the book yoursquod like to share BIPOC stories are encouraged as those stories are traditionally less available in school libraries
bull Our first book The Sharing circle by Theresa Corky Larsen-Jonasson
CLASS 2 SEPT 21 Instructions for all Weekly readings 1 Choose TWO Readings for this week (some weeks only ONE) 2 Use the Sign-up sheet to make your choice 3 Write one-page of notesor record an audio reading reflection that contains
one quote from the reading readings and which links the article research to the weekly theme
4 You will be sharing your reflections in the class Breakout sessions (This work needs to be ready before class as preparation for breakout discussions)
5 After class reading reflection notes and the Breakout Group Co-authored discussion note is posted in the Classwork Reading Reflection folder
7
(completion grade) 6 One Breakout group member posts the notes directly to the Reading
reflection Pepper folder (by Tuesday10pm) (There will be 4 people in each group all will have roles in the co-authored submission-see assignment details in the Breakout group pepper folder)
TOPIC Introduction to Social Studies amp Indigenous education
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 1
Readings Choose TWO 1 Marker M (2014) Teaching History from an Indigenous Perspective Four
Winding Paths up the Mountain httpgoutlibcacat10517734 (or Posted in
Pepper Reading Folder)
2 Goulet amp Goulet Teaching Each Other Nehinuw concepts and indigenous
pedagogies Chapter one httpgoutlibcacat11766376
3 Battiste M Eastern Door Healing Indigenous Colonized People UBC Press
2000 in Reclaiming indigenous voice and vision [electronic resource]
httpgoutlibcacat8255143
4 Tuck E amp Yang WK (2012) Decolonization is not a metaphor Decolonization
Indigeneity Education amp Society 1(1) pp 1-40
httpsjpslibraryutorontocaindexphpdesarticleview1863015554
5 Nardozi A Restoule J P Broad K Steele N amp James U (2014)
Deepening knowledge to inspire action Including Aboriginal perspectives in
teaching practice in education 19(3)
access httpsineducationcaineducationarticleview140
6 Regan P (2010) Unsettling the settler within Indian residential schools truth
telling and reconciliation in Canada Vancouver BC UBC Press (Chapter 1 or 3)
Electronic Source
httpssearchlibraryutorontocadetails9926507ampuuid=cb83244a-b58c-4ba5-
b16b-66ac73dd8df6
7 Woolford A (2013) Nodal repair and networks of destruction Residential
schools colonial genocide and redress in Canada Settler Colonial Studies 3(1)
pp 65-8 httpswww-tandfonline-
commyaccesslibraryutorontocadoifull101080183807432013761936
==============================
Additional informationresources
o The Environmental Context of (Settler) Colonialism in Canada (niche-canada) httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
o Joseph B (2020) Indigenous Peoples A guides to terminology usage tips and
definitions Indigenous Corporate Training
httpswwwictinccaindigenous-peoples-a-guide-to-terminology
OISE Library
See AudioVisual Page on the Infusing Indigenous Perspectives in K-12 Teaching
Guide which includes a series Ask an Elder and there are many channels such as
the OurStories eTextbook There are also many oral history projects such as the Our
Voices Oral History Project
National Centre for Truth and Reconciliation
8
httpsnctrca Legacy Archive Missing and Murdered Indigenous women
httpswwwmmiwg-ffadacacommemoration-art-and-educationlegacy-
archive
CLASS 3 SEPT28
TOPIC Relationship to Land amp place in Social Studies Perspectives and Pedagogy
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 2
Overview ldquoMy aim is to uphold the practice of Land acknowledgment as a way for Original peoples to celebrate amp honour their ancestorsrsquo veritable relationships to Land as it shaped the inherent Indigenous worldview This approach brings our collective consciousness back to the Land to remedy all the ways she has been violated Due to the interrelationship between Land and People People and Land those violations align with the human experience across culturesrdquo (Suzanne Keeptwo We All Go Back to the Land 3) Readings Choose one
1 Keeptwo S (2021) We All Go Back to the Land Brush Education Inc
(choose one chapter)
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST14bjes
oalma991107024185106196
2 ResorC (2010) Place-Based Education What is Its Place in the Social Studies
Classroom The Social Studies (2010) 101 185ndash188
httpswwwtandfonlinecomdoiabs10108000377990903493853
3 Styres S (2011) Land as first teacher A philosophical journeying Reflective
Practice 12 (6) pp 717-731 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails14623943v12i0006717_laftapjxml
4 Chambers C (2008) Where are we finding common ground in a curriculum
of place Journal of the Canadian Association for Curriculum Studies 6(2)
Retrieved from
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F13670794713Faccountid3D14771
5 N Henry ldquoWhere are the Black people Teaching Black History in Ontariordquo In
Perspectives of Black Histories in Schools edited by LaGarrett J King
Information Age Publishing 2019 httpsebookcentral-proquest-
commyaccesslibraryutorontocalibutorontoreaderactiondocID=5997038
6 S Wurdinger ldquoTurning Your Place into projectsrdquo in D Shannon and Jeffery
Gall eds Interdisciplinary Approaches to Pedagogy and Place-based Education
(palgrave macmillan 2017) 37-52
7 D Smith Weller Starks amp Kamara ldquoWhere are they from Pre-service
educatorsrsquo views on place and professional identityrdquo Asia Pacific Journal of
Education March 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
Extra Fine-Meyer ldquoEngendering Power and Legitimation Giving Teachers the
Tools to Claim a Place for History Education in their Schoolsrdquo In Becoming a History
9
Teacher in Canada Sustaining Practices in Historical Thinking amp Knowing ed R Sandwell
amp A von Heykinghttpgoutlibcacat10495168
CLASS 4 OCT 5
TOPIC Exploring community knowledge sources media and stories MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 3
Overview 1 Collecting and sharing community stories 2 The impact of digital media in either limiting or expanding diverse histories
Apps about local stories 3 httpswwwguelphtodaycomlocal-newsnew-app-showcases-guelphs-
hidden-and-historic-places-3437400 4 httpssikuorg 5 Digital Tours Toronto
httpswhatsyourtechca20190708made-in-toronto-digital-tour-explores-heritage-and-history-in--the-hood
Driftscape 6 httpswwwcbccanewscanadatorontotoronto-history-driftscape-app-
14410795 7 T ORONTOrsquoS NEIGHBOURHOODS
httpsexploredundascarlawheritagetorontoorgHT-MIT-stop01html Harbord
httpharbordvillagecomharbordvillagehistorycahvhistory_oralhistory_creditshtml
ANIMIKKII httpswwwanimikiicomservicesdigital-communications
Ward Museum httpswardmuseumcablockbyblock
One reading and one podcast Podcast options choose ONE podcast from here The Environmental Context of (Settler) Colonialism in Canada (niche-canada)
1 httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
Reading options choose ONE from here 1 Bradley S (2012) History to go Oral history audio walks and mobile media Oral
History 40(1) 99-110 httpwwwjstororgstable41806585
2 High S (2010) TELLING STORIES A REFLECTION ON ORAL HISTORY AND NEW MEDIA Oral History 38(1) 101-112 Retrieved April 4 2021 from httpwwwjstororgstable40650320
3 Getting Word African American Families of Monticello ndash ldquoHear Storiesrdquo httpwwwmonticelloorggetting-wordstorieshear-stories
4 Henry A (2017) ldquoCollaborating with Other Artforms History in Our Hands A Long-Term Storytelling Project with Older Peoplerdquo In D M Jenkins (eds) Digital Storytelling (Palgrave Macmillan London) httpsdoi-orgmyaccesslibraryutorontoca101057978-1-137-59152-4_5
10
5 Breakstone McGrew Smith Ortega and Wineburg ldquoTeaching Students to
Navigate the Online Landscape Social Education 82(4) 2018 219-221 (online)
httpswwwsocialstudiesorgpublicationssocialeducationseptember2018te
aching-students-to-navigate-online-landscape
6 Dilek G (2016) A study of oral and local history on sportswomen with 5th
grade students Eurasian Journal of Educational Research 63 89-114
7 Michell H (2015) Bush Cree storytelling methodology Northern stories that
teach heal and transform in education 21(2) 171-178
8 Levstik LS amp Barton KC (2010) Doing History Investigating With Children
in Elementary and Middle Schools (4th ed) Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249780203834930
CLASS 5 OCT 19
TOPIC How schoolbooks shape knowledge through maps and civics narratives seeking other perspectives
MEDIA amp READINGS Reading reflection 4
Required readings Choose ONE
1 S Manson Mapping Society amp Technology chapter 7 Eric Deluca and Sara
Nelson Lying With Maps httpsopenlibumnedumappingchapter7-lying-
with-maps
2 Wynn G (2019) Painting the Map Red in Wynn Graeme Coates The Nature
of Canada httpgoutlibcacat12970364 (or posted in Pepper folder)
3 D Smith Weller Starks amp Kamara Where are they from Pre-service
educatorsrsquo views on place and professional identity Asia Pacific Journal of
Education march 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
4 Hanus M amp L Havelkovaacute (2019) Teachersrsquo Concepts of Map-Skill
Development Journal of Geography 1183 101-116
httpsdoiorg1010800022134120181528294
5 Michell H (2005) Nēhicircthacircwacirck of Reindeer Lake Canada Worldview
Epistemology and Relationships with the Natural World The Australian Journal
of Indigenous Education 34 33-43 doi101017S132601110000394X
6 S McGrew et al Can Students Evaluate Online Sources Learning from
Assessments of Civic Online Reasoning Theory amp Research in Social Education
46 165ndash193 2018 wwwtandfonlinecomutrs
7 M Johnson Fighting Fake News How We Overhauled Our Website
Evaluation Lessons Knowledge Quest v47 n1 p32-36 Sep-Oct 2018
httpsfilesericedgovfulltextEJ1190996pdf
Additional informationresources
1 Stories from the Land Indigenous place names in Canada
httpsmapscanadacajournalcontent-
enhtmllang=enampappid=0e585399e9474ccf932104a239d90652ampappidalt=1175
6f2e3c454acdb214f950cf1e2f7d
2 Natasha Henry Teaching African Canadian History Resources images blog
and lessons
11
httpsteachingafricancanadianhistoryweeblycom
httpsteachingafricancanadianhistoryweeblycomlesson-planshtml
3 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) Starting from the
heart Going beyond a land acknowledgement Toronto ON ETFO
httpsetfofnmicapage_id=1728
4 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) At Introduction to
treaties Compilation of online resources Toronto ON ETFO
httpsetfofnmicapage_id=1728
CLASS 6 OCT 26
1 UPLOAD VIRTUAL FIELD STUDY PART 1 2 amp 3 Due OCT 24 2 WRITE REFLECTIONS REVIEWS OF 2 PRESENTATIONS BY OCT 28
(see assignment details-posted in course pepper folder)
TOPIC Exploring Cultural institutional knowledge sources amp online platforms Museums Historic houses Conservation areas etc
MEDIA amp READINGS No class weekly reading notes or Breakout notes THESE READINGS ARE FOR YOUR FIELD STUDY ASSIGNMENT
Overview 1 The ways in which publicly funded institutions craft and share stories 2 The role of the public to critique and challenge
Media httpswwwbloggoogleoutreach-initiativesarts-cultureworld-heritage-
day-explore-historic-sites-3d httpswwwmuseumnextcomarticlethe-best-free-virtual-tours-of-
museums-in-the-world httpscanadianmysteriescaenindexphp httpswwwsmithsonianmagcomsmart-newsten-museums-you-can-
virtually-visit-180974443
httpwwwvirtualmuseumcahome
httpswwwhistorycomnews10-best-virtual-museums-tours-history-
from-home
Readings Choose TWO for your assignment
1 Prins A (2020) Live-archiving the crisis Instagram cultural studies and times of collapse European Journal of Cultural Studies 23(6) 1046ndash1053 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_crossref_primary_10_1177_1367549420944519
2 C Krmpotich (2010) ldquoRemembering and Repatriation The Production of
Kinship Memory and Respectrdquo Journal of Material Culture 15(2) 157ndash179
3 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1
cdi_crossref_primary_10_1177_1359183510364077 4 R Phillips (2011) ldquoToward the Indigenization of Canadian Museumsrdquo in
Toward a Dialogic Paradigm New Models of Collaborative Curatorial Practice httpgoutlibcacat10517095 5 Anne Beaulieu amp Sarah de Rijcke (2017) Networked Knowledge and
Epistemic Authority in the Development of Virtual Museums In Museums in a Digital Culture (chapter 5 p 75ndash) Amsterdam University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST1ni6ikicdi_jstor_books_j_ctt1s475tm_8
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
3
If you will be missing class time due to illness or other reasons and may require consideration for missed
academic work you can formally declare an absence on ACORN If you would like advising assistance related
to your absence please contact your department or OISErsquos Office of the Registrar and Student Services For
more information on how to use ACORN to declare an absence please see
httpshelpacornutorontocablogufaqshow-do-i-declare-an-absence
3 Course Description
The Curriculum and Instruction in Social Studies and Indigenous Education course explores the shared
histories of Indigenous and settler relationships across Turtle Island and while recognizing the North
American divisions as colonial constructs will focus specifically on the Canadian context This course
provides a practical and conceptual introduction to the teaching of Social Studies within the context of
Indigenous (First Nations Meacutetis and Inuit) understandings as well as the multiple and diverse perspectives
of those living on this land This course consists of a series of weekly themes designed to emphasize the
expectations pedagogy and content integrating Social Studies and Indigenous Studies in the Primary
grades The course provides opportunities to develop practical understandings related to instructional
methods and skills through lesson planning evidence-based learning assessment strategies and the
incorporation of Indigenous and Western knowledges It seeks answers to questions of ident ity and
complex issues concerning community and nation past and present It looks to bring local histories and
traditional ecological knowledges to provide a template for understanding the complex interplay to
constructions of identity (personal local and national) and sovereignty
4 Course Delivery Modes
In the MT program all courses are Online Synchronous (SYNC) This does not mean that the full course will
be taught in solely synchronous format but rather that it will include synchronous teaching and learning
A Zoom
We will be using Zoom for all of our synchronous course activities (ie for activities that require us to meet
at the same time) The datestimes of our Zoom sessions can be found in the Course Schedule in Section 6
Information for Students If you have been invited to join a video conference via Zoom click the invitation
link sent by your host You will be prompted to download the Zoom plugin follow the prompts to join the
meeting You will be asked to verify that you would like to join the meeting using video from your devicersquos
camera and audio from your devicersquos microphone
B Standalone Pepper
We will be using Pepper for all of our asynchronous course activities (ie for activities that donrsquot require us
to meet at the same time) The majority of our course activities will take place asynchronously
Information for Students Pepper is a web-based collaborative workspace where students can engage in in-
depth inquiry offering a variety of specialized knowledge building features and social networking tools that
support learners in their efforts to share information identify key ideas and progressively work to improve
those ideas
Information for Students I am using Pepper for Online Teaching here is the link to the Pepper sign in page
httpspepperoiseutorontocaSigninhtml
4
C Succeeding and Excelling in Online Learning
Please see oiseonlineorg a resource put together by members of the OISE community to help students
succeed and excel in online learning
Also resources available from the School of Graduate Studies
bull Guide to Working from Home for GraduatePostdoctoral Researchers
httpswwwsgsutorontocawp-contentuploadssites253202004Strategies-for-Graduate-
Mentoring-and-Supervision-at-a-Distancepdf
bull SGS Graduate Wellness Portal
httpswwwsgsutorontocaresources-supportswellness-portal
5 Learning Expectations
a This course aligns with Ontario College of Teachers Foundations of Professional Standards ndash see
httpwwwoctcapublicprofessional20standardsstandards20of20practice
b The MT Program is guided by the following seven core principles 1) Teaching Excellence 2) Equity
Diversity and Social Justice 3) Research Informed and Infused Practice 4) Cohort-Based Learning
Communities 5) SchoolFieldUniversity Partnerships 6) Faculty Collaboration and 6) Coherence
c Linked to these principles this course has four main expectations to demonstrate an awareness of
the breadth of the content embodied in Social Studies documents to plan and deliver engaging
inclusive culturally informed lessons that align with Ministry policy documents for the benefit of all
learners to build communities of practice through community-based learning that will challenge
nurture and sustain your work as a Social Studies teacher to enhance studentsrsquo critical thinking as
well as an awareness and acknowledgement of the importance of Indigenous perspectives in the
study of societies within the Canadian context A copy of Critical Thinking is available at
httpctlutscutorontocatwcwebresources
d The Ontario College of Teachers Accreditation Resource Guide provides details regarding the
mandatory core content in the program with examples of areas of knowledge and skill in various
program areas as well as examples of demonstrations Ministry Overview (Revised 2013 and 2018)
The Ministry Vision statements for Social Studies will enable students to become responsible active
citizens within the diverse communities to which they belong Ontario Ministry of Education Policy
and Resource documents httpwwwedugovoncaengcurriculumelementarysshghtml
e This course explores the components of teaching Social Studies in schools The focus of this learning
is guided and driven by the following expectations
bull To actively implement inquiry-based evidence-based instruction focused on diversity
bull To demonstrate an awareness of the links between scholarship and pedagogical strategies
embodied in Social Studies education policy documents
bull Consider and apply critical frameworks (including critical thinking socially responsible
communityplace-based learning focused on diversity)
bull Explore a range of educational resources to support the design and implementation of engaged
and evidence-based teaching practice
bull Demonstrate continued development of professional competencies including embrace of habits
of reflective practice collaboration in learning communities and thoughtful use of relevant
research to deepen teaching practice and produce accessible teaching resources
5
bull Plan and deliver effective engaging inclusive lessons that support Ministry policy documents
bull Employ a variety of instructional resources to incorporate diverse perspectives consistently
including Indigenous ways of knowing
bull Develop an awareness of current themes amp trends that inform Social Studies amp students today
and support community partnerships
bull Gain confidence and skills in helping studentsrsquo access information from a range of sources
interpret and evaluate evidence and communicate ideas in a variety of formats
bull Practice how to manage time effectively organize and complete a unit program reflect on your
own learning and teaching develop a plan for professional growth
Truth and Reconciliation Commission of Canada (TRC) Calls to Action Recommendations
62 We call upon the federal provincial and territorial governments in consultation and
collaboration with Survivors Aboriginal peoples and educators to
i Make age-appropriate curriculum on residential schools Treaties and Aboriginal peoplesrsquo
historical and contemporary contributions to Canada a mandatory education
requirement for K-12 students
ii Provide the necessary funding to post-secondary institutions to educate teachers on how
to integrate Indigenous knowledge and teaching methods into classrooms
63 We call upon the Council of Ministers of Education Canada to maintain an annual commitment to
Aboriginal education issues including
i Developing and implementing Kindergarten to Grade Twelve curriculum and learning
resources on Aboriginal peoples in Canadian history and the history and legacy of
residential schools
ii Sharing information and best practices on teaching curriculum related to residential
schools and Aboriginal history
iii Building student capacity for intercultural understanding empathy and mutual respect
iv Identifying teacher-training needs relating to the above
51 Professional Expectations
Teacher Candidates must follow the guidelines for professional conduct expressed in the OISE
Standards of Professional Practice Behaviour and Ethical Performance found at
httpwwwoiseutorontocamtPractice_TeachingPolicies_Procedureshtml
6 Scope and Sequence of Course Topics andor Content
This course is broken down into weekly themes activities and readings This is a 36-hour course which
means each week is one synchronous class held on Tuesday afternoons 130-330am (15-2 hours) and the
other hours each week are asynchronous (for 12 weeks) Presentation days might include extended
synchronous class times This does not include time students would normally spend outside of class time to
complete course work Other than the mandatory synchronous sessions on Zoom the rest of your
asynchronous activities can be done any time throughout the week
Synchronous Hours (estimate) Total 22 hrs
Asynchronous Hours (estimate) Total 14 hrs
6
Topics and readings
CLASS ONE TUES SEPT 14
WELCOME
TOPIC Introduction to Social Studies READINGS NO first class reading note submissions Using News Headlines to teach Social studies Be prepared to post your headline in class
Overview
bull Welcome Introductions and course syllabus overview
bull Assignment descriptions and due dates
bull Exploring places and spaces
bull Reading reflections breakout group work Media
Tkaronto amp Kaniatario httpswwwyoutubecomwatchv=HEY4Sjd0TOk httpswwwyoutubecomwatchv=Ajw8b8R5REE
Open city ways to connect more directly with citizens httpswwwyoutubecomwatchv=iircM5x3Mvo
Ojibwe website httpsojibwenet Listen to this podcast for the first class CBC Series The Secret Life of Canada This podcast Water is Historic
httpswwwcbccaradiosecretlifeofcanadawhy-water-is-worthy-of-the-history-books-14987957
o httpswwwcbccaradiosecretlifeofcanadasecret-life-of-water-15257931
Additional (if you have extra time) Check out podcasts Indigenous Story Tellers
httpsguideslibraryutorontocaIndigenousBookClubpodcasts Preparation for first class
Using News Headlines to teach Social Studies We will have a breakout group discussion sharing how news headlines can link current and local issues to Social studies learning
Read aloud books Most classes will begin with a read aloud story-a story about the land andor a history story (social studies) I will provide the books for the first two classes After that if you would like to shareread a book please sign your name in the pepper folder and write the name of the book yoursquod like to share BIPOC stories are encouraged as those stories are traditionally less available in school libraries
bull Our first book The Sharing circle by Theresa Corky Larsen-Jonasson
CLASS 2 SEPT 21 Instructions for all Weekly readings 1 Choose TWO Readings for this week (some weeks only ONE) 2 Use the Sign-up sheet to make your choice 3 Write one-page of notesor record an audio reading reflection that contains
one quote from the reading readings and which links the article research to the weekly theme
4 You will be sharing your reflections in the class Breakout sessions (This work needs to be ready before class as preparation for breakout discussions)
5 After class reading reflection notes and the Breakout Group Co-authored discussion note is posted in the Classwork Reading Reflection folder
7
(completion grade) 6 One Breakout group member posts the notes directly to the Reading
reflection Pepper folder (by Tuesday10pm) (There will be 4 people in each group all will have roles in the co-authored submission-see assignment details in the Breakout group pepper folder)
TOPIC Introduction to Social Studies amp Indigenous education
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 1
Readings Choose TWO 1 Marker M (2014) Teaching History from an Indigenous Perspective Four
Winding Paths up the Mountain httpgoutlibcacat10517734 (or Posted in
Pepper Reading Folder)
2 Goulet amp Goulet Teaching Each Other Nehinuw concepts and indigenous
pedagogies Chapter one httpgoutlibcacat11766376
3 Battiste M Eastern Door Healing Indigenous Colonized People UBC Press
2000 in Reclaiming indigenous voice and vision [electronic resource]
httpgoutlibcacat8255143
4 Tuck E amp Yang WK (2012) Decolonization is not a metaphor Decolonization
Indigeneity Education amp Society 1(1) pp 1-40
httpsjpslibraryutorontocaindexphpdesarticleview1863015554
5 Nardozi A Restoule J P Broad K Steele N amp James U (2014)
Deepening knowledge to inspire action Including Aboriginal perspectives in
teaching practice in education 19(3)
access httpsineducationcaineducationarticleview140
6 Regan P (2010) Unsettling the settler within Indian residential schools truth
telling and reconciliation in Canada Vancouver BC UBC Press (Chapter 1 or 3)
Electronic Source
httpssearchlibraryutorontocadetails9926507ampuuid=cb83244a-b58c-4ba5-
b16b-66ac73dd8df6
7 Woolford A (2013) Nodal repair and networks of destruction Residential
schools colonial genocide and redress in Canada Settler Colonial Studies 3(1)
pp 65-8 httpswww-tandfonline-
commyaccesslibraryutorontocadoifull101080183807432013761936
==============================
Additional informationresources
o The Environmental Context of (Settler) Colonialism in Canada (niche-canada) httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
o Joseph B (2020) Indigenous Peoples A guides to terminology usage tips and
definitions Indigenous Corporate Training
httpswwwictinccaindigenous-peoples-a-guide-to-terminology
OISE Library
See AudioVisual Page on the Infusing Indigenous Perspectives in K-12 Teaching
Guide which includes a series Ask an Elder and there are many channels such as
the OurStories eTextbook There are also many oral history projects such as the Our
Voices Oral History Project
National Centre for Truth and Reconciliation
8
httpsnctrca Legacy Archive Missing and Murdered Indigenous women
httpswwwmmiwg-ffadacacommemoration-art-and-educationlegacy-
archive
CLASS 3 SEPT28
TOPIC Relationship to Land amp place in Social Studies Perspectives and Pedagogy
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 2
Overview ldquoMy aim is to uphold the practice of Land acknowledgment as a way for Original peoples to celebrate amp honour their ancestorsrsquo veritable relationships to Land as it shaped the inherent Indigenous worldview This approach brings our collective consciousness back to the Land to remedy all the ways she has been violated Due to the interrelationship between Land and People People and Land those violations align with the human experience across culturesrdquo (Suzanne Keeptwo We All Go Back to the Land 3) Readings Choose one
1 Keeptwo S (2021) We All Go Back to the Land Brush Education Inc
(choose one chapter)
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST14bjes
oalma991107024185106196
2 ResorC (2010) Place-Based Education What is Its Place in the Social Studies
Classroom The Social Studies (2010) 101 185ndash188
httpswwwtandfonlinecomdoiabs10108000377990903493853
3 Styres S (2011) Land as first teacher A philosophical journeying Reflective
Practice 12 (6) pp 717-731 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails14623943v12i0006717_laftapjxml
4 Chambers C (2008) Where are we finding common ground in a curriculum
of place Journal of the Canadian Association for Curriculum Studies 6(2)
Retrieved from
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F13670794713Faccountid3D14771
5 N Henry ldquoWhere are the Black people Teaching Black History in Ontariordquo In
Perspectives of Black Histories in Schools edited by LaGarrett J King
Information Age Publishing 2019 httpsebookcentral-proquest-
commyaccesslibraryutorontocalibutorontoreaderactiondocID=5997038
6 S Wurdinger ldquoTurning Your Place into projectsrdquo in D Shannon and Jeffery
Gall eds Interdisciplinary Approaches to Pedagogy and Place-based Education
(palgrave macmillan 2017) 37-52
7 D Smith Weller Starks amp Kamara ldquoWhere are they from Pre-service
educatorsrsquo views on place and professional identityrdquo Asia Pacific Journal of
Education March 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
Extra Fine-Meyer ldquoEngendering Power and Legitimation Giving Teachers the
Tools to Claim a Place for History Education in their Schoolsrdquo In Becoming a History
9
Teacher in Canada Sustaining Practices in Historical Thinking amp Knowing ed R Sandwell
amp A von Heykinghttpgoutlibcacat10495168
CLASS 4 OCT 5
TOPIC Exploring community knowledge sources media and stories MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 3
Overview 1 Collecting and sharing community stories 2 The impact of digital media in either limiting or expanding diverse histories
Apps about local stories 3 httpswwwguelphtodaycomlocal-newsnew-app-showcases-guelphs-
hidden-and-historic-places-3437400 4 httpssikuorg 5 Digital Tours Toronto
httpswhatsyourtechca20190708made-in-toronto-digital-tour-explores-heritage-and-history-in--the-hood
Driftscape 6 httpswwwcbccanewscanadatorontotoronto-history-driftscape-app-
14410795 7 T ORONTOrsquoS NEIGHBOURHOODS
httpsexploredundascarlawheritagetorontoorgHT-MIT-stop01html Harbord
httpharbordvillagecomharbordvillagehistorycahvhistory_oralhistory_creditshtml
ANIMIKKII httpswwwanimikiicomservicesdigital-communications
Ward Museum httpswardmuseumcablockbyblock
One reading and one podcast Podcast options choose ONE podcast from here The Environmental Context of (Settler) Colonialism in Canada (niche-canada)
1 httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
Reading options choose ONE from here 1 Bradley S (2012) History to go Oral history audio walks and mobile media Oral
History 40(1) 99-110 httpwwwjstororgstable41806585
2 High S (2010) TELLING STORIES A REFLECTION ON ORAL HISTORY AND NEW MEDIA Oral History 38(1) 101-112 Retrieved April 4 2021 from httpwwwjstororgstable40650320
3 Getting Word African American Families of Monticello ndash ldquoHear Storiesrdquo httpwwwmonticelloorggetting-wordstorieshear-stories
4 Henry A (2017) ldquoCollaborating with Other Artforms History in Our Hands A Long-Term Storytelling Project with Older Peoplerdquo In D M Jenkins (eds) Digital Storytelling (Palgrave Macmillan London) httpsdoi-orgmyaccesslibraryutorontoca101057978-1-137-59152-4_5
10
5 Breakstone McGrew Smith Ortega and Wineburg ldquoTeaching Students to
Navigate the Online Landscape Social Education 82(4) 2018 219-221 (online)
httpswwwsocialstudiesorgpublicationssocialeducationseptember2018te
aching-students-to-navigate-online-landscape
6 Dilek G (2016) A study of oral and local history on sportswomen with 5th
grade students Eurasian Journal of Educational Research 63 89-114
7 Michell H (2015) Bush Cree storytelling methodology Northern stories that
teach heal and transform in education 21(2) 171-178
8 Levstik LS amp Barton KC (2010) Doing History Investigating With Children
in Elementary and Middle Schools (4th ed) Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249780203834930
CLASS 5 OCT 19
TOPIC How schoolbooks shape knowledge through maps and civics narratives seeking other perspectives
MEDIA amp READINGS Reading reflection 4
Required readings Choose ONE
1 S Manson Mapping Society amp Technology chapter 7 Eric Deluca and Sara
Nelson Lying With Maps httpsopenlibumnedumappingchapter7-lying-
with-maps
2 Wynn G (2019) Painting the Map Red in Wynn Graeme Coates The Nature
of Canada httpgoutlibcacat12970364 (or posted in Pepper folder)
3 D Smith Weller Starks amp Kamara Where are they from Pre-service
educatorsrsquo views on place and professional identity Asia Pacific Journal of
Education march 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
4 Hanus M amp L Havelkovaacute (2019) Teachersrsquo Concepts of Map-Skill
Development Journal of Geography 1183 101-116
httpsdoiorg1010800022134120181528294
5 Michell H (2005) Nēhicircthacircwacirck of Reindeer Lake Canada Worldview
Epistemology and Relationships with the Natural World The Australian Journal
of Indigenous Education 34 33-43 doi101017S132601110000394X
6 S McGrew et al Can Students Evaluate Online Sources Learning from
Assessments of Civic Online Reasoning Theory amp Research in Social Education
46 165ndash193 2018 wwwtandfonlinecomutrs
7 M Johnson Fighting Fake News How We Overhauled Our Website
Evaluation Lessons Knowledge Quest v47 n1 p32-36 Sep-Oct 2018
httpsfilesericedgovfulltextEJ1190996pdf
Additional informationresources
1 Stories from the Land Indigenous place names in Canada
httpsmapscanadacajournalcontent-
enhtmllang=enampappid=0e585399e9474ccf932104a239d90652ampappidalt=1175
6f2e3c454acdb214f950cf1e2f7d
2 Natasha Henry Teaching African Canadian History Resources images blog
and lessons
11
httpsteachingafricancanadianhistoryweeblycom
httpsteachingafricancanadianhistoryweeblycomlesson-planshtml
3 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) Starting from the
heart Going beyond a land acknowledgement Toronto ON ETFO
httpsetfofnmicapage_id=1728
4 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) At Introduction to
treaties Compilation of online resources Toronto ON ETFO
httpsetfofnmicapage_id=1728
CLASS 6 OCT 26
1 UPLOAD VIRTUAL FIELD STUDY PART 1 2 amp 3 Due OCT 24 2 WRITE REFLECTIONS REVIEWS OF 2 PRESENTATIONS BY OCT 28
(see assignment details-posted in course pepper folder)
TOPIC Exploring Cultural institutional knowledge sources amp online platforms Museums Historic houses Conservation areas etc
MEDIA amp READINGS No class weekly reading notes or Breakout notes THESE READINGS ARE FOR YOUR FIELD STUDY ASSIGNMENT
Overview 1 The ways in which publicly funded institutions craft and share stories 2 The role of the public to critique and challenge
Media httpswwwbloggoogleoutreach-initiativesarts-cultureworld-heritage-
day-explore-historic-sites-3d httpswwwmuseumnextcomarticlethe-best-free-virtual-tours-of-
museums-in-the-world httpscanadianmysteriescaenindexphp httpswwwsmithsonianmagcomsmart-newsten-museums-you-can-
virtually-visit-180974443
httpwwwvirtualmuseumcahome
httpswwwhistorycomnews10-best-virtual-museums-tours-history-
from-home
Readings Choose TWO for your assignment
1 Prins A (2020) Live-archiving the crisis Instagram cultural studies and times of collapse European Journal of Cultural Studies 23(6) 1046ndash1053 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_crossref_primary_10_1177_1367549420944519
2 C Krmpotich (2010) ldquoRemembering and Repatriation The Production of
Kinship Memory and Respectrdquo Journal of Material Culture 15(2) 157ndash179
3 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1
cdi_crossref_primary_10_1177_1359183510364077 4 R Phillips (2011) ldquoToward the Indigenization of Canadian Museumsrdquo in
Toward a Dialogic Paradigm New Models of Collaborative Curatorial Practice httpgoutlibcacat10517095 5 Anne Beaulieu amp Sarah de Rijcke (2017) Networked Knowledge and
Epistemic Authority in the Development of Virtual Museums In Museums in a Digital Culture (chapter 5 p 75ndash) Amsterdam University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST1ni6ikicdi_jstor_books_j_ctt1s475tm_8
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
4
C Succeeding and Excelling in Online Learning
Please see oiseonlineorg a resource put together by members of the OISE community to help students
succeed and excel in online learning
Also resources available from the School of Graduate Studies
bull Guide to Working from Home for GraduatePostdoctoral Researchers
httpswwwsgsutorontocawp-contentuploadssites253202004Strategies-for-Graduate-
Mentoring-and-Supervision-at-a-Distancepdf
bull SGS Graduate Wellness Portal
httpswwwsgsutorontocaresources-supportswellness-portal
5 Learning Expectations
a This course aligns with Ontario College of Teachers Foundations of Professional Standards ndash see
httpwwwoctcapublicprofessional20standardsstandards20of20practice
b The MT Program is guided by the following seven core principles 1) Teaching Excellence 2) Equity
Diversity and Social Justice 3) Research Informed and Infused Practice 4) Cohort-Based Learning
Communities 5) SchoolFieldUniversity Partnerships 6) Faculty Collaboration and 6) Coherence
c Linked to these principles this course has four main expectations to demonstrate an awareness of
the breadth of the content embodied in Social Studies documents to plan and deliver engaging
inclusive culturally informed lessons that align with Ministry policy documents for the benefit of all
learners to build communities of practice through community-based learning that will challenge
nurture and sustain your work as a Social Studies teacher to enhance studentsrsquo critical thinking as
well as an awareness and acknowledgement of the importance of Indigenous perspectives in the
study of societies within the Canadian context A copy of Critical Thinking is available at
httpctlutscutorontocatwcwebresources
d The Ontario College of Teachers Accreditation Resource Guide provides details regarding the
mandatory core content in the program with examples of areas of knowledge and skill in various
program areas as well as examples of demonstrations Ministry Overview (Revised 2013 and 2018)
The Ministry Vision statements for Social Studies will enable students to become responsible active
citizens within the diverse communities to which they belong Ontario Ministry of Education Policy
and Resource documents httpwwwedugovoncaengcurriculumelementarysshghtml
e This course explores the components of teaching Social Studies in schools The focus of this learning
is guided and driven by the following expectations
bull To actively implement inquiry-based evidence-based instruction focused on diversity
bull To demonstrate an awareness of the links between scholarship and pedagogical strategies
embodied in Social Studies education policy documents
bull Consider and apply critical frameworks (including critical thinking socially responsible
communityplace-based learning focused on diversity)
bull Explore a range of educational resources to support the design and implementation of engaged
and evidence-based teaching practice
bull Demonstrate continued development of professional competencies including embrace of habits
of reflective practice collaboration in learning communities and thoughtful use of relevant
research to deepen teaching practice and produce accessible teaching resources
5
bull Plan and deliver effective engaging inclusive lessons that support Ministry policy documents
bull Employ a variety of instructional resources to incorporate diverse perspectives consistently
including Indigenous ways of knowing
bull Develop an awareness of current themes amp trends that inform Social Studies amp students today
and support community partnerships
bull Gain confidence and skills in helping studentsrsquo access information from a range of sources
interpret and evaluate evidence and communicate ideas in a variety of formats
bull Practice how to manage time effectively organize and complete a unit program reflect on your
own learning and teaching develop a plan for professional growth
Truth and Reconciliation Commission of Canada (TRC) Calls to Action Recommendations
62 We call upon the federal provincial and territorial governments in consultation and
collaboration with Survivors Aboriginal peoples and educators to
i Make age-appropriate curriculum on residential schools Treaties and Aboriginal peoplesrsquo
historical and contemporary contributions to Canada a mandatory education
requirement for K-12 students
ii Provide the necessary funding to post-secondary institutions to educate teachers on how
to integrate Indigenous knowledge and teaching methods into classrooms
63 We call upon the Council of Ministers of Education Canada to maintain an annual commitment to
Aboriginal education issues including
i Developing and implementing Kindergarten to Grade Twelve curriculum and learning
resources on Aboriginal peoples in Canadian history and the history and legacy of
residential schools
ii Sharing information and best practices on teaching curriculum related to residential
schools and Aboriginal history
iii Building student capacity for intercultural understanding empathy and mutual respect
iv Identifying teacher-training needs relating to the above
51 Professional Expectations
Teacher Candidates must follow the guidelines for professional conduct expressed in the OISE
Standards of Professional Practice Behaviour and Ethical Performance found at
httpwwwoiseutorontocamtPractice_TeachingPolicies_Procedureshtml
6 Scope and Sequence of Course Topics andor Content
This course is broken down into weekly themes activities and readings This is a 36-hour course which
means each week is one synchronous class held on Tuesday afternoons 130-330am (15-2 hours) and the
other hours each week are asynchronous (for 12 weeks) Presentation days might include extended
synchronous class times This does not include time students would normally spend outside of class time to
complete course work Other than the mandatory synchronous sessions on Zoom the rest of your
asynchronous activities can be done any time throughout the week
Synchronous Hours (estimate) Total 22 hrs
Asynchronous Hours (estimate) Total 14 hrs
6
Topics and readings
CLASS ONE TUES SEPT 14
WELCOME
TOPIC Introduction to Social Studies READINGS NO first class reading note submissions Using News Headlines to teach Social studies Be prepared to post your headline in class
Overview
bull Welcome Introductions and course syllabus overview
bull Assignment descriptions and due dates
bull Exploring places and spaces
bull Reading reflections breakout group work Media
Tkaronto amp Kaniatario httpswwwyoutubecomwatchv=HEY4Sjd0TOk httpswwwyoutubecomwatchv=Ajw8b8R5REE
Open city ways to connect more directly with citizens httpswwwyoutubecomwatchv=iircM5x3Mvo
Ojibwe website httpsojibwenet Listen to this podcast for the first class CBC Series The Secret Life of Canada This podcast Water is Historic
httpswwwcbccaradiosecretlifeofcanadawhy-water-is-worthy-of-the-history-books-14987957
o httpswwwcbccaradiosecretlifeofcanadasecret-life-of-water-15257931
Additional (if you have extra time) Check out podcasts Indigenous Story Tellers
httpsguideslibraryutorontocaIndigenousBookClubpodcasts Preparation for first class
Using News Headlines to teach Social Studies We will have a breakout group discussion sharing how news headlines can link current and local issues to Social studies learning
Read aloud books Most classes will begin with a read aloud story-a story about the land andor a history story (social studies) I will provide the books for the first two classes After that if you would like to shareread a book please sign your name in the pepper folder and write the name of the book yoursquod like to share BIPOC stories are encouraged as those stories are traditionally less available in school libraries
bull Our first book The Sharing circle by Theresa Corky Larsen-Jonasson
CLASS 2 SEPT 21 Instructions for all Weekly readings 1 Choose TWO Readings for this week (some weeks only ONE) 2 Use the Sign-up sheet to make your choice 3 Write one-page of notesor record an audio reading reflection that contains
one quote from the reading readings and which links the article research to the weekly theme
4 You will be sharing your reflections in the class Breakout sessions (This work needs to be ready before class as preparation for breakout discussions)
5 After class reading reflection notes and the Breakout Group Co-authored discussion note is posted in the Classwork Reading Reflection folder
7
(completion grade) 6 One Breakout group member posts the notes directly to the Reading
reflection Pepper folder (by Tuesday10pm) (There will be 4 people in each group all will have roles in the co-authored submission-see assignment details in the Breakout group pepper folder)
TOPIC Introduction to Social Studies amp Indigenous education
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 1
Readings Choose TWO 1 Marker M (2014) Teaching History from an Indigenous Perspective Four
Winding Paths up the Mountain httpgoutlibcacat10517734 (or Posted in
Pepper Reading Folder)
2 Goulet amp Goulet Teaching Each Other Nehinuw concepts and indigenous
pedagogies Chapter one httpgoutlibcacat11766376
3 Battiste M Eastern Door Healing Indigenous Colonized People UBC Press
2000 in Reclaiming indigenous voice and vision [electronic resource]
httpgoutlibcacat8255143
4 Tuck E amp Yang WK (2012) Decolonization is not a metaphor Decolonization
Indigeneity Education amp Society 1(1) pp 1-40
httpsjpslibraryutorontocaindexphpdesarticleview1863015554
5 Nardozi A Restoule J P Broad K Steele N amp James U (2014)
Deepening knowledge to inspire action Including Aboriginal perspectives in
teaching practice in education 19(3)
access httpsineducationcaineducationarticleview140
6 Regan P (2010) Unsettling the settler within Indian residential schools truth
telling and reconciliation in Canada Vancouver BC UBC Press (Chapter 1 or 3)
Electronic Source
httpssearchlibraryutorontocadetails9926507ampuuid=cb83244a-b58c-4ba5-
b16b-66ac73dd8df6
7 Woolford A (2013) Nodal repair and networks of destruction Residential
schools colonial genocide and redress in Canada Settler Colonial Studies 3(1)
pp 65-8 httpswww-tandfonline-
commyaccesslibraryutorontocadoifull101080183807432013761936
==============================
Additional informationresources
o The Environmental Context of (Settler) Colonialism in Canada (niche-canada) httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
o Joseph B (2020) Indigenous Peoples A guides to terminology usage tips and
definitions Indigenous Corporate Training
httpswwwictinccaindigenous-peoples-a-guide-to-terminology
OISE Library
See AudioVisual Page on the Infusing Indigenous Perspectives in K-12 Teaching
Guide which includes a series Ask an Elder and there are many channels such as
the OurStories eTextbook There are also many oral history projects such as the Our
Voices Oral History Project
National Centre for Truth and Reconciliation
8
httpsnctrca Legacy Archive Missing and Murdered Indigenous women
httpswwwmmiwg-ffadacacommemoration-art-and-educationlegacy-
archive
CLASS 3 SEPT28
TOPIC Relationship to Land amp place in Social Studies Perspectives and Pedagogy
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 2
Overview ldquoMy aim is to uphold the practice of Land acknowledgment as a way for Original peoples to celebrate amp honour their ancestorsrsquo veritable relationships to Land as it shaped the inherent Indigenous worldview This approach brings our collective consciousness back to the Land to remedy all the ways she has been violated Due to the interrelationship between Land and People People and Land those violations align with the human experience across culturesrdquo (Suzanne Keeptwo We All Go Back to the Land 3) Readings Choose one
1 Keeptwo S (2021) We All Go Back to the Land Brush Education Inc
(choose one chapter)
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST14bjes
oalma991107024185106196
2 ResorC (2010) Place-Based Education What is Its Place in the Social Studies
Classroom The Social Studies (2010) 101 185ndash188
httpswwwtandfonlinecomdoiabs10108000377990903493853
3 Styres S (2011) Land as first teacher A philosophical journeying Reflective
Practice 12 (6) pp 717-731 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails14623943v12i0006717_laftapjxml
4 Chambers C (2008) Where are we finding common ground in a curriculum
of place Journal of the Canadian Association for Curriculum Studies 6(2)
Retrieved from
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F13670794713Faccountid3D14771
5 N Henry ldquoWhere are the Black people Teaching Black History in Ontariordquo In
Perspectives of Black Histories in Schools edited by LaGarrett J King
Information Age Publishing 2019 httpsebookcentral-proquest-
commyaccesslibraryutorontocalibutorontoreaderactiondocID=5997038
6 S Wurdinger ldquoTurning Your Place into projectsrdquo in D Shannon and Jeffery
Gall eds Interdisciplinary Approaches to Pedagogy and Place-based Education
(palgrave macmillan 2017) 37-52
7 D Smith Weller Starks amp Kamara ldquoWhere are they from Pre-service
educatorsrsquo views on place and professional identityrdquo Asia Pacific Journal of
Education March 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
Extra Fine-Meyer ldquoEngendering Power and Legitimation Giving Teachers the
Tools to Claim a Place for History Education in their Schoolsrdquo In Becoming a History
9
Teacher in Canada Sustaining Practices in Historical Thinking amp Knowing ed R Sandwell
amp A von Heykinghttpgoutlibcacat10495168
CLASS 4 OCT 5
TOPIC Exploring community knowledge sources media and stories MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 3
Overview 1 Collecting and sharing community stories 2 The impact of digital media in either limiting or expanding diverse histories
Apps about local stories 3 httpswwwguelphtodaycomlocal-newsnew-app-showcases-guelphs-
hidden-and-historic-places-3437400 4 httpssikuorg 5 Digital Tours Toronto
httpswhatsyourtechca20190708made-in-toronto-digital-tour-explores-heritage-and-history-in--the-hood
Driftscape 6 httpswwwcbccanewscanadatorontotoronto-history-driftscape-app-
14410795 7 T ORONTOrsquoS NEIGHBOURHOODS
httpsexploredundascarlawheritagetorontoorgHT-MIT-stop01html Harbord
httpharbordvillagecomharbordvillagehistorycahvhistory_oralhistory_creditshtml
ANIMIKKII httpswwwanimikiicomservicesdigital-communications
Ward Museum httpswardmuseumcablockbyblock
One reading and one podcast Podcast options choose ONE podcast from here The Environmental Context of (Settler) Colonialism in Canada (niche-canada)
1 httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
Reading options choose ONE from here 1 Bradley S (2012) History to go Oral history audio walks and mobile media Oral
History 40(1) 99-110 httpwwwjstororgstable41806585
2 High S (2010) TELLING STORIES A REFLECTION ON ORAL HISTORY AND NEW MEDIA Oral History 38(1) 101-112 Retrieved April 4 2021 from httpwwwjstororgstable40650320
3 Getting Word African American Families of Monticello ndash ldquoHear Storiesrdquo httpwwwmonticelloorggetting-wordstorieshear-stories
4 Henry A (2017) ldquoCollaborating with Other Artforms History in Our Hands A Long-Term Storytelling Project with Older Peoplerdquo In D M Jenkins (eds) Digital Storytelling (Palgrave Macmillan London) httpsdoi-orgmyaccesslibraryutorontoca101057978-1-137-59152-4_5
10
5 Breakstone McGrew Smith Ortega and Wineburg ldquoTeaching Students to
Navigate the Online Landscape Social Education 82(4) 2018 219-221 (online)
httpswwwsocialstudiesorgpublicationssocialeducationseptember2018te
aching-students-to-navigate-online-landscape
6 Dilek G (2016) A study of oral and local history on sportswomen with 5th
grade students Eurasian Journal of Educational Research 63 89-114
7 Michell H (2015) Bush Cree storytelling methodology Northern stories that
teach heal and transform in education 21(2) 171-178
8 Levstik LS amp Barton KC (2010) Doing History Investigating With Children
in Elementary and Middle Schools (4th ed) Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249780203834930
CLASS 5 OCT 19
TOPIC How schoolbooks shape knowledge through maps and civics narratives seeking other perspectives
MEDIA amp READINGS Reading reflection 4
Required readings Choose ONE
1 S Manson Mapping Society amp Technology chapter 7 Eric Deluca and Sara
Nelson Lying With Maps httpsopenlibumnedumappingchapter7-lying-
with-maps
2 Wynn G (2019) Painting the Map Red in Wynn Graeme Coates The Nature
of Canada httpgoutlibcacat12970364 (or posted in Pepper folder)
3 D Smith Weller Starks amp Kamara Where are they from Pre-service
educatorsrsquo views on place and professional identity Asia Pacific Journal of
Education march 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
4 Hanus M amp L Havelkovaacute (2019) Teachersrsquo Concepts of Map-Skill
Development Journal of Geography 1183 101-116
httpsdoiorg1010800022134120181528294
5 Michell H (2005) Nēhicircthacircwacirck of Reindeer Lake Canada Worldview
Epistemology and Relationships with the Natural World The Australian Journal
of Indigenous Education 34 33-43 doi101017S132601110000394X
6 S McGrew et al Can Students Evaluate Online Sources Learning from
Assessments of Civic Online Reasoning Theory amp Research in Social Education
46 165ndash193 2018 wwwtandfonlinecomutrs
7 M Johnson Fighting Fake News How We Overhauled Our Website
Evaluation Lessons Knowledge Quest v47 n1 p32-36 Sep-Oct 2018
httpsfilesericedgovfulltextEJ1190996pdf
Additional informationresources
1 Stories from the Land Indigenous place names in Canada
httpsmapscanadacajournalcontent-
enhtmllang=enampappid=0e585399e9474ccf932104a239d90652ampappidalt=1175
6f2e3c454acdb214f950cf1e2f7d
2 Natasha Henry Teaching African Canadian History Resources images blog
and lessons
11
httpsteachingafricancanadianhistoryweeblycom
httpsteachingafricancanadianhistoryweeblycomlesson-planshtml
3 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) Starting from the
heart Going beyond a land acknowledgement Toronto ON ETFO
httpsetfofnmicapage_id=1728
4 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) At Introduction to
treaties Compilation of online resources Toronto ON ETFO
httpsetfofnmicapage_id=1728
CLASS 6 OCT 26
1 UPLOAD VIRTUAL FIELD STUDY PART 1 2 amp 3 Due OCT 24 2 WRITE REFLECTIONS REVIEWS OF 2 PRESENTATIONS BY OCT 28
(see assignment details-posted in course pepper folder)
TOPIC Exploring Cultural institutional knowledge sources amp online platforms Museums Historic houses Conservation areas etc
MEDIA amp READINGS No class weekly reading notes or Breakout notes THESE READINGS ARE FOR YOUR FIELD STUDY ASSIGNMENT
Overview 1 The ways in which publicly funded institutions craft and share stories 2 The role of the public to critique and challenge
Media httpswwwbloggoogleoutreach-initiativesarts-cultureworld-heritage-
day-explore-historic-sites-3d httpswwwmuseumnextcomarticlethe-best-free-virtual-tours-of-
museums-in-the-world httpscanadianmysteriescaenindexphp httpswwwsmithsonianmagcomsmart-newsten-museums-you-can-
virtually-visit-180974443
httpwwwvirtualmuseumcahome
httpswwwhistorycomnews10-best-virtual-museums-tours-history-
from-home
Readings Choose TWO for your assignment
1 Prins A (2020) Live-archiving the crisis Instagram cultural studies and times of collapse European Journal of Cultural Studies 23(6) 1046ndash1053 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_crossref_primary_10_1177_1367549420944519
2 C Krmpotich (2010) ldquoRemembering and Repatriation The Production of
Kinship Memory and Respectrdquo Journal of Material Culture 15(2) 157ndash179
3 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1
cdi_crossref_primary_10_1177_1359183510364077 4 R Phillips (2011) ldquoToward the Indigenization of Canadian Museumsrdquo in
Toward a Dialogic Paradigm New Models of Collaborative Curatorial Practice httpgoutlibcacat10517095 5 Anne Beaulieu amp Sarah de Rijcke (2017) Networked Knowledge and
Epistemic Authority in the Development of Virtual Museums In Museums in a Digital Culture (chapter 5 p 75ndash) Amsterdam University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST1ni6ikicdi_jstor_books_j_ctt1s475tm_8
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
5
bull Plan and deliver effective engaging inclusive lessons that support Ministry policy documents
bull Employ a variety of instructional resources to incorporate diverse perspectives consistently
including Indigenous ways of knowing
bull Develop an awareness of current themes amp trends that inform Social Studies amp students today
and support community partnerships
bull Gain confidence and skills in helping studentsrsquo access information from a range of sources
interpret and evaluate evidence and communicate ideas in a variety of formats
bull Practice how to manage time effectively organize and complete a unit program reflect on your
own learning and teaching develop a plan for professional growth
Truth and Reconciliation Commission of Canada (TRC) Calls to Action Recommendations
62 We call upon the federal provincial and territorial governments in consultation and
collaboration with Survivors Aboriginal peoples and educators to
i Make age-appropriate curriculum on residential schools Treaties and Aboriginal peoplesrsquo
historical and contemporary contributions to Canada a mandatory education
requirement for K-12 students
ii Provide the necessary funding to post-secondary institutions to educate teachers on how
to integrate Indigenous knowledge and teaching methods into classrooms
63 We call upon the Council of Ministers of Education Canada to maintain an annual commitment to
Aboriginal education issues including
i Developing and implementing Kindergarten to Grade Twelve curriculum and learning
resources on Aboriginal peoples in Canadian history and the history and legacy of
residential schools
ii Sharing information and best practices on teaching curriculum related to residential
schools and Aboriginal history
iii Building student capacity for intercultural understanding empathy and mutual respect
iv Identifying teacher-training needs relating to the above
51 Professional Expectations
Teacher Candidates must follow the guidelines for professional conduct expressed in the OISE
Standards of Professional Practice Behaviour and Ethical Performance found at
httpwwwoiseutorontocamtPractice_TeachingPolicies_Procedureshtml
6 Scope and Sequence of Course Topics andor Content
This course is broken down into weekly themes activities and readings This is a 36-hour course which
means each week is one synchronous class held on Tuesday afternoons 130-330am (15-2 hours) and the
other hours each week are asynchronous (for 12 weeks) Presentation days might include extended
synchronous class times This does not include time students would normally spend outside of class time to
complete course work Other than the mandatory synchronous sessions on Zoom the rest of your
asynchronous activities can be done any time throughout the week
Synchronous Hours (estimate) Total 22 hrs
Asynchronous Hours (estimate) Total 14 hrs
6
Topics and readings
CLASS ONE TUES SEPT 14
WELCOME
TOPIC Introduction to Social Studies READINGS NO first class reading note submissions Using News Headlines to teach Social studies Be prepared to post your headline in class
Overview
bull Welcome Introductions and course syllabus overview
bull Assignment descriptions and due dates
bull Exploring places and spaces
bull Reading reflections breakout group work Media
Tkaronto amp Kaniatario httpswwwyoutubecomwatchv=HEY4Sjd0TOk httpswwwyoutubecomwatchv=Ajw8b8R5REE
Open city ways to connect more directly with citizens httpswwwyoutubecomwatchv=iircM5x3Mvo
Ojibwe website httpsojibwenet Listen to this podcast for the first class CBC Series The Secret Life of Canada This podcast Water is Historic
httpswwwcbccaradiosecretlifeofcanadawhy-water-is-worthy-of-the-history-books-14987957
o httpswwwcbccaradiosecretlifeofcanadasecret-life-of-water-15257931
Additional (if you have extra time) Check out podcasts Indigenous Story Tellers
httpsguideslibraryutorontocaIndigenousBookClubpodcasts Preparation for first class
Using News Headlines to teach Social Studies We will have a breakout group discussion sharing how news headlines can link current and local issues to Social studies learning
Read aloud books Most classes will begin with a read aloud story-a story about the land andor a history story (social studies) I will provide the books for the first two classes After that if you would like to shareread a book please sign your name in the pepper folder and write the name of the book yoursquod like to share BIPOC stories are encouraged as those stories are traditionally less available in school libraries
bull Our first book The Sharing circle by Theresa Corky Larsen-Jonasson
CLASS 2 SEPT 21 Instructions for all Weekly readings 1 Choose TWO Readings for this week (some weeks only ONE) 2 Use the Sign-up sheet to make your choice 3 Write one-page of notesor record an audio reading reflection that contains
one quote from the reading readings and which links the article research to the weekly theme
4 You will be sharing your reflections in the class Breakout sessions (This work needs to be ready before class as preparation for breakout discussions)
5 After class reading reflection notes and the Breakout Group Co-authored discussion note is posted in the Classwork Reading Reflection folder
7
(completion grade) 6 One Breakout group member posts the notes directly to the Reading
reflection Pepper folder (by Tuesday10pm) (There will be 4 people in each group all will have roles in the co-authored submission-see assignment details in the Breakout group pepper folder)
TOPIC Introduction to Social Studies amp Indigenous education
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 1
Readings Choose TWO 1 Marker M (2014) Teaching History from an Indigenous Perspective Four
Winding Paths up the Mountain httpgoutlibcacat10517734 (or Posted in
Pepper Reading Folder)
2 Goulet amp Goulet Teaching Each Other Nehinuw concepts and indigenous
pedagogies Chapter one httpgoutlibcacat11766376
3 Battiste M Eastern Door Healing Indigenous Colonized People UBC Press
2000 in Reclaiming indigenous voice and vision [electronic resource]
httpgoutlibcacat8255143
4 Tuck E amp Yang WK (2012) Decolonization is not a metaphor Decolonization
Indigeneity Education amp Society 1(1) pp 1-40
httpsjpslibraryutorontocaindexphpdesarticleview1863015554
5 Nardozi A Restoule J P Broad K Steele N amp James U (2014)
Deepening knowledge to inspire action Including Aboriginal perspectives in
teaching practice in education 19(3)
access httpsineducationcaineducationarticleview140
6 Regan P (2010) Unsettling the settler within Indian residential schools truth
telling and reconciliation in Canada Vancouver BC UBC Press (Chapter 1 or 3)
Electronic Source
httpssearchlibraryutorontocadetails9926507ampuuid=cb83244a-b58c-4ba5-
b16b-66ac73dd8df6
7 Woolford A (2013) Nodal repair and networks of destruction Residential
schools colonial genocide and redress in Canada Settler Colonial Studies 3(1)
pp 65-8 httpswww-tandfonline-
commyaccesslibraryutorontocadoifull101080183807432013761936
==============================
Additional informationresources
o The Environmental Context of (Settler) Colonialism in Canada (niche-canada) httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
o Joseph B (2020) Indigenous Peoples A guides to terminology usage tips and
definitions Indigenous Corporate Training
httpswwwictinccaindigenous-peoples-a-guide-to-terminology
OISE Library
See AudioVisual Page on the Infusing Indigenous Perspectives in K-12 Teaching
Guide which includes a series Ask an Elder and there are many channels such as
the OurStories eTextbook There are also many oral history projects such as the Our
Voices Oral History Project
National Centre for Truth and Reconciliation
8
httpsnctrca Legacy Archive Missing and Murdered Indigenous women
httpswwwmmiwg-ffadacacommemoration-art-and-educationlegacy-
archive
CLASS 3 SEPT28
TOPIC Relationship to Land amp place in Social Studies Perspectives and Pedagogy
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 2
Overview ldquoMy aim is to uphold the practice of Land acknowledgment as a way for Original peoples to celebrate amp honour their ancestorsrsquo veritable relationships to Land as it shaped the inherent Indigenous worldview This approach brings our collective consciousness back to the Land to remedy all the ways she has been violated Due to the interrelationship between Land and People People and Land those violations align with the human experience across culturesrdquo (Suzanne Keeptwo We All Go Back to the Land 3) Readings Choose one
1 Keeptwo S (2021) We All Go Back to the Land Brush Education Inc
(choose one chapter)
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST14bjes
oalma991107024185106196
2 ResorC (2010) Place-Based Education What is Its Place in the Social Studies
Classroom The Social Studies (2010) 101 185ndash188
httpswwwtandfonlinecomdoiabs10108000377990903493853
3 Styres S (2011) Land as first teacher A philosophical journeying Reflective
Practice 12 (6) pp 717-731 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails14623943v12i0006717_laftapjxml
4 Chambers C (2008) Where are we finding common ground in a curriculum
of place Journal of the Canadian Association for Curriculum Studies 6(2)
Retrieved from
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F13670794713Faccountid3D14771
5 N Henry ldquoWhere are the Black people Teaching Black History in Ontariordquo In
Perspectives of Black Histories in Schools edited by LaGarrett J King
Information Age Publishing 2019 httpsebookcentral-proquest-
commyaccesslibraryutorontocalibutorontoreaderactiondocID=5997038
6 S Wurdinger ldquoTurning Your Place into projectsrdquo in D Shannon and Jeffery
Gall eds Interdisciplinary Approaches to Pedagogy and Place-based Education
(palgrave macmillan 2017) 37-52
7 D Smith Weller Starks amp Kamara ldquoWhere are they from Pre-service
educatorsrsquo views on place and professional identityrdquo Asia Pacific Journal of
Education March 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
Extra Fine-Meyer ldquoEngendering Power and Legitimation Giving Teachers the
Tools to Claim a Place for History Education in their Schoolsrdquo In Becoming a History
9
Teacher in Canada Sustaining Practices in Historical Thinking amp Knowing ed R Sandwell
amp A von Heykinghttpgoutlibcacat10495168
CLASS 4 OCT 5
TOPIC Exploring community knowledge sources media and stories MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 3
Overview 1 Collecting and sharing community stories 2 The impact of digital media in either limiting or expanding diverse histories
Apps about local stories 3 httpswwwguelphtodaycomlocal-newsnew-app-showcases-guelphs-
hidden-and-historic-places-3437400 4 httpssikuorg 5 Digital Tours Toronto
httpswhatsyourtechca20190708made-in-toronto-digital-tour-explores-heritage-and-history-in--the-hood
Driftscape 6 httpswwwcbccanewscanadatorontotoronto-history-driftscape-app-
14410795 7 T ORONTOrsquoS NEIGHBOURHOODS
httpsexploredundascarlawheritagetorontoorgHT-MIT-stop01html Harbord
httpharbordvillagecomharbordvillagehistorycahvhistory_oralhistory_creditshtml
ANIMIKKII httpswwwanimikiicomservicesdigital-communications
Ward Museum httpswardmuseumcablockbyblock
One reading and one podcast Podcast options choose ONE podcast from here The Environmental Context of (Settler) Colonialism in Canada (niche-canada)
1 httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
Reading options choose ONE from here 1 Bradley S (2012) History to go Oral history audio walks and mobile media Oral
History 40(1) 99-110 httpwwwjstororgstable41806585
2 High S (2010) TELLING STORIES A REFLECTION ON ORAL HISTORY AND NEW MEDIA Oral History 38(1) 101-112 Retrieved April 4 2021 from httpwwwjstororgstable40650320
3 Getting Word African American Families of Monticello ndash ldquoHear Storiesrdquo httpwwwmonticelloorggetting-wordstorieshear-stories
4 Henry A (2017) ldquoCollaborating with Other Artforms History in Our Hands A Long-Term Storytelling Project with Older Peoplerdquo In D M Jenkins (eds) Digital Storytelling (Palgrave Macmillan London) httpsdoi-orgmyaccesslibraryutorontoca101057978-1-137-59152-4_5
10
5 Breakstone McGrew Smith Ortega and Wineburg ldquoTeaching Students to
Navigate the Online Landscape Social Education 82(4) 2018 219-221 (online)
httpswwwsocialstudiesorgpublicationssocialeducationseptember2018te
aching-students-to-navigate-online-landscape
6 Dilek G (2016) A study of oral and local history on sportswomen with 5th
grade students Eurasian Journal of Educational Research 63 89-114
7 Michell H (2015) Bush Cree storytelling methodology Northern stories that
teach heal and transform in education 21(2) 171-178
8 Levstik LS amp Barton KC (2010) Doing History Investigating With Children
in Elementary and Middle Schools (4th ed) Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249780203834930
CLASS 5 OCT 19
TOPIC How schoolbooks shape knowledge through maps and civics narratives seeking other perspectives
MEDIA amp READINGS Reading reflection 4
Required readings Choose ONE
1 S Manson Mapping Society amp Technology chapter 7 Eric Deluca and Sara
Nelson Lying With Maps httpsopenlibumnedumappingchapter7-lying-
with-maps
2 Wynn G (2019) Painting the Map Red in Wynn Graeme Coates The Nature
of Canada httpgoutlibcacat12970364 (or posted in Pepper folder)
3 D Smith Weller Starks amp Kamara Where are they from Pre-service
educatorsrsquo views on place and professional identity Asia Pacific Journal of
Education march 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
4 Hanus M amp L Havelkovaacute (2019) Teachersrsquo Concepts of Map-Skill
Development Journal of Geography 1183 101-116
httpsdoiorg1010800022134120181528294
5 Michell H (2005) Nēhicircthacircwacirck of Reindeer Lake Canada Worldview
Epistemology and Relationships with the Natural World The Australian Journal
of Indigenous Education 34 33-43 doi101017S132601110000394X
6 S McGrew et al Can Students Evaluate Online Sources Learning from
Assessments of Civic Online Reasoning Theory amp Research in Social Education
46 165ndash193 2018 wwwtandfonlinecomutrs
7 M Johnson Fighting Fake News How We Overhauled Our Website
Evaluation Lessons Knowledge Quest v47 n1 p32-36 Sep-Oct 2018
httpsfilesericedgovfulltextEJ1190996pdf
Additional informationresources
1 Stories from the Land Indigenous place names in Canada
httpsmapscanadacajournalcontent-
enhtmllang=enampappid=0e585399e9474ccf932104a239d90652ampappidalt=1175
6f2e3c454acdb214f950cf1e2f7d
2 Natasha Henry Teaching African Canadian History Resources images blog
and lessons
11
httpsteachingafricancanadianhistoryweeblycom
httpsteachingafricancanadianhistoryweeblycomlesson-planshtml
3 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) Starting from the
heart Going beyond a land acknowledgement Toronto ON ETFO
httpsetfofnmicapage_id=1728
4 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) At Introduction to
treaties Compilation of online resources Toronto ON ETFO
httpsetfofnmicapage_id=1728
CLASS 6 OCT 26
1 UPLOAD VIRTUAL FIELD STUDY PART 1 2 amp 3 Due OCT 24 2 WRITE REFLECTIONS REVIEWS OF 2 PRESENTATIONS BY OCT 28
(see assignment details-posted in course pepper folder)
TOPIC Exploring Cultural institutional knowledge sources amp online platforms Museums Historic houses Conservation areas etc
MEDIA amp READINGS No class weekly reading notes or Breakout notes THESE READINGS ARE FOR YOUR FIELD STUDY ASSIGNMENT
Overview 1 The ways in which publicly funded institutions craft and share stories 2 The role of the public to critique and challenge
Media httpswwwbloggoogleoutreach-initiativesarts-cultureworld-heritage-
day-explore-historic-sites-3d httpswwwmuseumnextcomarticlethe-best-free-virtual-tours-of-
museums-in-the-world httpscanadianmysteriescaenindexphp httpswwwsmithsonianmagcomsmart-newsten-museums-you-can-
virtually-visit-180974443
httpwwwvirtualmuseumcahome
httpswwwhistorycomnews10-best-virtual-museums-tours-history-
from-home
Readings Choose TWO for your assignment
1 Prins A (2020) Live-archiving the crisis Instagram cultural studies and times of collapse European Journal of Cultural Studies 23(6) 1046ndash1053 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_crossref_primary_10_1177_1367549420944519
2 C Krmpotich (2010) ldquoRemembering and Repatriation The Production of
Kinship Memory and Respectrdquo Journal of Material Culture 15(2) 157ndash179
3 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1
cdi_crossref_primary_10_1177_1359183510364077 4 R Phillips (2011) ldquoToward the Indigenization of Canadian Museumsrdquo in
Toward a Dialogic Paradigm New Models of Collaborative Curatorial Practice httpgoutlibcacat10517095 5 Anne Beaulieu amp Sarah de Rijcke (2017) Networked Knowledge and
Epistemic Authority in the Development of Virtual Museums In Museums in a Digital Culture (chapter 5 p 75ndash) Amsterdam University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST1ni6ikicdi_jstor_books_j_ctt1s475tm_8
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
6
Topics and readings
CLASS ONE TUES SEPT 14
WELCOME
TOPIC Introduction to Social Studies READINGS NO first class reading note submissions Using News Headlines to teach Social studies Be prepared to post your headline in class
Overview
bull Welcome Introductions and course syllabus overview
bull Assignment descriptions and due dates
bull Exploring places and spaces
bull Reading reflections breakout group work Media
Tkaronto amp Kaniatario httpswwwyoutubecomwatchv=HEY4Sjd0TOk httpswwwyoutubecomwatchv=Ajw8b8R5REE
Open city ways to connect more directly with citizens httpswwwyoutubecomwatchv=iircM5x3Mvo
Ojibwe website httpsojibwenet Listen to this podcast for the first class CBC Series The Secret Life of Canada This podcast Water is Historic
httpswwwcbccaradiosecretlifeofcanadawhy-water-is-worthy-of-the-history-books-14987957
o httpswwwcbccaradiosecretlifeofcanadasecret-life-of-water-15257931
Additional (if you have extra time) Check out podcasts Indigenous Story Tellers
httpsguideslibraryutorontocaIndigenousBookClubpodcasts Preparation for first class
Using News Headlines to teach Social Studies We will have a breakout group discussion sharing how news headlines can link current and local issues to Social studies learning
Read aloud books Most classes will begin with a read aloud story-a story about the land andor a history story (social studies) I will provide the books for the first two classes After that if you would like to shareread a book please sign your name in the pepper folder and write the name of the book yoursquod like to share BIPOC stories are encouraged as those stories are traditionally less available in school libraries
bull Our first book The Sharing circle by Theresa Corky Larsen-Jonasson
CLASS 2 SEPT 21 Instructions for all Weekly readings 1 Choose TWO Readings for this week (some weeks only ONE) 2 Use the Sign-up sheet to make your choice 3 Write one-page of notesor record an audio reading reflection that contains
one quote from the reading readings and which links the article research to the weekly theme
4 You will be sharing your reflections in the class Breakout sessions (This work needs to be ready before class as preparation for breakout discussions)
5 After class reading reflection notes and the Breakout Group Co-authored discussion note is posted in the Classwork Reading Reflection folder
7
(completion grade) 6 One Breakout group member posts the notes directly to the Reading
reflection Pepper folder (by Tuesday10pm) (There will be 4 people in each group all will have roles in the co-authored submission-see assignment details in the Breakout group pepper folder)
TOPIC Introduction to Social Studies amp Indigenous education
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 1
Readings Choose TWO 1 Marker M (2014) Teaching History from an Indigenous Perspective Four
Winding Paths up the Mountain httpgoutlibcacat10517734 (or Posted in
Pepper Reading Folder)
2 Goulet amp Goulet Teaching Each Other Nehinuw concepts and indigenous
pedagogies Chapter one httpgoutlibcacat11766376
3 Battiste M Eastern Door Healing Indigenous Colonized People UBC Press
2000 in Reclaiming indigenous voice and vision [electronic resource]
httpgoutlibcacat8255143
4 Tuck E amp Yang WK (2012) Decolonization is not a metaphor Decolonization
Indigeneity Education amp Society 1(1) pp 1-40
httpsjpslibraryutorontocaindexphpdesarticleview1863015554
5 Nardozi A Restoule J P Broad K Steele N amp James U (2014)
Deepening knowledge to inspire action Including Aboriginal perspectives in
teaching practice in education 19(3)
access httpsineducationcaineducationarticleview140
6 Regan P (2010) Unsettling the settler within Indian residential schools truth
telling and reconciliation in Canada Vancouver BC UBC Press (Chapter 1 or 3)
Electronic Source
httpssearchlibraryutorontocadetails9926507ampuuid=cb83244a-b58c-4ba5-
b16b-66ac73dd8df6
7 Woolford A (2013) Nodal repair and networks of destruction Residential
schools colonial genocide and redress in Canada Settler Colonial Studies 3(1)
pp 65-8 httpswww-tandfonline-
commyaccesslibraryutorontocadoifull101080183807432013761936
==============================
Additional informationresources
o The Environmental Context of (Settler) Colonialism in Canada (niche-canada) httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
o Joseph B (2020) Indigenous Peoples A guides to terminology usage tips and
definitions Indigenous Corporate Training
httpswwwictinccaindigenous-peoples-a-guide-to-terminology
OISE Library
See AudioVisual Page on the Infusing Indigenous Perspectives in K-12 Teaching
Guide which includes a series Ask an Elder and there are many channels such as
the OurStories eTextbook There are also many oral history projects such as the Our
Voices Oral History Project
National Centre for Truth and Reconciliation
8
httpsnctrca Legacy Archive Missing and Murdered Indigenous women
httpswwwmmiwg-ffadacacommemoration-art-and-educationlegacy-
archive
CLASS 3 SEPT28
TOPIC Relationship to Land amp place in Social Studies Perspectives and Pedagogy
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 2
Overview ldquoMy aim is to uphold the practice of Land acknowledgment as a way for Original peoples to celebrate amp honour their ancestorsrsquo veritable relationships to Land as it shaped the inherent Indigenous worldview This approach brings our collective consciousness back to the Land to remedy all the ways she has been violated Due to the interrelationship between Land and People People and Land those violations align with the human experience across culturesrdquo (Suzanne Keeptwo We All Go Back to the Land 3) Readings Choose one
1 Keeptwo S (2021) We All Go Back to the Land Brush Education Inc
(choose one chapter)
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST14bjes
oalma991107024185106196
2 ResorC (2010) Place-Based Education What is Its Place in the Social Studies
Classroom The Social Studies (2010) 101 185ndash188
httpswwwtandfonlinecomdoiabs10108000377990903493853
3 Styres S (2011) Land as first teacher A philosophical journeying Reflective
Practice 12 (6) pp 717-731 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails14623943v12i0006717_laftapjxml
4 Chambers C (2008) Where are we finding common ground in a curriculum
of place Journal of the Canadian Association for Curriculum Studies 6(2)
Retrieved from
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F13670794713Faccountid3D14771
5 N Henry ldquoWhere are the Black people Teaching Black History in Ontariordquo In
Perspectives of Black Histories in Schools edited by LaGarrett J King
Information Age Publishing 2019 httpsebookcentral-proquest-
commyaccesslibraryutorontocalibutorontoreaderactiondocID=5997038
6 S Wurdinger ldquoTurning Your Place into projectsrdquo in D Shannon and Jeffery
Gall eds Interdisciplinary Approaches to Pedagogy and Place-based Education
(palgrave macmillan 2017) 37-52
7 D Smith Weller Starks amp Kamara ldquoWhere are they from Pre-service
educatorsrsquo views on place and professional identityrdquo Asia Pacific Journal of
Education March 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
Extra Fine-Meyer ldquoEngendering Power and Legitimation Giving Teachers the
Tools to Claim a Place for History Education in their Schoolsrdquo In Becoming a History
9
Teacher in Canada Sustaining Practices in Historical Thinking amp Knowing ed R Sandwell
amp A von Heykinghttpgoutlibcacat10495168
CLASS 4 OCT 5
TOPIC Exploring community knowledge sources media and stories MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 3
Overview 1 Collecting and sharing community stories 2 The impact of digital media in either limiting or expanding diverse histories
Apps about local stories 3 httpswwwguelphtodaycomlocal-newsnew-app-showcases-guelphs-
hidden-and-historic-places-3437400 4 httpssikuorg 5 Digital Tours Toronto
httpswhatsyourtechca20190708made-in-toronto-digital-tour-explores-heritage-and-history-in--the-hood
Driftscape 6 httpswwwcbccanewscanadatorontotoronto-history-driftscape-app-
14410795 7 T ORONTOrsquoS NEIGHBOURHOODS
httpsexploredundascarlawheritagetorontoorgHT-MIT-stop01html Harbord
httpharbordvillagecomharbordvillagehistorycahvhistory_oralhistory_creditshtml
ANIMIKKII httpswwwanimikiicomservicesdigital-communications
Ward Museum httpswardmuseumcablockbyblock
One reading and one podcast Podcast options choose ONE podcast from here The Environmental Context of (Settler) Colonialism in Canada (niche-canada)
1 httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
Reading options choose ONE from here 1 Bradley S (2012) History to go Oral history audio walks and mobile media Oral
History 40(1) 99-110 httpwwwjstororgstable41806585
2 High S (2010) TELLING STORIES A REFLECTION ON ORAL HISTORY AND NEW MEDIA Oral History 38(1) 101-112 Retrieved April 4 2021 from httpwwwjstororgstable40650320
3 Getting Word African American Families of Monticello ndash ldquoHear Storiesrdquo httpwwwmonticelloorggetting-wordstorieshear-stories
4 Henry A (2017) ldquoCollaborating with Other Artforms History in Our Hands A Long-Term Storytelling Project with Older Peoplerdquo In D M Jenkins (eds) Digital Storytelling (Palgrave Macmillan London) httpsdoi-orgmyaccesslibraryutorontoca101057978-1-137-59152-4_5
10
5 Breakstone McGrew Smith Ortega and Wineburg ldquoTeaching Students to
Navigate the Online Landscape Social Education 82(4) 2018 219-221 (online)
httpswwwsocialstudiesorgpublicationssocialeducationseptember2018te
aching-students-to-navigate-online-landscape
6 Dilek G (2016) A study of oral and local history on sportswomen with 5th
grade students Eurasian Journal of Educational Research 63 89-114
7 Michell H (2015) Bush Cree storytelling methodology Northern stories that
teach heal and transform in education 21(2) 171-178
8 Levstik LS amp Barton KC (2010) Doing History Investigating With Children
in Elementary and Middle Schools (4th ed) Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249780203834930
CLASS 5 OCT 19
TOPIC How schoolbooks shape knowledge through maps and civics narratives seeking other perspectives
MEDIA amp READINGS Reading reflection 4
Required readings Choose ONE
1 S Manson Mapping Society amp Technology chapter 7 Eric Deluca and Sara
Nelson Lying With Maps httpsopenlibumnedumappingchapter7-lying-
with-maps
2 Wynn G (2019) Painting the Map Red in Wynn Graeme Coates The Nature
of Canada httpgoutlibcacat12970364 (or posted in Pepper folder)
3 D Smith Weller Starks amp Kamara Where are they from Pre-service
educatorsrsquo views on place and professional identity Asia Pacific Journal of
Education march 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
4 Hanus M amp L Havelkovaacute (2019) Teachersrsquo Concepts of Map-Skill
Development Journal of Geography 1183 101-116
httpsdoiorg1010800022134120181528294
5 Michell H (2005) Nēhicircthacircwacirck of Reindeer Lake Canada Worldview
Epistemology and Relationships with the Natural World The Australian Journal
of Indigenous Education 34 33-43 doi101017S132601110000394X
6 S McGrew et al Can Students Evaluate Online Sources Learning from
Assessments of Civic Online Reasoning Theory amp Research in Social Education
46 165ndash193 2018 wwwtandfonlinecomutrs
7 M Johnson Fighting Fake News How We Overhauled Our Website
Evaluation Lessons Knowledge Quest v47 n1 p32-36 Sep-Oct 2018
httpsfilesericedgovfulltextEJ1190996pdf
Additional informationresources
1 Stories from the Land Indigenous place names in Canada
httpsmapscanadacajournalcontent-
enhtmllang=enampappid=0e585399e9474ccf932104a239d90652ampappidalt=1175
6f2e3c454acdb214f950cf1e2f7d
2 Natasha Henry Teaching African Canadian History Resources images blog
and lessons
11
httpsteachingafricancanadianhistoryweeblycom
httpsteachingafricancanadianhistoryweeblycomlesson-planshtml
3 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) Starting from the
heart Going beyond a land acknowledgement Toronto ON ETFO
httpsetfofnmicapage_id=1728
4 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) At Introduction to
treaties Compilation of online resources Toronto ON ETFO
httpsetfofnmicapage_id=1728
CLASS 6 OCT 26
1 UPLOAD VIRTUAL FIELD STUDY PART 1 2 amp 3 Due OCT 24 2 WRITE REFLECTIONS REVIEWS OF 2 PRESENTATIONS BY OCT 28
(see assignment details-posted in course pepper folder)
TOPIC Exploring Cultural institutional knowledge sources amp online platforms Museums Historic houses Conservation areas etc
MEDIA amp READINGS No class weekly reading notes or Breakout notes THESE READINGS ARE FOR YOUR FIELD STUDY ASSIGNMENT
Overview 1 The ways in which publicly funded institutions craft and share stories 2 The role of the public to critique and challenge
Media httpswwwbloggoogleoutreach-initiativesarts-cultureworld-heritage-
day-explore-historic-sites-3d httpswwwmuseumnextcomarticlethe-best-free-virtual-tours-of-
museums-in-the-world httpscanadianmysteriescaenindexphp httpswwwsmithsonianmagcomsmart-newsten-museums-you-can-
virtually-visit-180974443
httpwwwvirtualmuseumcahome
httpswwwhistorycomnews10-best-virtual-museums-tours-history-
from-home
Readings Choose TWO for your assignment
1 Prins A (2020) Live-archiving the crisis Instagram cultural studies and times of collapse European Journal of Cultural Studies 23(6) 1046ndash1053 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_crossref_primary_10_1177_1367549420944519
2 C Krmpotich (2010) ldquoRemembering and Repatriation The Production of
Kinship Memory and Respectrdquo Journal of Material Culture 15(2) 157ndash179
3 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1
cdi_crossref_primary_10_1177_1359183510364077 4 R Phillips (2011) ldquoToward the Indigenization of Canadian Museumsrdquo in
Toward a Dialogic Paradigm New Models of Collaborative Curatorial Practice httpgoutlibcacat10517095 5 Anne Beaulieu amp Sarah de Rijcke (2017) Networked Knowledge and
Epistemic Authority in the Development of Virtual Museums In Museums in a Digital Culture (chapter 5 p 75ndash) Amsterdam University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST1ni6ikicdi_jstor_books_j_ctt1s475tm_8
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
7
(completion grade) 6 One Breakout group member posts the notes directly to the Reading
reflection Pepper folder (by Tuesday10pm) (There will be 4 people in each group all will have roles in the co-authored submission-see assignment details in the Breakout group pepper folder)
TOPIC Introduction to Social Studies amp Indigenous education
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 1
Readings Choose TWO 1 Marker M (2014) Teaching History from an Indigenous Perspective Four
Winding Paths up the Mountain httpgoutlibcacat10517734 (or Posted in
Pepper Reading Folder)
2 Goulet amp Goulet Teaching Each Other Nehinuw concepts and indigenous
pedagogies Chapter one httpgoutlibcacat11766376
3 Battiste M Eastern Door Healing Indigenous Colonized People UBC Press
2000 in Reclaiming indigenous voice and vision [electronic resource]
httpgoutlibcacat8255143
4 Tuck E amp Yang WK (2012) Decolonization is not a metaphor Decolonization
Indigeneity Education amp Society 1(1) pp 1-40
httpsjpslibraryutorontocaindexphpdesarticleview1863015554
5 Nardozi A Restoule J P Broad K Steele N amp James U (2014)
Deepening knowledge to inspire action Including Aboriginal perspectives in
teaching practice in education 19(3)
access httpsineducationcaineducationarticleview140
6 Regan P (2010) Unsettling the settler within Indian residential schools truth
telling and reconciliation in Canada Vancouver BC UBC Press (Chapter 1 or 3)
Electronic Source
httpssearchlibraryutorontocadetails9926507ampuuid=cb83244a-b58c-4ba5-
b16b-66ac73dd8df6
7 Woolford A (2013) Nodal repair and networks of destruction Residential
schools colonial genocide and redress in Canada Settler Colonial Studies 3(1)
pp 65-8 httpswww-tandfonline-
commyaccesslibraryutorontocadoifull101080183807432013761936
==============================
Additional informationresources
o The Environmental Context of (Settler) Colonialism in Canada (niche-canada) httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
o Joseph B (2020) Indigenous Peoples A guides to terminology usage tips and
definitions Indigenous Corporate Training
httpswwwictinccaindigenous-peoples-a-guide-to-terminology
OISE Library
See AudioVisual Page on the Infusing Indigenous Perspectives in K-12 Teaching
Guide which includes a series Ask an Elder and there are many channels such as
the OurStories eTextbook There are also many oral history projects such as the Our
Voices Oral History Project
National Centre for Truth and Reconciliation
8
httpsnctrca Legacy Archive Missing and Murdered Indigenous women
httpswwwmmiwg-ffadacacommemoration-art-and-educationlegacy-
archive
CLASS 3 SEPT28
TOPIC Relationship to Land amp place in Social Studies Perspectives and Pedagogy
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 2
Overview ldquoMy aim is to uphold the practice of Land acknowledgment as a way for Original peoples to celebrate amp honour their ancestorsrsquo veritable relationships to Land as it shaped the inherent Indigenous worldview This approach brings our collective consciousness back to the Land to remedy all the ways she has been violated Due to the interrelationship between Land and People People and Land those violations align with the human experience across culturesrdquo (Suzanne Keeptwo We All Go Back to the Land 3) Readings Choose one
1 Keeptwo S (2021) We All Go Back to the Land Brush Education Inc
(choose one chapter)
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST14bjes
oalma991107024185106196
2 ResorC (2010) Place-Based Education What is Its Place in the Social Studies
Classroom The Social Studies (2010) 101 185ndash188
httpswwwtandfonlinecomdoiabs10108000377990903493853
3 Styres S (2011) Land as first teacher A philosophical journeying Reflective
Practice 12 (6) pp 717-731 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails14623943v12i0006717_laftapjxml
4 Chambers C (2008) Where are we finding common ground in a curriculum
of place Journal of the Canadian Association for Curriculum Studies 6(2)
Retrieved from
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F13670794713Faccountid3D14771
5 N Henry ldquoWhere are the Black people Teaching Black History in Ontariordquo In
Perspectives of Black Histories in Schools edited by LaGarrett J King
Information Age Publishing 2019 httpsebookcentral-proquest-
commyaccesslibraryutorontocalibutorontoreaderactiondocID=5997038
6 S Wurdinger ldquoTurning Your Place into projectsrdquo in D Shannon and Jeffery
Gall eds Interdisciplinary Approaches to Pedagogy and Place-based Education
(palgrave macmillan 2017) 37-52
7 D Smith Weller Starks amp Kamara ldquoWhere are they from Pre-service
educatorsrsquo views on place and professional identityrdquo Asia Pacific Journal of
Education March 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
Extra Fine-Meyer ldquoEngendering Power and Legitimation Giving Teachers the
Tools to Claim a Place for History Education in their Schoolsrdquo In Becoming a History
9
Teacher in Canada Sustaining Practices in Historical Thinking amp Knowing ed R Sandwell
amp A von Heykinghttpgoutlibcacat10495168
CLASS 4 OCT 5
TOPIC Exploring community knowledge sources media and stories MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 3
Overview 1 Collecting and sharing community stories 2 The impact of digital media in either limiting or expanding diverse histories
Apps about local stories 3 httpswwwguelphtodaycomlocal-newsnew-app-showcases-guelphs-
hidden-and-historic-places-3437400 4 httpssikuorg 5 Digital Tours Toronto
httpswhatsyourtechca20190708made-in-toronto-digital-tour-explores-heritage-and-history-in--the-hood
Driftscape 6 httpswwwcbccanewscanadatorontotoronto-history-driftscape-app-
14410795 7 T ORONTOrsquoS NEIGHBOURHOODS
httpsexploredundascarlawheritagetorontoorgHT-MIT-stop01html Harbord
httpharbordvillagecomharbordvillagehistorycahvhistory_oralhistory_creditshtml
ANIMIKKII httpswwwanimikiicomservicesdigital-communications
Ward Museum httpswardmuseumcablockbyblock
One reading and one podcast Podcast options choose ONE podcast from here The Environmental Context of (Settler) Colonialism in Canada (niche-canada)
1 httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
Reading options choose ONE from here 1 Bradley S (2012) History to go Oral history audio walks and mobile media Oral
History 40(1) 99-110 httpwwwjstororgstable41806585
2 High S (2010) TELLING STORIES A REFLECTION ON ORAL HISTORY AND NEW MEDIA Oral History 38(1) 101-112 Retrieved April 4 2021 from httpwwwjstororgstable40650320
3 Getting Word African American Families of Monticello ndash ldquoHear Storiesrdquo httpwwwmonticelloorggetting-wordstorieshear-stories
4 Henry A (2017) ldquoCollaborating with Other Artforms History in Our Hands A Long-Term Storytelling Project with Older Peoplerdquo In D M Jenkins (eds) Digital Storytelling (Palgrave Macmillan London) httpsdoi-orgmyaccesslibraryutorontoca101057978-1-137-59152-4_5
10
5 Breakstone McGrew Smith Ortega and Wineburg ldquoTeaching Students to
Navigate the Online Landscape Social Education 82(4) 2018 219-221 (online)
httpswwwsocialstudiesorgpublicationssocialeducationseptember2018te
aching-students-to-navigate-online-landscape
6 Dilek G (2016) A study of oral and local history on sportswomen with 5th
grade students Eurasian Journal of Educational Research 63 89-114
7 Michell H (2015) Bush Cree storytelling methodology Northern stories that
teach heal and transform in education 21(2) 171-178
8 Levstik LS amp Barton KC (2010) Doing History Investigating With Children
in Elementary and Middle Schools (4th ed) Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249780203834930
CLASS 5 OCT 19
TOPIC How schoolbooks shape knowledge through maps and civics narratives seeking other perspectives
MEDIA amp READINGS Reading reflection 4
Required readings Choose ONE
1 S Manson Mapping Society amp Technology chapter 7 Eric Deluca and Sara
Nelson Lying With Maps httpsopenlibumnedumappingchapter7-lying-
with-maps
2 Wynn G (2019) Painting the Map Red in Wynn Graeme Coates The Nature
of Canada httpgoutlibcacat12970364 (or posted in Pepper folder)
3 D Smith Weller Starks amp Kamara Where are they from Pre-service
educatorsrsquo views on place and professional identity Asia Pacific Journal of
Education march 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
4 Hanus M amp L Havelkovaacute (2019) Teachersrsquo Concepts of Map-Skill
Development Journal of Geography 1183 101-116
httpsdoiorg1010800022134120181528294
5 Michell H (2005) Nēhicircthacircwacirck of Reindeer Lake Canada Worldview
Epistemology and Relationships with the Natural World The Australian Journal
of Indigenous Education 34 33-43 doi101017S132601110000394X
6 S McGrew et al Can Students Evaluate Online Sources Learning from
Assessments of Civic Online Reasoning Theory amp Research in Social Education
46 165ndash193 2018 wwwtandfonlinecomutrs
7 M Johnson Fighting Fake News How We Overhauled Our Website
Evaluation Lessons Knowledge Quest v47 n1 p32-36 Sep-Oct 2018
httpsfilesericedgovfulltextEJ1190996pdf
Additional informationresources
1 Stories from the Land Indigenous place names in Canada
httpsmapscanadacajournalcontent-
enhtmllang=enampappid=0e585399e9474ccf932104a239d90652ampappidalt=1175
6f2e3c454acdb214f950cf1e2f7d
2 Natasha Henry Teaching African Canadian History Resources images blog
and lessons
11
httpsteachingafricancanadianhistoryweeblycom
httpsteachingafricancanadianhistoryweeblycomlesson-planshtml
3 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) Starting from the
heart Going beyond a land acknowledgement Toronto ON ETFO
httpsetfofnmicapage_id=1728
4 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) At Introduction to
treaties Compilation of online resources Toronto ON ETFO
httpsetfofnmicapage_id=1728
CLASS 6 OCT 26
1 UPLOAD VIRTUAL FIELD STUDY PART 1 2 amp 3 Due OCT 24 2 WRITE REFLECTIONS REVIEWS OF 2 PRESENTATIONS BY OCT 28
(see assignment details-posted in course pepper folder)
TOPIC Exploring Cultural institutional knowledge sources amp online platforms Museums Historic houses Conservation areas etc
MEDIA amp READINGS No class weekly reading notes or Breakout notes THESE READINGS ARE FOR YOUR FIELD STUDY ASSIGNMENT
Overview 1 The ways in which publicly funded institutions craft and share stories 2 The role of the public to critique and challenge
Media httpswwwbloggoogleoutreach-initiativesarts-cultureworld-heritage-
day-explore-historic-sites-3d httpswwwmuseumnextcomarticlethe-best-free-virtual-tours-of-
museums-in-the-world httpscanadianmysteriescaenindexphp httpswwwsmithsonianmagcomsmart-newsten-museums-you-can-
virtually-visit-180974443
httpwwwvirtualmuseumcahome
httpswwwhistorycomnews10-best-virtual-museums-tours-history-
from-home
Readings Choose TWO for your assignment
1 Prins A (2020) Live-archiving the crisis Instagram cultural studies and times of collapse European Journal of Cultural Studies 23(6) 1046ndash1053 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_crossref_primary_10_1177_1367549420944519
2 C Krmpotich (2010) ldquoRemembering and Repatriation The Production of
Kinship Memory and Respectrdquo Journal of Material Culture 15(2) 157ndash179
3 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1
cdi_crossref_primary_10_1177_1359183510364077 4 R Phillips (2011) ldquoToward the Indigenization of Canadian Museumsrdquo in
Toward a Dialogic Paradigm New Models of Collaborative Curatorial Practice httpgoutlibcacat10517095 5 Anne Beaulieu amp Sarah de Rijcke (2017) Networked Knowledge and
Epistemic Authority in the Development of Virtual Museums In Museums in a Digital Culture (chapter 5 p 75ndash) Amsterdam University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST1ni6ikicdi_jstor_books_j_ctt1s475tm_8
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
8
httpsnctrca Legacy Archive Missing and Murdered Indigenous women
httpswwwmmiwg-ffadacacommemoration-art-and-educationlegacy-
archive
CLASS 3 SEPT28
TOPIC Relationship to Land amp place in Social Studies Perspectives and Pedagogy
MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 2
Overview ldquoMy aim is to uphold the practice of Land acknowledgment as a way for Original peoples to celebrate amp honour their ancestorsrsquo veritable relationships to Land as it shaped the inherent Indigenous worldview This approach brings our collective consciousness back to the Land to remedy all the ways she has been violated Due to the interrelationship between Land and People People and Land those violations align with the human experience across culturesrdquo (Suzanne Keeptwo We All Go Back to the Land 3) Readings Choose one
1 Keeptwo S (2021) We All Go Back to the Land Brush Education Inc
(choose one chapter)
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST14bjes
oalma991107024185106196
2 ResorC (2010) Place-Based Education What is Its Place in the Social Studies
Classroom The Social Studies (2010) 101 185ndash188
httpswwwtandfonlinecomdoiabs10108000377990903493853
3 Styres S (2011) Land as first teacher A philosophical journeying Reflective
Practice 12 (6) pp 717-731 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails14623943v12i0006717_laftapjxml
4 Chambers C (2008) Where are we finding common ground in a curriculum
of place Journal of the Canadian Association for Curriculum Studies 6(2)
Retrieved from
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F13670794713Faccountid3D14771
5 N Henry ldquoWhere are the Black people Teaching Black History in Ontariordquo In
Perspectives of Black Histories in Schools edited by LaGarrett J King
Information Age Publishing 2019 httpsebookcentral-proquest-
commyaccesslibraryutorontocalibutorontoreaderactiondocID=5997038
6 S Wurdinger ldquoTurning Your Place into projectsrdquo in D Shannon and Jeffery
Gall eds Interdisciplinary Approaches to Pedagogy and Place-based Education
(palgrave macmillan 2017) 37-52
7 D Smith Weller Starks amp Kamara ldquoWhere are they from Pre-service
educatorsrsquo views on place and professional identityrdquo Asia Pacific Journal of
Education March 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
Extra Fine-Meyer ldquoEngendering Power and Legitimation Giving Teachers the
Tools to Claim a Place for History Education in their Schoolsrdquo In Becoming a History
9
Teacher in Canada Sustaining Practices in Historical Thinking amp Knowing ed R Sandwell
amp A von Heykinghttpgoutlibcacat10495168
CLASS 4 OCT 5
TOPIC Exploring community knowledge sources media and stories MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 3
Overview 1 Collecting and sharing community stories 2 The impact of digital media in either limiting or expanding diverse histories
Apps about local stories 3 httpswwwguelphtodaycomlocal-newsnew-app-showcases-guelphs-
hidden-and-historic-places-3437400 4 httpssikuorg 5 Digital Tours Toronto
httpswhatsyourtechca20190708made-in-toronto-digital-tour-explores-heritage-and-history-in--the-hood
Driftscape 6 httpswwwcbccanewscanadatorontotoronto-history-driftscape-app-
14410795 7 T ORONTOrsquoS NEIGHBOURHOODS
httpsexploredundascarlawheritagetorontoorgHT-MIT-stop01html Harbord
httpharbordvillagecomharbordvillagehistorycahvhistory_oralhistory_creditshtml
ANIMIKKII httpswwwanimikiicomservicesdigital-communications
Ward Museum httpswardmuseumcablockbyblock
One reading and one podcast Podcast options choose ONE podcast from here The Environmental Context of (Settler) Colonialism in Canada (niche-canada)
1 httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
Reading options choose ONE from here 1 Bradley S (2012) History to go Oral history audio walks and mobile media Oral
History 40(1) 99-110 httpwwwjstororgstable41806585
2 High S (2010) TELLING STORIES A REFLECTION ON ORAL HISTORY AND NEW MEDIA Oral History 38(1) 101-112 Retrieved April 4 2021 from httpwwwjstororgstable40650320
3 Getting Word African American Families of Monticello ndash ldquoHear Storiesrdquo httpwwwmonticelloorggetting-wordstorieshear-stories
4 Henry A (2017) ldquoCollaborating with Other Artforms History in Our Hands A Long-Term Storytelling Project with Older Peoplerdquo In D M Jenkins (eds) Digital Storytelling (Palgrave Macmillan London) httpsdoi-orgmyaccesslibraryutorontoca101057978-1-137-59152-4_5
10
5 Breakstone McGrew Smith Ortega and Wineburg ldquoTeaching Students to
Navigate the Online Landscape Social Education 82(4) 2018 219-221 (online)
httpswwwsocialstudiesorgpublicationssocialeducationseptember2018te
aching-students-to-navigate-online-landscape
6 Dilek G (2016) A study of oral and local history on sportswomen with 5th
grade students Eurasian Journal of Educational Research 63 89-114
7 Michell H (2015) Bush Cree storytelling methodology Northern stories that
teach heal and transform in education 21(2) 171-178
8 Levstik LS amp Barton KC (2010) Doing History Investigating With Children
in Elementary and Middle Schools (4th ed) Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249780203834930
CLASS 5 OCT 19
TOPIC How schoolbooks shape knowledge through maps and civics narratives seeking other perspectives
MEDIA amp READINGS Reading reflection 4
Required readings Choose ONE
1 S Manson Mapping Society amp Technology chapter 7 Eric Deluca and Sara
Nelson Lying With Maps httpsopenlibumnedumappingchapter7-lying-
with-maps
2 Wynn G (2019) Painting the Map Red in Wynn Graeme Coates The Nature
of Canada httpgoutlibcacat12970364 (or posted in Pepper folder)
3 D Smith Weller Starks amp Kamara Where are they from Pre-service
educatorsrsquo views on place and professional identity Asia Pacific Journal of
Education march 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
4 Hanus M amp L Havelkovaacute (2019) Teachersrsquo Concepts of Map-Skill
Development Journal of Geography 1183 101-116
httpsdoiorg1010800022134120181528294
5 Michell H (2005) Nēhicircthacircwacirck of Reindeer Lake Canada Worldview
Epistemology and Relationships with the Natural World The Australian Journal
of Indigenous Education 34 33-43 doi101017S132601110000394X
6 S McGrew et al Can Students Evaluate Online Sources Learning from
Assessments of Civic Online Reasoning Theory amp Research in Social Education
46 165ndash193 2018 wwwtandfonlinecomutrs
7 M Johnson Fighting Fake News How We Overhauled Our Website
Evaluation Lessons Knowledge Quest v47 n1 p32-36 Sep-Oct 2018
httpsfilesericedgovfulltextEJ1190996pdf
Additional informationresources
1 Stories from the Land Indigenous place names in Canada
httpsmapscanadacajournalcontent-
enhtmllang=enampappid=0e585399e9474ccf932104a239d90652ampappidalt=1175
6f2e3c454acdb214f950cf1e2f7d
2 Natasha Henry Teaching African Canadian History Resources images blog
and lessons
11
httpsteachingafricancanadianhistoryweeblycom
httpsteachingafricancanadianhistoryweeblycomlesson-planshtml
3 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) Starting from the
heart Going beyond a land acknowledgement Toronto ON ETFO
httpsetfofnmicapage_id=1728
4 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) At Introduction to
treaties Compilation of online resources Toronto ON ETFO
httpsetfofnmicapage_id=1728
CLASS 6 OCT 26
1 UPLOAD VIRTUAL FIELD STUDY PART 1 2 amp 3 Due OCT 24 2 WRITE REFLECTIONS REVIEWS OF 2 PRESENTATIONS BY OCT 28
(see assignment details-posted in course pepper folder)
TOPIC Exploring Cultural institutional knowledge sources amp online platforms Museums Historic houses Conservation areas etc
MEDIA amp READINGS No class weekly reading notes or Breakout notes THESE READINGS ARE FOR YOUR FIELD STUDY ASSIGNMENT
Overview 1 The ways in which publicly funded institutions craft and share stories 2 The role of the public to critique and challenge
Media httpswwwbloggoogleoutreach-initiativesarts-cultureworld-heritage-
day-explore-historic-sites-3d httpswwwmuseumnextcomarticlethe-best-free-virtual-tours-of-
museums-in-the-world httpscanadianmysteriescaenindexphp httpswwwsmithsonianmagcomsmart-newsten-museums-you-can-
virtually-visit-180974443
httpwwwvirtualmuseumcahome
httpswwwhistorycomnews10-best-virtual-museums-tours-history-
from-home
Readings Choose TWO for your assignment
1 Prins A (2020) Live-archiving the crisis Instagram cultural studies and times of collapse European Journal of Cultural Studies 23(6) 1046ndash1053 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_crossref_primary_10_1177_1367549420944519
2 C Krmpotich (2010) ldquoRemembering and Repatriation The Production of
Kinship Memory and Respectrdquo Journal of Material Culture 15(2) 157ndash179
3 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1
cdi_crossref_primary_10_1177_1359183510364077 4 R Phillips (2011) ldquoToward the Indigenization of Canadian Museumsrdquo in
Toward a Dialogic Paradigm New Models of Collaborative Curatorial Practice httpgoutlibcacat10517095 5 Anne Beaulieu amp Sarah de Rijcke (2017) Networked Knowledge and
Epistemic Authority in the Development of Virtual Museums In Museums in a Digital Culture (chapter 5 p 75ndash) Amsterdam University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST1ni6ikicdi_jstor_books_j_ctt1s475tm_8
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
9
Teacher in Canada Sustaining Practices in Historical Thinking amp Knowing ed R Sandwell
amp A von Heykinghttpgoutlibcacat10495168
CLASS 4 OCT 5
TOPIC Exploring community knowledge sources media and stories MEDIA amp READINGS Be prepared to discuss readings in class Reading reflection 3
Overview 1 Collecting and sharing community stories 2 The impact of digital media in either limiting or expanding diverse histories
Apps about local stories 3 httpswwwguelphtodaycomlocal-newsnew-app-showcases-guelphs-
hidden-and-historic-places-3437400 4 httpssikuorg 5 Digital Tours Toronto
httpswhatsyourtechca20190708made-in-toronto-digital-tour-explores-heritage-and-history-in--the-hood
Driftscape 6 httpswwwcbccanewscanadatorontotoronto-history-driftscape-app-
14410795 7 T ORONTOrsquoS NEIGHBOURHOODS
httpsexploredundascarlawheritagetorontoorgHT-MIT-stop01html Harbord
httpharbordvillagecomharbordvillagehistorycahvhistory_oralhistory_creditshtml
ANIMIKKII httpswwwanimikiicomservicesdigital-communications
Ward Museum httpswardmuseumcablockbyblock
One reading and one podcast Podcast options choose ONE podcast from here The Environmental Context of (Settler) Colonialism in Canada (niche-canada)
1 httpsniche-canadaorg20210805the-environmental-context-of-settler-
colonialism-in-canada
Reading options choose ONE from here 1 Bradley S (2012) History to go Oral history audio walks and mobile media Oral
History 40(1) 99-110 httpwwwjstororgstable41806585
2 High S (2010) TELLING STORIES A REFLECTION ON ORAL HISTORY AND NEW MEDIA Oral History 38(1) 101-112 Retrieved April 4 2021 from httpwwwjstororgstable40650320
3 Getting Word African American Families of Monticello ndash ldquoHear Storiesrdquo httpwwwmonticelloorggetting-wordstorieshear-stories
4 Henry A (2017) ldquoCollaborating with Other Artforms History in Our Hands A Long-Term Storytelling Project with Older Peoplerdquo In D M Jenkins (eds) Digital Storytelling (Palgrave Macmillan London) httpsdoi-orgmyaccesslibraryutorontoca101057978-1-137-59152-4_5
10
5 Breakstone McGrew Smith Ortega and Wineburg ldquoTeaching Students to
Navigate the Online Landscape Social Education 82(4) 2018 219-221 (online)
httpswwwsocialstudiesorgpublicationssocialeducationseptember2018te
aching-students-to-navigate-online-landscape
6 Dilek G (2016) A study of oral and local history on sportswomen with 5th
grade students Eurasian Journal of Educational Research 63 89-114
7 Michell H (2015) Bush Cree storytelling methodology Northern stories that
teach heal and transform in education 21(2) 171-178
8 Levstik LS amp Barton KC (2010) Doing History Investigating With Children
in Elementary and Middle Schools (4th ed) Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249780203834930
CLASS 5 OCT 19
TOPIC How schoolbooks shape knowledge through maps and civics narratives seeking other perspectives
MEDIA amp READINGS Reading reflection 4
Required readings Choose ONE
1 S Manson Mapping Society amp Technology chapter 7 Eric Deluca and Sara
Nelson Lying With Maps httpsopenlibumnedumappingchapter7-lying-
with-maps
2 Wynn G (2019) Painting the Map Red in Wynn Graeme Coates The Nature
of Canada httpgoutlibcacat12970364 (or posted in Pepper folder)
3 D Smith Weller Starks amp Kamara Where are they from Pre-service
educatorsrsquo views on place and professional identity Asia Pacific Journal of
Education march 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
4 Hanus M amp L Havelkovaacute (2019) Teachersrsquo Concepts of Map-Skill
Development Journal of Geography 1183 101-116
httpsdoiorg1010800022134120181528294
5 Michell H (2005) Nēhicircthacircwacirck of Reindeer Lake Canada Worldview
Epistemology and Relationships with the Natural World The Australian Journal
of Indigenous Education 34 33-43 doi101017S132601110000394X
6 S McGrew et al Can Students Evaluate Online Sources Learning from
Assessments of Civic Online Reasoning Theory amp Research in Social Education
46 165ndash193 2018 wwwtandfonlinecomutrs
7 M Johnson Fighting Fake News How We Overhauled Our Website
Evaluation Lessons Knowledge Quest v47 n1 p32-36 Sep-Oct 2018
httpsfilesericedgovfulltextEJ1190996pdf
Additional informationresources
1 Stories from the Land Indigenous place names in Canada
httpsmapscanadacajournalcontent-
enhtmllang=enampappid=0e585399e9474ccf932104a239d90652ampappidalt=1175
6f2e3c454acdb214f950cf1e2f7d
2 Natasha Henry Teaching African Canadian History Resources images blog
and lessons
11
httpsteachingafricancanadianhistoryweeblycom
httpsteachingafricancanadianhistoryweeblycomlesson-planshtml
3 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) Starting from the
heart Going beyond a land acknowledgement Toronto ON ETFO
httpsetfofnmicapage_id=1728
4 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) At Introduction to
treaties Compilation of online resources Toronto ON ETFO
httpsetfofnmicapage_id=1728
CLASS 6 OCT 26
1 UPLOAD VIRTUAL FIELD STUDY PART 1 2 amp 3 Due OCT 24 2 WRITE REFLECTIONS REVIEWS OF 2 PRESENTATIONS BY OCT 28
(see assignment details-posted in course pepper folder)
TOPIC Exploring Cultural institutional knowledge sources amp online platforms Museums Historic houses Conservation areas etc
MEDIA amp READINGS No class weekly reading notes or Breakout notes THESE READINGS ARE FOR YOUR FIELD STUDY ASSIGNMENT
Overview 1 The ways in which publicly funded institutions craft and share stories 2 The role of the public to critique and challenge
Media httpswwwbloggoogleoutreach-initiativesarts-cultureworld-heritage-
day-explore-historic-sites-3d httpswwwmuseumnextcomarticlethe-best-free-virtual-tours-of-
museums-in-the-world httpscanadianmysteriescaenindexphp httpswwwsmithsonianmagcomsmart-newsten-museums-you-can-
virtually-visit-180974443
httpwwwvirtualmuseumcahome
httpswwwhistorycomnews10-best-virtual-museums-tours-history-
from-home
Readings Choose TWO for your assignment
1 Prins A (2020) Live-archiving the crisis Instagram cultural studies and times of collapse European Journal of Cultural Studies 23(6) 1046ndash1053 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_crossref_primary_10_1177_1367549420944519
2 C Krmpotich (2010) ldquoRemembering and Repatriation The Production of
Kinship Memory and Respectrdquo Journal of Material Culture 15(2) 157ndash179
3 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1
cdi_crossref_primary_10_1177_1359183510364077 4 R Phillips (2011) ldquoToward the Indigenization of Canadian Museumsrdquo in
Toward a Dialogic Paradigm New Models of Collaborative Curatorial Practice httpgoutlibcacat10517095 5 Anne Beaulieu amp Sarah de Rijcke (2017) Networked Knowledge and
Epistemic Authority in the Development of Virtual Museums In Museums in a Digital Culture (chapter 5 p 75ndash) Amsterdam University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST1ni6ikicdi_jstor_books_j_ctt1s475tm_8
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
10
5 Breakstone McGrew Smith Ortega and Wineburg ldquoTeaching Students to
Navigate the Online Landscape Social Education 82(4) 2018 219-221 (online)
httpswwwsocialstudiesorgpublicationssocialeducationseptember2018te
aching-students-to-navigate-online-landscape
6 Dilek G (2016) A study of oral and local history on sportswomen with 5th
grade students Eurasian Journal of Educational Research 63 89-114
7 Michell H (2015) Bush Cree storytelling methodology Northern stories that
teach heal and transform in education 21(2) 171-178
8 Levstik LS amp Barton KC (2010) Doing History Investigating With Children
in Elementary and Middle Schools (4th ed) Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249780203834930
CLASS 5 OCT 19
TOPIC How schoolbooks shape knowledge through maps and civics narratives seeking other perspectives
MEDIA amp READINGS Reading reflection 4
Required readings Choose ONE
1 S Manson Mapping Society amp Technology chapter 7 Eric Deluca and Sara
Nelson Lying With Maps httpsopenlibumnedumappingchapter7-lying-
with-maps
2 Wynn G (2019) Painting the Map Red in Wynn Graeme Coates The Nature
of Canada httpgoutlibcacat12970364 (or posted in Pepper folder)
3 D Smith Weller Starks amp Kamara Where are they from Pre-service
educatorsrsquo views on place and professional identity Asia Pacific Journal of
Education march 2020
httpsdoi-orgmyaccesslibraryutorontoca1010800218879120201737508
4 Hanus M amp L Havelkovaacute (2019) Teachersrsquo Concepts of Map-Skill
Development Journal of Geography 1183 101-116
httpsdoiorg1010800022134120181528294
5 Michell H (2005) Nēhicircthacircwacirck of Reindeer Lake Canada Worldview
Epistemology and Relationships with the Natural World The Australian Journal
of Indigenous Education 34 33-43 doi101017S132601110000394X
6 S McGrew et al Can Students Evaluate Online Sources Learning from
Assessments of Civic Online Reasoning Theory amp Research in Social Education
46 165ndash193 2018 wwwtandfonlinecomutrs
7 M Johnson Fighting Fake News How We Overhauled Our Website
Evaluation Lessons Knowledge Quest v47 n1 p32-36 Sep-Oct 2018
httpsfilesericedgovfulltextEJ1190996pdf
Additional informationresources
1 Stories from the Land Indigenous place names in Canada
httpsmapscanadacajournalcontent-
enhtmllang=enampappid=0e585399e9474ccf932104a239d90652ampappidalt=1175
6f2e3c454acdb214f950cf1e2f7d
2 Natasha Henry Teaching African Canadian History Resources images blog
and lessons
11
httpsteachingafricancanadianhistoryweeblycom
httpsteachingafricancanadianhistoryweeblycomlesson-planshtml
3 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) Starting from the
heart Going beyond a land acknowledgement Toronto ON ETFO
httpsetfofnmicapage_id=1728
4 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) At Introduction to
treaties Compilation of online resources Toronto ON ETFO
httpsetfofnmicapage_id=1728
CLASS 6 OCT 26
1 UPLOAD VIRTUAL FIELD STUDY PART 1 2 amp 3 Due OCT 24 2 WRITE REFLECTIONS REVIEWS OF 2 PRESENTATIONS BY OCT 28
(see assignment details-posted in course pepper folder)
TOPIC Exploring Cultural institutional knowledge sources amp online platforms Museums Historic houses Conservation areas etc
MEDIA amp READINGS No class weekly reading notes or Breakout notes THESE READINGS ARE FOR YOUR FIELD STUDY ASSIGNMENT
Overview 1 The ways in which publicly funded institutions craft and share stories 2 The role of the public to critique and challenge
Media httpswwwbloggoogleoutreach-initiativesarts-cultureworld-heritage-
day-explore-historic-sites-3d httpswwwmuseumnextcomarticlethe-best-free-virtual-tours-of-
museums-in-the-world httpscanadianmysteriescaenindexphp httpswwwsmithsonianmagcomsmart-newsten-museums-you-can-
virtually-visit-180974443
httpwwwvirtualmuseumcahome
httpswwwhistorycomnews10-best-virtual-museums-tours-history-
from-home
Readings Choose TWO for your assignment
1 Prins A (2020) Live-archiving the crisis Instagram cultural studies and times of collapse European Journal of Cultural Studies 23(6) 1046ndash1053 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_crossref_primary_10_1177_1367549420944519
2 C Krmpotich (2010) ldquoRemembering and Repatriation The Production of
Kinship Memory and Respectrdquo Journal of Material Culture 15(2) 157ndash179
3 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1
cdi_crossref_primary_10_1177_1359183510364077 4 R Phillips (2011) ldquoToward the Indigenization of Canadian Museumsrdquo in
Toward a Dialogic Paradigm New Models of Collaborative Curatorial Practice httpgoutlibcacat10517095 5 Anne Beaulieu amp Sarah de Rijcke (2017) Networked Knowledge and
Epistemic Authority in the Development of Virtual Museums In Museums in a Digital Culture (chapter 5 p 75ndash) Amsterdam University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST1ni6ikicdi_jstor_books_j_ctt1s475tm_8
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
11
httpsteachingafricancanadianhistoryweeblycom
httpsteachingafricancanadianhistoryweeblycomlesson-planshtml
3 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) Starting from the
heart Going beyond a land acknowledgement Toronto ON ETFO
httpsetfofnmicapage_id=1728
4 Elementary Teachersrsquo Foundation of Ontario (ETFO) (nd) At Introduction to
treaties Compilation of online resources Toronto ON ETFO
httpsetfofnmicapage_id=1728
CLASS 6 OCT 26
1 UPLOAD VIRTUAL FIELD STUDY PART 1 2 amp 3 Due OCT 24 2 WRITE REFLECTIONS REVIEWS OF 2 PRESENTATIONS BY OCT 28
(see assignment details-posted in course pepper folder)
TOPIC Exploring Cultural institutional knowledge sources amp online platforms Museums Historic houses Conservation areas etc
MEDIA amp READINGS No class weekly reading notes or Breakout notes THESE READINGS ARE FOR YOUR FIELD STUDY ASSIGNMENT
Overview 1 The ways in which publicly funded institutions craft and share stories 2 The role of the public to critique and challenge
Media httpswwwbloggoogleoutreach-initiativesarts-cultureworld-heritage-
day-explore-historic-sites-3d httpswwwmuseumnextcomarticlethe-best-free-virtual-tours-of-
museums-in-the-world httpscanadianmysteriescaenindexphp httpswwwsmithsonianmagcomsmart-newsten-museums-you-can-
virtually-visit-180974443
httpwwwvirtualmuseumcahome
httpswwwhistorycomnews10-best-virtual-museums-tours-history-
from-home
Readings Choose TWO for your assignment
1 Prins A (2020) Live-archiving the crisis Instagram cultural studies and times of collapse European Journal of Cultural Studies 23(6) 1046ndash1053 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_crossref_primary_10_1177_1367549420944519
2 C Krmpotich (2010) ldquoRemembering and Repatriation The Production of
Kinship Memory and Respectrdquo Journal of Material Culture 15(2) 157ndash179
3 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1
cdi_crossref_primary_10_1177_1359183510364077 4 R Phillips (2011) ldquoToward the Indigenization of Canadian Museumsrdquo in
Toward a Dialogic Paradigm New Models of Collaborative Curatorial Practice httpgoutlibcacat10517095 5 Anne Beaulieu amp Sarah de Rijcke (2017) Networked Knowledge and
Epistemic Authority in the Development of Virtual Museums In Museums in a Digital Culture (chapter 5 p 75ndash) Amsterdam University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INST1ni6ikicdi_jstor_books_j_ctt1s475tm_8
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
12
6 Hennessy K (2018) From the Smithsonianrsquos MacFarlane Collection to Inuvialuit Living History In Museums in a Digital Culture (pp 109ndash128) Amsterdam University Press Chapter 5 httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_walterdegruyter_books_10_1515_9789048524808_009
7 Elsborg L (2020) ldquoEngaging disenfranchised publics through citizen humanities projectsrdquo in Hetland P Pierroux P amp Esborg L A History of Participation in Museums and Traversing Citizen Science and Citizen Humanities (1st ed) Routledge
httpsdoi-orgmyaccesslibraryutorontoca1043249780429197536 8 Tupper J (2014) The possibilities of reconciliation through difficult dialogues
Treaty education as peacebuilding Curriculum Inquiry 44(4) pp 469-488
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails03626784v44i0004469_tpfrtddtea
pxml
Additional informationresources
Hauf JE (2010) Teaching world cultures through artifacts Journal of
Geography 109 pp 113-123 httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails00221341v109i0003113_twctaxml
CLASS 7 NOV 2
Reading but NO written submission
Readings for Breakout group sharing
Synchronous Zoom session Tuesday 9-1030am
o PowerPoint Please look through the PowerPoint to review the UnitLesson
plan Assignment
o Complete group Unit Plan Outline Post your unit outline in the Group Unit
Plan Assignment folder Due date Nov 6
bull Optional Zoom Drop In session with the instructor after class Tuesdays
TOPIC Unit and Lesson Planning Best practices in Social Studies classes
MEDIA amp READINGS One page- Group Unit Plan Outline
1 C Wright-Maley What every social studies teacher should know about
simulations Canadian Social Studies 48(1) pp 8-23
httpsericedgovid=EJ1087180
2 Hadley GRL amp DC Young (2018) A glimpse inside Considering the impact of
curriculum outcomes and person ideology on social studies pedagogy A study
summary Journal of International Social Studies 8(1) pp 37-61
httpsericedgovid=EJ1173498
3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of
History Assessmentsrdquo in New Directions in Assessing Historical Thinking
Routledge httpsdoi-
orgmyaccesslibraryutorontoca1043249781315779539
4 Ng-A-Fook N amp R Milne (2014) Unsettling our narrative encounters within
and outside of Canadian social studies Canadian Social Studies 47(2) 88-109
httpsericedgovid=EJ1070879
5 J A Bryant Photographs as primary documents in the social studies
classroom Childhood Education 83(4) 2007 pp 224-G(3) httpsgo-gale-
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
13
commyaccesslibraryutorontocapsidop=CICampu=utoronto_mainampid=GALE|
A162832855ampv=21ampit=rampsid=summon
Extra time
o CBC Radio September 4 2012 ndash story explores historical thinking ndash
historicalthinkingca httphistoricalthinkingcademos
o The Manitoba Teachersrsquo Society (2020) ldquoOrange shirt day lessons plansrdquo
httpwwwmbteachorgmtscms20160910lesson-plans-and-resources-for-
orange-shirt-day
o Ontario History and Social Studies Teachersrsquo Association (2020) ldquoLinksrdquo
httpsohassta-aeshoeducationlinks
NO CLASSES FROM NOV 4- JAN 4
CLASS 8 JAN 4 Class discussions of readings No reading postings
TOPIC Social Studies through the Arts
MEDIA amp READINGS
Required Reading Choose 1
1 Ranshaw C amp K Griffin (2016) Powerful Social Studies Teaching With Poetry
and Primary Sourcespdf
2 Pitawanakwat B Understanding the World Through Stories (posted in
Reading Pepper folder)
3 Garrison K L amp Gavigan K (2019 02) Picture this Using graphic novels to
explore social justice issues with young adults Teacher Librarian 46 8-12
httpmyaccesslibraryutorontocaloginqurl=https3A2F2Fsearchproque
stcom2Fdocview2F21957956933Faccou
4 D J Childs ldquolsquoLetrsquos Talk About Racersquo Exploring Racial Stereotypes Using
Popular Culture in Social Studies Classroomsrdquo The Social Studies 105 no 6
(November 2 2014) 291ndash300
5 Vallejo J M (2019) Revitalising language through music a case study of
music and culturally grounded pedagogy in two Kanienrsquokeha (Mohawk)
language immersion programmes Ethnomusicology Forum 281 89-117
httpsdoiorg1010801741191220191641124
6 Colley B M(2012) Teaching social studies through the performing arts The
Educational Forum 76 (1) pp 4-12
httpswwwtandfonlinecomdoiabs101080001317252011627986
7 White C amp McCormack S (2006) The message in the music Popular cultural
and teaching in social studies The Social studies MayJune pp 122-127
httpswwwtandfonlinecomdoiabs103200TSSS973122-
127journalCode=vtss20
8 Sell R C amp Griffin K (2017) Powerful social studies teaching with poetry and
primary sources The Social Studies 8 (1) pp 1-9 httpsjournals-
scholarsportal-
infomyaccesslibraryutorontocadetails00377996v108i00011_psstwpapsx
ml
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
14
9 Akom AA (2009) Critical hip hop pedagogy as a form of liberatory praxis
Equity amp Excellence in Education 42(1) pp 52-66
httpsjournals-scholarsportal-
infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml
Additional informationresources
o Armstrong S (2017) Bead by bead and stitch by stitch making mukluks and
moccasins helps Indigenous youth weave new relationships and share
histories Ryerson School of Journalism Indigenous Land Urban Stories Website
httpindigenouslandurbanstoriescaportfolio-itembead-by-bead
Online websites Choose several to explore
ourelderstoriescom
httpswwwontariocapagemap-ontario-treaties-and-reserves
httpswwwfacinghistoryorgeducator-resources
Deepening Knowledge Project OISEs Indigenous Peoples Curricula
Database httpwwwoiseutorontocadeepeningknowledge
httpswwwgallerycacollectionsearch-the-collection
httpswwwtodocanadacamuseums-virtual-online
httpswwwhistorymuseumcavisitchildrens-museum
httpsnaturecaenhome
httpswwwmetmuseumorgartonline-featuresmetkids
CLASS 9 JAN 11
TOPIC Using VIDEOSFILMSGAMESGRAPHIC NOVELS in Social Studies classes
MEDIA amp READINGS Listen to Podcast or watch video and be prepared to discuss in class Breakout group class to discuss podcasts and videos
Overview
bull The success of comics games videos amp graphic novels to teach social studies Media Active History Graphic novels and comics httpactivehistorycataggraphic-novels Play The Past httpswwwplaythepastorgp=5091
Choose ONE
1 Podcasts A McMichael ldquoPC Games and the Teaching of Historyrdquo The History Teacher 402 (February 2007) pp 203-18
httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_jstor_primary_30036988
L S Berliner and Ron Krabill eds Feminist interventions in participatory media pedagogy publics practice (London RoutledgeTaylor amp Francis Group 2019) httpgoutlibcacat12012978
2 Videos
1491 series available via Vimeo channel (also on APTN) A few episodes Episode 1 - Origins Episode 2 - Environment Episode 5 - Governance Episode 8 - Continuance
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
15
For those interested Readings 1 Russell W B (2012) The art of teaching social studies with film The Clearing
House 85 pp 157-164
httpswwwtandfonlinecomdoiabs101080000986552012674984src=rec
sysampjournalCode=vtch20
2 Russell W B amp S Waters (2013) Reel character education using film to
promote global citizenship Childhood Education vol 89 no 5 303-309
httpslink-gale
commyaccesslibraryutorontocaappsdocA345276661CICu=utoronto_mainampsid=C
ICampxid=ec556e37
3 Chase M Son E H amp Steiner S (2014) Sequencing and Graphic Novels
With Primary-Grade Students The Reading Teacher 67(6) 435ndash443
httpsdoiorg101002trtr1242
4 Ribbens K (2017) Popular Understandings of the Past Interpreting History through Graphic Novels In The Oxford Handbook of Public History (1st ed) Oxford University Press httpslibrarysearchlibraryutorontocapermalink01UTORONTO_INSTfedca1cdi_oup_oho_10_1093_oxfordhb_9780199766024_013_5
5 Jeremiah McCall Playing with the past history and video games (and why it might matter) Journal of Geek Studies (posted in course reading folder)
CLASS 10 JAN 18
ZOOM MEETINGS Sign-Up for Group Lesson planning Be sure to be ready 10 min
before the meeting time
NO Assignments or Readings as students devote time to their Unit-Lesson
assignment work
Synchronous Mandatory Zoom sessions Tuesday 9-1130am
Note the extended time to accommodate student meetings-15 min each
Group lesson meetings Please add your name to a time in the sign-up sheet
TOPIC Lesson meetings with Instructor
Sign up for your group time-takes place during regular class times
Presentations next class
CLASS 11 JAN 25
LESSON PRESENTATIONS BREAKOUT ROOMSFINAL SHARING WHOLE CLASS
Sign up sheets for Presentation dates and times
All Students (In groups of 3-4) will briefly present their Lesson plan activity ideas
(10 MIN)
Share with the class and include a visual such as a video or google slides
Students need to be able to share the visual as a link (eg Google slides Google
doc Prezi etc) That way you can easily share the link during the presentations in
the chat window (for details see Lesson Plan Assignment folder) It is highly
suggested that you pre-record this presentation
Post in the Unit-Lesson Plan Folder
PowerPoints or visuals must be posted before class on Tuesday
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
16
There will be an opportunity for students to self and peer review at the end of
presentations
Presentation Due Date February 1 2020
Each group will post their final co-authored lesson in the Unit-Lesson Plan
Folder by Tuesday 8am (before class begins)
Students will come prepared to give a brief reflection of their lesson work
Final Written Unit-Lesson Assignment Due Feb10 midnight
CLASS 12 FEB 1st FINAL CLASS
TOPIC Reflections Peer and Self Assessment Current Events Professional preparation
This is the last class for the course
We will be sharing and reflecting on the year on some of the challenges in
teaching Social studies overall best practices and using the subject to make
change in your school and community
Please come to class prepared to share one idea that you feel should be
included in Social studies learning
Breakout rooms will allow groups to share ideas and then come together to
share with the class Thank you
7 Course Assignments Due Dates and Weightings
The goal of evaluation is to assess and evaluate the demonstrated evidence of studentsrsquo achievement of the
course expectations The course work aims at ongoing peer self and instructor assessment and feedback as
a means to support learning Specific details and evaluation criteria is provided in the Course Pepper folders
Assignments Timelines for Completion Weight
1Ongoing weekly class work reading reflections amp breakout group class discussions
bull Evidence-based learning professional learning engagement amp collegial development demonstrated throughout weekly course readings amp discussions
Post weekly reading reflections-written note or audio note placed in pepper folders after class (see details posted in pepper) Weekly classes include group break-out work This co-authored work links to the course readings and class theme and involves studentsrsquo sharing ideas Groups consist of 4 members each with a role to complete a shared google doc The Breakout group co-authored google doc must be posted in the Pepper folder after class by midnight
Class work there are some weeks that have
reading reflections based on the course
readings- (4X4) completion only
bull Week 2 3 4 5
Post written or audio notes in weekly pepper
folders- have readings ready before class so
you can engage in peer discussion
Group breakout class discussions will take
place throughout the course There are 4
classes when the group breakout session
discussions tied to the readings and weekly
theme will complete a co-authored google
doc (15x4) completion grade
Due Dates Ongoing After class by midnight
16
-----------
6
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
17
2 Virtual Field Study Assignment Virtual field
data collection reflection link to readings
lesson suggestions (work in Pairs)
bull Field work is posted in Pepper Virtual
Field study folder (website direct link
or word document)
(See assignment and evaluation sheet)
bull Class Presentations (in google slides or
PowerPoint) posted in folder Student
groups (pairs) respond to 2 other
posted field studies
(For Assignment details and evaluation please
see the assignment posted in the Virtual Field
Study Pepper folder)
Virtual Field Study The online field studies
include a visit to a cultural institution
conservation area a museum or archives This
assignment is completed in partners Sign-up
for your topic and partners
It has 3 parts
1 Data Chart written work that shares
your online research
2 A written 1-2-page field study reading
reflection based on two of the course
readings Link your online research and
readings to how you might use field
studies Social studies classes
Part 1amp2 Due October 24
3 A 3-4 slide show that presents your
findings amp posted in class folder Sign-
up for presentation time All student
pairs will reflect on 1 other posted field
study
Part 3 Reflection Due October 30
35
3 Social Studies Shared UnitLesson Plan
Assignment (work in groups of 3-4)
Class Lesson Unit plan for one grade with
inquiry-pods Students will work in small
groups to design a Social Studies Unit Plan
Overview of one lesson that contains 2-3
inquiry pods for one of the Social Studies
Ontario Curriculum Grades and Strands (1-6)
Materials shared will include teaching
strategies instructional support materials
assessment tools and supplemental relevant
resources
(See evaluation sheet for all details)
UnitLesson Work Written format google
slidespowerpoint with notes or audio
recording See assignment details in pepper
folder
This Assignment has 3 parts
1 Online library research lesson resource
work assignment (6) A list of
UofTOISE resources for Shared Lesson
work Due date December
6midnight
2 Zoom class Presentations (completion
grade 7) Due date February 1 during
class
3 FINAL UnitLesson Plan Assignment
(25+5) Due date February 13 2021
midnight
43
While taking this course the achievement of course expectations andor learning outcomes will be
accomplished through the following assignments
Course
Expectations
Learning
Outcomes
Assignment 1
Field Study
Assignment 2
Lesson Development
Ongoing
ReadingsDiscussions
Critically assess Demonstrate learning Evidence based learning from
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
18
educational
research and
inquiry data
collection analysis
apply pedagogical
strategies Apply
Knowledge digital
knowledge
communication and
sharing of ideas
professional
learning
apply critical thinking and
pedagogical strategies
Apply knowledge
demonstrate effective
communication
demonstrate
collaboration application
of Indigenous and land-
based knowledge and
understanding
professional learning
scholarship in the field
professional learning
engagement and collegial
collaboration amp development
Links between scholarship and
practice Reading notes
reflective of knowledge critical
thinkinganalysis application of
Indigenous and land-based
knowledge BIPOC
understanding professional
learning
1A Weekly Classwork and Readings Reflections 22 (2 parts 16 +6)
Evidence based learning demonstrated throughout on-going weekly reading discussions Readings are a
required part of this Masters course In weeks 2 3 4 5 students will post their reading reflections in the
Pepper Classwork Folder before class in order to receive a grade
Marking scheme
Completion grade reading reflection well writtenstated amp submitted on time
Incomplete grade incomplete reading reflection amp submitted late
4 reviews x 4 possible marks each = score out of 16
1B Weekly Group Breakout lesson planning ideas 6
Students will join a group breakout group (4) and together reflect on the weekly class theme and
reading (s) reflection As team of 4 with assigned roles they will co-author a google document and
submit the one document by end of class day 9pm (Assignment details posted in Pepper)
Completion grades (4x1=4)
2 Assignment-Virtual Field Study 35
In partners (2) students will complete a Virtual Field study Assignment and present their findings to
their peers The assignment includes online research work links to the course weekly readings and
lesson outline Due date Week of October 18 midnight
Details of Assignment and marking scheme posted in the Pepper folder
3 Social Studies Unit and Lesson Plan work 35
Social Studies Unit PlanLesson Assignment work
Students will work in groups (3-4) to design a Social Studies LessonUnit Plan Outline with One full
lesson plan for one Social Studies Ontario Curriculum grades and Strands A signup sheet will be
available Limited groups assigned to strands and grades
(See details of assignment and evaluation in Unit-Lesson Plan Pepper folder)
Materials shared will include teaching strategies instructional support materials assessment tools
and supplemental relevant resources
Assignment and marking scheme posted in Unit-Lesson Plan Pepper folder
Final Assignment Due Week of January 17 2022 midnight
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
19
Class Presentations of all lesson plans will take place in Week Eleven
8 Listing of Readings Resources and Materials
o Readings are listed above in the classwork weekly breakdown There is a Course Reading Folder
poster in Pepper that contains links to all course readings plus additional readings for interested
students
o Students are strongly encouraged to look at the course weekly Powerpoints (Google slides) posted
in the PowerPoint folder course assignments amp due dates are carefully followed
o Excerpt from httpswwwontariocalawsregulationr11191 The Information and Communications
Standards within the Integrated Accessibility Standards helps people with disabilities access sources
of information that many of us rely on every day For example it
o helps people with vision loss access more websites using their screen readers
o expands large print and digital collections in public libraries
Key Ministry Documents
Ontario Ministry Guidelines and Course Profiles 1-6
httpwwwedugovoncaengcurriculumelementarysshghtml
Ontario First Nation Metis and Inuit Education Policy Framework
httpwwwedugovoncaengaboriginalfnmiFrameworkpdf
9 Academic Support for Students
a OSSC
OISE Student Success Centre (OSSC) offers a range of services including one on one writing math
and French language support For more see
httpswwwoiseutorontocaorssOISE_Student_Success_Centrehtmloverview
b OISE Library
The OISE Library provides research support on a range of topics from finding articles to developing
search strategies to managing citations and generating bibliographies Students are welcome to
bull Request an one-on-one consultation with an OISE librarian (available by phone or online)
httpsoiselibraryutorontocaresearchbook-consultation
bull Use the Ask Chat service to connect quickly online httpslibraryutorontocaask-librarian
bull Email or call your OISE Librarian directly Our contact information is listed in our staff directory
httpsoiselibraryutorontocaaboutus-staff-directory
10 Procedures amp Policies
a University Assessment amp Grading Practices Policy
Timely Submission of Assignments
bull The instructor expects that all assignments will be submitted by their posted due date It is expected
that arrangements for an alternate due date if required will be made directly with the instructor no
later than 2 days before the assignment is due Decisions regarding accepting of late assignments will
be made at the discretion of the instructor and will not typically exceed 48 hours Relevant
accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by
OISErsquos Student Services Office will be respected Work that is submitted late without arrangement
with the instructor will result in a grade reduction In most cases work that is submitted more than
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
20
one week late will receive a maximum grade of B- Work that is not submitted will result in a grade of
FZ (zero) for that assignment
b Final Grade Determination
Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the
University ndash please refer to the University Assessment amp Grading Practices Policy
httpsgoverningcouncilutorontocasecretariatpoliciesgrading-practices-policy-university-assessment-and-
january-26-2012
From the University Assessment and Grading Practices Policy 122
Graduate Studies uses a truncated refined letter grade scale (as follows)
Letter Grade Description
A+ 90 ‐ 100 Exceptional
A 85 ‐ 89 Excellent
A‐ 80 ‐ 84 Strong
B+ 77 ‐ 79 Very Good
B 73 ‐ 76 Good
B‐ 70 ‐ 72 Adequate
FZ 0‐ 69 Does not meet expectations
c Academic Integrity
It is important to familiarize yourself with the University of Torontorsquos policies and procedures on academic
matters The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of
Toronto This document states that it is an offence for a student knowingly ldquoto represent as onersquos own any
idea or expression of an idea or work of another in academic examination or term test or in connection with
any other form of academic work ie to commit plagiarismrdquo It also defines a number of other offences
which the University expects all students to know about and avoid Please review the complete document
online
wwwgoverningcouncilutorontocapoliciesbehaveachtm
The University of Toronto also has a website dedicated to Academic Integrity and associated UofT resources
wwwacademicintegrityutorontoca that includes 1) Definitions of Academic Offenses at
wwwacademicintegrityutorontocaperils-and-pitfalls 2) ldquoHow Not to Plagiarizerdquo at
httpwwwwritingutorontocaadviceusing-sourceshow-not-to-plagiarize and 3) ldquoStandard
Documentation Formatsrdquo httpwwwwritingutorontocaadviceusing-sourcesdocumentation
d Expectation of professional and collegial behaviours including attendance late assignments and use of
technology
Candidatesrsquo contributions to and participation in daily activities and collaborative tasks drawing upon
assigned readings and personal experience are directly related to success in this course As with all MT
classes punctual and regular attendance is not only highly beneficial to teacher development but also an
expectation of professionalism Participating in a professional culture may be new for some candidates for
most it is a habit of mind and practice that develops over time The instructor expects that all assignments
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
21
will be submitted by their posted due date It is expected that arrangements for an alternate due date if
required will be made directly with the instructor no later than (2) days before the assignment is due
How this translates to an online course Logging in regularly in order to keep up with asynchronous online
activity logging in on time for synchronous online activities (eg making sure yoursquore logged into Zoom a few
minutes prior to the start time to check that your technology is working properly) checking to make sure
that yoursquove uploaded assignments properly and by the due dates and that the instructor is able to see it
(eg make sure you havenrsquot uploaded it to the wrong folder and that you donrsquot have privacy settings that
are preventing the instructor from being able to access your file)
bull Attendance is mandatory in all MT classes
This course involves collaborative professional engagement so the learning experience for all is
weakened when colleagues are not present If you are unable to attend class please email me before
class begins You will be expected to review any files posted online (eg PowerPoint presentations)
and contact a classmate to acquire notes
Etiquette for online participation (suggestions to draw from)
bull Participate in a respectful and professional tone
bull Support your ideas with reasons and evidence Include examples Give proper credit
bull Asking questions is a good form of building discussion
bull Always be respectful No sarcasm But honest disagreement is appropriate indeed essential
bull Try to find ways to include others in the discussion
bull Problem-solve before posting a question
bull Stay on topic Donrsquot post irrelevant links pictures and comments
bull Donrsquot type in ALL CAPS ndash this is considered shouting
bull Be careful of jokes and sarcasm ndash they do not translate the same when typed
bull Review and edit before posting
Continuity Planning in Case of Disruption to Classes andor Field
bull The course syllabus is posted online on Pepper and Quercus Please refer to the syllabus for
information about all course assignments evaluation rubrics andor marking schemes and any
additional instructions that may be relevant in the event of an interruption of classes
e Notice of Recording of Lectures or Online Interactions
bull Students will be given notice that lectures or a lecture (online or in person) will be recorded
before the recorded class Ideally notification will also be offered if the recording is being made
by a student for their own personal use
bull Students will be given the option to opt out of recorded classes without penalty In general this
can be done with minimal disruption by designating an area of the class that will not be visible on
a video-recording or by the student turning off their camera andor microphone in an online
session and by providing students who do not wish for their voice to be recorded an alternative
means of participating and asking questions (eg by email chat during office hours or through a
written note passed to a teaching assistant) Students who wish to remain anonymous in a
recorded lecture must not be penalized for this choice ndash if for example participation is a
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
22
required component of the course students must be given another option to earn participation
credit that will not be recorded
f Freedom of Information and Protection of Privacy
ldquoAs of June 10 2006 all Ontario universities have been covered by the Freedom of Information and
Protection of Privacy Act (FIPPA) This Act supports access to University records and protection of
privacy including the protection of personal information about individuals that is held by the
University and the provision of access for individuals to their personal informationrdquo
11 Creating an Inclusive Online Environment
The University of Toronto is committed to equity human rights and respect for diversity All members of the
learning environment in this course should strive to create an atmosphere of mutual respect where all
members of our community can express themselves engage with each other and respect one anotherrsquos
differences U of T does not condone discrimination or harassment against any persons or communities
University of Toronto Equity Diversity and Excellence Statement
At the University of Toronto we strive to be an equitable and inclusive community rich with diversity
protecting the human rights of all persons and based upon understanding and mutual respect for the
dignity and worth of every person We seek to ensure to the greatest extent possible that all students and
employees enjoy the opportunity to participate as they see fit in the full range of activities that the
University offers and to achieve their full potential as members of the University community
Our support for equity is grounded in an institution-wide commitment to achieving a working
teaching and learning environment that is free of discrimination and harassment as defined in the Ontario
Human Rights Code In striving to become an equitable community we will also work to eliminate reduce or
mitigate the adverse effects of any barriers to full participation in University life that we find including
physical environmental attitudinal communication or technological
httpsgoverningcouncilutorontocasecretariatpoliciesequity-diversity-and-excellence-statement-
december-14-2006
Anti-Racism and Cultural Diversity Office
httpsantiracismutorontoca
Equity Diversity and Inclusion Reminder
As we all adjust to online classes and lectures and increasingly participate in virtual learning
environments students are reminded of the expectation that we all demonstrate respect for one another
As outlined in the Student Code of Conduct the University of Toronto does not condone discrimination or
harassment against any persons or communities especially when based on grounds protected under the
Ontario Human Rights Code The University of Toronto recognizes its commitment to human rights equity
and inclusion and acknowledges the disproportionate impact COVID-19 has on various parts of our
community COVID-19 is not isolated to people of any particular ethnic origin place of origin or race Equity
diversity and respect must remain integral as we continue to transition during these challenging times The
institution will monitor and address discriminatory comments or behaviour including on U of Trsquos online
platforms and classrooms
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
23
In accordance with the Ontario Human Rights Code no person shall engage in a course of vexatious
conduct that is directed at one or more specific individuals and that is based on the race ancestry pla ce of
origin colour ethnic origin citizenship sexual orientation gender identity gender expression age marital
status family status or disability This includes
bull Racial slurs or ldquojokesrdquo
bull Insults due to racial identity
bull Online posts of cartoons or pictures in a workplace or school that degrade persons of a
particular racial group
bull Name-calling due to race colour citizenship place of origin ancestry ethnic background or
creed
bull Pseudonyms or handles that are inappropriate about ancestry colour citizenship ethnicity
place of origin race or religion
bull For more prohibited grounds for discrimination please visit
httpwwwohrconcaenontario-human-rights-code
In the MT program we believe diverse perspectives enrich the conversation and enliven the research
process In that spirit we intend to conduct this course in a manner that clearly respects the diversity of
students and their perspectives Through course content activities and various materials we will
provide examples that respect and value a wide variety of perspectives We welcome and appreciate
feedback andor suggestions you might have to increase the value of diversity in this course
12 Statement on Access amp Disability Accommodations
Basic Needs Statement
Your safety and wellbeing is more important than anything going on in class Please feel free to reach
out to me if you need to talk Any student who faces challenges securing their food or housing or
personal safety is urged to contact the OISEs Office of the Registrar and Student Services for
support Furthermore please notify me if you are comfortable in doing so This will enable me to
provide any help that I can
In this course Access and Accommodation are understood as
bull A right protected by Canadian and international law
bull Services provided to registered recipients by OISE by UofT Accessibility Services andor by any
other service providers
bull A process which requires continuous conversation learning work andor negotiation among all
involved including those who do and those who do not self-identity as disabled or as allies
What to do if you have an access andor accommodation issue that you wish to address
The University of Toronto recommends that students register at Accessibility Services well in advance of
classes to allow for timely arrangements Located on the 4th Floor at 455 Spadina Avenue 416-978-8060
accessibilityservicesutorontoca
Learn about your options by consulting the Universityrsquos accommodation information for faculty and staff
httpwwwstudentlifeutorontocaasfaculty-and-staffnode-2090
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
24
At OISE if you have questions about accommodations contact Jeananne Robertson Student Success
Counsellor jtrobertsonutorontoca 416-978-2448 OISE Room 8-226
Accessible Features at OISE
There are information screens as you enter OISErsquos lobby and wheelchair signs (universal icon of
access ) which will guide you to the facilities
bull Exterior doorways with automated openers for example
o West side of OISE building (left side facing building from Bloor)
o Subway entrance at the Concourse Level and parking garage entrances on all levels
bull Interior doorways with automated openers for example
o OISE Library and the OISE Auditorium both on the ground floor
o Continuing and Professional Learning as well as room 5-250 both on the 5th floor
o Centre de recherches en eacuteducation franco-ontarienne (CREacuteFO) on the 6th floor
o Entrance to Office of the Registrar and Student Services on the 8th floor
o Entrance to Department of Social Justice Education as well as the entrance to the OISE
Deanrsquos Office both on the 12th floor
bull Accessible and gender-neutral washrooms
o OISE Library ground floor (during library hours)
o Ground floor near the foodcoffee kiosk
o Floors 5 8 and 12
List of accessible washrooms campus-wide httpmaputorontocaaccesswashrooms
13 Coursework Extension
A coursework extension may be appropriate if academic (eg unexpected problems of research in a
course) or non-academic (eg illness) reasons make it impossible for you to complete course
requirements on time
You may apply for an extension by submitting the course extension form to your graduate unit prior to
the deadline for completion of course work
If you have been granted a course extension the graduate unit will assign the temporary non-grade
report SDF (Standing Deferred) until your final grade report is received During an approved coursework
extension you will continue to pay tuition fees according to your program status (ie full -time or part-
time domestic or international)
If you are unable to complete the required coursework during the extension period you may apply to
your graduate unit for a continuation of the extension Second coursework extensions must also be
considered by SGS Second coursework extension requests must be made before the expiry date of the
first extension period
wwwsgsutorontocaacademic-progressregistration-enrolment
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues
25
14 Accommodation of Religious Observances
It is the policy of the University of Toronto to arrange reasonable accommodation of the needs of
students who observe religious holy days other than those already accommodated by ordinary
scheduling and statutory holidays Students have a responsibility to alert members of the teaching staff
in a timely fashion to upcoming religious observances and anticipated absences Instructors will make
every reasonable effort to avoid scheduling tests examinations or other compulsory activities at these
times If compulsory activities are unavoidable every reasonable opportunity should be given to these
students to make up work that they miss particularly in courses involving laboratory work When the
scheduling of tests or examinations cannot be avoided students should be informed of the procedure to
be followed to arrange to write at an alternate time It is most important that no student be seriously
disadvantaged because of their religious observances However in the scheduling of academic and other
activities it is also important to ensure that the accommodation of one group does not seriously
disadvantage other groups within the University community
wwwviceprovoststudentsutorontocapolicies-guidelinesaccommodation-religious
15 Safety and Security
Please see OISErsquos Safety and Security Reference Sheet here
wwwoiseutorontocacaoUserFilesFileSecurityOISE_Emergency_Response_Guide_REVISED_01-
2020pdf
16 Copyright
University of Toronto faculty staff and students are both creators and users of material subject to the
protections of the Copyright Act Accordingly all have both rights and obligations that arise from copyright
law as it has been interpreted and applied by the courts
Students
For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly
work please consult the University of Torontorsquos Copyright Fair Dealing Guidelines
wwwprovostutorontocawp-contentuploadssites155201806Copyright-Guidelinespdf
Course materials prepared by the instructor are considered by the University to be an instructorrsquos intellectual
property covered by the Copyright Act RSC 1985 c C-42 These materials are made available to you for your
own study purposes and cannot be shared outside of the class or ldquopublishedrdquo in any way Lectures whether
in person or online cannot be recorded without the instructorrsquos permission Posting course materials or any
recordings you may make to other websites without the express permission of the instructor will constitute
copyright infringement
You are encouraged to contact your Liaison Librarian (httpoiselibraryutorontocaaboutus-staff-directory)
or UTLrsquos Scholarly Communications and Copyright Office (copyrightlibraryutorontoca) for assistance with
any copyright questions or issues