Keeping Memories Alive

Expected Outcomes

Stage 3
Unit 1 Assignment 1, 2, 6
Unit 2 Assignment 1
 Unit 3 Assignment 2, 4

Stage 4 Academic
Unit 1 Assignment 1, 4
Unit 2 Assignment 1, 2, 3,          4A, 4B

Stage 4 Employment
Unit 6 Assignment 1
Unit 7Assignment 3
Unit 8 Assignment 1, 2
Unit 10 Assignment 1

DescriptionPen and Paper Method

1. Conduct a large group discussion on how people keep memories alive.  From my own brainstorming, the following is a list of the methods, which I determined.

~Archives                                   ~Artwork
~Dances                                     ~Family Tree Research
~Films/Movies                             ~Heirlooms
~Oral Histories                            ~Photo Albums
~Poetry                                       ~Quilting
~Rituals                                       ~Scrapbooks
~Songs                                        ~Storytelling
~Journals                                     ~Memorials
~Libraries                                   ~Plaques and Historical Sites
~Written History/Stories/Novels/Plays
 

2. Have the students break into small groups to research and find evidence of the different ways that people/cultures keep memories alive. The instructor may want to assign a method to each group to prevent duplication.

3. Each group should display their evidence in the form of a pamphlet/brochure.

4. Once the pamphlets have been completed, have the class do a gallery walk. A gallery walk is where all of the students move around the room and view the work of their fellow students.

Sub-skills Needed:

1. Discussion strategies
2. Brainstorming strategies
3. Co-operative learning strategies
4. Research strategies
5. Writing strategies

Materials Needed

1. Access to the Internet

2. Research materials from which the students may find the information for which they are searching

3. Pamphlet examples to show the students how to set up a pamphlet/brochure

Resources

Computer IntegrationComputer Integration

The students will create a brochure using the word processor. They may choose the format of their brochure. Pictures may be from ClipArt or downloaded off the Internet (if this skill has been taught). Creativity and drawing the eye to important pieces of information are key in brochure creation; therefore, the students should use the features from the draw tool bar, ClipArt, WordArt etc. to make their creation as attractive as possible.

If the students in the program have had experience with publisher programs or PrintShop, have them use one of these programs to create their brochures. Note that this is not covered in the Computer Curriculum Guide.

See Computer Curriculum Guide:

Start Microsoft Word Section One, Pg. 1
Enter Text in a Document Section One, Pg. 11
Check Spelling and Grammar Section One, Pg. 18
Apply Bold, Italic or Underline Section Two, Pg. 5
Change Font, Font Sizes, and Colours Section Two, Pg.15
Draw Objects Using the Drawing Tools Section Three, Pg. 1
ClipArt Section Three, Pg. 6
WordArt Section Three, Pg. 9
Save a Document Section One, Pg. 13
Preview and Print a Document Section One, Pg. 14

Evaluation

Writing Rubrics and Checklists
  • Research Papers Rubric
  • Writing Assessment Rubric
  • Student Writing Assessment Checklist
Group Work Rubrics and Checklists
  • Group Participation Assessment Rubric
  • Group Work Rubric

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