Canadian History in the Twentieth Century

Appendix 4.1.1 Rubric for Mock Interview

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Appendix 4.1.1

Rubric for Mock Interview

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Demonstrates an understanding of views on life in the sixties of the character they are representing.	- demonstrates with limited accuracy	- demonstrates with some accuracy	- demonstrates with considerable accuracy and breadth	- demonstrates thorough and extensive understanding
Demonstrates an understanding of historical events of this period that caused social unrest.	- demonstrates with limited accuracy	- demonstrates with some accuracy	- demonstrates with considerable accuracy and breadth	- demonstrates thorough and extensive understanding
Ability to organize information in interview format in a meaningful way.	- demonstrates with limited accuracy	- demonstrates with some accuracy	- demonstrates with considerable accuracy and breadth	- demonstrates thorough and extensive ability
Demonstrates use of a variety of questions and responses to understand views of interview partner.	- demonstrates limited use and variety of questions and responses	- demonstrates some use and variety of questions and responses.	- demonstrates considerable use and variety of questions and responses .	- demonstrates thorough use and variety of questions and responses
Demonstrates an ability to draw conclusions based on adequate and relevant supporting evidence.	- demonstrates with limited and inconsistent accuracy an ability to draw conclusions	- demonstrates with some consistency and accuracy an ability to draw conclusions	- demonstrates with considerable consistency an ability to draw conclusions	- demonstrates a consistent and insightful ability to draw conclusions
Demonstrates competence in oral presentation of information.	- demonstrates limited competence	- demonstrates some competence	- demonstrates considerable competence	- demonstrates consistent accuracy
Ability to use terms related to historical organization and inquiry correctly.	- limited ability to use terms related to historical organization and inquiry correctly	- some ability to use terms related to historical organization and inquiry correctly	- considerable ability to use terms related to historical organization and inquiry correctly	- high degree of ability to use terms related to historical organization and inquiry correctly

Overall Level: Student Name:

Strengths:

Areas to Review:

Next Steps:
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Activity 2: Pearson and Trudeau

Time: 75 minutes

Description

Students gather information from their textbook and the teacher-directed lesson. They prepare a comparison chart that outlines the contributions of both prime ministers to Canada. Students are introduced to the culminating activity. They write a reflection to be kept in their research log.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE2b, 4f, 4e, 5b.

Strand(s): Citizenship and Heritage; Methods of Historical Inquiry; Social, Economic, and Political Structures

Overall Expectations: CHV.02, MIV.02, SPV.01.

Specific Expectations

CH2.03 - compare the backgrounds, careers, and contributions of twentieth-century Canadian prime ministers, in both formal and anecdotal reports;

MI2.03 - record and organize information effectively using notes, lists, concept webs, timelines, organizers, charts, maps, graphs, and mind maps;

MI2.04 - use computer-based systems effectively to organize information for research, report preparation, and presentation;

MI4.02 - demonstrate competence in research and writing;

CC3.02 - explain the significance of Canada’s contributions to the United Nations;

CC3.03 - demonstrate an understanding of how the experience of the Holocaust helped shape Canada's role as a world leader in human rights;

SP2.02 - explain why social support programs were established in Canada.

Planning Notes

Bring to class sample biographies on Trudeau; see Resources for suggestions.
Assign pertinent textbook readings on Diefenbaker and Pearson to prepare students for this activity.
Book Library/Resource Centre for one or two periods to do research for culminating activity.

Directory: Portals -> lamoreaux -> docs
Portals -> Draft I film Screening
Portals -> Black History Academic Bowl arts & entertainment
Portals -> Setting the Table for a Successful Season
docs -> The Battle of the Atlantic

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