Lesson Name: Defining Moment Historical Research Essay
Category: Canadian History
Course Code: CHC 2D/2P
Created By: David Butler, Mark Melnyk, and Adrienne Chong
School: Markville Secondary School
Level: Grade 10
Time: Approximately 6 periods spread throughout the entire course.
Rationale:
Students will research, organize, and compose an argumentative essay relating to an issue
or event that could be considered a “Defining Moment in Canadian History” since 1945.
Although the essay represents the culminating activity of the course’s final unit, students
will begin the process during the first unit. This allows the teacher to provide
considerable feedback and focus on the step-by-step procedures required to complete the
task.
Expectations:
Methods of Historical Inquiry
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ask questions, identify problems, and effectively use historical research methods to investigate
topics and issues in history
use a variety of information sources effectively when researching historical topics or issues,
accurately record relevant information, and then organize this information in a meaningful way
analyse and evaluate information when researching historical topics or issues
Investigating Historical Topics and Issues
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use terms related to historical organization and inquiry correctly
formulate different types of questions to focus their historical research
formulate a thesis statement and effectively use it to research an historical topic
Researching, Recoding, and Organizing Information
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use school and public libraries, resource centres, museums, historic sites, and community and
government resources effectively to gather information on Canadian history
use computer-stored information and the Internet effectively to research Canadian history topics
record and organize information effectively using notes, lists, concept webs, timelines, charts,
maps, graphs, and mind maps
use notation methods (e.g., footnotes, endnotes, parentheses) and bibliographic formats to
acknowledge sources of information in reports and essays appropriately
Analysing and Evaluating Information
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distinguish between primary and secondary sources of information, and demonstrate an
understanding of how to use each appropriately in historical research;
use relevant and adequate supporting evidence to draw conclusions
Communicating Research Results and Applying Insights
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make reasoned generalizations or appropriate predictions based on research
demonstrate competence in research and writing (e.g., gathering information, building an
argument, supporting the argument with evidence, writing clearly, editing)
In addition to the above skills, individual students will address specific topics chosen
from the topic list, each of which addresses specific “content” expectations
Instructions:
The entire process is completed in a series of 6 steps, staggered throughout the course.
Students are expected to complete each step to the teacher’s satisfaction before
proceeding to the next task. This reduces the chances of plagiarism and prevents students
from completing the entire essay the night before it is due.
Step One: Introduction to the Essay & Topic Selection
1. Begin the process by showing clips of Canadian “Heritage Minutes”. Lead a class
discussion by asking why these episodes are considered “Defining Moments” in
Canadian history: how did they shape the character of our nation?
2. Explain to students the procedural nature of this project: they will begin
researching immediately, even though the final product is not due until the end of
the semester.
3. Present the students with the topic list and provide an opportunity for them to
select a topic that is interesting to them.
4. When introducing the Topic Selection Sheet, have students brainstorm examples
of “themes” from the first unit. (For example, if the topic is “Wilfrid Laurier”,
then relevant themes would include “Immigration”, “French-English Relations”,
“Canadian independence”, or “American Influence on Canada”). This will better
help students to differentiate between the specific events they research and the
larger issues that they represent.
5. Provide a research opportunity (one or two periods in the library) for students to
conduct an initial survey of their topic. Students have one week to complete the
Topic Selection Sheet.
6. Often, students will only find two themes instead of three, only provide internet
sources, only list encyclopaedias as sources, or generally not complete the sheet.
IT IS ESSENTIAL THAT THE SHEET BE RETURNED TO THE STUDENT
AS “INCOMPLETE” WITH THE EXPECTATION THAT THE STUDENT
SATISFY THE REQUIREMENTS. Even if the sheet is very late, the student
MUST complete this step before being permitted to submit the next component.
The Topic Selection Sheet:
The Purpose of this document is for the students to demonstrate that they have a basic
understanding of their topic and have located sufficient sources of information. If
students are unable to describe the major elements of their topic, or complain that there
was no information available, then they must either look harder or choose another topic.
Step Two: Independent Research
1. Once the student’s topic has been approved, they are expected to begin extensive
independent research. In class, the teacher should distribute and explain the
Research Notes Rubric. Also, the teacher should model what proper research
notes look like (point form, full bibliographical data, page numbers, quotations,
statistics, etc).
2. Students should be given approximately one month to research, starting from the
return of the Topic Selection Sheet. Students who have to revise their Topic
Selection Sheet simply have less time. No further class time should be provided
for this step.
3. The minimum expectation of research should be about 5 or six pages of
HANDWRITTEN point form notes including full bibliographical information.
Students who submit insufficient research, typed notes, or information which has
not been sufficiently documented will not be graded until they have fulfilled the
expectations.
Defining Moment Essay-Research Notes Rubric
The purpose of this sheet is to make sure that each student is conducting their own
research and is using a variety of sources. Students who fail to achieve an overall Level 3
must make appropriate changes to their research notes before beginning the next step.
Step Three: Thesis Formation
1. Once the students have completed their research, they can begin to form the thesis
for their essay.
2. Explain to the students that a thesis is essentially an answer to a controversial
question. Provide examples of controversial questions to show that a person can
argue from multiple points-of-view.
3. Using the Question, Answer, and Thesis Formation sheet, students will create
three controversial questions relating to their topic, and provide an answer for
each one. (For example, “Was Trudeau justified in implementing the War
Measures Act in 1970?” could be answered with, “No, Trudeau overreacted when
he implemented the War Measures Act.”)
4. Demonstrate to the students that their answer can be re-written as an effective
thesis statement for their essay. (“Prime Minister Trudeau overreacted when he
implemented the War Measures Act in 1970.”)
5. Students should examine their three “answers” and choose the one that they feel
they could best prove. After re-writing it as a thesis statement, they will then
provide three different ways of proving this statement (their evidence.)
6. Give students one week to complete the Question, Answer and Thesis Formation
sheet.
Question, Answer and Thesis Formation Sheet:
This sheet guides students into seeing a thesis as an answer to a controversial question.
Completing this sheet prevents students from creating a thesis like “The AVRO Arrow
project was cancelled” and instead form a thesis like “Cancelling the AVRO Arrow
project was a mistake.” It also encourages students to begin considering how to prove
their thesis.
Step Four: Planning the Five Paragraph Essay
1. After forming a strong thesis, students can begin organizing their research.
Students draw on their initial research as a background for the topic and take their
controversial question and Thesis statements from the Thesis sheet.
2. The three pieces of evidence cited on the thesis sheet can become the three
subtopics for the essay. Students then draw on their research to support their
subtopics.
3. Students then complete the Planning the Five Paragraph Essay sheet, which will
organize their information thematically and prepare them for composition.
Planning the Five Paragraph Essay Sheet
This sheet draws on previous steps to help students organize their research into themes,
which will then become body paragraphs. After completing this sheet in point form, the
entire essay is mapped out and students can begin to type it up in proper paragraph form.
Step Five: Creating the First Draft & Peer Editing
1. The transition from a completed Planning sheet to typing the essay is relatively
simple. Since the student has already organized their thoughts (including opening
and concluding sentences), typing the essay should come relatively easy.
2. Provide students with your specific expectations regarding footnotes or citations,
and an exemplar if possible.
3. Give students about two or three weeks to type up their essay, with a strict due
date. On that date, students exchange their completed drafts for peer editing in
class.
4. When students exchange essays, the editor completes the peer editing sheet to
help offer suggestions to each other. Give each editor a small mark for
completion; those who do not complete their rough draft on time do not
participate in the peer editing and therefore lose those marks.
5. The Peer Editing Worksheet is returned with the essay so that students can make
appropriate changes for their final draft.
Peer Editing Worksheet
Peer editors often need to be told what they are looking for; this sheet makes it easy for
them to point out flaws in the proofread essay.
Step Six: Revision and Completing Final Draft
1. With the peer editing complete, students will be able to follow up on suggestions
and improve their essay.
2. Set a due date for the final product about one week after the peer editing day.
3. Evaluate the final product using the Evaluation of the Defining Moment Essay
sheet.
Evaluation of the Defining Moment Essay Sheet
This marksheet, which evaluates the essay paragraph by paragraph, identifies the students
strengths and weaknesses. In the end, a relatively small mark is given to the essay.
Materials:
1. Eight Handouts are associated with this project:
a) Assignment
b) Topic List
c) Topic Selection
d) Research Rubric
e) Question, Answer and Thesis Formation
f) Planning the Five Paragraph Essay
g) Evaluating the Defining Moment Essay
2. “Heritage Minutes” on video can be used to introduce the concept of defining
moments in Canadian history.
3. Students will require access to books and electronic sources for their independent
research.
Assessment & Evaluation:
Students will be evaluated at each stage of the process, for a total of six marks:
Topic Selection – 5 marks
Research – 15 marks
Thesis Formation – 15 marks
Planning the Essay – 15 marks
Peer Editing – 5 marks (actually a mark for completing rough draft on time)
Essay Evaluation – 20 marks
TOTAL FOR PROJECT: 75 marks