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.


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