CHC 2D1
RESEARCH ESSAY ASSIGNMENT
A ​compulsory component of this course is to conduct organized research. You
will research a topic to determine whether it provides an accurate picture of a
historical event, experience or character. During the course of this assignment,
you will be taught how to write a ​formal essay and learn how to properly cite your
work using ​Chicago style​. You will use ​primary and secondary sources​. The
process work you submit and the ​essay final product ​will be evaluated as part
of your term mark.
Criteria
Purpose
ESSAY
The research essay will give you the opportunity to examine an
important theme/topic in Canadian History. You will develop
and improve your research and writing skills that are essential
in the study of history.
Requirements 1. The Research Process
You will be asked to submit:
▪ A thesis statement/ and skeletal outline plan
▪ A thesis statement and body paragraph outline of the
essay, including quotations from different sources
▪
▪
A rough draft (written in class and initialed by the teacher)
A ​typed final copy with ​proper documentation (footnotes
and works cited list)
2. Your essay must fulfill all of the following requirements:
▪ Title page​: clean and undecorated with the title of the
essay, your name, your teacher’s name, the course code
and the date submitted
▪ Length​: 750-1,000 words (3-4 pages)
▪ Typed​: ​double-spaced and typed in black ink with a Times
New Roman 12 point font on standard white letter sized
paper
▪ 5+ paragraphs​: an introduction with a ​thesis statement,
three or more body paragraphs​ and a ​conclusion
▪ Footnotes​: ​include proper documentation of at least 3 direct
or information footnotes
▪ Works Cited​: a ​minimum of three sources properly cited
with relevant links to Internet sources included in the
bibliography of the final copy. ​All sources must be used in
your essay.
1
CHC 2D1 ASSESSMENT AND EVALUATION
RESEARCH ESSAY
Student: ________________________________
Requirements
Due Date
TOPIC OVERVIEW:
Topic overview​ will be
submitted (handout
provided) with your printed
sources
Learning Skills Assessment
End of Class
▪
OCTOBER 30
▪
Electronic Sources: Website print outs of
sources are included in folder
Print Sources: Bibliographic information for
books, journals, articles are included in
folder
Total =
DETAILED OUTLINE:
A detailed outline of the
essay; quotations from the
novel and additional
sources are included
(handout provided).
End of class
NOVEMBER 3
/10 Communication Marks
▪
Introduction and thesis statement
Total: 4 marks
▪
3 or more body paragraphs
with supporting arguments and examples
of supporting evidence from the novel
Total: 10 marks
▪
Quotations (at least 3 included; sources
indicated)
Total: 4 marks
▪
Conclusion
Total: 2 marks
Grand Total: 20 Application Marks
A ​rough draft
End of class
NOVEMBER 10
▪
▪
▪
▪
▪
Introduction and thesis statement = 1 mark
3 or more body paragraphs = 1 mark
Documentation = 1 mark
Sources incorporated = 1 mark
Conclusion = 1 mark
Total =
A ​typed final copy​ with
proper documentation
End of Class
NOVEMBER 16
/5 Communication Marks
RESEARCH ESSAY RUBRIC
/100 marks (final evaluation)
2
GRADE 10 CHC2D1 RESEARCH ESSAY TOPICS
1) North Atlantic Treaty Organization
2) Quiet Revolution
3) The October Crisis
4) Avro Arrow
5) Quebec Referendums
6) The Oka Crisis
7) The Syrian Migrant Crisis
8) Canada in Afghanistan
9) Mulroney, Quebec and the Constitution
10) The Fight For Aboriginal Rights
11) The Cuban Missile Crisis
12) The Baby Boom Generation
13) Crisis in Somalia
14) The Missing and Murdered Aboriginal Women
15) The Air India Tragedy
16) One of the three questions from the course
17) Identify and explain some of the ways in which WWII affected
Canada and Canadians and how the war changed the lives of
various groups in the country.
18) Identify how specific individuals, groups, organizations and
symbols contributed to Canadian society and politics during this
period (1929-45) and to the development of identity, ​citizenship​,
and heritage in Canada.
19) Analyze the impact of the Holocaust on Canadian society and
Canadians’ attitudes towards Human Rights.
20) Identify
the
most
significant
developments
in
science/technology and assess their significance for different
groups in Canada.
21)
22) Your own selection, just approve it with the teacher first
3
CHC2D1 TOPIC CHOICE/OVERVIEW
Student: _______________________
Topic/Issue/Event: _______________
Topic Overview​: Answer the following questions in point form.
Who was involved?
__________________________________________________/1 Mark________
What happened?
__________________________________________________/1 Mark________
When did it happen?
__________________________________________________/1 Mark________
Where did it happen?
_________________________________________________/1 Mark_________
How did this event affect people?
__________________________________________________/2 Marks_______
Why is this event important to history?
Additional Sources Submitted:
□ Electronic Sources – Print-outs of websites included
□ Print Sources – Book/Article/Journal bibliographic information included
/2 Marks
/10 Communication Marks
4
CHC 2D1
Detailed Outline
Student: ____________________
Application =
Introductory Paragraph and Thesis Statement:
/20 Marks
/4
Write at least 2-3 sentences to introduce your topic and then state your thesis in
1-2 complete sentences:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Body Paragraphs​:
/10
and
​Quotations​:
/4
Complete the following f​ or each​ body paragraph:
▪ Write the main argument/idea in a complete sentence
▪ Record supporting historical evidence/examples in point form
▪ Provide at least two quotations for each paragraph to illustrate a point; identify
the source for each
Note: If you have additional paragraphs, attach a sheet with your outline to this handout.
Body Paragraph 1
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Quotation # 1 from one website
________________________________________________________________
________________________________________________________________
________________________________________________________________
5
Quotation # 2 from an additional source:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Body Paragraph 2
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Quotation # 3 from one website
________________________________________________________________
________________________________________________________________
________________________________________________________________
Quotation # 4 from an additional source
________________________________________________________________
________________________________________________________________
________________________________________________________________
Body Paragraph 3
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
6
Quotation # 5 from one website
________________________________________________________________
________________________________________________________________
_______________________________________________________________
Quotation # 6 from an additional source
________________________________________________________________
________________________________________________________________
________________________________________________________________
Conclusion:
/2
Record the details you will provide in this final paragraph in point form
________________________________________________________________
________________________________________________________________
________________________________________________________________
7
ESSAY WRITING: TAKING NOTES
The Purpose of Note Taking:
The notes you gather in preparation for writing will normally provide detailed evidence to
back up any arguments you wish to make. They might also be used as illustrative
material. They might include such things as the quotations and page references you plan
to use in an essay.
▪
Always read with a pen and paper. Think about what you're reading and write down
your thoughts. When a thought occurs under these circumstances it will be in
reaction to a piece of the text at hand: a quotation. Copy out the quotation, and a
page/source reference so you can find it again to check it if necessary, and then put
your idea underneath it.
▪
Always write one idea and one idea only per page. You put headings on each page
of notes so that you can tie it to a potential argument or point in your essay. Not only
will that keep your note taking focused, but it will also allow for grouping and
synthesizing of ideas later.
I​f you take notes efficiently, you can read with more understanding and also save time
and frustration when you come to write your paper.
Method
1. Copy out exact words only when the ideas are memorably phrased or surprisingly
expressed--when you might use them as actual quotations in your essay.
2. Otherwise,​ compress ideas in your own words​. Paraphrasing word by word is a
waste of time. Choose the most important ideas and write them down as labels or
headings. Then fill in with a few sub points that explain or exemplify.
3. Don't depend on underlining and highlighting. Find your own words to summarize
ideas and evidence.
4. Save time later by developing the habit of recording bibliographic information in a
master list when you begin looking at each source. Then you can quickly identify each
note by the author's name and page number; when you refer to sources in the essay you
can fill in details of publication easily from your master list.
Note: Be prepared for the fact that you might take many more notes than you will ever
use. This is perfectly normal. At the note-taking stage you might not be sure exactly what
evidence you will need. In addition, the information-gathering stage should also be one
of digesting and refining your ideas.
Record the bibliographic details of the books you read​. You should always note the
author's name, the title of the book, the date of publication and the publisher. When you
make notes from the book you should note the page numbers.
8
RESEARCH NOTES
TEMPLATE
Title of
Source
Author
Name(s)
City
Publisher
Date of
Publication
Other
IDEA​ # _______
________________________________________________________________
________________________________________________________________
PAGE
NUMBER
NOTES
9
Transitions and Connective Phrases
Conjunctions
To introduce a topic
To Summarize
To Show
Purpose
and
but
or
for
nor
neither
so
yet
as for
concerning
with regard to
with respect to
in all
in a word
in brief
briefly
in other words
in short
in summary
that is
in order that
in order to
so that
To Show Cause
and Effect
To Compare
To Contrast
To Explain,
Give Reasons
accordingly
as a consequence
as a result
consequently
for this reason
hence
it follows that
so/so that
then
therefore
thus
by comparison
here again
in the same way
in a similar manner
likewise
similarly
so too
as
also
equally
actually
admittedly
because
certainly
for example
in fact
indeed
really
of course
since
that is
To Add
Information and
Reasons
To Show Various
Conditions
conversely
however
instead
in spite of that
anyhow
on the contrary
on the other
hand
otherwise
rather than
still
yet
To Show
Conviction
To Show
Concession
and
also
in addition
furthermore
as well
moreover
add to this
in this event
in these
circumstances
under such
circumstances
this (that) being so
provided that
in spite of
none/nevertheless
after all
at least
at the same time
apparently
even so
evidently
certainly
admittedly
after all
all the same
at any rate
granted
however
in any case
10
To Add
Information and
Reasons
again
also
besides
equally
further
furthermore
in addition
moreover
once more
then too
too
yet again
yet another
To Show Various
Conditions
To Show
Conviction
To Show
Concession
at the same time
even if
if
unless
otherwise
although
even though
though
despite
conceivably
conclusively
doubtless
no doubt
perhaps
possibly
presumably
probably
surely
undoubtedly
in spite of
it is true that
nevertheless
obviously
of course
still
to be sure
But
however
conversely
although
whereas
To Show Chronological Order
after that
afterwards
later
shortly
subsequently
concurrently
in the meantime
in the meanwhile
now
simultaneously
when/while/was
of initial importance
of greater
significance
first, second, etc.
formerly
earlier
previously
before that
then
already
at last
at length
by that time
finally
the most crucial
If you are stuck: first,
next, last
To List or Show Logical Order
for example
for instance
in particular
to illustrate
the one ... the
other
this ... that
these ... those
here ... there
either ... or
neither ... nor
whether ... or
though ... yet
wherever ...
there
since ... then
the more ... the
more
not only ... but
also
11
What is an introduction?
An introduction is the first paragraph (or paragraphs) of any written work.
What is the function of an introduction?
An introduction
●
●
●
●
captures your audience's attention.
gives background on your topic.
develops interest in your topic.
guides your reader to your ​thesis
How can I write an introduction?
There are three basic ways to write an introduction:
1. You can write the introduction after you write the body of your essay.
2. You can write the introduction before you write the body of your essay.
3. You can rough out the introduction first and then focus and revise it once
you have written your essay.
Note: Many people write a rough draft and from that find out what their purpose
really is and what they really believe. Then they revise the focus, language, or
order of their introduction. This sequence -- of drafting an introduction and then
revising and refining it once the body of the paper is sketched out -- is ​very
common
What goes on in an introduction?
There is no single right form for an introduction to take, but one common form
that many​ ​writers use is the following:
The introduction begins with a broad statement about the main idea. This
statement might provide relevant background information on the topic.
● The next sentences are more specific, moving closer to the actual thesis
of the essay.
● The final sentence of an introduction is the ​thesis statement
●
12
Documentation in Essays:
How to FOOTNOTE
In academic research papers and in any other writing that borrows information
from sources, the borrowed information ​(such as quotations, summaries,
paraphrases, statistics or any facts of ideas that are not common knowledge​),
must be clearly documented. An excellent website you may use to assist you
with footnotes is www.noodletools.com.
WHAT ARE FOOTNOTES?
Footnotes are used to give credit to sources of any material borrowed,
summarized or paraphrased. Notes (footnotes or endnotes) cite the specific
sources from which ideas or facts came. They are intended to refer readers to
the exact pages of the works listed in the ​Bibliography​ section of the essay.
WHEN ARE FOOTNOTES REQUIRED?
Notes are used to indicate the source from which facts are drawn or to give credit
for ideas borrowed from other writers. There are three main occasions when one
must use notes:
1. When citing specific facts - not common knowledge.
2. When borrowing ideas from another writer.
3. When explaining or expanding on a term or a concept outside the body of the
text. This is called an explanatory note.
WHERE DO FOOTNOTES GO?
There are TWO parts to a footnote:
1) immediately after a citation(s) (quote, statistic, etc.) a small number is inserted
(each citation is given a number in chronological order)
2) at the bottom (foot) of the ​very same page​ where the direct citation(s) were
made, a footnote is placed that consists of the same small number as the citation
and all the publishing information.
HOW DO I FOOTNOTE USING MY COMPUTER?
Step 1: Click on ​insert
Step 2: click on​ reference
Step 3: choose​ footnote o
​ r ​endnote
Step 4: click​ insert
Step 5: type in publication information as follows:
Author’s First and Last Name, Title of Source. (Place of Publishing: Publisher,
copyright date), page number.
(Examples provided in this package)
13
HOW DO I INCORPORATE QUOTATIONS IN MY ESSAY?
1) If the citation (quote, summary etc.) is ​3 lines or LESS​, then it is placed
within​ the essay itself ​with quotations marks​.
EXAMPLE​:
In World War I, soldiers also used make-shift gas masks if they were caught in the
open without a gas mask during a gas attack - cloth soaked in their own urine and
placed over the mouth was said to give protection against a chlorine attack. In ​The
Wars,​ when Robert Ross discovers his men were not issued gas masks he orders them
to “Get out your handkerchiefs”.1 Those soldiers who followed the orders ended up
surviving the gas attack.
2) If the citation is more than three lines, then it must be ​set off​ by indenting
the citation five spaces on left margin and five spaces on right margin ​without
quotation marks​. The quotation is single-spaced.
EXAMPLE:
Poison gas was probably the most feared of all weapons in World War I. This is clearly
demonstrated in the novel when the soldiers first realize that they are being attacked by
chlorine gas:
Robert might as well have yelled at God, for all the good it would do. He looked at
the weaving strands of gas. They were spreading further out – like a spider’s web
above the crater – reaching out for the other side. Some
of it was spilling down
towards them. Robert didn’t even think. He just yelled: “Jump!” and leapt into the air.2
Several of the soldiers became hysterical and fled in terror. Typically, this understandable
reaction created an opportunity for the Germans to advance.
IF I CITE A SOURCE MORE THAN ONCE, DO I HAVE TO CITE IT IN FULL
EVERY TIME I USE IT?
1
2
Timothy Findley, ​The Wars​. (Toronto: Penguin Books Canada Ltd., 1996), 139.
Timothy Findley, 137-138.
14
No, it is acceptable to cite simply the author and page number for subsequent entries. If
you have used more than one source by the same author, cite the author, short title, and
page number. (see footnote #2)
DOCUMENTATION IN ESSAYS
A works cited page lists all sources used in your research, even those from which
you do not have footnotes. ​This is the last page of your essay; it is given a
title, but is not part of your page number count​.
Note: A Works Cited Page is a list of sources that reflect all the citations
documented in your essay.
Format
Like endnotes/footnotes, the format of a works cited page is ​very particular​:
1.
Create two subtitles: Print Sources and Websites
2.
List all Print Sources ​alphabetically according to the last name of the
author.
3.
List all Websites ​alphabetically​ according to author, title, or sponsor of
the webpage.
4.
Single-space each source. Double space between sources.
5.
Type the first line from the left margin. Indent the second line by one tab.
6.
Do not number sources.
SAMPLES FOR FOOTNOTES
Type of Source
Footnote
Book—​One author
Bruce Trigger, ​A History of the Huron People to 1660​,
(Montreal: McGill University Press, 1976), 29.
Book—​Two authors
Helen Howe and Robert. T. Howe, ​The Medieval World​,
(New York: Longman Inc., 1987), 229.
Book—​Three or more authors
Angelo Bolotta, et. al., ​Canada: Face of a Nation​,
(Toronto: Gage Educational Publishing, 2000),145.
Magazine—Signed article
Barry Canne, “Colliding Cultures: The Claims of Quebec
Natives Clash with Provincial Needs.” ​Maclean’s​ 12 August
1997, 10-12
15
Newspaper—Signed article
Ian Urquhart, “First Past the Post is Still the Best
System,” ​The Toronto Star,​ 14 February 2001, A18
Radio or Television
Broadcast
“Sovereignty and its Cost”, produced by Mark Starowicz,
CBC,​ 25 September 1991.
Website
Steven Landsburg “Who Shall Inherit the Earth?” ​State
Archives (​1May1997) (4April2006)
<http://www.econstate.edu.ca/asp>
SAMPLES FOR WORKS CITED
DOCUMENTATION
Type of Source
Works Cited
Book—​One author
Trigger, Bruce. ​A History of the Huron People to 1660.​
Montreal:McGill University Press, 1976.
Book—​Two authors
Howe, Helen and Robert T. Howe. ​The Medieval World.​ New
York: Longman Inc., 1987.
Book—​Three or more authors
Bolotta, Angelo, et.al. ​Canada: Face of a Nation​. Toronto: Gage
Educational Publishing Company, 2000.
Magazine—Signed article
Canne, Barry.“Colliding Cultures: The Claims of Quebec Natives
Clash with Provincial Needs.” ​Maclean’s.​ 12 August
1997: 10-12.
Newspaper—Signed article
Urquhart, Ian. “First Past the Post is Still the Best System,” ​The
Toronto Star.​ 14 February 2001: A18.
Radio or Television Broadcast
“Sovereignty and its Cost”. Mark Starowicz, Producer. ​CBC​. 25
September 1991.
Website
Archives.
Landsburg, Steven. “Who Shall Inherit the Earth?” ​State
(1 May 1997) (4 April 2006)
<http:www.edconstate.edu.ca/asp>
16
RUBRIC
K
n
o
w
l
e
d
g
e
=
1
0
T
h
i
n
k
i
n
g
&
I
n
q
u
i
r
y
=
2
0
C
o
m
m
u
n
i
c
a
t
i
o
n
=
4
0
Criteria
Using
historically
accurate
information
Below 1
Little evidence
of historical
information
0
Historical
Analysis; Use
of Historical
Content
4
Insufficient
analysis;
historical
significance not
considered
Level 2
Relevant for the
most part;
some inaccurate
information
Limited
recognition of
historical
significance
Adequate
recognition of
historical
significance
6
6.5
Level 3
Most
information is
relevant and
historically
accurate
7
7.5
Level 4
Information is
historically
accurate and
relevant
Very good
recognition of
historical
significance
Thorough and
perceptive
recognition of
historical
significance
8
9
Total
___
10
10
___
10
0
Evidence to
support thesis
statement
0
Introduction
contains clear
thesis
statement
Effective use of
language and
mechanics of
writing
4
2
4
2
4
Conclusion not
evident
2
4
Improper use of
language
conventions
0
Documentation
(Use of
Footnotes or
Endnotes)
2
Topic is
undeveloped and
is disorganized
0
Concluding
statement used
to summarize
research
4
Ineffective
introduction;
no thesis
statement
0
Organization
and paragraph
structure
2
Evidence is
incomplete;
arguments do not
support thesis
0
A
p
p
l
i
2
Level 1
Limited use of
accurate and
relevant
historical
information
5
5.5
2
4
Sources are not
credited; citation
method not
followed/absent
5
5.5
6
6.5
7
7.5
Little evidence;
arguments are
unclear and not
logically related
to thesis
5
5.5
Satisfactory
evidence;
arguments are
somewhat
unclear
6
6.5
Good evidence;
arguments are
usually clear
and logical
Simple opening
statement; thesis
is of limited
clarity;
Satisfactory
opening
remarks; fairly
clear thesis
statement;
Good
introductory
remarks; thesis
stated with
clarity;
5
5.5
Paragraph
structure used
with limited
effectiveness
5
5.5
6
6.5
Topic is
developed in a
somewhat
organized way
6
6.5
7
7
7.5
7.5
Topic is
developed in a
logical and
organized way
7
7.5
8
9
10
Excellent support;
clear and logical
arguments
8
9
10
Topic is
effectively
introduced and
thesis is precisely
stated;
8
9
Adequate
conclusion;
thesis not
entirely clear
6
6.5
Good
conclusion;
thesis is
summarized
7
7.5
Excellent
conclusion; thesis
clearly
summarized
8
9
10
Grammar and
spelling used
with limited
accuracy and
effectiveness
Grammar and
spelling used
with some
accuracy and
effectiveness
Grammar and
spelling used
with
considerable
accuracy and
effectiveness
7
7.5
Correct grammar
and spelling used
with accuracy and
effectiveness
almost all of the
time
8
9
10
All sources
credited; minor
errors in
citation method
All sources well
credited; precise
use of citation
method; excellent
5
5.5
6
6.5
Some footnotes
or endnotes
used; errors in
citation method
___
10
10
Topic is
developed in a
coherent manner;
excellent
paragraph
structure
8
9
10
Few concluding
remarks; little
or no reference
to thesis
5
5.5
Sources are not
properly
credited;
significant
___
10
___
10
___
10
___
10
___
17
c
a
t
i
o
n
=
3
0
0
Format and
presentation
4
Adequate title
page; limited
neatness in
essay layout
6
6.5
Good title page;
neat essay
layout
4
Limited title
page; format
errors in essay
layout
5
5.5
Satisfactory use
source; some
errors in format
4
Inadequate
Works Cited
page; significant
errors in format
5
5.5
Good use of l
and 2 sources;
only minor
format errors
7
7.5
No title page;
poor format in
essay layout
0
Works Cited
Page
2
errors in citation
method
5
5.5
2
Works Cited
Page not
included
0
2
6
6
6.5
6.5
7
7
7.5
7.5
integration of
quotations
8
9
10
Title page and
essay layout both
excellent
8
9
10
___
10
10
Excellent use of
2 or more
sources; proper
format used
8
9
10
___
10
100
Culminating Activity: Rubric
18