Markville Secondary School
CHC 2D1

Gr. 10 Canadian History in the Twentieth Century

Final Exam

Date: Thursday, June 21, 2007

Time: 11:00 a.m. – 12:30 p.m. (1 ½ hours)

Teachers: Miss Chong, Miss Mathura, Mr. Melnyk

Total Pages: 11 pages

Section: CHC 2D1 - ____

Knowledge / Understanding	Part A. Identify and Importance (10 marks) Part B. Multiple Choice (40 marks)	50
Thinking / Inquiry	Part C. Primary Sources: documents, images and maps	20
Application	Part D. Timeline	10
Communication	Part E. Essay	20
100

Part E. Essay (Communication) 20 marks

Choose ONE of the following questions and answer in a formal five-paragraph argumentative essay.

1. Have French-English relations deteriorated in the twentieth century? Refer to three of the following: Boer War, Conscription Crisis of 1917, Quiet Revolution, October Crisis, Constitution Act 1982 and the issue of Quebec Separatism.

2. Evaluate how Canada’s role in world conflicts has evolved and changed over the twentieth century by referring to World War One, World War Two, and Canada’s role in the United Nations and as Peacekeepers.

3. Wilfrid Laurier once stated that “the twentieth century would belong to Canada”. Evaluate Canada’s role or actions in any THREE events from World War I to the present that would prove Laurier’s statement correct. How have these events helped form Canada’s national identity?

4. Historians have stated that “those that do not know their own history are doomed to repeat it”. What lessons have the Canadian government, politicians and Canadian people learned through past controversial decisions and actions? Refer to any three of the following: residential schools, conscription, interment, relief camps, immigration restrictions, policy of appeasement, October Crisis, cancellation of the Avro Arrow.

5. Has Canada’s treatment of its citizens improved over the twentieth century? Refer to three of the following groups: aboriginals, immigrants, women, unemployed and visible minorities.

Reminder of Proper Essay Format

1^st Paragraph - Introduction - background information - thesis -list 3 subtopics

2^nd Paragraph -introduce subtopic 1 -state evidence -give critical analysis of evidence and connect to thesis -transition to next section

3^rd Paragraph -introduce subtopic 2 -state evidence -give critical analysis of evidence and connect to thesis -transition to next section

4^th Paragraph -introduce subtopic 3 -state evidence -give critical analysis of evidence and connect to thesis -transition to next section

5^th Paragraph - Conclusion - restate thesis - restate 3 subtopics - positive and moral lesson

ESSAY RUBRIC

Criteria	Level 4	Level 3	Level 2	Level 1
THESIS	Thesis is insightful, critical and clearly frames subtopics	Thesis is concise, argumentative and states subtopics in order	Thesis is vague; not all three subtopics relate to argument	Poor thesis; lack of framework or relation for subtopics
ARUGMENTS	Demonstrates exceptional insight and analysis into arguments	Analysis clearly indicates importance and significance of arguments	Lack of analysis and more elaboration and connection to thesis is needed	Severe lack of analysis or insight
EVIDENCE	All evidence is exceptional, accurate and always supports thesis	Most evidence is effective and accurate and supports thesis	Some errors in accuracy or poorly chosen evidence	Evidence is inaccurate and fails to support arguments
STRUCTURE	Essay uses structure in a natural and logical progression of ideas	Appropriate structure (intro, thesis, 3 body paragraphs, conclusion)	Some elements of structure are missing	Structure is used incorrectly
LANGUAGE	Exceptional use of language and vocabulary which enhances the arguments	Sound use of language conventions	Some spelling and grammatical errors	Essay is incoherent and spelling / grammar are weak