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: