One method of
assessing the impact of contending loyalties on the development of nationalism
is through a ratings scale
(4) complete reject (3) somewhat reject (2) somewhat accept complete accept (1)
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Perspective:
Students should be aware of how history is sometimes used or
abused to retell and promote a grand narrative of history, a narrowly focused
national mythology that ignores other perspectives, or to elevate a single
perspective to a position of predominance. Students are encouraged to
challenge and critique multiple perspectives of the past, and to compare them
and corroborate them with historical evidence. Students should recognize that
for every event recorded in the past, there may be multiple contrasting or
differing perspectives. Using primary-source accounts and historians’
interpretations, students may also investigate and compare how people,
including specific groups such as minorities or women, may have experienced
events differently in the past. In this way, there are particularly strong
links between exploring multiple perspectives and the development of
international-mindedness
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Step 1:
Perspective and Significance
As a class we’ll move everyone into one of
the following perspectives to explore Canadian nationalism:
*Francophone *Indigenous *Anglophone
*Multicultural
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Significance: History is not simply the record of all events that have
happened in the past. Instead, history is the record that has been preserved
through evidence or traces of the past, and/or the aspects that someone has
consciously decided to record and communicate. Students should be encouraged
to ask questions about why something may have been recorded or included in a
historical narrative. Similarly, they should be encouraged to think about who
or what has been excluded from historical narratives, and for what reasons.
Additionally, students’ questions should encourage them to think about, and
assess, the relative importance of events, people, groups or developments,
and whether the evidence supports the claims that others make about their
significance.
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With your
perspective, choose 5 events that YOU determine to be most significant to the source quote and complete A, B and C for each event
A.
Provide a description of the event/concept
B.
Rank each of your event on the ratings scale in relation to the source
quote and provide a rationale for that choice.
Events/concepts should be organized in chronological order
C.
Referenced source(s) in either MLA or APA format. (Easybib is
recommended)
Significant
Historical events/concepts
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Plains of Abraham
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Bill 22
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1980 referendum,
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Confederation
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Quebec act
1774
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Bill 63
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Bloc
Quebecois 1990
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Boer War
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Lower
Canada rebellion
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1917
Conscription
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1995
referendum
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Meech Lake
Accords
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Responsible
Government
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1944
Conscription
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Bill C-20
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1980 referendum
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Union act
1841
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Red River
Rebellion
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“Reasonable
accommodation”
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Bloc
Quebecois 1991
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“Quiet
revolution”
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Northwest
Rebellion
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Distinct
Society
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Residential
Schools apology (2008)
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White
Paper- Red paper
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Oka Crisis
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Upper Canada Rebellion
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October
Crisis (FLQ)
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Indian Act
1876
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Royal
Proclamation 1763
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Charter of
Rights and Freedoms
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Multiculturalism
Act
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60’s scoop
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National
Energy Program
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Social
License
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Reconciliation
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As a class
we’ll develop a summary of the events in a shared Google doc (see Google
Classroom)
Assessment à Choose 2 events to
submit for a summative grade. You can use feedback on the graded items to
revise your remaining events to submit to improve your grade. You must turn in
both the original graded term(s) and the revised term(s).
(Exemplars will be discussed in class)
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ARGUMENTATION
When marking Argumentation,
markers should consider how effectively the student
• establishes
a position
• develops
one or more arguments based on logic and reason
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EVIDENCE
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When marking Evidence,
markers should consider how effectively the student uses evidence that
• is
relevant and accurate
• reflects
depth and/or breadth
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Excellent (E) 5
The position
established is convincingly supported by judiciously chosen and developed
argument(s). The argumentation is consistent and compelling, demonstrating an
insightful understanding of the assignment.
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Excellent (E) 5
Evidence is
sophisticated and deliberately chosen. The relative absence of error is
impressive. A thorough and comprehensive discussion of evidence reveals an
insightful understanding of History and its application to the assignment.
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Proficient (Pf)
4
The position
established is persuasively supported by purposely chosen and developed
argument(s). The argumentation is logical and capably developed,
demonstrating a sound understanding of the assignment.
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Proficient (Pf) 4
Evidence is
specific and purposeful. Evidence may contain some minor errors. A capable
and adept discussion of evidence reveals a solid understanding of History and
its application to the assignment.
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Satisfactory (S) 3
The position established is generally
supported by appropriately chosen and developed argument(s). The
argumentation is straightforward and conventional, demonstrating an adequate
understanding of the assignment.
Satisfactory (S) 6
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Satisfactory (S) 3
Evidence is
conventional and straightforward. The evidence may contain minor errors and a
mixture of relevant and extraneous information. A generalized and basic
discussion reveals an acceptable understanding of History and its application
to the assignment.
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Limited (L) 2
The position
established is confusing and largely unrelated to the argument(s). The
argumentation is repetitive, contradictory, simplistic, and based on
uninformed belief.
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Limited (L) 2
Evidence is
potentially relevant but is unfocused and incompletely developed. The
evidence contains inaccuracies and extraneous detail. The discussion reveals
a superficial and confused understanding of History and the assignment.
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Poor (P) 1
The position
established has little or no relationship to the source or argument(s). The
argumentation is irrelevant and illogical.
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Poor (P) 1
Evidence is
irrelevant and inaccurate. The evidence contains major and revealing errors.
A minimal or scant discussion reveals a lack of understanding of History
knowledge and its application to the assignment. |
Step 2 Perspective Groups
Meet in your perspective groups and come to a
consensus on what the 5 most significant events for Canadian Nationalism were
and why. (This isn't a ranking, you can consider each of the 5 equals in
significance).
Share the group
results in the Google doc shared on Google Classroom called
“perspective groups”
Step 3
Reconciliation Conference
The spirit of
this multi-perspective discussion is from the following:
"We
must recognize our common humanity and the permanent connection with one
another and the place we live. Our collective well-being rests with the
relationships we build today."
Reconciliation Canada https://goo.gl/5qCWIB |
We'll arrange the class into several
conferences with at least one member from each perspective. In these
reconciliation conferences each group work through the following:
Ø each perspective share their perspective's 5 most significant
historical events and why
Ø as a multi-perspective group decide upon the 5 most
significant events are and provide a rationale
Share the conference results in the
shared Google doc on Google Classroom called “reconciliation Conference”
Discussion
point:
How does our
discussion perspective differ from the following?
Step 4 Developing Relationship(s)
Using the summary Google docs from step 2 and 3 what relationship(s)
between the perspectives on Canadian Nationalism exist? Below are several
prompts to help develop your ideas on relationships.
A relationship may include the
following:
Ø
value
claim à by a perspective
i.e. Mr. Brentnell believes Star Wars is
the best sci-fi series ever!
Ø
Affirming à
confirm or ratify. i.e Worldwide box office sales of movie tickets confirm Star
Wars has made the most money of any sci-fi series in history.
Ø
Negating
à
making ineffective. i.e. Star Trek has
12 movies and 726 television episodes; while Star Wars only has 12 movies and
246 television episodes. Clearly Star Trek is the superior sci-fi series.
·
Are there any agreement/disagreement about the importance
of an event or event(s)?
·
Are there any key terms/concepts from social studies that
would apply to the perspectives or the perspective’s views on the events?
·
Are there any differences or trends between the individual
perspective level, perspective groups (step 2) and the reconciliation
conference (step 3)
REMEMBER: PROVIDE SPECIFIC EVIDENCE WITH REASONING FOR ALL
REALTIONSHIP(S)
Share 1 relationship you’ve found
on the following Google document: http://bit.ly/2Rq1oKT
Everyone will have access to the results of the relationship(s)
found in step 4
Step 5 Written Response
To what
extent has PERSPECTIVE affected nationalism in Canada?
This response will be setup and written in
Google Classroom
