Category Archives: Uncategorized
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Discrimination Project
Rubric:
Social Studies |
Emergent 0-4 |
Developing 5-7 |
Meets 8 |
Exceeds 9-10 |
Inquiry: Values & Reflection (individual) -Identify and clarify a problem or issue. -Draw conclusions about a problem, an issue, or a topic. |
Cannot identify examples of discrimination Does not discuss successes or difficulties of the campaign |
Tells a clear story of discrimination Discusses successes and difficulties of the campaign |
Identifies examples of discrimination and the causes of it Reflects on successes and difficulties of campaign and suggests ways to improve |
Identifies examples of discrimination and the complex issues causing it Reflects on the complexity of reasons that led to successes and difficulties of the campaign with concrete steps moving forward |
Evidence: -Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data |
Does not comment credibility of sources Does not present different points of view |
Comments on credibility with limited explanation Presents differing points of view with limited explanation as to why it exists |
Assesses the credibility of different sources based on the source itself Explains why differing points of view exist |
Assessment of credibility supported with further research Reconciles opposing points of view |
Perspective -Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs |
Does not describe previous campaigns | Describes previous campaigns with limited explanation of the context | Explains the context that resulted in previous campaigns | Explains the economic, political and social context that resulted in previous campaigns |
Ethical Judgement -Make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember and respond |
Does not explain reasons for creating this campaign Campaign is incomplete or not attempted |
Reasons for campaign are stated Campaign is planned with little attention to level of impact |
Reasons for campaign are made clear based on values An impactful campaign is well thought out and practical |
Reasons for campaign are explained in depth and detail about values Campaign is well planned and highly impactful with attention to overcoming possible difficulties explained |
Inquiry: -Demonstrate leadership by planning, implementing, and assessing strategies to address a problem or an issue -Evaluate and organize collected data -Accurately cite sources |
Poor planning and organization of campaign or presentation Does not reference research to support decisions and discussions No sources listed |
Planning process is clear but incomplete or presentation lacks organization Uses limited research to support decisions and discussions Sources listed |
Well organized and planned campaign, and presentation Uses research to support decisions and discussions Proper MLA citation |
Well organized and planned campaign with a captivating presentation Draws upon a variety of resources to support decisions and discussions Proper MLA citation using reliable sources |
Lesson title (date)
here’s my lesson
Environmental Controversy
Environmental Controversy
- Choose an environmental controversy you care about – get it approved
- Find an article from the popular media discussing the issue and summarize it.
- How does the article’s beliefs affect society and the environment?
- Why is this topic controversial?
- Be NEUTRAL for this part
- Explain your opinion on the controversy.
- Take the opposing point of view and argue against yourself.
- Reconcile the controversy.
- Why do the two points of view exist? (Ethics? Credibility?)
- Is there any common ground from the two side? How best should we understand the controversy?
Example (disclaimer – the assignment I did was a bit different!)
Does Not Meet 0-4 |
Not Fully Meeting 5-7 |
Meets 8 |
Exceeds 9-10 |
|
Assess the interpretations of geographic evidence after investigating points of contention, reliability of sources, and adequacy of evidence (evidence and interpretation) |
Only presents one point of view
Does not assess reliability
|
Opposing views presented with few details
Assessment of reliability attempted but incomplete
|
Outlines opposing points of view
Clear assessment of reliability of sources (author, bias, date) |
Outlines opposing points of view with corroborating references
Clear proof of depth of researching reliability |
Make reasoned ethical judgments about controversial actions in the past and/or present, and determine whether we have a responsibility to respond (geographical value judgments) |
Does not identify how ethics shapes different points of view
Does not reconcile opposing points of view |
Identifies ethics that could shape different points of view but explanation is unclear
Attempts to reconcile opposing points of view but explanation is unclear |
Explains how ethics shapes different points of view
Clear explanation of how to reconcile opposing points of view |
Uses specific examples from different points of view to explain how ethics shapes the view
Can reconcile opposing points of view and offers a strong argument on how society should respond |
0 | 1 | 2 | 3 | |
Bonus: Presentation |
Lacks organization
Simple presentation
Images and layout show little attention to aesthetics |
Engaging Clarity Originality Organization of information Creativity |
Canadian Identity Art Presentation
Canadian Identity Art Presentation
Create an artistic design that symbolizes, encompasses and defines Canadian identity (new flag, logo, etc). Explain the history that affected your design and how this represents the past, present and future of Canada. An artistic design means that you must create it, it should not be a collage of other images.
You will do a 5 minute show and tell to the class and hand in a written explanation of your art piece (about two pages of writing). Email an image of your art and your explanation to brchan@sd43.bc.ca.
Emerging | Developing | Meeting | Exceeding | |
Evidence – Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data |
Does not use primary or secondary sources to explain the reason for creating the project | Uses limited primary or secondary sources to explain the reason for creating the project | Uses primary and secondary evidence to explain the reason for creating the project | Uses a variety of primary and secondary evidence with different perspectives to explain the reason for creating the project |
Significance – Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group |
Does not show an understanding of historical events that impacted Canadian identity | Shows a limited understanding of historical events that impacted Canadian identity | Shows an understanding of the major historical events that impacted to Canadian identity | Shows an understanding of a complex range of historical events that impacted Canadian identity |
Continuity & Change – Compare and contrast continuities and changes for different groups at particular times and places |
Does not use historical events of different identifiable groups to explain how Canadian identity changed or continued throughout the 20th Century | Uses a limited number of historical events of different identifiable groups to explain how Canadian identity changed or continued throughout the 20th Century | Uses historical events of different identifiable groups to explain how Canadian identity has changed or continued throughout the 20th Century | Uses a variety of historical events of different identifiable groups to explain how Canadian identity has changed and continued throughout the 20th Century |
Inquiry – Draw conclusions about a problem, an issue, or a topic. -Interpret and present data in a variety of forms |
Does not explain how the project is based on historical information Artistic product shows no connection to Canadian society |
Limited explanation of project based on historical information Artistic product has a limited connection to Canadian society |
Clear explanation of project based on historical information Meaningful artistic product |
Clear and meaningful explanation of project based on historical information Meaningful and thoughtful artistic product |
Canadian Autonomy Essay
Essay Assignment:
Key Question: Assess the importance of the 20th century in helping Canada gain autonomy. What direction do we need to take in the future with our autonomy?
You will need:
- Introduction
- Thesis
- Introduction to the concept of autonomy and general overview of Canada in the 20th century
- Body
- Organize your paragraphs by topic (era, trend, PMs, etc.)
- Each paragraph should have a topic sentence and concluding sentence that mirrors the thesis
- Prove your thesis by referring to and explaining primary sources
One paragraph on the direction Canada should take
- Conclusion
- Summarize the key point of each body paragraph
- Remind reader of thesis
- Citations
- To be done in MLA format
Emerging 0-4 |
Developing 5-7 |
Meets 8 |
Exceeds 9-10 |
|
Evidence – Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence, including data |
Does not use evidence to support impacts of historical events on Canada’s autonomy | Relies on secondary sources to support positive or negative impacts of historical events on Canada’s autonomy |
Uses primary and secondary sources to support positive and negative impacts of historical events on Canada’s autonomy
|
Uses primary and secondary sources to support positive and negative impacts of historical events on Canada’s autonomy while reconciling contrary points of view |
Continuity and Change – Compare and contrast continuities and changes for different groups at particular times and places |
Does not use historical events to compare and contrast levels of autonomy over appropriate time periods
Does not explain what needs to continue or change with Canada’s autonomy into the future |
Uses a limited range of historical events to compare and contrast levels of autonomy over appropriate time periods
Limited explanation of what needs to continue or change with Canada’s autonomy into the future |
Uses historical events to compare and contrast levels of autonomy over appropriate time periods
Explains what needs to continue or change with Canada’s autonomy into the future |
Uses a variety of historical events to compare and contrast levels of autonomy over appropriate time periods
Thoughtful explanation and program for what needs to change or continue with Canada’s autonomy into the future |
Significance – Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group |
Does not explain the contributions of historical events to the status of Canadian autonomy | Explains some contributions of historical events to the status of Canadian autonomy | Can explain the contributions of historical events to the status of Canadian autonomy | Can explain the details behind the contributions of historical events to the status of Canadian autonomy |
Inquiry – Draw conclusions about a problem, an issue, or a topic. – Evaluate and organize collected data – Interpret and present data in a variety of forms – Accurately cite sources. |
A thesis is not evident
Paragraphs lack a connection to a thesis
Unorganized paragraphs
No sources listed |
Thesis is present but too general or vague
Some paragraphs lack a connection to the thesis
Some paragraphs have multiple topics in it
Sources listed |
Clear thesis
Paragraphs stay focused on supporting thesis
Clear paragraph topics
Proper MLA citations |
Clear and specific thesis
Clear topic and concluding sentences that refer back to the thesis
Clear and appropriate paragraph topics
Proper MLA citations with reliable sources |
Political Change Proposal
Political Change Proposal
Present a plan to enact change through the government.
Your proposal should include:
- Introduction of what you’d like to see changed.
- Why the issue is important to you.
- Research about the current status of the issue you want to change.
- Relevant laws
- Facts and figures
- First hand experiences
- Opinions
- Articles
- Understand why people might oppose your change and respond (should respond to specific research, not hearsay).
- Plan to make change happen:
- What level of government is responsible?
- What will you do and why is that the most effective option?
- Logistics: Who will do what? How many people will be involved? How long will it take? When will it be done?
- What foreseeable barriers might you encounter and how might they be overcome?
- Conclude with what you hope to achieve by fulfilling this plan.
Emerging 0-4 |
Developing 5-7 |
Meeting 8 |
Exceeding 9-10 |
|
Perspective – Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs |
Does not present research that supports the plan
Does not show an understanding of the opposing argument or respond to the argument |
Presents limited research to support the plan
Shows some understanding of the opposing argument or responds without addressing its specific arguments |
Presents research that supports the plan
Shows an understanding of the opposing argument and logically responds |
Presents well researched information that supports the plan
Shows an understanding of the opposing argument and can reconcile both points of view |
Ethical Judgement – Make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember and respond |
Does not explain why the plan is necessary
Does not explain a plan to implement |
Limited explanation of why the plan is necessary
Plan lacks thoughtfulness |
Clear and logical explanation of why the plan is necessary
Well thought-out realistic plan |
Clear, logical and purposeful explanation of why the plan is necessary
Well detailed and feasible plan which will have a significant impact |
Inquiry – Identify and clarify a problem or issue – Interpret and present data in a variety of forms – Accurately cite sources |
Does not present any research about the issue Communication is unclear or read from a script Does not list sources |
Limited research about the issue Clear communication with some dependency on reading Sources listed |
Well researched information about the issue Clear communication with the audience without dependency on reading Proper MLA citation |
Well researched detailed information about the issue with a variety of sources Clear communication with the audience without dependency on notes Proper MLA citation of reliable sources |
Inquiry Sign-up
WWI Attestation Papers
- Alexander James Masson’s Attestation Records (2007.001.15)
- Alfred Charles Hartree’s Attestation Record (2007.1.8)
- Alfred Milne’s Attestation Paper
- Allan Mackenzie Miller’s Attestation Record (2007.001.23)
- Benjamin Minter Seaborne’s Attestation Record (2007.1.6)
- Bradley Herbert’s Attestation Records (2007.1.3)
- Daniel Judd’s Attestation Record (2007.001.17)
- David Edmund Baird’s Attestation Record (2007.001.14)
- Donald Chisholm McDonell’s Attestation Record (2007.1.9)
- Duncan James McDonnell’s Attestation Record (2007.001.30)
- Frank Vint’s Attestation Record (2007.001.29)
- George Reid Attestation Records (2007.1.5)
- Gerald Clyde Pyke’s Attestation Record (2017.1.7)
- Geroge Bates’ Attestation Record (2007.001.28)
- James Bean Redpath’s Attestation Record (2007.001.22)
- James Russel Middleton Attestation Record
- James Taylor’s Attestation Record (2007.001.20)
- John Bruce’s Attestation Record (2007.001.21)
- John Eustace St. Pierre’s Attestation Record (2007.001.13)
- John MacDonald’s Attestation Record (2007.001.27)
- Leonard Bundy Attestation Record (2007.1.1)
- MacQueen, Thomas Haycock Attestation Papers
- Reginald George Marshall’s Attestation Record (2007.1.10)
- Samuel Robert McCombe (2007.001.16)
- thomas arthur smith attestation record (2007.1.2)
- Walter Livingstone Raynes’ Attestation Record (2007.001.18)
- William Henry Oatway’s Attestation Record (2007.001.25)
- William Johnstone Hunter’s Attestation Paper (2007.001.24)
- William Roderick Allison’s Attestation record (2007.001.12)
For more, see: http://www.pocoheritage.org/