Maiya Letourneau

0661648
Introduction to Activity and Assessment Strategies Used
This is a four day activity that will help me assess students ability to derive
meaning from a photograph, to make speculations about an image using observational
skills, to communicate their ideas and interpretations of an image, and to develop their
own ideas about Canadian Identity. I will use charts, class discussions, and conferring and
as formative assessments throughout the activity. The charts will be used for self
evaluation, to allow the student to visualize what they already know and what they need
to learn. As the activity progresses, students can add to this chart to increase their
knowledge of observational skills. The final assignment will allow students to put what
they have learned into practice, and will be graded using a summative assessment.

Background Info:
This assignment is part of a unit plan for a grade 8 social studies class. Classes are
50 minutes long. The unit focuses on Canadian Identity and explores how Canadian
Identity has been expressed through photography. The activity will take 4 days to
complete.
Grade of student: 8
Number of Students: 30
Please describe the unit:
This Unit is part of the grade 8 curriculum and is an introduction to Canadian
Identity. Students are expected to research how artistic and literary expression reflects
the following aspects of Canadian identity: landscape, climate, people-citizenship,
history, challenges, and opportunities. (Social Studies Curriculum Grade 8).
The unit addresses Canadian Identity and invites students to question their own
perception of what it means to be Canadian. This activity approaches the unit from a
photographic perspective, and asks students to examine the ways in which photographers
have shared their own perceptions of Canadian Identity through images.
.

(What have you done previous to this activity/task?)

We will have studied geographic influences on Canadian Landscape through a literary
lens. We will have read poetry by Canadian writers such as Margaret Atwood, and

students will have familiarized themselves with the newcomer experience and early
perceptions of Canadian Identity.

(What do you expect to do after this activity/task?)

I would end this unit with an independent assignment where students take their own
photographs to express their perception of Canadian Identity. I would then create a
slideshow to showcase everyones work. We would discuss our similarities and
differences and questions what our own identity is as a class (what makes us unique, what
do we all have in common, what differences do we value).
(Where does this activity/task fit in your unit?)
This activity is one of three parts of Unit 1, which introduces Canadian Identity and
history through artistic and literary expression. Part 1 addresses Canadian Identity
through a literary lens, part two addresses identity through a visual lens and part 3
addresses Canadian Identity through a musical lens.
Purpose of Assessment (why?):
Students will be assessed in order to determine their ability to analyze and derive
meaning from images, as well as their ability to communicate their interpretations and
ideas. Students will also be assessed for their ability to make connections between these
interpretations and their existing knowledge of Canadian Identity. After analyzing various
understandings of Canadian Identity, students will be expected to form their own
definition of Canadian Identity, and will be asked to take a photograph that reflects their
definition.
Curriculum Outcomes (What?):

General Outcomes:
Students will demonstrate an understanding of culture, diversity, and world view,
recognizing the similarities and differences reflection in various personal, cultural,
racial, and ethnic perspectives.
Students will be expected to demonstrate an understanding of the past and how it
affects the present and the future.
Specific Outcomes:
8.1.1: Investigate how artistic and literary expression reflects the following aspects of
Canadian identity: landscape, climate, history, people-citizenship, and related challenges
and opportunities.

8.6.1: Portray their understanding of Canadian Identity.

Assessment/Task (How?):
I will use charts, conferences, class discussions and written/verbal feedback throughout
this activity. Below is a step-by-step outline for how each step will tie into the activity.
Day 1: Class Discussions and Charts
Each student will write one word (on the whiteboard) that comes to mind when they think
of Canadian identity. They will then look at all of the words on the board and place a
check mark beside any word that resonates with them. This will trigger a class discussion,
which would give me an idea of how familiar students are with the term Canadian
identity, and what types of values or ideals they share as a class.
Next, students will fill in the chart below, which will indicate what they already know
about interpreting images. The chart will be for hand in and will help me assess what
students already know about interpreting images, and what they need to work on. I will
provide written feedback and further suggestions for making observations. Below are
some examples of what a student could have on their chart.
HOW MIGHT YOU
GUESS WHAT THE
SUBJECT IS
FEELING?

HOW MIGHT YOU

GUESS WHEN THE
PHOTOGRAPH WAS
TAKEN?

HOW MIGHT YOU

TELL WHERE THE
PHOTOGRAPH WAS
TAKEN?

HOW MIGHT YOU

TELL WHO THE
PEOPLE IN THE
PHOTO ARE?

EXAMPLES:
Posture
Facial expressions

EXAMPLES:
Clothing
Lighting (night or day)
quality of the film
(black and white/
colour)

EXAMPLES
Environment
buildings
presence or absence
of water
visible language

Culture/ethnicity
clothing
age
gender
posture

DAY 2: Class Discussion

I will begin class by asking students to take out yesterdays chart. We will go over a
variety of images together and discuss different ways to interpret them, using our charts
as a reference. I would use this class discussion to assess which students are confident
interpreting images and are finding the chart useful, and which students seem confused or
hesitant to communicate their ideas.

Day 3: Conferencing
Day 4:
Students will get to choose from a variety of photographs and work independently
on a photograph of their choice. They will be expected to fill in the chart below. I will
conference with students individually as they work. The purpose of this assessment is to
determine who is able to put the skills learned yesterday into practice.
Conferencing will tell me who needs more help or clarification before the final
assignment. A conference would also allow me to prompt students with questions about
their evidence, and encourage them to think deeply about their observations before
beginning the final task.
WHO?

WHAT?

WHEN?

WHERE?

EVIDENCE (WHO)

EVIDENCE (WHAT)

EVIDENCE (WHEN)

EVIDENCE (WHERE)

Final assignment:
For this assignment students will create a Before paper (one page) and an
After paper (one page). The Before paper will be written and handed in before
reading about the image, and the After paper will be written and handed in after
reading about the image.
I will use a summative assessment for this assignment using a rubric. Students
will be graded based on their ability to communicate their ideas clearly and effectively, as
well as their ability to connect their interpretations of images to a deeper understanding of
Canadian Identity.

ACTIVITY

PART A: ANALYZING A PHOTOGRAPH:

Look through the photographs (see last page) and choose ONE that interests you.
Examine the photograph and fill in the chart below. I am looking for your ability to make
speculations (guesses) and support your speculations with observations, attention to
detail, and supporting evidence. This is an individual assignment due at the end of class.

WHO?

EVIDENCE (WHO)

WHAT?

WHEN?

EVIDENCE (WHAT)

WHERE?

EVIDENCE (WHEN)

WHY?

EVIDENCE (WHERE)

PART B: BEFORE PAPER

Write a one paged, double spaced paper explaining your interpretation of your
photograph. Please include your speculations (guesses) about the following:
WHO is in the photograph
WHAT are they doing in the photograph
WHERE was the photograph taken
WHEN was the photograph taken
Include any observations you made that will support your speculations. Ex: I am
speculating that the people in this photograph are young, healthy and wealthy

because they are wearing nice clothing, they are standing up straight and they
look very happy.
Explain how the image makes you feel (happy, sad, proud, surprised, confused)
Explain how the image informs your understanding of Canadian Identity
PART C: AFTER PAPER
You have been provided with an explanation of your photograph (when it was taken, by
whom, and for what purpose). Now that you know the story behind your photograph,
answer the following questions:

1. How do you feel about the image and why?

2. Has your perception of Canadian Identity changed at all, now that you know the
history behind your photograph? Explain.
Outline what you will be looking for in this assessment:
1. Student is able to make detailed observations about images
2. Student is able to interpret images and derive meaning from them
3. Student is able to explain their interpretations of images with reasoning and
supporting evidence
4. Student can make connections between previously learned knowledge and
the new knowledge provided by the artist/photographer
5. Student can communicate ideas effectively
6. Student can create and communicate their own definition of Canadian
identity
7.
8.
Comments: Below are a sample of pictures that can be used for this assignment. The
teacher will need to be mindful of what has been covered in class when selecting
photographs (for instance, if the teacher has not discussed immigration or the Canadian
Railroad with the class, they should not use the pictures of pier 21 or Chinese immigrants
working on the railroad.