GRADE 10 DEFINING MOMENT ESSAY

Rationale GRADE 10 DEFINING MOMENT ESSAY The purpose of the essay is to write a five paragraph analytical and argumentative essay based on your thesis. It is important that you demonstrate your understanding of a defining moment in Canadian history. 50 Term Marks for the process, the Final Essay is worth 10% of the overall course. Notes on the Format of the Essay Your research paper is to be written in a formal, academic style. The third person narrative is the only acceptable style. Of course, your essay must be written in proper English. Spelling, grammar, punctuation, sentence structure, language and paragraphing errors will be strongly censured. Your essay must be written in your own words. Information must not be simply 'lifted' or copied from your sources. Summarize and paraphrase the ideas and identify the sources even if you have modified the wording. Give the sources of quotations. PLEASE BE FOREWARNED THAT PLAGIARISM (COPYING DIRECTLY FROM A SOURCE) WILL RESULT IN A MARK OF ZERO WIKIPEDIA IS AN UNACCEPTABLE SOURCE AND WILL NOT BE ACCEPTED. IF YOU USE THIS SOURCE YOU WILL NOT RECEIVE CREDIT FOR THAT SOURCE. IF WIKIPEDIA IS YOUR ONLY SOURCE IT WILL BE TREATED AS A PAPER WITHOUT ANY BIBLIOGRAPHIC CITATIONS AND WILL NOT BE ACCEPTED. Your research essay: will be 3-5 pages in length must meet formatting requirements for MLA style, including: typewritten, using standard-sized paper, 12 point Times New Roman font, double-spaced, with 2.5 cm border top, bottom and sides, with numbered pages, a header, citations and a Works Cited page. must have a minimum of THREE citations (1+ per argument). These should come from more than one high quality source. is not restricted to only 3 points of evidence/arguments, it is encouraged that you have 4 points of evidence/argument must have a works cited list / bibliography page or it will not be accepted must be submitted through Turnitin.com or it will not be accepted Steps to building your Essay: 1. PART A: IPAC Search (Application 10 marks) 2. PART B: Research Notes with Bibliography (Application 10 marks) 3. PART C: Preliminary Topic Analysis (Thinking 10 marks) 4. PART D: Thesis & Arguments Organizer (Thinking 10 marks) 5. PART E: Essay Outline (Application 10 marks) Page 1 of 12

20th Century Canadian History- Grade 10 Argumentative Essay DEFINING MOMENT ESSAY: TOPIC LIST English-French Canadian Relations Canadian-American Relations Canadian-British Relations Canada s Role in World Wars - must include discussion of BOTH World Wars Issues in Canadian Sports & Athletics Teacher discussion recommended - not a discussion of a specific event but the influence it has had on Canadian Growth & Identity Canada s Role in the United Nations - UN Organizations - Peacekeeping Regionalism in Canada Influence of Canada/Canadians in the Media & Arts - Film - Television - Theatre - Painting - Literature Defining Moments in Canada s Economic History Canada s Greatest/Worst Prime Ministers - discussions including 3 points about 1 PM - discussions regarding 3 different PM s Influence of Technologies on the Growth & Development of Canada - Contributions to or by Canada/Canadians Significant Changes in Canadian Society - Women - First Nations - Immigration - Social Welfare - Labour Movements - Human & Civil Rights - Education Canada s Growing Independence & Identity French-English Relations - Conscription WW1 - Conscription WW2 - Quebec Referendum 1980 - Quebec Referendum 1995 - Parti Quebecois - October Crisis - Bill 101 - Meech Lake Accord - Charlottetown Accord - Official Languages Act Canadian-American Relations - Avro Arrow - NORAD - Bomarc Missiles - Auto Pact - Free Trade Agreement - NAFTA - Branch Plants - Bootlegging and Prohibition - St. Lawrence Seaway Canadian-British Relations - NATO - Battle of Britain: RCAF - Merchant Marine Technology - Vimy Ridge - Dieppe - D-Day: Juno Beach - Battle of Hong Kong - Camp X - Halifax Explosion - Suez Crisis - National Energy Policy - Canada and Space - Canadian Inventions Other - Constitution Act 1982 - Gouzenko Affair - Canada and United Nations - 1972 Summit Series - Baby Boom - Canadian Leader (with approval) Immigration and Diversity - Canadian Broadcasting Corp. - Canada Council for the Arts - Immigration Since 1945 - Head Tax - Chinese Exclusion Act Inequalities in Society - Women in War - War Measures Act - Internment - Oka Crisis - Person's Case - Winnipeg General Strike - Relief in Great Depression - League of Indians - Indian Act - SS St. Louis - James Bay Agreement - Women's Movement - Medicare - Social Support (Welfare) - Residential Schools OR A TOPIC OF YOUR CHOOSING: (Teacher approval required.) INSTRUCTIONS Students should review topics with teacher / parents or guardians and select at least five topics that are of interest (preferably in desired order). On designated day, topic sheet will be posted and students will sign up on a first come-first serve basis. Students should sign up for ONE topic from their own selections. **Due to the number of students in the grade 10 classes there will be ONLY 2 STUDENTS MAXIMUM per topic*** Page 2 of 12

Perfect Five Section Essay Section #1 - introduction - background information - thesis & 3 subtopics Section #2 -introduce subtopic 1 -give evidence in footnotes -critical analysis of evidence and connection to thesis -transition to next section Section #3 -introduce subtopic 2 -give evidence in footnotes -critical analysis of evidence and connection to thesis -transition to next section Section #4 -introduce subtopic 3 -give evidence in footnotes -critical analysis of evidence and connection to thesis -transition to next section Section #5 -conclusion -restate thesis and 3 subtopics -strong ending and final thoughts Bibliography - alphabetical order by author s last name - proper MLA format Appendix (optional) Subtopic Order a) 2 nd strongest subtopic / argument b) 3 rd strongest subtopic / argument c) 1 st strongest subtopic / argument ***Unless order matters to coherence.*** For example, it doesn't make much sense to talk about the conscription crisis of World War One AFTER the Conscription Crisis of World War Two or the FLQ Crisis in the 70s. Page 3 of 12

PART A: IPAC SEARCH (10 marks Application) Using the IPAC Library Catalogue My Topic: SPECIFIC KEYWORDS associated with my topic:,, GENERAL KEYWORDS associated with my topic:,, Log onto a computer, and from the Applications menu click on "Ipac Search Library". Set the catalogue to search either General Keywords or Subject Keywords. Try your specific keywords first, and then you can try your general keywords. Try different combinations of your keywords, as you can enter in more than one word at a time. Locate at least 2 books that look as if they will be helpful in researching your topic. Record the following information about each book: Keywords I used: Title: Call Number: Author: Publication Date: Publisher: Place of Publication: Subjects: Keywords I used: Title: Call Number: Author: Publication Date: Publisher: Place of Publication: Subjects: Page 4 of 12

PART B: Research and Bibliography Rubric (10 marks Application) Submit your research notes and your tentative bibliography. Most of the notes you are going to use for the essay should be included at this point. Your bibliography needs to include at least five (5) sources and the notes should be detailed, at least two pages front and back. Bibliography (Application) Level One (50 59%) The bibliography applies some of the skills involved in the inquiry process by: Level Two (60 69%) The bibliography applies some of the skills involved in the inquiry process by: Level Three (70 79%) The bibliography applies most of the skills involved in the inquiry process by: Level Four (80 100%) The bibliography applies all or almost all of the skills involved in the inquiry process by: including at least three sources of which not more than two are textbooks or encyclopaedias including at least four sources of which not more than two are textbooks or encyclopaedias including at least five sources of which not more than two are textbooks or encyclopaedias including at least five sources of which not more than two are text-books or encyclopaedias seldom using proper bibliographic format sometimes using proper bibliographic format usually using proper bibliographic format always using proper bibliographic format Research Notes (Application) The research notes apply some of the skills involved in the inquiry process by: The research notes apply some of the skills involved in the inquiry process by: The research notes apply most of the skills involved in the inquiry process by: The research notes apply all or almost all of the skills involved in the inquiry process by: including one page of handwritten notes (double-sided)taken from at least two different sources including less than two pages of handwritten notes (double-sided) taken from at least three different sources including at least two pages of handwritten notes (double-sided) taken from at least four different sources including more than two pages of handwritten notes (double-sided) taken from at least five different sources indicating in few notes, quotes, statistics, the source and page taken from indicating in some notes, quotes, statistics, the source and page taken from indicating in most notes, quotes, statistics, the source and page taken from indicating in all notes, quotes, statistics, the source and page taken from seldom putting notes in point form and in student s own words sometimes putting notes in point form and in student s own words usually putting notes in point form and in student s own words always putting notes in point form and in student s own words Organization (Communication) The research notes and bibliography show little organization The research notes and bibliography show some organization The research notes and bibliography are clearly organized The research notes and bibliography are highly organized Page 5 of 12

PART C: Preliminary Topic Analysis (Thinking 10 marks) Name: TOPIC: 1. Topic Overview: Complete the following using information from your textbook, internet or a combination of resources: (Given the variety of topics you MAY need to modify the question somewhat to suit your topic. Keep to the intention of the analysis.) Give a brief overview or summary of the issue / topic Why is the topic controversial? Who or what are the sides? What action was taken? What were the results? How did this affect people or Canada as a nation? To what area (political, military, social or economic) is the topic related? Explain. Why is this topic important to Canadian history? What makes the topic a defining moment in Canada s history? Page 6 of 12

2. Based on your initial survey of reference material, what are THREE important themes or issues pertinent to this topic as a defining Canadian moment? 1 2 3 3. In proper bibliographic format, list at least one book and one Internet site that you used to fill in the topic selection. Instructions for Book: Author s last name, author s first name. Title of Book. Place of Publishing: Name of Publisher, Copyright Date. Medium. Example: Dywer, Frank. Henry VIII. New York: Chelsea House Publishers, 1988. Print. Instructions for Website: Author surname, name (if available). "Title of page/ segment." Title of website. Publisher or sponsor (if none, use n.p.), Date of publication (if unavailable, use n.d.). Medium. Date of access. <URL>. Example: Osborn, Tracey. "Middle Ages, Chivalry & Knighthood." Teacher Oz's Kingdom of History.(n.p.) 12 May 2004. Web. 21 March 2012. <http://www.teacheroz.com/middle_ages.htm#terms >. Page 7 of 12

PART D: Thesis & Arguments Organizer Name: (10 marks Thinking) Your Chosen Topic: Thesis Statement (answer to the defining moment and/or controversial question) Argument Evidence that Proves the Argument CITATION (source of evidence in proper format AND page #) Please attach your updated list of sources in the typed, FULL BIBLIOGRAPHIC FORMAT. Page 8 of 12

PART E: Essay Outline Organizer Topic: Opening Thoughts/Ideas: Introduction Thesis: What are you arguing? What 3+ points are you going to use? Rough Topic Sentence #1 Body Paragraph One: Arguments/Evidence/Analysis (PPA) Citation Rough Topic Sentence #2 Body Paragraph Two: Arguments/Evidence/Analysis (PPA) Citation Page 9 of 12

Rough Topic Sentence #3 Body Paragraph Three: Arguments/Evidence/Analysis (PPA) Citation Conclusion Argument Summary: Thesis Restatement: Final Statement/Jump-Off/Next Step Page 10 of 12

Defining Moments in Canadian History Essay Rubric NAME: /110 Thesis Category Level 4 Level 3 Level 2 Level 1 R/I T / 5 Evidence & Examples K / 20 Evidence & Accuracy K / 10 - Thesis is clear & concise - Outlines the theme of the essay and effectively states the evidence/examples that will support it - All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the thesis - Research thoroughly supports thesis. - All supportive facts are reported accurately - Thesis is somewhat clear - Outlines the theme of the essay and includes the evidence to support it - Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the thesis - Research frequently supports thesis - Almost all supportive facts are reported accurately. - Thesis is not very clear - Thesis does not adequately explain the theme or provide proper evidence to support it - At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the thesis - Research occasionally supports thesis. - Most supportive facts are reported accurately. - Thesis is missing or sufficiently incomplete as to provide limited idea as to theme -Provides limited evidence - Some evidence and examples are NOT relevant AND/OR are not clearly explained - Limited Research/Evidence Present - Limited facts & many are inaccurate. - Thesis is missing - Evidence not discussed in focus statement - Evidence and examples are NOT relevant AND/OR are not explained - Very Research/Evidence Present - Very Limited facts & Most are inaccurate. Paragraphing/ Organization T / 10 Connection to the Course T /10 - Essay follows a clear & logical sequence. - Clearly explains how the evidence supports the thesis. - Paragraphs are not overburdened with information. - Clear evidence of careful selection of details. - Essay thoroughly explains Canada s role in the issue discussed in the essay OR - Essay thoroughly explains how Canada has grown or been changed by the event(s) discussed in the essay - Essay follows some logical sequencing - Adequately explains how the evidence supports the thesis. - Paragraphs are not overburdened with information - Evidence of careful selection of details. - Essay explains in detail Canada s role in the issue discussed in the essay OR - Essay explains in detail how Canada has grown or been changed by the event(s) discussed in the essay - Some problems with the sequencing of the essay. - Essay does not always fully explain how the evidence supports the thesis. - Paragraphs are somewhat overburdened with information. - Some evidence of detail selection. - Essay somewhat explains Canada s role in the issue discussed in the essay OR - Essay somewhat explains how Canada has grown or been changed by the event(s) discussed in the essay - Problems with the overall sequencing and flow of the essay. - Essay does not adequately explain how the evidence supports the thesis. - Paragraphs contain too much irrelevant information - Limited evidence of care taken in detail selection. - Essay explains in a limited way, Canada s role in the issue discussed in the essay OR - Essay explains in a limited way how Canada has grown or been changed by the event(s) discussed in the essay - Very Limited Organization & Development of Paragraphs - Paper is very disjointed and lacks any real flow - Very limited explanation of how evidence supports the thesis. - Essay does not adequately demonstrate how Canada s Role was influential or how Canada was changed by the events discussed in the essay. Conclusion T / 10 - Conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." -Arguments are summarized and thesis restated using different wording - Conclusion is recognizable and ties up almost all the loose ends - Arguments are summarized and thesis restated/reworded - Conclusion is recognizable, but does not tie up several loose ends. - Thesis restated - Conclusion is present, but it just ends the paper - Thesis NOT restated - There is no clear conclusion, the paper just ends - Thesis NOT restated Page 11 of 12

Category Level 4 Level 3 Level 2 Level 1 R/I Transitions C / 5 - A variety of thoughtful transitions are used. They clearly show how ideas are connected. - Transitions clearly show how ideas are connected, but there is little variety. - Some transitions work well; but connections between other ideas are fuzzy. - Use of Firstly, Secondly - Use of All in all or In conclusion - Transitions are present, but weak - use of Firstly, Secondly - Use of All in all or In conclusion - The transitions between ideas are unclear and/or non-existent. Language Use C / 10 MUGSS (Mechanics, Usage, Grammar, Spelling, Sentence Structure) C / 10 - Essay contains no slang, cliché s, contractions or other informal language - Essay contains limited/no narrative aspects - Clear & strong transitions to connect one point to another (paragraphs) - Tone is formal & academic - Essay has a few MUGS errors, but they do not distract the reader. - All sentences are well-constructed with varied structure. - Essay contains a very limited number of cliché s, contractions or other informal language - Essay contains very limited narrative aspects - Good transitions to connect one point to another (paragraphs) - Tone is mostly formal & academic - Essay has a few MUGS errors which occasionally distract the reader. - Most sentences are wellconstructed and there is some varied sentence structure in the essay. - Works Cited Page contains one error in alphabetizing and/or individual citations contain one error - Essay contains a few cliché s, contractions or other informal language - Essay contains a few narrative aspects - Some use of transitions to connect points (paragraphs) - paper contains some conversational /informal tone - Essay has multiple MUGS errors which interfere with the reading of the essay. - Most sentences are well constructed, but there is no variation in structure. - Essay contains some cliché s, contractions or other informal language - Essay contains some narrative aspects - Limited use of transitions to connect points (paragraphs) - Paper contains too much conversational/informal tone - Essay is difficult to read due to the number of MUGS errors. - Most sentences are not wellconstructed or varied. - Essay contains too many cliché s, contractions or other informal language - Essay contains too much narrative - No real use of transitions to connect points (paragraphs) - Essay contains far too many MUGS errors. - Poor sentence structure - Run-on s and sentence fragments Documentation - Works Cited Page is alphabetized and individual citations are correctly organized - Works Cited Page contains some errors in alphabetizing and/or individual citations contain errors - Works Cited Page contains multiple alphabetizing & organizational errors - No Works Cited Page and/or No Parenthetical Citations for quotes and paraphrases - Parenthetical Citations are formatted correctly - Parenthetical Citations are formatted correctly - Parenthetical Citations contain a few errors - Parenthetical Citations contain some errors -Wikipedia is used as a major information source A / 20 - Parenthetical Citations are used correctly for all quotes and paraphrases from the research texts - Parenthetical Citations are used for quotes and paraphrases from the and research texts -Few parenthetical Citations used for quotes and paraphrases - Very Few Parenthetical Citations used for quotes and paraphrases - No or far too few Parenthetical Citations used - All Sources are appropriate, and diverse, 4+ sources - All Sources are appropriate and diverse, 3 sources - All Sources are appropriate, fewer than 3 sources - Some Sources are INAPPROPRIATE (ie Wikipedia) - fewer than 3 sources used - Most Sources are INAPPROPRIATE, lack diversity (eg. All internet) - only 1 or 2 sources used Final Marks: Knowledge Application Thinking Communication Overall /30 /20 /35 /25 /110 Page 12 of 12