World History to the Sixteenth Century
5943600-60960000Canadian History Since World War I Course Summative ActivityPurposeThe summative activity is an opportunity for you to explore a person or event that is considered to be defining for Canadian history. General InformationYou will: Select a topic from the list attachedDevelop an inquiry question for a chosen topicResearch and evaluate your chosen topic using specific evidence including primary source material, such as photographs and personal accounts, as well as secondary sources Apply one of the four historical thinking concepts, i.e. cause and consequence, historical perspective, change and continuity, or historical significance, to your chosen topicCreate a final product that could potentially be in the form of: Essay – 5 paragraph, argumentative, approximately 750 to 1000 words in lengthMulti-Media Presentation – 7 minutes in length (Prezi, PowerPoint, Powtoons, etc.)Virtual Product (i.e. website, blog, etc.) Other – Must be discussed & approved by teacher before you beginTopic Ideas1960s1970sQuebec Language Laws (i.e. Bill 22 and Bill 101)The Quiet Revolution (i.e. social, political, and economic change)Front de Libération du Québec – FLQRené Levesque (i.e. Parti Québécois)Royal Commission on Biculturalism & BilingualismThe Auto PactLester B. PearsonTommy DouglasOfficial Languages Act 1969The October Crisis Pierre Elliot TrudeauParti Québécois Sovereignty MovementWomen’s Rights MovementMulticulturalism 1980s – 1990s2000 – PresentRepatriation of the Constitution 1980-1982 (i.e. Charter of Rights and Freedoms)Arctic SovereigntyBrian MulroneyKim CampbellFree Trade Agreements (i.e. FTA and NAFTA)Jean ChretienQuebec ReferendumOka CrisisConstitutional Change (i.e. Meech Lake Accord, Charlottetown Accord,1995 Referendum and the Clarity Act)NunavutMichaelle JeanKyoto AccordSame Sex Marriage/RightsAboriginal Land Claims (including Idle No More)Canadian response to 9/11AfghanistanAnalysis of the Liberal Majority Canadian GovernmentNOTE: If you wish to chose a person or event not included on this list, your teacher must approve your choice before you begin. You may not choose to study a person or event that you have already focused on at another time during this course. Background Information and Inquiry QuestionThis stage will require you to begin collecting general, background information on your topic. It will serve to provide focus for your further research and help in the creation of a research question. Complete the chart below to document your notes from this background research.Consult the following resources for background information:Online general encyclopaedias (i.e. Encyclopaedia Britannica, Canadian Encyclopaedia)Textbooks (i.e. Spotlight Canada)Topic/Subject: TextbookOnline EncyclopaediaInstructions: Use the 5WH method to create several questions about your topic to further focus your research (devise a minimum of TWO questions for each category). WHOWHATWHEREWHENWHYHOW26289002159000 Inquiry Question:Historical Thinking Concept that will be applied in my final product: Cause and ConsequenceHistorical PerspectiveChange and ContinuityHistorical SignificanceMy Final Product will be in the form of: (i.e. 750 to 1000 word essay, 7 minute multi-media presentation, virtual product, other – please explain) Notes on specific topic***You will need to complete a minimum of three pages of notes using three different sources.*** Type of Source: WebsiteMediaPrintEncyclopediaSource Citation: Notes Taken From Source: Stage 3: Thesis StatementBased on your resources, notes, and readings, craft a clear, well-reasoned thesis statement. 2057400723902. FINDreview your research notes to locate an issue002. FINDreview your research notes to locate an issue0723901. LOOKfor relationships among dataCause and ConsequenceImpact and SignificanceChange and ContinuityDiffering Perspectives001. LOOKfor relationships among dataCause and ConsequenceImpact and SignificanceChange and ContinuityDiffering Perspectives1828800901700028568651435100041148001841504. CHOOSEa position or perspective to defend004. CHOOSEa position or perspective to defend2057400-38103. IDENTIFYpossible positions or perspectives 003. IDENTIFYpossible positions or perspectives 3886200-7620005829300-508000913765107103009925051371600038862005556250018288005556250041148002451107. CONTINUEyour inquiry and researchcollect more evidenceadd necessary detailsrefine your thesis007. CONTINUEyour inquiry and researchcollect more evidenceadd necessary detailsrefine your thesis20574002197106. WRITEyour thesis statementtopicpositionarea of investigation006. WRITEyour thesis statementtopicpositionarea of investigation50802197105. LISTevidence to test whether the position or perspective can be supported005. LISTevidence to test whether the position or perspective can be supportedExamples of Thesis StatementsLink to Historical Thinking ConceptThe Winnipeg General Strike of 1919 (topic) was one of the most influential strikes in Canadian history (position) and became a platform for future labour reforms (area of investigation). Historical SignificanceThis essay will explore the significance of the WGS and its impact on future labour reforms.Despite unrelenting pressure to become assimilated (position), First Nation peoples (topic) have preserved their sense of social and cultural identity (area of investigation). Historical PerspectiveThis essay will examine how a sense of identity has been maintained. It will present a First Nation perspective.The lessons learned from the Great Depression (area of investigation) resulted in the expert handling (position) of the economic crisis of 2008-09 (topic). Change and ContinuityThe essay will explore the reactions to the economic crisis during the Great Depression and compare these to the reaction in 2008-09.The choice by the Dominion of Newfoundland (topic) to join the Dominion of Canada in 1949 (area of investigation) resulted in economic, social, and cultural challenges for this new province (position).Cause and ConsequenceOne Cause – Leads to Multiples ConsequencesThis essay will explore the economic, social and cultural consequences of Newfoundland’s decision to join Canada (the cause).Many historic events during the 20th century, such as the Persons’ Case, women suffrage, and the Royal Commission on the Status of Women, and have led to an advancement in women’s rights in Canada. Cause and ConsequenceMultiple Causes – Leads to one ConsequenceThis essay will explore multiples causes – i.e. the Persons Case, women suffrage, and RCSW, and argue that the consequence was an advancement in women’s rights during the 20th century. Your Thesis Statement: Topic:Position: Area of Investigation: Thesis Statement in a Complete Sentence: Evaluation of Overall Process Rubric CriteriaLevel 1Level 2Level 3Level 4Background Information & Inquiry QuestionLimited background information has been collected and sources may not appear as scholarly. Some background information has been collected. One of the sources is scholarly in nature. Good collection of background information from scholarly sources. Excellent collection of background information from scholarly sources.Some of the 5WH questions are missing. There is an attempt at developing two 5WH questions per section, but some need further development. There are at least two 5WH questions per section that are thoughtful and coherent. There are more than two 5WH questions per section that are thoughtful and coherent. The research question does not help to guide the research process. The historical thinking concept is not present. The research question is perfunctory and may not guide the research process. The historical thinking concept may not be as evident. The research question is strong and guides the research process and it is clear as to which of the historical thinking concepts will be investigated. The research question nicely guides the research process and the historical thinking concept is clearly identified. Thesis StatementThe thesis statement is unclear and is sometimes confusing. The thesis statement needs further work. It attempts to make an argument; however, the argument appears to still need further development. The thesis statement is clear. It presents a strong argument. The thesis statement is clear and concise. It clearly supports a position and is nicely stated. Summative Evaluation Rubric EssayCriteriaLevel 1 (50-59) Needs ImprovementLevel 2 (60-69)SatisfactoryLevel 3 (70-79)GoodLevel 4 (80-100)OutstandingKnowledge & UnderstandingHistorical Accuracy of InformationMajor factual inaccuracies on important details and lacks focus. Research does not appear substantial. Minor factual errors on one or two important details, but still focused. Research does not appear rmation is accurate and focused. Insignificant factual error or mistake on one or two minor details. Research appears to be rmation is entirely accurate, focused, and all included information is significant with no factual errors. Research appears to be substantial. ThinkingAnalysis and Interpretation of InformationEssay demonstrates limited analysis and interpretation of information and research. With limited effectiveness uses the concepts of historical thinking to interpret and analyse the chosen topic. Information is merely summarized with no analysis or critical thinking. Little effort is made to embed evidence to support the opinion. Essay demonstrates some analysis and interpretation of information and research, although not enough to support arguments. Somewhat effectively uses the concepts of historical thinking to interpret and analyse the chosen topic. Information is somewhat summarized with little analysis or critical thinking. Some effort is made to embed evidence to support the opinion. Essay demonstrates analysis and interpretation of information and research, but supports arguments only some of the time. Effectively uses the concepts of historical thinking to interpret and analyse the chosen topic. Information is analyzed, but shows limited critical thought. Considerable effort is made to embed scholarly evidence. Essay demonstrates superb analysis and interpretation of information and research. Very effectively uses the concepts of historical thinking to interpret and analyse the chosen topic. Arguments are well supported with embedded evidence from scholarly sources and display considerable critical thought.ApplicationThesis Statement & Development of ArgumentsThesis and arguments indicate little understanding of the person/event and the defining moment. Thesis and arguments indicate some understanding of the person/event and the defining moment. Thesis and arguments indicate understanding of the person/event and the defining moment. Thesis and arguments indicate excellent understanding of the person/event and the defining moment. Works Cited is in MLA style and resources are of academic qualityLacks adequate sources and not in proper MLA formatIncludes at least three scholarly sources (some of which are Canadian) and attempts to use MLA formatIncludes three scholarly sources (all of which are Canadian) and provides a complete Works Cited in proper MLA format Includes four or more scholarly sources (of which 3 are Canadian) and provides an extensive Works Cited in proper MLA format CommunicationOrganization of IdeasHard to follow train of thought and order of ideas. Organization of ideas and explanations are sometimes in logical order. Flow of writing is often interrupted. Organization of ideas and explanations are mostly in logical order. Flow of writing is sometimes interrupted. A high degree of organization of thought is demonstrated – ideas and explanations are in logical order and flow of writing is uninterrupted. Flow of ArgumentIntroduction and/ or conclusion are not included or too vague. Arguments do not flow or support thesis. Introduction and/ or conclusion are weak. Arguments flow somewhat, but do not support thesis.Introduction and conclusion are included, but need to do a better job of guiding the reader. Arguments flow and support thesis most of the time. Introduction and conclusion are included and effectively guide the reader. Arguments flow very well and support the thesis. Mechanics of WritingGrammar and spelling used with limited accuracy and effectiveness (more than 10 errors).Grammar and spelling used with some accuracy and effectiveness (7-9 errors). Grammar and spelling used with considerable accuracy and effectiveness (3-6 errors).Grammar and spelling used with a high degree of accuracy and effectiveness (fewer than 3 errors). Comments and SuggestionsMark (Stage 4):Summative Evaluation Rubric Multi-Media PresentationCriteriaLevel 1 (50-59) Needs ImprovementLevel 2 (60-69)SatisfactoryLevel 3 (70-79)GoodLevel 4 (80-100)OutstandingKnowledge & UnderstandingHistorical Accuracy of InformationMajor factual inaccuracies on important details and lacks focus. Research does not appear substantial. Minor factual errors on one or two important details, but still focused. Research does not appear rmation is accurate and focused. Insignificant factual error or mistake on one or two minor details. Research appears to be rmation is entirely accurate, focused, and all included information is significant with no factual errors. Research appears to be substantial. ThinkingAnalysis and Interpretation of InformationMulti-media presentation demonstrates limited analysis and interpretation of information and research. With limited effectiveness uses the concepts of historical thinking to interpret and analyse topic. Information is merely summarized with no analysis or critical thinking. Little effort is made to embed evidence to support the opinion. Multi-media presentation demonstrates some analysis and interpretation of information and research, although not enough to support arguments. Somewhat effectively uses the concepts of historical thinking to interpret and analyse topic. Information is often summarized with little analysis or critical thinking. Some effort is made to embed evidence to support the opinion. Multi-media presentation demonstrates analysis and interpretation of information and research, but supports arguments only some of the time. Effectively uses the concepts of historical thinking to interpret and analyse topic. Information is analyzed, but shows limited critical thought. Considerable effort is made to embed scholarly evidence. Multi-media presentation demonstrates superb analysis and interpretation of information and research. Very effectively uses the concepts of historical thinking to interpret and analyse topic. Arguments are well supported with embedded evidence from scholarly sources and display considerable critical thought.Inclusion of Images to Enhance PresentationImages are included, but appear to be randomly chosen and do not add value to the presentation.Images are included and add little value to the presentation. Images are effectively included and enhance the presentation. Images are very effectively selected and enhance the presentation.ApplicationThesis Statement & Development of ArgumentsThesis and arguments indicate little understanding of the person/event and the defining moment. Thesis and arguments indicate some understanding of the person/event and the defining moment. Thesis and arguments indicate understanding of the person/event and the defining moment. Thesis and arguments indicate excellent understanding of the person/event and the defining moment. Works Cited is in MLA style and resources are of academic qualityLacks adequate sources and not in proper MLA formatIncludes at least three scholarly sources (some of which are Canadian) and attempts to use MLA formatIncludes three scholarly sources (all of which are Canadian) and provides a complete Works Cited in proper MLA format Includes four or more scholarly sources (of which 3 are Canadian) and provides an extensive Works Cited in proper MLA format CommunicationOrganization of IdeasHard to follow train of thought and order of ideas. Organization of ideas and explanations are sometimes in logical anization of ideas and explanations are mostly in logical order. Flow of presentation is sometimes interrupted.A high degree of organization of thought is demonstrated – ideas and explanations are in logical order and flow of presentation is uninterrupted. Flow of ArgumentIntroduction and/or conclusion are not included or too vague. Images and information do not support thesis.Introduction and/ or conclusion are weak. Flow of multi-media presentation is often interrupted. Introduction and conclusion are included, but need to do a better job of guiding the viewer. Introduction and conclusion are included and effectively guide the viewer.Clarity & ExpressionPresenter speaks with little clarity and lacks expression. Language is frequently unclear. Presenter speaks with some clarity and expression, while using appropriate language. Presenter frequently demonstrates confidence and uses clear language. Presenter consistently demonstrates confidence and enthusiasm while using clear and precise language. Eye Contact Presenter rarely makes eye contact and relies heavy on notes making little eye contact with audience. Presenter occasionally makes eye contact with audience and reads directly from notes. Presenter makes frequent eye contact with the entire audience, with little reliance on notes. Presenter makes consistent eye contact with entire audience, with little or no reliance on notes. Comments and SuggestionsMark (Stage 4):Summative Evaluation Rubric Virtual Product – i.e. Website, Blog…CriteriaLevel 1 (50-59) Needs ImprovementLevel 2 (60-69)SatisfactoryLevel 3 (70-79)GoodLevel 4 (80-100)OutstandingKnowledge & UnderstandingHistorical Accuracy of InformationMajor factual inaccuracies on important details and lacks focus. Research does not appear substantial. Minor factual errors on one or two important details, but still focused. Research does not appear rmation is accurate and focused. Insignificant factual error or mistake on one or two minor details. Research appears to be rmation is entirely accurate, focused, and all included information is significant with no factual errors. Research appears to be substantial. ThinkingAnalysis and Interpretation of InformationVirtual product demonstrates limited analysis and interpretation of information and research. With limited effectiveness uses the concepts of historical thinking to interpret and analyse topic. Information is merely summarized with no analysis or critical thinking. Little effort is made to embed evidence to support the opinion. Virtual product demonstrates some analysis and interpretation of information and research, although not enough to support arguments. Somewhat effectively uses the concepts of historical thinking to interpret and analyse topic. Information is somewhat summarized with little analysis or critical thinking. Some effort is made to embed evidence to support the opinion. Virtual product demonstrates analysis and interpretation of information and research, but supports arguments only some of the time. Effectively uses the concepts of historical thinking to interpret and analyse topic. Information is both analyzed, but shows limited critical thought. Considerable effort is made to embed scholarly evidence. Virtual product demonstrates superb analysis and interpretation of information and research. Very effectively uses the concepts of historical thinking to interpret and analyse topic. Arguments are well supported with embedded evidence from scholarly sources and display considerable critical thought.ApplicationThesis Statement & Development of ArgumentsThesis and arguments indicate little understanding of the person/event and the defining moment. Virtual product does not support thesis. Thesis and arguments indicate some understanding of the person/event and the defining moment. Virtual product does not support thesis. Thesis and arguments indicate understanding of the person/event and the defining moment. Virtual product does support thesis most of the time. Thesis and arguments indicate excellent understanding of the person/event and the defining moment. Virtual product supports the thesis. Works Cited is in MLA style and resources are of academic qualityLacks adequate sources and not in proper MLA formatIncludes at least three scholarly sources (some of which are Canadian) and attempts to use MLA formatIncludes three scholarly sources (all of which are Canadian) and provides a complete Works Cited in proper MLA format Includes four or more scholarly sources (of which 3 are Canadian) and provides an extensive Works Cited in proper MLA format CommunicationOrganization of IdeasHard to follow train of thought and order of ideas. Organization of ideas and explanations are sometimes in logical order. Flow of writing is often interrupted. Organization of ideas and explanations are mostly in logical order. Flow of writing is sometimes interrupted. A high degree of organization of thought is demonstrated –ideas and explanations are in logical order and flow of writing is uninterrupted. Presentation of Information Overall presentation of virtual product shows a limited degree of care, creativity and organization. Overall presentation of virtual product shows some degree of care, creativity and organization. Overall presentation of virtual product shows a considerable degree of care, creativity and organization. Overall presentation of virtual product shows an excellent degree of care, creativity and organization. Mechanics of WritingGrammar and spelling used with limited accuracy and effectiveness (more than 10 errors)Grammar and spelling used with some accuracy and effectiveness (7-9 errors)Grammar and spelling used with considerable accuracy and effectiveness (3-6 errors)Grammar and spelling used with a high degree of accuracy and effectiveness (fewer than 3 errors). Comments and SuggestionsMark (Stage 4):CHC2D – Summative Task Checklist5829300-53848000Instructions: Use the following checklist to help ensure your success. CriteriaMetNot YetOrganization:I have included a title page that has my name, course code, teacher’s name, & date. I have included my Log of Sources. The rubric is included in my package. This checklist is placed in my package. I have neatly placed all of my materials in a duotang. Background Information & Research Question: My background information, 5WH and research question are typed, using Times New Roman, size 12 font.I have submitted a soft copy of the notes to Turn It In.My notes are thorough, accurate, and brief (with no complete sentences).Both sources consulted are from a Canadian perspective. Works Cited:I have used proper MLA format. The title Works Cited appears at the top of the page and is centred. All sources appear in alphabetical order by author’s surname. I have included all the sources that I consulted to make notes. I have included all the sources of the images that I used in my work. Final Product:My inquiry question about my topic was: The answer to my inquiry question is evident in my final product. From my final product, it is evident that the historical thinking concept that I have covered is:Cause and Consequence Continuity and ChangeHistorical PerspectiveHistorical Significance(Circle or highlight the historical thinking concept that is evident)The historical thinking concept was effectively applied to my chosen topic.I have submitted a soft copy of my final product to Turn It In. I have stayed within the timelines or length indicated. Please turn over…Learning Skills Self-Assessment: Skill:Circle One:Responsibility: completed and submitted all components of this task according to agreed-upon timelinesN S G EOrganization: devised and followed a plan and process for completing this taskestablishes priorities and manages time to complete task and achieve goalsidentifies, gathers, evaluates, and uses information and resources to complete taskN S G EN S G EN S G EIndependent Work:used class time appropriately to complete this taskindependently monitors, assesses, and revises plans to complete task and meet goalsN S G EN S G EInitiative:demonstrated curiosity and interest in learning about this aspect of Canadian historyapproached this task with a positive attitudeN S G EN S G ESelf-Regulation: independently monitors, assesses, and revises plans to complete tasks and meet goalssought clarification or assistance when uncertain about topic or as to next stepsN S G EN S G EReflect: Consider the learning skills and your scoring above. Using point form, what can you do differently next time to improve one of your learning skills? ................
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