ENG 3U: Taking it Further

Yesterday, you chose one of the following tasks: a pitch to a company response for a problematic value message in an ad a short story an essay examining the value messages in problematic ads a short piece in which you examine the artistic voice of your favourite musical act You will continue working on your chosen task today. Below are some sources that might help you develop your thinking/work: Need to know more about making a pitch? Take a look at this blog entry from a few years ago; the task is slightly different, but the advice holds true Writing … Continue reading ENG 3U: Taking it Further

ENG 3U: Badges are Awesome

Today, I will show you the fancy badge system we will use to track your progress through the self-directed sections of this course. When I showed the system to Ms. Metler, she proclaimed, “Cool! This is just like the Girl Scouts!” I, of course, was thinking that the badges were much closer to video game achievements. I guess both statements reveal something about the respective speakers. I should also point out that we have added a new question about voice. Thus, our essential questions are now: How does this text work? Who is it for? Why was it created? How … Continue reading ENG 3U: Badges are Awesome

Very early Alpha of Africville

If you have a sec, check out the SUPER early alpha version of an educational game I’m working on about Africville. The premise: in the future, all historical work is done by sending historians back in time; they can collect primary sources, etc., but they cannot be detected by anyone/anything in the time they visit. They player has been sent back to Africville, a town that has been wiped from the historical record. The player’s goal is to discover what happened to Africville.   A few things: -move by clicking on the quarter circles in the bottom right corner you’ll … Continue reading Very early Alpha of Africville

CHW 3M: An Infographic of Our Own

A few days ago, we considered seven infographics about important cities around 1450. Today, we will attempt to make one of our own.  Our infographic will show the following: which societies interacted the nature of the interactions (war? trade? thought?) the intensity of the interactions the direction of the interactions It will also show big ideas. We will need to decide which “big ideas” from the 15th century  should be included. In order to begin, we need to ask questions. Consider adding “How can we show…” to the beginning of each point above; these questions will help you get started! … Continue reading CHW 3M: An Infographic of Our Own

CHW 3M: Podcasts for Independent Study

Timbuktu: http://www.historyextra.com/podcast/african-history-special Agincourt: http://www.historyextra.com/podcast/Last-Kingdom-Agincourt Maya: http://www.bbc.co.uk/programmes/b072n5x3 Genghis Khan: http://www.bbc.co.uk/programmes/b00773mr Vikings: http://www.bbc.co.uk/programmes/b00vrx8g Vikings: http://www.historyextra.com/podcast/motivations-behind-viking-raids-and-life-dr-johnson       Continue reading CHW 3M: Podcasts for Independent Study

Asking the Right Questions

A few weeks ago, I proposed a new assignment to my CHW 3M (History before the 16th century) students. Though the assignment went through several incarnations, we settled on the following guidelines: students would choose three events from the rise, golden age, and fall of Rome (so, 9 events in total)  and briefly summarize them students would generate questions based on each event that they could use in the next unit to study the culture of their choice. Student choices included China, Japan, Mongolia, and India.  Some students collaborated during this choice-driven unit, while a few worked independently. The summary/questions … Continue reading Asking the Right Questions