Prohibition and Cause and Consequence
Paragraph on the most important cause(s) with Graphic Organizer
Peer Evaluation Checklist
Historical Thinking:
Cause and Consequence
Student clearly understands that there are
multiple causes and consequences of an
event and that these are interrelated
Student understands the difference between
background and trigger causes, short-term and
long-term consequences.
Student understands that some causes are
more important than others
Student clearly understands the social,
political, economic and cultural conditions that
led to Prohibition
Student can identify some of the key historical
actors (individuals) who helped bring
Prohibition about and how they did it.
Bonus: Student can identify the unintended
consequences of Prohibition for Canada in
the short and long term.
Communication skills:
Writing style and format
Spelling/grammar
Key evidence included
Demonstrated? Comments for
improvement?
Japanese Internment Camps and Historical Perspectives
The Bio-Poem
Peer Evaluation Checklist
Historical Thinking:
Historical Perspective-Taking
Demonstrated? Comments for
Student identifies an example of relevant
difference between the worldview of an
historical actor and current worldviews by
considering, for example,
– social norms
– dominant belief systems
Student avoids anachronism—the
introduction of technologies or practices that
did not exist in a particular period of the past.
Student avoids presentism—the imposition
of present ideas on the past.
Student uses historical context to make
sense of the perspective of an historical actor.
Student uses textual, visual, oral, or
artifactual evidence to make valid inferences
about an historical actor’s thoughts and
feelings.
Communication skills:
Writing style and format
Spelling/grammar
Key evidence included (every line adds new and specific information)
improvement?
The Cold War and Continuity and Change
Timeline with Attitude (10 items only and explanations)
Peer Evaluation Checklist
Historical Thinking:
Continuity and Change
Demonstrated? Comments for
improvement?
Student clearly understands the chronology of
the events of the cold war
Student has identified and explained key
turning points in the history of the Cold War
Student can clearly show progress and
decline over the history of the Cold War.
Student clearly understands periodization has identified a start and end point for the Cold
War and clearly explained why those are the
start and end points using evidence.
Communication skills:
Writing style and format
Visuals clear and neat with connections and turning points clearly displayed
Spelling/grammar
Key evidence included
The October Crisis and Significance
Letter to the CEO of the Canadian Museum of History, Mark O’Neill
OR
Design an Exhibit on the October Crisis for the Museum
Peer Evaluation Checklist
Historical Thinking:
Historical Significance
Demonstrated? Comments for
Student has clearly explained or demonstrated
how this event resulted in change by using
criteria (deep consequences, many people,
long period of time) and evidence.
Student has demonstrated or explained what
this event reveals to us about the past.
Student understands the meaningful place in
the narrative of French-English relations that
the October Crisis occupies .
Student clearly demonstrates an understanding
of how the significance of the October Crisis
varies over time. Uses examples from current
events to explain its relative importance to us
today.
Communication skills:
Writing style and format OR Visual representation is clear and creative
Spelling/grammar, OR visual clarity
Key evidence included
improvement?
The Oka Crisis and Evidence/The Ethical Dimension
Letter to PM Stephen Harper - what should we be doing in future dealings with Aboriginal
people to prevent similar incidents
OR
Design a memorial, memorial day, education program or other initiative to help the public
remember this incident
Peer Evaluation Checklist
Historical Thinking:
Evidence, Ethical Dimension
Demonstrated? Comments for
Student understands the context and
worldview represented in the evidence
Student has corroborated the evidence, and
not just relied on one point of view.
Student has not imposed contemporary
standards of right and wrong on the past.
Student has a clear sense of our
responsibilities to remember and respond
appropriately to the past.
Student has made informed judgments
about contemporary issues, but still
recognizes the limitations of taking direct
lessons from the past.
Communication skills:
Writing style and format OR Visual representation
Spelling/grammar or clear visuals
Key evidence included
improvement?