Since the end of the Second World War, Canada has reshaped its economic, political, military, and cultural policies in order to fit in a continually globalizing world. In other words, Canada has expanded its affairs to regions outside of the country. You are to examine an event that displays Canada’s role with another nation between 1950 and 2000. You are to identify, research, and present the event. This project will account for 15% of your final mark.
Written (10%)
In 2 – 3 pages (12-size font, double spaced, standard margins), answer the following points. Each point must be answered with a minimum of 1 paragraph:
- Summarize the event and explain why it is important to Canadian history.
- How did the event shape your perception of Canadian identity?
- How did the event shape the perception of Canadian identity from other nations in the world?
The written work must include at least 3 credible research sources, (books, articles or credible websites). At least 1 source must come from books or published articles. Please reference your citations. See reference guidelines. Students are reminded to not copy directly from the sources, please use proper quotations (direct or rephrased) when providing examples or evidence. Copying without providing references will result in a mark of zero.
Presentation (5%)
You are to present your chosen topic to the class. In the presentation, you must include at least 1 form of media (PowerPoint, video clip, audio clip, poster, overhead etc.)
At the end of the presentation, you need to prepare 3 questions for class discussion. These questions must require extensive answers. Do not ask questions, such as “When did the event happen?” Instead, ask questions, such as “Why do you think this event changed how others see Canadians?” The presentation and discussion will last between 10 – 15 minutes. If you are not able to answer a question as an audience member, you will lose 1 mark from your presentation grade!
Note
If you are absent on the day of the seminar, your parent or guardian must contact the school (social sciences office – ext20085) and explain to your teacher why you are absent. A signed note must also accompany you the first day you come back to school. Failure to do so will result in a mark of 0.
You may choose one of the following topics for your project. Remember to focus on what Canada/Canadians did during the event.
The Korean War (1950 – 1953)
The Suez Crisis (1956)
North American Aerospace Defense Command (NORAD) (1957)
The Cyprus Dispute (1964)
The Persian Gulf War (1990 – 1991)
The Bosnian War (1992 – 1995)
The Somalia Affair (1993)
The Rwanda Genocide (1994)
Written Due: ________________________ Presentation Date: ___________________
How to Do Proper MLA Citation
In-Text Documentation
| |
If you:
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Example
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Quote directly
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"Semicolons are often undervalued" (Markham 172).
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Cite in the essay two or more sources by the same author
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"Semicolons are often undervalued" (Markham, Grammar 172).
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Cite Web journal
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Give semicolons a chance" (Markham, “Comma Splice Crimes, para. 7).
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Works Cited: Books
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Source
|
Example
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One author
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Markham, Howard. Grammar: The Key to Happiness and Power. Kingston: Stauffer Press, 1982. Print.
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Multiple authors
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Caffrey, Liz and Howard Markham. Reinventing Grammar. Kingston: Stauffer Press, 1996. Print.
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Electronic Sources
1) Name of author, editor, etc.; 2) title of work ; 3) title of Web site ; 4) publisher or sponsor; 6) date of publication; 7) medium (Web); 8) date of access.
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Work cited only on the Web
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Markham, Howard. "Comma Splice Crimes." Journal of Canadian Languages. MLA, 25 Sept. 2007. Web. 15 May 2008. <http://www.mla.com>.
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Publication in online database
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Markham, Howard, and Liz Caffery. “Lost Points.” Grammarworld 46.4(2009):17-18. LexisNexis. Web. 5 June 2009.
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Scholarly journal on the Web.
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Caffrey, Liz. Rev. of Voices of Experience, ed. Rex Murphy, FAQs and Arguments." Grammar Forum Home Page 3.2 (2007):1-37. Web. 9 December 1999.
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You can also use http://www.easybib.com/ to do proper bibliography.
CHC 2P1 - Grade 10 Applied History - Culminating Activity
Implementation Instructions for Teachers
This activity will take between 3 and 6 classes for preparation and an additional 4-5 classes for presentations depending on the size of your class.
This activity must be complete, including all presentations, by Wednesday June 13, 2012 to allow for final exam review activities to take place. We should all book June 13 as an “overflow” date in case students are legitimately absent or some other disruption arises which alters our class schedules.
Presentation dates will therefore begin on Wednesday June 6 in all classes and please book no more than 5 presentations per class.
Classes should be given 4 periods to prepare for this activity (6 for ESL classes). Class preparation will take 2 forms:
- Research periods in the Library (These should be block Booked each semester)
- In-class work periods using the Mobile Labs
Research Periods in the Library:
- 1 or 2 per week, starting May 22.
In class Periods with the Mobile Lab (Mobile labs will be signed out for us and we will use room 231 for all work periods, I will room-switch to accommodate our 2P classes):
- 1 in the week of May 28 for working on the essay.
- 1 on either June 4 or June 5 to work on the presentation.
The written component of the Assignment will be submitted in all classes on Monday June 4, 2012 .
Schedule of Dates:
Assignment is distributed and topics are selected on Friday May 18.
Research periods begin in the Library on Tuesday May 22
Written component is due on Monday June 4
Presentations begin on Wednesday June 6
Presentations end on Wednesday June 13
Final Exam Review takes place between Thursday June 14 and Monday June 18.
Canada in a Globalizing World Rubric
Written
Ideas/Content Information has little
Name: _______________________
Level 1 (0 – 59%)
to do with the main
topic
Research
Indicates little to no
academic research; 1
or 0 credible sources
is present
Conventions
10 or more
grammatical,
spelling, or
punctuation errors;
poor organization
confuses the reader
Level 2 (60 – 69%)
Information clearly
relates to the main
topic. No details
and/or examples are
given.
Indicates limited
research; provides
fewer than 2 credible
sources, does not
contain research from
a book
Between 7 -
9 grammatical,
spelling, or
punctuation errors;
writing is vague
in organization;
confuses the reader
Level 3 (70 – 79%)
Information clearly
relates to the main
topic. It provides 1 –
2 supporting details
and/or examples
Indicates research has
been done; provides
fewer than 3 credible
sources, including 1
from a book
Level 4 (80 – 100%)
Excellent summary of the
event; provides variety
of specific examples to
support the argument and
historical significance
Indicates abundance of
researched information;
provides all 3 credible
sources, including 1 from
a book
Between 4 – 6
grammatical,
spelling, or
punctuation errors;
writing somewhat
lacks organization;
difficult but
understandable
Between 0 -3
grammatical, spelling,
or punctuation errors;
writing well organized
and the reader clearly
understands the written
material
Total Mark: _______ /30
Presentation
Information
Level 2 (60 – 69%)
Information lacking–
leading to partial
understanding of the
event
Discussion
Level 1 (0 – 59%)
Information
significantly lacking;
fails to allow
audience understand
the event
No question;
discussion irrelevant
to the topic or event
Presentation
Technique
No eye contact and
focus presented
(entirely reads from
paper/slide); voice
consistently lacks
volume and clarity
Some questions
are presented, but
discussion is shallow
and does not show
understanding of the
topic
Limited eye contact
and focus; voice
mostly lacks volume
and clarity
Level 3 (70 – 79%)
Summarized with
sufficient details and
key points to allow
understanding of the
event
Questions clearly
show preparation and
thought; discussion is
somewhat engaging,
is generally on topic
Good eye contact and
focus; occasionally
gets distracted; voice
varies in volume and
clarity throughout the
presentation
Level 4 (80 – 100%)
Well summarized with
great details and key
points to allow full
understanding of the
event and historical
significance
3 well thought-out
questions; discussion led
to the deep understanding
of the topics regarding
Canadian identity
Excellent eye contact and
consistent focus; asks and
answers questions with
a professional manner;
voice loud and clear
Total Mark: _______ /30
Canada in a Globalizing World Rubric
Written
Ideas/Content Information has little
Name: _______________________
Level 1 (0 – 59%)
to do with the main
topic
Research
Indicates little to no
academic research; 1
or 0 credible sources
is present
Conventions
10 or more
grammatical,
spelling, or
punctuation errors;
poor organization
confuses the reader
Level 2 (60 – 69%)
Information clearly
relates to the main
topic. No details
and/or examples are
given.
Indicates limited
research; provides
fewer than 2 credible
sources, does not
contain research from
a book
Between 7 -
9 grammatical,
spelling, or
punctuation errors;
writing is vague
in organization;
confuses the reader
Level 3 (70 – 79%)
Information clearly
relates to the main
topic. It provides 1 –
2 supporting details
and/or examples
Indicates research has
been done; provides
fewer than 3 credible
sources, including 1
from a book
Level 4 (80 – 100%)
Excellent summary of the
event; provides variety
of specific examples to
support the argument and
historical significance
Indicates abundance of
researched information;
provides all 3 credible
sources, including 1 from
a book
Between 4 – 6
grammatical,
spelling, or
punctuation errors;
writing somewhat
lacks organization;
difficult but
understandable
Between 0 -3
grammatical, spelling,
or punctuation errors;
writing well organized
and the reader clearly
understands the written
material
Total Mark: _______ /30
Presentation
Information
Level 2 (60 – 69%)
Information lacking–
leading to partial
understanding of the
event
Discussion
Level 1 (0 – 59%)
Information
significantly lacking;
fails to allow
audience understand
the event
No question;
discussion irrelevant
to the topic or event
Presentation
Technique
No eye contact and
focus presented
(entirely reads from
paper/slide); voice
consistently lacks
volume and clarity
Some questions
are presented, but
discussion is shallow
and does not show
understanding of the
topic
Limited eye contact
and focus; voice
mostly lacks volume
and clarity
Level 3 (70 – 79%)
Summarized with
sufficient details and
key points to allow
understanding of the
event
Questions clearly
show preparation and
thought; discussion is
somewhat engaging,
is generally on topic
Good eye contact and
focus; occasionally
gets distracted; voice
varies in volume and
clarity throughout the
presentation
Level 4 (80 – 100%)
Well summarized with
great details and key
points to allow full
understanding of the
event and historical
significance
3 well thought-out
questions; discussion led
to the deep understanding
of the topics regarding
Canadian identity
Excellent eye contact and
consistent focus; asks and
answers questions with
a professional manner;
voice loud and clear
Total Mark: _______ /30
