CHV 2OH- Course Culminating Project (ISU)
Project Overview: Please read each of the following instructions with care.
General Instructions
 While both Canadian and American newspapers can be used to complete this assignment, all information
gathered must pertain to Canada specifically or to Canada’s relations to the world.
 You will be required to bring copies of newspapers–both local (e.g. Alliston Herald or Barrie Advance) and
national (e.g. Toronto Sun, Globe and Mail or Star)–to class each week to work on this project. While you will
be given one period per week to work on this assignment, students will not be able to complete this
assignment during the provided class time–students will need to work on this project at home as well!
 In choosing which activities you wish to complete, please read the activity’s description with care to ensure
that each part of the activity is finished. Students can work on activities in any order they wish and should not
wait to finish one activity before moving on to another.
 A student’s final achievement in this course culminating project is directly related to the number of activities
completed, as is outlined in the following chart:
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If a student chooses to complete...
Minimum-Maximum Level of Achievement Attainable under Provincial Standards for Number of Project Activities Completed
Minimum-Maximum Mark Attainable for Number of Project Activities Completed
Bonus Assignment (Completion of the bonus assignment can add up to a 10% bonus to the project activities completed)
One Activity ONLY
LEVEL NR-1
45-59%
45-69%
Two Activities ONLY
LEVEL NR-2
45-69%
45-79%
Three Activities ONLY
LEVEL NR-3
45-79%
45-89%
Four Activities ONLY
LEVEL NR-4
45-100%
45-110%
(Please note–completion of all four activities will not guarantee the achievement of a Level 4)
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Your assignment must be submitted inside a duotang folder, binder or scrapbook.
Care should be taken to make your project visually appealing. The use of colour, word processing, construction
paper mountings, and computer graphics will not only enhance the appearance of your project but will also
result in a higher application mark. 
You should also include title page, a table of contents, and activity title pages
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Students may use the internet to complete Activities Two-Four, but may only use newspapers to complete
Activity One. Please make sure to keep track of from where you obtained your information as there is a
bibliographical component to the project! 
It is the responsibility of students to understand the requirements of the project and each of its activities as well
as the assessment expectations outlined under the project assessment rubric (please see the attached rubric).
This assignment is worth 30% of your final mark in the course and will be marked under each of the
course’s four assessment criteria areas–Knowledge and Understanding, Thinking and Inquiry,
Communications, and Application. The rubric that will be used for grading can be found on the teacher’s
website (www.howatson.weebley.com).
This is a course culminating project and therefore will not be accept beyond the due date. Failure to submit the
project on the assigned due date (unless there is a legitimate reason according to Banting’s Evaluation Policy–
e.g. medical certificate) will result in the student being assessed a mark of zero (0) for this assignment.
ASSIGNMENT DUE DATE:__________________________________
Activity One
Newspaper Scavenger Hunt: People and Issues Related to Government
This activity cannot be completed by using a single newspaper. Students will need to look for the scavenger
hunt items over the course of the entire dimester using a variety of newspapers. All newspapers must be
dated from:
_____________________________________.
*Only print newspapers may be used to complete this assignment*
The various levels of government in Canada influence many aspects of our life and our daily newspapers
reflect this influence through their news stories, editorials, advertising and cartoons. Look through the entire
newspaper to find examples of the items listed below. Once you have found an item:
 -cut it out of the newspaper so that it can be mounted in your scrapbook.
 -record where you found the item either on the back of the item itself or on a separate piece of paper
using the following bibliographical style:
o A Canadian Symbol - The Toronto Star, January 13, 2009. B 17
To complete this activity you must find at least TWENTY (20) items from the list provided below.
Scavenger Hunt Item List
o The name or photo of the Prime Minister of Canada
o The name or photo of the President of the United States
o An article or editorial on a recent decision or policy initiative in the United States
o The name or photo of a mayor
o The names or photos of four (4) Canadian politicians at any level of government (please
identify each politician and the level of government each represents)
o The name or photo of one of the following: a Canadian Senator, a Justice of a Canadian Court, or the
Queen.
o The name or photo of a journalist who writes about government affairs
o The name or photo of a premier
o The name or photo of a Cabinet Minister (please identify the politician and the ministry for which s/he is
responsible)
o A quotation from a politician from each of the three levels of government: federal, provincial,
and municipal
o A cartoon depicting a politician
o A political cartoon commenting on a government policy, activity or decision
o A “letter to the editor” regarding an action, policy, or decision made by a level of government
(eg. a citizen complaining about the lack of recycling in New Tecumseth)
o A comic strip (eg. Doonesbury) that discusses a political issue
o A Canadian symbol
o An advertisement for a government job/position
o An obituary of a famous Canadian or of a member of the Canadian Armed Forces
A movie advertisement showing a government regulation
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o An article or report on the weather or unusual weather conditions in Canada or internationally (this
can include a local, regional, or Canadian weather map)
o An article or advertisement for a Canadian travel destination
o An article, photo, political cartoon, or editorial on Canada’s arts cultural scene
o An article, photo, political cartoon, or editorial on a Canadian Actor or on a recent award won by a
Canadian actor, film, or production company.
o An article that reviews a Canadian: film, musical artist, CD, book, visual artist, art exhibition, etc.
o An article or photo on a Canadian fashion story–a new Canadian designer, fashion company,
fashion trend, etc.
o An article or photo on a Canadian or international “oddity” (and unusual news item or report)
o An article, photo or editorial on a Canadian Sport or sports related issue (eg. Banning fighting in
the NHL, photo of the Maple Leafs or Raptors actually winning a game)
o An article, photo, or editorial on women in Canadian Sports
o An article, chart, or graphic concerning the Canadian dollar
o An article about related to a federal or provincial tax or a budget proposal/issue
o An article, chart or photo related to the Canadian Stockmarket
o An article, photo, political cartoon, or editorial related to Canada’s economy–the unemployment
rate, plant closings, etc.
o An article, photo, political cartoon, or editorial about multiculturalism
o An article, photo, political cartoon or editorial that talks about Canada’s youth or an issue directly
related to young people.
o An article, photo, political cartoon, or editorial that discusses a current women’s issue
o An article, photo, political cartoon, or editorial related to the Canadian Armed Forces
o An article, photo, political cartoon, or editorial related to a current local/municipal issue
o An article, photo, political cartoon, or editorial that discusses an environmental issue
o An article, photo, political cartoon, or editorial related to a Canadian international sports
team/federation, sports hero or sports issue. (eg. Olypmics)
o An article, photo, political cartoon, or editorial that discusses Canadian-American relations
o An article, photo, political cartoon, or editorial that discusses relations between French and
English Canada/Canadians–or Quebec and the rest of Canada
o An article, photo, political cartoon, or editorial that discusses a native or aboriginal issue
o An article, photo, political cartoon, or editorial that discusses a federal-provincial issue
o An article, photo, political cartoon, or editorial that discusses a current education issue
o An article, photo, political cartoon, or editorial that discusses a current health care issue (e.g health
care concerns about children using cell phones; the lack of retirement facilities.)
o An article, photo, political cartoon, or editorial that discusses a “family issue” (e.g the Ontario
government’s “Family Day” holiday).
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An article, photo, political cartoon, or editorial that discusses a recent law case (eg. a murder or
judicial inquiry) or a decision made by a Provincial Superior Court or the Supreme Court of Canada.
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An international news article, photo, political cartoon, or editorial from one of the following
regions of the world: the Middle East, Oceania (China, Japan, Pacific), Europe, South or Central
America, Africa. (Students are allowed to find items from all five regions–each counts as one item
found)
Activity Two
Creation of a Political Cartoon related to a Government Decision or Activity
In order to complete this activity, students must have an in-depth understanding of a specific issue related to
a government decision or activity–for example, the Federal government’s handling of the war in
Afghanistan or the Ontario government’s new healthy eating regulations for students–so they can create an
original political cartoon that expresses their opinion on the issue or problem. A handout on creating
political cartoons is available for students from the teacher’s website (www.howatson.weebly.com).
To complete this activity you are to:
 select a topic of personal interest, related to a government decision or activity, upon which you will
create your political cartoon. Remember your political cartoon is trying to express ONE simple idea
about something the government is doing–in an attempt to influence the opinion of the people
looking at the cartoon!
 collect a minimum of TWO (2) articles from the newspaper or internet news sources that directly
discuss your choice of topic. These articles must be included with your ISU. Please highlightthe
important parts of each of the articles you have chosen. This shows that you have conducted some
research to help you form an opinion on the topic.
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On a piece of 8 ½ x 11" paper, create an original political cartoon that expresses your opinion on
the topic you have chosen.
Your cartoon should have some of the following visual elements:
o a caption that suggests the central idea of the cartoon;
o the use of characters to suggest the politicians involved in this issue;
o the use of objects or a specific setting to relate information about your topic;
o the use of dialogue “bubbles” for your characters;
o use of exaggerating characters’ “distinctive” features or peculiarities
On a separate sheet of paper, in a paragraph of approximately 150-250 words, please explain the
meaning of your political cartoon. Your paragraph should answer the following question:
o What message is your cartoon trying to get across?
o Identify the people/characters or setting you have used in your cartoon–why are they
important and how do they relate to the topic you’ve chosen?
o What techniques and features have you used to get across your ideas? Please be as specific
as possible in your explanation!
Activity Three
An Exercise in Civic Responsibility: “Taking Action”
In making its decisions each level of government is influenced by public opinion–often expressed
through the actions of individual Canadian citizens speaking on behalf of themselves or their
neighbours. Governments must always be accountable to the people who elected them into power–
politician work for us, we don’t work for them!
In this activity, you will write a “Letter to a Canadian Politician” on a specific issue of concern to
YOU. Your choice of topic will influence your choice of to whom you will write–a local issue, such
as the recreational opportunities available to young people in our town, would be addressed to the
Mayor of New Tecumseth; a provincial issue, such as the building of a new modern high school to
replace Banting, would be addressed to the Premier of Ontario; while a federal issue, such as
lowering the amount of the GST, would be addressed to the Prime Minister of Canada.
To complete this assignment, students’ letters must contain the each of following elements:
Stylistic Elements: use a formal letter format/template (as opposed to a letter to a friend) that can be
found on numerous word-processing programs.
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Make sure your home address, date, signature are all included in the letter.
be either neatly written in blue or black ink on standard lined-paper or be word-processed using a
standard font in size 11 or 12 font in black ink.
the use of proper spelling, grammar, and sentence/paragraphing structure–editing of the content
material should be clearly evident.
be a between 250 and 500 words in length (approximately 1-2 typed pages) .
Content Elements: A standard 5-Paragraph organizational style MUST be used. The content related
to each of the five paragraphs must break down in the following way:
G Introductory Paragraph: Introduce yourself (where do you live? How old are you?); then outline
the issue or problem that you would like to be addressed-why is this issue of concern or a
problem for you or of concern to other citizens of your community/province/Canada? Are
there any reasons why this issue is especially significant to you?
G Body Paragraph One and Two: For each paragraph, discuss at least ONE reason why the issue
you’ve chosen to write about is a problem for you or your community. Don’t be afraid to
discuss other people’s opinions/conflicting positions on your issue –you will need to
research the issue to understand and comment on what other people have said about your
topic. (eg. If your topic is on the lack of available recreational opportunities in New
Tecumseth, one paragraph can discuss how the lack of recreational opportunities will lead
to greater youth crime because young people have nothing to do; another paragraph can
talk about how the lack of recreational opportunities will stop people from moving to New
Tecumseth, thus reducing the tax base or even eventually leading to the “death of the
town”.
G Body Paragraph Three: Give your solution to the problem–what course of action would you take
if you were the Mayor? Premier? or Prime Minister? Provide reasons why you think this
solution would work and why it’s a good solution. In the above example, your solution
could be the building of a new sports facility and how this would solve the problems
you’ve addressed in the paragraph above.
G Concluding Paragraph- Thank the person to whom you have written your letter. Use this as your
last chance to point out what the problem is, why it is a problem, and your possible
solution(s) to it. Finish by thanking the person for taking the time to consider this problem–
but don’t be afraid to finish with a “veiled threat” as to what could happen if this problem
is not addressed by the government (loss in the next election? An organized protest? Etc.)
Activity Four
Canada as a Member of the International Community: “Going Beyond My Borders”
As a citizen of the global village, what power do you have to create change in the world? How can
you ensure that the earth’s vibrancy and diversity is protected for future generations? In this activity,
students will explore their power to act and take up the challenge of global citizenship.
Students who decide to complete this activity will have a choice of two topics:
women’s rights issues or the impact of landmines on nations . 
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Activity Specifics:
 Students are to download a package of reading material from the teacher’s website
(www.howatson.weebly.com) on one of the issues of choice above. This package includes a series of
articles related to each topic. Students will be required to read this material and answer a set of
questions based on the articles. Students must answer these questions using proper sentences, gluing
their answers into their scrapbook.
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In addition to answering the questions based on the package articles, students will be required to
create a one-page pamphlet (brochure) or newsletter on their topic from the perspective of a
“fictitious lobby group”. Through the pamphlet or newsletter you are creating, your “fictitious lobby
group” is trying to change public opinion across Canada–and in the process put pressure on the
Canadian government–to address the problems related to your topic (women’s rights around the
world or the use of landmines). The Canadian government, through its connections and membership
in international organizations (such as the United Nations) can help put pressure on other
governments to stop the horrible things that are happening around the world.
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The pamphlet or newsletter must have each of the following elements:
Stylistic Elements:
 use the style appropriate to a pamphlet or newsletter–many word-processing programs have
templates that can be used to create such publications.
 be either neatly written in blue or black ink on standard lined-paper or be word-processed using
standard font in size 10 or 11 font and black ink.
 the use of graphics, photos, charts, statistics, stories or quotations to illustrate your topic
 the use of proper spelling, grammar, and sentence/paragraphing structure–editing of the content
material should be clearly evident
Content Elements:
 “The Problem”–What is the problem–why is it a problem, especially to Canadians? Who is
affected? How are they affected? Where and why is it happening?
 “The Citizen’s Action Plan”–What should be/can be done to fix this problem? What can
international organizations do to solve the problem? What can the Canadian Government do to solve
the problem? What can the average person–YOU!–do to help solve this? Don’t be afraid to provide
suggestions that the ordinary person can do to put pressure on the Canadian government or foreign
governments to solve this problem!
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Students are encouraged to complete additional research on their topic to assist them in the
completion of this activity.
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Bonus Activity
Analyzing Political Values– Interviewing a Member of the “Older Generation”
Any student, regardless of the number of activities s/he chooses to complete, is encouraged
to complete this bonus assignment.
In this activity students are required to interview a member of the “older generation”–a parent, a guardian, a
relative (aunt or uncle or grandparent) or a family friend. This interview can be taped–using either an audiocassette or a VHS video tape (a DVD or CD-ROM can also be used)–or can be transcribed onto paper.
Please note: If the interview is transcribed (recorded) on paper, your interviewee must SIGN the
interview sheet upon which you have recorded his/her answers to your questions–failure to do so will
result in the awarding of a mark of zero (0) for this bonus activity.
Your interview must have each of the following elements:
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The purpose of the interview is to compare the political values (belief and opinions) of the
generation before you with your own political values on a number of different issues.
To complete this comparison, you will need to create at least ten (10) questions to ask your subject.
These ten questions must be based on at least three (3) of the topics listed below.
Please do not just ask your subject whether s/he agrees or disagrees with your statement or question–
in your interview you are trying to find out why your subject holds the political values s/he does!
Once you have completed and recorded your interview, write a two (2) paragraph analysis of the
interview–How does your subject’s political values compare to those you hold? How would you
account for the similarities or differences between your political values and those of your subject?
Topic Suggestions:
Safety and Security Values- e.g. The role of Canada’s military forces in the world.
Educational Values- e.g. increasing the age when students are permitted to leave school
Environmental Values- e.g. Should Canada have stronger environmental laws/regulations?
Social Values- e.g. Should marijuana be legalized? Should Canada permit gay marriages? Should the
age of consensual sex be increased?
5. Democratic Values- e.g Should the voting age be reduced to 16? Can politicians be trusted?
6. Municipal Issues- e.g. Do you agree with the land developments that have happened in New
Tecumseth?
7. Youth Issues- e.g. Are young people being treated too leniently under our legal system?
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