Markville Secondary School
CHC 2D1
Gr. 10 Canadian History in the Twentieth Century
Final Exam
Date:
Wednesday, June 17, 2009 (Mr. Melnyk)
Thursday, June 18, 2009 (Mr. Cotey)
Friday, June 19, 2009 (Ms. Chong)
Time: 9:30 – 11:00 a.m. (1 ½ hours)
Section: CHC 2D1 – 06 (Melnyk), CHC 2D1-05 (Cotey), CHC 2D1-04 (Chong)
|
Knowledge / Understanding |
Part 1.
Multiple Choice |
/ 50 |
|
Communication / Application |
Part 2. Primary Sources: documents, images and maps
|
|
|
Thinking/ Inquiry |
Part 3. Essay
|
/ 25 |
|
/ 100
|
||
Part 3. Essay (Thinking / Inquiry) 25 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: 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
1st Paragraph- Introduction- background information - thesis -list 3 subtopics
|
2nd Paragraph-introduce subtopic 1 -state evidence |
3rd Paragraph-introduce subtopic 2 -state evidence |
4th Paragraph-introduce subtopic 3 -state evidence |
5th 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 |