Social Studies 9

1. Social Studies 9 English Civil War Assessment Waleed Hakeem

2. So… • Now that we have completed our study of the English Civil War: • How do we know that we know what we set out to know, now that we know it?

3. Hmmm… • This is not an easy question to answer as it requires a lot of thinking. Answering the reflective questions Mr Jackson stated in his blog will allow me to break down the question during this presentation.

4. Group Project Part I

5. Question #1 • My group, Diane, Lori, Max, Troy, and myself, decided to study the Cavaliers and Roundheads as part of our social studies presentation. We presented a timeline that showed how the Roundheads and Cavaliers were created and divided, how they did during the English Civil War battles, and the end result, or “winner”. In addition, we wrote a song as a more creative way of presenting the information learned. • I believe that the main idea here is that the Roundheads and Cavaliers did not like each other and that they were willing to do whatever it took to destroy each other during the English Civil War. Furthermore, various factors such as religion/beliefs, class, and opinion of democracy or dictatorship influenced which side the people chose to support. Describe your selected section of the unit and what you understand to be the main idea at the heart of understanding it.

6. Question #2 • I am very proud of the equal contribution that my group and I participated in for our presentation. I felt that between the five of us, we each did our fair share of 20%. I am proud of my oral presentation especially. The reason for this is because I felt that my knowledge of what I had learned had allowed me to speak in a confidence, clear, and smooth tone. Furthermore, the pictures and consistency of the timeline helped me explain it in a way where it was clear for everyone. • If I were to repeat my presentation, I want to provide a little more detail on my topic of study. I felt like I gave the basic facts and knowledge, but lacked on specific details and additional facts. In addition, I felt that our song would have been a little more successful if we had rehearsed it more. Considering your own presentation, as well as those of others: What are you proud of contributing to your group and the class’ understanding of your topic? How would you alter or improve your group / class participation to ensure better understanding of your topic in future units?

7. Question #3 • To ensure that everyone has successfully grasped the concepts discussed, I wish that every group created a mini review sheet with some questions to be answered while they were presenting. This maximizes the participation of the class and gives the class something to review in preparation for a test/reflective blog. • I also feel that we, as a class, need to make group decisions more quickly. I know it’s hard because I am indecisive myself, but sometimes, without quick decision making, we cannot get through enough learning during the block. How should we as a class look to improve future experiments in collaborative unit planning / teaching / assessment?  ”Ask and yea shall receive…”

8. Individual Learning Part II

9. Question #1 • Looking back on the English Civil War presentations, I would say the trial of King Charles I was definitely my favourite activity of the unit. I liked how the entire class equally participated, and I like how it allowed me to gain a better understanding about the unit as a whole. I found myself constantly engaged in the arguments, whether that be asking questions, providing insight to my team, or simply observing. The various facts and points of views from the lawyer and prosecutor team is something I will definitely remember and take from this experience. • Before going into the trial, I felt that there would be a lot of arguments and different points of view that would prove King Charles I innocent and guilty. And since our class has so many great ideas and opinions, I assumed that the jury would have a difficult time deciding whether King Charles I should be executed or not. The majority of my feelings were proven true after the trial. Other than your own section, describe an element of the unit which captured your interest. What will you remember about it? How does it relate to your existing knowledge/feelings/assumptions about history and politics?

10. Question #2 • What might have happened if the Cavaliers, or Royalists, dominated the Roundheads during the English Civil War, and how much longer would have King Charles I ruled? • Was King Charles I a Catholic or Protestant? If he really was a Catholic, how might have this changed where people chose to side off? • If the people disliked both the king and parliament, what role did they play in society? What might have been their reaction to the execution of King Charles I? Considering the entire unit (course material as well as collaborative unit planning and group work), what questions / issues did the English Civil War unit raise for you?

11. Question #3 • During the class discussions and presentations, I was a respectful listener and I often engaged with the class as well. Although I don’t speak as often as I would like, I do listen well and observe what is happening. In addition, I provide my opinion and insight here and there to help bring more ideas and thoughts to the classroom. During the presentations, I did some research and note taking to help grasp the concepts discussed. I wish I had taken more notes near the beginning of the presentations so I could have an even deeper understanding of the English Civil War. Describe your daily engagement with the topics covered/discussed in class. Use examples of strategies and habits used in your daily studies.

12. Question #4 • I do like the idea of the class breaking down the unit into topics to be presented group-by-group. However, next time, I would organize the presentation order in chronological order. This is especially helpful in history. I feel that this method will help the presentations flow smoothly and it will help the class better understand the unit if it is presented chronologically. How would you undertake a similar course of study to greater effect in the future? Aspects of this unit you would strive to duplicate or change to improve.

13. Big Question Part III

14. The “Big Question” I chose to answer the following “big question” Who ought we ‘cheer’ for in studying the English Civil War?

15. Be a Royalist! • After comparing the two sides, I came to a decision that the Cavaliers are a better route to take. Although there is no democracy, issues get resolved in a more quick and efficient way. Furthermore, living is more stable and the tax paid is used to protect the citizens from any possible attacks. • Religion plays a big role on what side to “cheer” for. The Royalists were Protestant (or so we think). For all we know, Catholicity and Presbyterianism may have been involved. The Parliamentarians were extreme Protestants. People back in the day may have cheered for a particular side due to religious reasons. • Social class also influences the decision of the people. People who were middle class often decided to side with the Parliamentarians while people who weren’t middle class and were involved with royalty often decided to side with the Royalists, hence the name. • Now, having the two different point of views and the following religions/classes in mind, who ought you “cheer” for?