master of teaching program fall-winter 2021-2022 course

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


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-


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


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


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


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


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


3 Ercikan K amp Seixas P (Eds) (2015) ldquoIntroduction The New Shape of

History Assessmentsrdquo in New Directions in Assessing Historical Thinking

Routledge httpsdoi-


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


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


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


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


infomyaccesslibraryutorontocadetails10665684v42i000152_chhpaafolpxml


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


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























A Zoom







B Standalone Pepper






those ideas



4










































5






















residential schools


















6

Topics and readings


WELCOME


Overview



















7






















Electronic Source


b16b-66ac73dd8df6





==============================







OISE Library






8



archive

CLASS 3 SEPT28







oalma991107024185106196









Retrieved from
















9



CLASS 4 OCT 5




















10












CLASS 5 OCT 19






with-maps









httpsdoiorg1010800022134120181528294
















and lessons

11









CLASS 6 OCT 26












from-home









12







pxml





CLASS 7 NOV 2





plan Assignment















Routledge httpsdoi-







13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













3























A Zoom







B Standalone Pepper






those ideas



4










































5






















residential schools


















6

Topics and readings


WELCOME


Overview



















7






















Electronic Source


b16b-66ac73dd8df6





==============================







OISE Library






8



archive

CLASS 3 SEPT28







oalma991107024185106196









Retrieved from
















9



CLASS 4 OCT 5




















10












CLASS 5 OCT 19






with-maps









httpsdoiorg1010800022134120181528294
















and lessons

11









CLASS 6 OCT 26












from-home









12







pxml





CLASS 7 NOV 2





plan Assignment















Routledge httpsdoi-







13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













4










































5






















residential schools


















6

Topics and readings


WELCOME


Overview



















7






















Electronic Source


b16b-66ac73dd8df6





==============================







OISE Library






8



archive

CLASS 3 SEPT28







oalma991107024185106196









Retrieved from
















9



CLASS 4 OCT 5




















10












CLASS 5 OCT 19






with-maps









httpsdoiorg1010800022134120181528294
















and lessons

11









CLASS 6 OCT 26












from-home









12







pxml





CLASS 7 NOV 2





plan Assignment















Routledge httpsdoi-







13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













5






















residential schools


















6

Topics and readings


WELCOME


Overview



















7






















Electronic Source


b16b-66ac73dd8df6





==============================







OISE Library






8



archive

CLASS 3 SEPT28







oalma991107024185106196









Retrieved from
















9



CLASS 4 OCT 5




















10












CLASS 5 OCT 19






with-maps









httpsdoiorg1010800022134120181528294
















and lessons

11









CLASS 6 OCT 26












from-home









12







pxml





CLASS 7 NOV 2





plan Assignment















Routledge httpsdoi-







13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













6

Topics and readings


WELCOME


Overview



















7






















Electronic Source


b16b-66ac73dd8df6





==============================







OISE Library






8



archive

CLASS 3 SEPT28







oalma991107024185106196









Retrieved from
















9



CLASS 4 OCT 5




















10












CLASS 5 OCT 19






with-maps









httpsdoiorg1010800022134120181528294
















and lessons

11









CLASS 6 OCT 26












from-home









12







pxml





CLASS 7 NOV 2





plan Assignment















Routledge httpsdoi-







13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













7






















Electronic Source


b16b-66ac73dd8df6





==============================







OISE Library






8



archive

CLASS 3 SEPT28







oalma991107024185106196









Retrieved from
















9



CLASS 4 OCT 5




















10












CLASS 5 OCT 19






with-maps









httpsdoiorg1010800022134120181528294
















and lessons

11









CLASS 6 OCT 26












from-home









12







pxml





CLASS 7 NOV 2





plan Assignment















Routledge httpsdoi-







13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













8



archive

CLASS 3 SEPT28







oalma991107024185106196









Retrieved from
















9



CLASS 4 OCT 5




















10












CLASS 5 OCT 19






with-maps









httpsdoiorg1010800022134120181528294
















and lessons

11









CLASS 6 OCT 26












from-home









12







pxml





CLASS 7 NOV 2





plan Assignment















Routledge httpsdoi-







13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













9



CLASS 4 OCT 5




















10












CLASS 5 OCT 19






with-maps









httpsdoiorg1010800022134120181528294
















and lessons

11









CLASS 6 OCT 26












from-home









12







pxml





CLASS 7 NOV 2





plan Assignment















Routledge httpsdoi-







13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













10












CLASS 5 OCT 19






with-maps









httpsdoiorg1010800022134120181528294
















and lessons

11









CLASS 6 OCT 26












from-home









12







pxml





CLASS 7 NOV 2





plan Assignment















Routledge httpsdoi-







13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













11









CLASS 6 OCT 26












from-home









12







pxml





CLASS 7 NOV 2





plan Assignment















Routledge httpsdoi-







13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













12







pxml





CLASS 7 NOV 2





plan Assignment















Routledge httpsdoi-







13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













13



Extra time





orange-shirt-day






MEDIA amp READINGS
















httpsdoiorg1010801741191220191641124










scholarsportal-


ml

14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













14











ourelderstoriescom








httpsnaturecaenhome


CLASS 9 JAN 11



Overview


Choose ONE




2 Videos


15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













15


House 85 pp 157-164





httpslink-gale


ICampxid=ec556e37






CLASS 10 JAN 18




assignment work







CLASS 11 JAN 25




(10 MIN)








16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













16


presentations



























bull Week 2 3 4 5











16

-----------

6

17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













17






or word document)














It has 3 parts













study


35












resources





folder






6midnight



class



midnight

43



Course

Expectations

Learning

Outcomes

Assignment 1

Field Study

Assignment 2

Lesson Development

Ongoing

ReadingsDiscussions


18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













18

educational

research and

inquiry data

collection analysis

apply pedagogical

strategies Apply

Knowledge digital

knowledge

communication and

sharing of ideas

professional

learning



Apply knowledge


communication

demonstrate



based knowledge and

understanding











knowledge BIPOC


learning





Marking scheme
























19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













19





students














a OSSC




b OISE Library


















20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













20







january-26-2012








B 73 ‐ 76 Good










online








technology






21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













21








































22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













22

























december-14-2006














23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













23










creed





























24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













24



















o Floors 5 8 and 12

















25


















2020pdf

16 Copyright




Students













25


















2020pdf

16 Copyright




Students











