Culminating-History Investigated: Partner Presentation/Debate

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CHC 2D – Culminating Activity
History Investigated: History Fair
Partners: _______________________________ Topic #_________
Source: Freeman-Shaw, Elizabeth, and Jan Haskings-Winner. Canadian Sources: Investigated 1914 to the
Present. Toronto, ON: Emond Montgomery Publications Limited, 2008.
1. Do Workers Need More Rights? (pp.102 – 109)
2. The Massey Report: Necessary for the Survival of Canadian Culture? (pp. 112-119)
3. The Rocket Richard Riot (pp.120-125)
4. Did Diefenbaker Make the Right Decision When He Cancelled the Avro Arrow? (pp.126-131)
5. The Suez Canal Crisis: Did Pearson Deserve the Commendation He Received? (pp. 132-139)
6. Nuclear Threat and Canada’s Response (pp. 142 – 147)
7. The Impact of the 1960s: Short-Term or Long-Term? (pp. 148 – 153)
8. A Canadian Flag: Why so Difficult to Achieve? (pp. 154 – 159)
9. The Vietnam War: Impact on Canadian-American Relations (pp. 160 -165)
10. The 1970s: Was Canada a “Just Society”? (pp. 168 – 173)
11. The October Crisis, 1970 (pp. 174 – 179)
12. Did Women’s Status Change in the 1970s? (pp. 180 – 185)
13. Canada: A Haven for Refugees? (pp. 186 – 195)
14. Quebec and the Rest of Canada (pp. 198 – 205)
15. Why Western Alienation? (pp. 206 – 211)
16. Canadian-American Relations in the 1980s: Favourable for Canada? (pp. 212 – 219)
17. Electronic Technology, Science, and Medicine (pp. 220 – 225)
18. Was Canada a More Just Society by the 1990s/Early 2000s? (pp. 230 – 235)
19. Whose Land Is This Land? (pp. 236 – 245)
20. Personal Freedom or Greater National Security (pp. 246 – 253)
21. Canada: Peacekeeper? Peacemaker? Peacebuilder? Canada: A Peacekeeping Nation – Myth or
Reality? (pp. 254 – 263)
Tasks:
1. Research together with your partner to respond to the following questions listed:


Before Reading Sections
During Reading Sections
2. Prepare a display board to present each side of the issue. Each person must take one side of the issue. The centre
of the display board will be the background to the issue and both students will work on this co-operatively.
3. History Fair presentations (class and open house)
June 7– selection of topics
June 8 - computer lab research
June 9 – Library
June 10, 11 (if needed) – work on display boards
June 14 - In Class History Fair Presentations – Display Boards and Research/Questions DUE
June 15 – Open House Presentations
CHC 2D – Culminating Activity
History Fair Rubric
Name: _____________________________________
Categories/Criteria*
(Level 1)
Topic: ________________________
The student:
(Level 2)
Thinking
The student:
-Demonstrates limited
understanding
information, ideas,
concepts
The student:
(Level 3)
(Level 4)
The student:
The student:
-Demonstrates some
understanding
information, ideas,
concepts
The student:
Demonstrates considerable
understanding information,
ideas, concepts
-Demonstrates thorough
understanding information,
ideas, concepts
The student:
The student:
-Uses planning skills
with limited
effectiveness
- Uses planning skills
with some effectiveness
- Uses planning skills with
considerable effectiveness
- Uses planning skills with a
high degree of effectiveness
Before and During Reading Questions are
completed
Limited
Some
Considerable
Thorough
References using correct MLA format
Using a variety of sources – print and electronic
- No references
provided
- References are
incomplete or in
improper format
- Most references are provided
in proper bibliographic format
- All references are provided
in proper bibliographic format
Communication
The student:
The student:
The student:
-Expression and
delivery of
presentation with
limited effectiveness
- Expression and
delivery of presentation
with some effectiveness
- Expression and delivery of
presentation with considerable
effectiveness
- Expression and delivery of
presentation with a high
degree of effectiveness
Individual identifying one main point from each
side of the issue for each topic and select a side
that you would support and explain why. This
is completed during the History Fair.
Limited
Some
Considerable
Thorough
Spelling and Grammar – written work
- With many spelling
and grammatical
errors
-With some spelling and
grammatical errors
- With few spelling and
grammatical errors
- With no spelling and
grammatical errors
- Limited effectiveness
-With some
effectiveness
- With considerable
effectiveness
- With a high degree of
effectiveness
Historical accuracy – relevant information,
supporting evidence, effective, believable
Depth of understanding of information, ideas,
issues and concepts and theories.
Use of planning skills (e.g. focusing research,
gathering information, organized in a clear
logical way)
Include page numbers and resources, point form
in own words unless quotes, organized
*Includes research rough notes – minimum 1
page/person – Level 2.*
The student:
Expression and delivery of presentation (e.g.
pace, clear expression, volume, eye contact,
rehearsed, minimal reference to notes, use of
cue cards, memorized), response to questions.
Display Board – historical, image is clear,
concise and effective images, arrangements of
images appealing, conveys the intended
message, clear point of view/side of the issue,
persuasive - background and each side of issue
displayed
* criteria not completed will be assessed an R
Total Mark:
Teacher Comments:
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