CHC2D1/6
Course Culminating Assignment: Canadian Cultural Values
Nation - A large body of people united by common descent, history, culture, or
language, inhabiting a particular state or territory.
Introduction
It has long been argued that Canada does not meet the qualifications of a nation. At a
minimum we recognize three founding heritages – the First Nations, French and British
– add to the mix our country’s official policy of multiculturalism and it’s hard to identify
“common descent”. An honest assessment of our history shows us that past events have
divided as much as they have unified us.
In the past, if you had asked anyone to identify “Canadian” culture and you would as
likely to be met with a blank stare as get an informative answer and as any Torontonian
knows there are dozens of languages spoken on our cities’ streets in addition to our two
official languages. Even the integrity of our state has been challenged by separatism in
Quebec and indigenous land claims (and, for those of you keeping track, American and
Danish encroachment!).
Despite these challenges Canada has emerged as what many have called the world’s first
post-modern state. We have largely left behind the petty nationalism that divides people
and states and emerged as a people that rally around and to, not necessarily a shared
heritage or tradition but around civil and political values. Canadians have come to
identify themselves by these values and in turn have sought to create just societies, here
in Canada and abroad, by exporting what we have come to call Canadian cultural values.
In the 21st Century there is less of a struggle to identify a Canadian culture. Many would
say that our political values comprise our culture – that we have rallied to a common set
of core values that we share: freedom, tolerance and democracy and it is in the sharing
of these values that we, and others, see Canadians as a nation.
Northern Secondary School, 2015
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CHC2D1/6
The Challenge
Your challenge – the course-culminating assignment for this course – requires that you
further foster the sense of a Canadian nation through the celebration of our shared
cultural values.
Choose a theme, drawn from Canadian history during the period 1945 - 2015, through
which you can explore these values. Develop a publically commemoration of these
values in a way that allows Canadians to celebrate our culture – our ‘nationhood’.
Your exploration of a theme or related themes that explores the presence of freedom,
tolerance and democracy should be illustrated through the creation of a series of
stamps or posters or a “Heritage Minutes” video, or you can propose an alternative idea
to your teacher, like a the script for a play or film, a podcast, website or speech … the
ball is in your court – get creative but be certain to clear your idea with your teacher
before proceeding.
Important Note: While you may use the work of others (images etc.) to create your
own original product, the arrangement must be entirely original and all sources must be
credited.
Learning Goals
Through the completion of the course culminating assignment for Canadian History Since
WWI it is expected that students will develop knowledge and skills in the following areas:
Historical Thinking: Students should clearly employ the four Historical Thinking Concepts
– Historical Significance, Cause and Consequence, Continuity and Change, and Historical
Perspective – in their investigation of Canadian culture and the concept of ‘nation’ in
Canadian history since 1945;
Social, Economic, and Political Context: describe some key social, economic, and
political events, trends, and developments between 1945 and 2015, and assess their
significance for different groups in Canada;
Communities, Conflict, and Cooperation: analyse some key interactions within and
between different communities in Canada, and between Canada and the international
community, from 1945 to 2014, and how they affected Canadian society and politics;
Identity, Citizenship, and Heritage: explain how various individuals, organizations, and
specific social changes between 1945 and 2014 contributed to the development of identity,
citizenship, and heritage in Canada.
Students will know that they have achieved these goals if they successfully examine and
convey the importance of the topic(s) they have selected to the identity, citizenship and/or
heritage of Canada and its people.
Northern Secondary School, 2015
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CHC2D1/6
Process
Part A: Topic and Media Proposal (not evaluated)
Due Date: N/A
The Topic Proposal is an opportunity to get feedback from you teacher to ensure that you are on
the right track. You will need to complete the attached Topic Proposal sheet and provide one or
two paragraphs providing a brief summary of the topic you have begun to explore, including
explanation of how it might serve as a celebration of Canadian values, a short working
bibliography, and a short explanation of the medium you intend to develop to explore the
cultural values of Canada.
Part B: Media Presentation (15%)
Due Date: May 25th or 26th 2015
As is the case with any medium, when developing your product you must consider audience and
purpose. In this case your audience is all Canadians and your purpose is to inform and educate
Canadians about the development of Canadian cultural values – especially freedom, tolerance
and democracy – sine 1945.
If you do not believe that these values have emerged as consistent (yet imperfectly promoted)
components of Canadian culture then you may present that perspective also. If that is your
opinion, choose your medium well. For example, the Canadian government is unlikely to
produce a series of stamps celebrating the failure of these values yet an independent association
(like the Canadian Civil Liberties Association) might produce an informative poster assailing
Canada’s failure to promote freedom.
Important: Whatever medium you choose to develop it must be accompanied by an informative
explanation of your goals – your exploration of and promotion of Canadian cultural values or
the failure of Canada to foster those values and your attempt to push our nation towards the
fulfillment of the values of freedom, tolerance and democracy for all.
Your medium must be accompanied by a one page (250 word) explanation of the above and a
‘Works Consulted’ page in MLA format.
Examples of Canadian stamps can be found here (be certain you limit yourself to the stamps
commemorating Canadian history):
http://www.canadapost.ca/cpo/mc/personal/collecting/stamps/index.jsf
Examples of Canadian Promotional Posters can be found here:
http://www.cic.gc.ca/english/multiculturalism/black/promotion.asp
http://www.pch.gc.ca/eng/1359736104513
You can view Heritage Minutes here:
https://www.historicacanada.ca/content/videos
A Heritage Minute, podcast, script, screenplay or speech must be accompanied by a transcript.
*Please note that the examples provided may not suit the purposes of this assignment perfectly
and that you are responsible to adapt you original ideas to the expectations for the course
culminating assignment and the curriculum.
Northern Secondary School, 2015
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CHC2D1/6
Part C: Essay Exam (15%)
Exam Date: June 10th 2015
Examining Canadian Cultural Values, 1945 – 2015
The essay question picks up where we left off after the midterm:
To what degree has Canada effectively fostered at home and/or promoted
abroad the values of freedom, tolerance and democracy in the period 1945
to 2015?
By providing the exam question ahead of time you have the opportunity to research and draft
your answer prior to writing the exam. It is highly recommended that you take advantage of this
opportunity but please note that you will not be permitted to bring in your essay outline or any
other kind of aid to the exam with you. Your teacher may build into the culminating period an
opportunity for you to share with her or him your essay outline. If this opportunity is available
to you should take advantage of it.
Follow the essay writing instructions that your teacher provides to you carefully. They are
marking your essay so strive to meet their expectations. If you are unclear about any aspect of
the culminating assignment, including the exam, ask your teacher.
Northern Secondary School, 2015
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CHC2D1/6
Example Proposal Sheet
Theme(s) in Canadian History that you will examine to illustrate the presence or
absence of the values of freedom, tolerance and democracy as the cornerstones of
Canadian culture:
__________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Why is this theme(s) an effective example from Canadian History to illustrate the
presence or absence of the values of freedom, tolerance and democracy as the
cornerstones of Canadian culture:
__________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Initial Research or Working Bibliography (three sources in MLA format):
Bumstead, J.M. The Peoples of Canada: A Pre-Confederation History. Oxford University
Press. Don Mills, 2009.
What medium will you use to convey to Canadians and the world the theme(s) you
have chosen to explore and its/their importance in illustrating the presence or
absence of freedom, tolerance and democracy as integral to Canada’s political
culture?
__________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________
Northern Secondary School, 2015
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CHC2D1/6
Essay Outline
Instructions: Plan your essay using the graphic organizer below. Write out your thesis
paragraph and concluding paragraphs in their entirety. For each idea you are
examining in the body of your essay write out the topic and concluding sentences and in
point form record the evidence and examples your will use to support your idea
(point/proof/discuss). Once you have completed your outline show a peer or your
teacher for feedback and ideas that may improve your work.
Thesis Paragraph
Body (Supporting Ideas)
Topic Sentence – Introduces the topic of your essay in
general terms.
Focus Sentence – Narrows the focus of your essay,
bridging the gap between your topic sentence and
your thesis.
- topic
- arguable
Thesis - position
- provable
- area of investigation
- worth proving
Begin each paragraph outline with a Topic Sentence in
complete sentence form.
In point form include:
-your main point(s);
-proof (evidence, examples, etc.);
-and discuss the point/proof’s relationship to your
thesis.
-You should have a minimum of two p/p/d
relationships in each paragraph.
-You are not limited to three body paragraphs and
should consider more.
End each paragraph outline with a Concluding
Sentence in complete sentence form.
Concluding Paragraph
Summarize your main ideas to illustrate the
successful defense of your thesis. Do not simply
rewrite your thesis. Offer your audience an extension
that leaves them pondering the argument you have
presented in your essay.
Northern Secondary School, 2015
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CHC2D1/6
Name: ________________________
Course-Culminating Assignment: Media Presentation
Criteria
Knowledge and
Understanding
Thinking
The student critically
links Canadian
history to the
emergence of the
values that
purportedly form
Canada’s culture.
•demonstrates
thorough
knowledge of
content
•demonstrates
thorough
understanding of
content
9.8 9.5 9.2 8.8 8.5 8.2
•uses critical/
creative thinking
processes with a
high degree of
effectiveness
9.8 9.5 9.2 8.8 8.5 8.2
Communication •expresses ideas
The chosen medium
effectively utilizes
time, space,
text/script, imagery,
and colour to develop
a medium clearly
promoting or
examining Canadian
values.
Where required all of
the conventions of
formal academic style
(including MLA
citations) and of the
discipline are adhered
to.
Application
The student effectively
explains the
connections between
the medium they have
developed and the
Canadian cultural
values they are
examining.
and information
with a high
degree of
effectiveness
•uses
conventions,
vocabulary, and
terminology of
the discipline
with a high
degree of
effectiveness
9.8 9.5 9.2 8.8 8.5 8.2
•makes
connections
within and
between various
contexts with a
high degree of
effectiveness
9.8 9.5 9.2 8.8 8.5 8.2
Level 3
(70-79%)
•demonstrates
considerable
knowledge of
content
•demonstrates
considerable
understanding of
content
7.8
7.5
7.2
•uses critical/
creative thinking
processes with
considerable
effectiveness
7.8
7.5
7.2
•expresses ideas
and information
with considerable
effectiveness
•uses
conventions,
vocabulary, and
terminology of
the discipline
with considerable
effectiveness
7.8
7.5
7.2
•makes
connections
within and
between various
contexts with
considerable
effectiveness
7.8
7.5
7.2
Level 2
(60-69%)
•demonstrates
some knowledge of
content
•demonstrates
some
understanding of
content
6.8
6.5
6.2
•uses critical/
creative thinking
processes with
some
effectiveness
6.8
6.5
6.2
•expresses ideas
and information
with some
effectiveness
•uses
conventions,
vocabulary, and
terminology of
the discipline
with some
effectiveness
6.8
6.5
6.2
•makes
connections
within and
between various
contexts with
some
effectiveness
6.8
6.5
6.2
Level 1
(50-59%)
•demonstrates
limited knowledge
of content
•demonstrates
limited
understanding of
content
5.8
5.5
5.2
•uses critical/
creative thinking
processes with
limited
effectiveness
5.8
5.5
5.2
•expresses ideas
and information
with limited
effectiveness
•uses
conventions,
vocabulary, and
terminology of
the discipline
with limited
effectiveness
5.8
5.5
5.2
•makes
connections
within and
between various
contexts with
limited
effectiveness
5.8
5.5
5.2
Comments:
Northern Secondary School, 2015
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A student whose achievement is below Level 1 has failed to meet the expectations for this assignment.
The information
presented and
developed in all
aspects of the
assignment is
accurate, complete
and conveys clear
understanding of the
topic’s place in
Canadian history and
its importance to
Canadian values.
Level 4
(80-100%)
CHC2D1/6
Name: ________________________
Essay Exam: Examining Canadian Cultural, 1945 - 2015
Categories
Knowledge &
Understanding
Level 4
80-100%
Level 3
70-79%
Level 2
60-69%
Level 1
50-59%
- the student
demonstrates
considerable
knowledge
of the period in
Canadian history.
- the student
demonstrates
some knowledge
of the period in
Canadian history.
- the student
demonstrates
limited knowledge
of the period in
Canadian history.
The degree to which the
student’s work illustrates
understanding of
emergent Canadian
cultural values in the
period 1945 - 2015.
-the student
demonstrates
thorough
understanding
of emergent Canadian
democracy, freedom &
tolerance in the period.
- the student
demonstrates
considerable
understanding
of emergent Canadian
democracy, freedom &
tolerance in the period.
- the student
demonstrates
some understanding
of emergent Canadian
democracy, freedom &
tolerance in the period.
- the student
demonstrates
limited understanding
of emergent Canadian
democracy, freedom &
tolerance in the period.
9.6 9.2 8.8 8.5 8.2
7.8 7.5 7.2
6.8 6.5 6.2
5.8 5.5 5.2
Thinking
-the student’s ideas are
effectively organized
and the argument is
convincingly supported
using the
point/proof/discuss
method with a high
degree of effectiveness
-the student’s ideas are
effectively organized
and the argument is
convincingly supported
using the
point/proof/discuss
method with
considerable
effectiveness
-the student’s ideas are
effectively organized
and the argument is
convincingly supported
using the
point/proof/discuss
method with some
effectiveness
-the student’s ideas are
effectively organized
and the argument is
convincingly supported
using the
point/proof/discuss
method with limited
effectiveness
-the student selects
appropriate evidence to
support their argument
with a high degree
of effectiveness
-the student selects
appropriate evidence to
support their argument
with considerable
effectiveness
-the student selects
appropriate evidence to
support their argument
with some effectiveness
-the student selects the
appropriate evidence to
support their argument
with limited
effectiveness
9.6 9.2 8.8 8.5 8.2
7.8 7.5 7.2
6.8 6.5 6.2
5.8 5.5 5.2
- the student expresses
her or his
ideas and information
with a high degree
of effectiveness
- the student expresses
her or his
ideas and information
with considerable
effectiveness
- the student expresses
her or his
ideas and information
with some effectiveness
- the student expresses
her or his
ideas and information
with limited
effectiveness
-the student uses
conventions
and terminology of the
discipline with a high
degree of effectiveness
- the student uses
conventions,
vocabulary, and
terminology of the
discipline with
considerable
effectiveness
- the student uses
conventions,
vocabulary, and
terminology of the
discipline with some
effectiveness
- the student uses
conventions,
vocabulary, and
terminology of the
discipline with limited
effectiveness
The student’s ideas are
organized and the
argument is
convincingly supported
using the
point/proof/discuss
method.
Appropriate evidence is
selected to support the
student’s argument.
Communication
The student writes
effectively for her or his
purpose (e.g. writing is
persuasive and powerful,
clear and coherent,
transitions are effective,
ideas are clear and
concise, vocabulary is
appropriate …).
All of the conventions of
formal academic style
and the language of the
discipline are adhered to.
9.6 9.2 8.8 8.5 8.2
7.8 7.5 7.2
6.8 6.5 6.2
5.8 5.5 5.2
- The student applies
knowledge and skills
developed in class with
a high degree of
effectiveness
- The student applies
knowledge and skills
developed in class with
considerable
effectiveness
- The student applies
knowledge and skills
developed in class with
some effectiveness
- The student applies
knowledge and skills
developed in class with
limited effectiveness
9.6 9.2 8.8 8.5 8.2
7.8 7.5 7.2
6.8 6.5 6.2
5.8 5.5 5.2
Application
The student’s thesis
paragraph effectively
introduces the topic and
develops a position, the
thesis contains all of the
required elements, and
the conclusion effectively
illustrates a successful
argument.
A student whose achievement is below Level 1 has failed to meet the expectations for this assignment.
-the student
demonstrates
thorough knowledge
of the period in
Canadian history.
The degree to which the
student’s work illustrates
knowledge of the period
in Canadian history.
Comments:
Northern Secondary School, 2015
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