01ABSS G9 9/12/08 2:02 PM Page 1 HANDOUTS · G-6 Assessment Rubric Template INTRODUCTION I-1 Quality of Life ... 2-7 Assessment Rubric: Chapter 2 Task—Create a Multimedia Presentation

HANDOUTS

GENERAL HANDOUTS

G-1 Exploring the Chapter IssueG-2 Analyzing ImagesG-3 Learning LogG-4 Spot and Respond to the Issue OrganizerG-5 Class Discussion NotesG-6 Assessment Rubric Template

INTRODUCTION

I-1 Quality of LifeI-2 Identifying PerspectivesI-3 Steps to Spot and Respond to the IssueI-4 What’s your response to the big ideas?I-5 Getting to Know the TextbookI-6 Word Splash

CHAPTER-BY-CHAPTER

1-1 Teacher Assessment Checklist for Student Learning: Knowledge and Understanding1-2 Teacher Assessment Checklist for Student Learning: Skills and Processes1-3 Self-Assessment Checklist: Persuasive Communication1-4 Chapter 1 Task—Let’s get started!1-5 Assessment Rubric: Chapter 1 Task—Write a Persuasive Speech1-6 Organizer for Writing a Persuasive Speech1-7 Reflecting on the Task1-8 What is the structure of Canada’s political system?1-9 The ABCs of the Electoral Process1-10 Branching Diagram: What does the legislative branch do?1-11 The Federal Accountability Act1-12 Law to Fix Election Dates / Detecting Bias1-13 Assessment Rubric: Detecting Bias

2-1 Teacher Assessment Checklist for Student Learning: Knowledge and Understanding2-2 Teacher Assessment Checklist for Student Learning: Skills and Processes2-3 Personal Glossary2-4 Self-Assessment Checklist: Determining Validity and Authority of Information2-5 Chapter 2 Task—Let’s get started!2-6 Determining Validity and Authority of Information2-7 Assessment Rubric: Chapter 2 Task—Create a Multimedia Presentation2-8 Reflecting on the Task2-9 How to Read a Political Cartoon2-10 Assessment Rubric: Creating a Political Cartoon

3-1 Teacher Assessment Checklist for Student Learning: Knowledge and Understanding3-2 Teacher Assessment Checklist for Student Learning: Skills and Processes3-3 Self-Assessment Checklist: Skillful Decision Making and Problem Solving3-4 Chapter 3 Task—Let’s get started!3-5 Steps to Skillful Decision Making and Problem Solving3-6 Organizer for Preparing an Informal Debate3-7 Assessment Rubric: Chapter 3 Task—Participate in an Informal Debate

NEL

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NEL

3-8 Reflecting on the Task3-9 How to Analyze Cause and Effect3-10 Assessment Rubric: Explaining Cause and Effect3-11 Chapter Analysis

4-1 Teacher Assessment Checklist for Student Learning: Knowledge and Understanding4-2 Teacher Assessment Checklist for Student Learning: Skills and Processes4-3 Self-Assessment Checklist: Analyzing Historical Context4-4 Chapter 4 Task—Let’s get started!4-5 Analyzing Historical Context4-6 Assessment Rubric: Chapter 4 Task—Create a Display on Collective Rights4-7 Reflecting on the Task4-8 Timeline of Two Views of the Numbered Treaties4-9 How to Identify and Analyze Information Sources4-10 Assessment Rubric: Analyzing Information Sources

5-1 Teacher Assessment Checklist for Student Learning: Knowledge and Understanding5-2 Teacher Assessment Checklist for Student Learning: Skills and Processes5-3 Self-Assessment Checklist: Steps to Researching an Issue5-4 Chapter 5 Task—Let’s get started!5-5 Steps to Researching an Issue5-6 Assessment Rubric: Chapter 5 Task—Create a Storyboard about Immigration5-7 Reflecting on the Task5-8 How to Ask Geographic Questions5-9 Assessment Rubric: Asking Geographic Questions

6-1 Teacher Assessment Checklist for Student Learning: Knowledge and Understanding6-2 Teacher Assessment Checklist for Student Learning: Skills and Processes6-3 Self-Assessment Checklist: Steps to Writing for Different Purposes and Audiences6-4 Chapter 6 Task—Let’s get started!6-5 Steps to Writing for Different Purposes and Audiences6-6 Organizer for Writing a Position Paper6-7 Assessment Rubric: Chapter 6 Task—Write a Position Paper6-8 Reflecting on the Task6-9 What values shape the mixed and market economies of Canada and the United States?6-10 Case Study Analysis6-11 Making Decisions in a Group6-12 Assessment Rubric: Making Decisions in a Group

7-1 Teacher Assessment Checklist for Student Learning: Knowledge and Understanding7-2 Teacher Assessment Checklist for Student Learning: Skills and Processes7-3 Self-Assessment Checklist: Analyzing Media Messages7-4 Assessment Rubric: Chapter 7 Task—Create a Media Message7-5 Chapter 7 Task—Let’s get started!7-6 Steps to Analyzing Media Messages7-7 Reflecting on the Task7-8 Factors Influencing Consumer Behaviour7-9 Assessment Rubric: Analyzing Advertising

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8-1 Teacher Assessment Checklist for Student Learning: Knowledge and Understanding8-2 Teacher Assessment Checklist for Student Learning: Skills and Processes8-3 Placemat Activity8-4 Self-Assessment Checklist: Building Consensus8-5 Chapter 8 Task—Let’s get started!8-6 Assessment Rubric: Chapter 8 Task—Creating an Economic Policy on Social Programs8-7 Reflecting on the Task8-8 Anticipatory Set: Values Clarification8-9 Comparing Social Programs in Canada and the U.S.8-10 Taxation in Canada8-11 How to Determine the Validity and Authority of Internet Information8-12 Assessment Rubric: Determining the Validity and Authority of Internet Information

9-1 Teacher Assessment Checklist for Student Learning: Knowledge and Understanding9-2 Teacher Assessment Checklist for Student Learning: Skills and Processes9-3 Self-Assessment Checklist: Steps to Social Involvement9-4 Chapter 9 Task—Let’s get started!9-5 Assessment Rubric: Chapter 9 Task—Make a Presentation about Responding to Environmental

Issues9-6 Reflecting on the Task9-7 How to Analyze Thematic Maps9-8 Assessment Rubric: Analyzing Thematic Maps9-9 Climate Change, Regions and Emissions9-10 Chapter 9 Review Questions

NEL

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Exploring the Chapter IssueInstructions: Use this chart to organize your information as you develop an informedresponse to the chapter issue. Use the information in your textbook to gather evidence tosupport your position. Refer to pages 12 and 13 in your textbook for more ideas abouthow to spot and respond to an issue.

Handout G–1 GENERAL

Name: ______________________________________ Class: ___________ Date: _____________________

Copyright © 2009 by Nelson Education Ltd.NEL

What is the chapter issue?

Why is this issue important?

What criteria will you use to help youevaluate information, views andperspectives on this issue?

What are other positions on the issue?Who might have these positions?

State your position on the issue.

Support your position with facts andevidence.

What action will you take on this issue?

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Analyzing ImagesInstructions: Use this chart to help you organize your ideas when analyzingphotographs and pictures in the textbook.

Name: ______________________________________ Class: ___________ Date: _____________________

Copyright © 2009 by Nelson Education Ltd. NEL

Step Notes

Identify the topic and/or title.

Describe what you see (e.g., objects,people, actions).

Answer the 5 Ws + H.

Formulate questions about what yousee.

Draw conclusions based on the factsand evidence in the photograph.

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Learning LogInstructions: Use the reflection questions below to help you articulate and organizeyour reflections and responses to questions and readings in the textbook.


Name: ____________________________________ Class:_________ Date: __________________


Question, Quote, or Reading Selection:

My Prediction and Response:

How did I find myself thinking aboutthis?

What did I learn about myself fromdoing this?

What would have helped me torespond differently?

Question, Quote, or Reading Selection:

My Prediction and Response:

How did I find myself thinking aboutthis?

What did I learn about myself fromdoing this?

What would have helped me torespond differently?

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Spot and Respond to the Issue OrganizerInstructions: Use this organizer to help you develop an informed response to an issue.

Name: ______________________________________ Class: ___________ Date: _____________________


Inquire Notes

1. What is the topic about?

2. What is the central issue question?

3. What’s your first response to theissue?

4. How can you develop a moreinformed response to the issue?

5. What is your informed position onthe issue?

6. What action do you need to take onthis issue?

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Class Discussion NotesInstructions: Keep track of comments and ideas shared by classmates duringdiscussions. You can use this information later to support your own opinions on issues.


Name: ______________________________________ Class: ___________ Date: _____________________


Comment/idea from ____________________ Comment/idea from ____________________

Comment/idea from ____________________ Comment/idea from ____________________ Issue

Comment/idea from ____________________ Comment/idea from ____________________

Comment/idea from ____________________ Comment/idea from ____________________ Issue

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Assessment Rubric Template

Name: ______________________________________ Class: ___________ Date: _____________________


Criteria Proficient Very Good Emerging Limited

Assessed by:

Teacher Self Peer

Assessor: ________________________________

Date: ___________________________________

Comments:

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Quality of LifeInstructions: Make a list of what you believe are the most important factors affectingyour quality of life. After, rank them according to how important they are to you. Whatfactors are least important to you? What factors are most important? Share your ideaswith a partner.

Factors Affecting My Quality of Life

Ranking

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

5. __________________________________________________________________

6. __________________________________________________________________

7. __________________________________________________________________

8. __________________________________________________________________

9. __________________________________________________________________

10. __________________________________________________________________

Handout I–1 INTRODUCTION

Name: ______________________________________ Class: ___________ Date: _____________________


Most Important

Least Important

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Identifying PerspectivesInstructions: Summarize the main idea stated by each speaker on pages 6 and 7 of thetextbook. How do their statements about the factors important to their quality of lifecompare with yours?

Name: ______________________________________ Class: ___________ Date: _____________________


My views:

My conclusions:

Quality ofLife

Speaker 3

Speaker 1

Spea

ker 2

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Steps to Spot and Respond to the Issue1. What is the topic about?

• What individuals and groups are most affected by this topic or idea?• What are some points of view and perspectives about the topic or idea?

2. What is the central issue question?• What is the most common or important question asked about the topic?• How does this question affect citizenship, identity and quality of life for you and

others?• Is this particular topic or idea one that cannot be easily “solved” with one clear right

or wrong answer?

3. What’s your first response to the issue?• What is your initial personal opinion on the issue?• What parts of your identity, such as your values and beliefs and how you see the

world or believe it should be, inform your opinion and help you to develop anindividual point of view about the issue?

• What in your experience could inform your opinion and help you to develop anindividual point of view and possibly a collective perspective about the issue?

4. How can you develop a more informed response to the issue?• What additional relevant and reliable sources can you find that will help you to

learn more about the issue? Where can you find these sources?• How can these additional sources help you to develop further understanding and

appreciation of different perspectives and responses to the issue?• What additional background knowledge and research about the issue do you need

to help you understand more about the complexity of the issue and who it affects?

5. What is your informed position on the issue?• What do you believe is your most relevant, supported and informed response to the

issue?• Which reasons, examples and evidence best support your response?• How can you organize the evidence you have collected to best demonstrate your

position about the issue?

6. What action do you need to take on this issue?• How does the issue affect the quality of life, citizenship and identity of you and

other people in Canada?• In what ways can you communicate the importance of the issue and your response

to it to others?


Name: ______________________________________ Class: ___________ Date: _____________________


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What’s your response to the big ideas?Instructions: Refer to page 15 in the textbook. Think about the key inquiry questionsthat you will explore in social studies this year. Consider what you already know aboutthem and write down your ideas. You are not expected to be able to answer each questioncompletely, only to predict and identify what you already know about each one. Then, atthe end of the course, you can check back to see what you learned.

Name: ______________________________________ Class: ___________ Date: _____________________


How do government decisions affect quality of life,citizenship and identity in Canada?

How do health-care services connect to citizenship andquality of life?

How do rights and freedoms affect your identity andquality of life?

How might factors such as identity and citizenship affectyour behaviour as a consumer?

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Getting to Know the TextbookInstructions: Skim and scan your textbook to help you get to know each of the book’sfeatures. Use the organizer below to describe each feature and its function in helping youexplore issues.


Name: ______________________________________ Class: ___________ Date: _____________________


Textbook Feature Description Function

Blue Questions and CriticalThinking Challenge

Spot and Respond to the Issue

Nine on 9

What’s in This Section

What are you looking for?

Your Task

Task Alert!

Did you know?

Connect to the Big Ideas

Profile

Case Study

How To

Chapter Review

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Handout I–6 (page 1 of 2) INTRODUCTION

Word SplashInstructions: Write or sketch ideas or definitions for each of the terms below. Branchout your ideas from each term and draw lines showing how the terms are connected.

Name: ______________________________________ Class: ___________ Date: _____________________


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political system

perspectives

economic system

individual identity

collective identity

citizenship

rights

Handout I–6 (page 2 of 2) INTRODUCTION

Name: ______________________________________ Class: ___________ Date: _____________________


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Handout 1–1 CHAPTER 1

Name: ______________________________________ Class: ___________ Date: _____________________


Teacher Assessment Checklist for Student Learning: Knowledge and Understanding

Chapter 1: How effectively does Canada’s federal political systemgovern Canada for all Canadians?

TIP: Consider developing a student-friendly version of this chart for student self-assessment.

Assessor: _______________________ Date: ___________________________

What the Student Has BeenLearning: Structure ofCanada’s Federal PoliticalSystem

How He/She Is Doing

HE/SHE CAN: Excellent GoodStart

Not ThereYet…

Comments

Examine the structure of Canada’s federalpolitical system to determine the extent towhich political and legislative processesattempt to meet the needs of all Canadians.(9.1.4)

Describe the steps of how laws are passed inthe federal political system. (9.1.4.1)

Evaluate the relationship between theexecutive, legislative and judicial branchesof Canada’s federal political system.(9.1.4.2)

Explain the processes used to determinemembers of parliament (MPs) and senators.(9.1.4.3)

Analyze the ways that members ofparliament and senators are accountable tocitizens. (9.1.4.4)

Describe the role of political parties withinCanada’s federal political system. (9.1.4.5)

Evaluate the role of the media in relation topolitical issues. (9.1.4.6)

Describe the ways lobby groups impactgovernment decision making. (9.1.4.7)

Evaluate the extent to which political andlegislative processes meet the needs of allCanadians. (9.1.4.8)

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Name: ______________________________________ Class: ___________ Date: _____________________


Teacher Assessment Checklist for Student Learning: Skills and Processes

Chapter 1: How effectively does Canada’s federal political systemgovern Canada for all Canadians?

NOTE: For each of these benchmark skills, review the specific skills in the chart on pages 22–24of the teaching resource, and comment on the specific skills you emphasized in this chapter.

Assessor: _______________________ Date: ___________________________

Benchmark skills demonstrated: Skills targeted and comments

Critical thinking and creative thinking

Excellent Good Start Needs Work

Historical thinking


Geographic thinking


Decision making and problem solving


Cooperation, conflict resolution andconsensus building


Age-appropriate behaviour for socialinvolvement as a responsible citizencontributing to his/her community


Applying the research process


Oral, written and visual literacy


Media literacy


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Name: ______________________________________ Class: ___________ Date: _____________________


Self-Assessment Checklist: Persuasive CommunicationInstructions: Before and after your task, think about what you know aboutcommunicating persuasively. Include examples or evidence to show how you use eachskill. Chart your strengths and areas for improvement for the next time you use the skill.

Areas of strength:

Areas for improvement:

I CAN: HOW AM I DOING?

BEFORE THE TASK AFTER THE TASK

Yes NoNot Sure

Examples and/or Evidence

Yes NoNot Sure


1. State my ideasclearly.

2. Determine who myaudience is andwhat their interestsare.

3. Support myposition withevidence.

4. Choose a formatthat mostpersuasivelycommunicates myposition.

5. Organize my pointsin a logical order.

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Name: ______________________________________ Class: ___________ Date: _____________________


Chapter 1 Task—Let’s get started!Instructions: Keep track of the issues about government you read about in Chapter 1and how they can create challenges and opportunities for Canadians. Add examples youfind to the chart below. The examples you collect will help you with your speech.Afterwards, complete the questions below the chart to determine the issue on which youwill develop a more informed response.

In my opinion, the most important issue about government today is…

because…

I would use the system to respond to this issue by…

Inquire Example Example Example

What is the issue aboutCanada’s government?

What challenges andopportunities does the issuecreate for Canadians? Why?

How will you use what youknow about the politicalsystem to respond to theissue?

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Name: ______________________________________ Class: ___________ Date: _____________________


Assessment Rubric: Chapter 1 Task: Write a PersuasiveSpeech

Assessed by:

Teacher Self Peer

Assessor: ________________________________

Date: ___________________________________

Comments:


Understands therelationshipbetween theexecutive,legislative andjudicial branches ofthe federalgovernment.

Demonstrates acomprehensive, richand detailedexplanation of therelationship betweenthe executive,legislative and judicialbranches of thefederal government.

Demonstrates anaccurate explanationof the relationshipbetween theexecutive, legislativeand judicial branchesof the federalgovernment withsome details.

Demonstrates a partialexplanation of therelationship betweenthe executive,legislative and judicialbranches of thefederal governmentwith few details.

Demonstrates asuperficial explanationof the relationshipbetween theexecutive, legislativeand judicial branchesof the federalgovernment with fewor no details.

Understands howthe political andlegislativeprocesses meet theneeds of allCanadians.

Demonstrates acomprehensive, richand detailedexplanation of howthe political andlegislative processesmeet the needs of allCanadians.

Demonstrates anaccurate explanationof how the politicaland legislativeprocesses meet theneeds of all Canadianswith some details.

Demonstrates a partialexplanation of howthe political andlegislative processesmeet the needs of allCanadians with fewdetails.

Demonstrates asuperficial explanationof how the politicaland legislativeprocesses meet theneeds of all Canadianswith few or no details.

Communicates in apersuasive andengaging mannerthrough speeches.

Has a strong attentiongrabber that isappropriate for theaudience. Provides a clear,powerful statement ofthe presenter’sposition. Includes three or morepieces of evidencethat support theposition statement. Information ispresented in a logicalorder.

Has an acceptableattention grabber thatis appropriate for theaudience. Provides a clearstatement of thepresenter’s position. Includes at least threepieces of evidencethat support theposition statement. Information ispresented in a fairlylogical order.

Has an interestingintroduction, but theconnection to thetopic is not clear. Provides a basic andfairly weak statementof the presenter’sposition on the topic.Includes one or twopieces of evidence thatsupport the positionstatement. Informationis presented in aslightly confusingsequence.

Introduction is notrelated to the topic. Provides no positionon the topic. Includesone or no examples.Information lackslogical order and/ororganization.

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Name: ______________________________________ Class: ___________ Date: _____________________


Organizer for Writing a Persuasive SpeechInstructions: Use the organizer on this page to help you organize the content of yourspeech.

Introduction• Introduce the reason for your speech.• State your position.

Good Point• Support your point with facts, evidence and examples.

Better Point • Support your point with facts, evidence and examples.

Strongest Point • Support your point with facts, evidence and examples.

Conclusion• Summarize your position and supporting evidence.

The tools I will use to get my ideas across (e.g., charts, visuals, multimedia, recordings)

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Name: ______________________________________ Class: ___________ Date: _____________________


Reflecting on the TaskInstructions: After you have finished the Chapter 1 task, complete the following self-reflection and goal-setting questions.

1. I can appreciate the various effects of government policies on citizenship and onCanadian society because…

2. Emerging issues about government affect quality of life, citizenship and identity inCanada because…

3. The skills that I think I have improved upon most are… because…

4. The areas that were challenging for me in this task are… because…

5. What I would do differently next time:

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Name: ______________________________________ Class: ___________ Date: _____________________


What is the structure of Canada’s political system?1. Roles and ResponsibilitiesAs you read the chapter, write jot notes in the chart summarizing the key informationabout the roles and responsibilities of the executive, legislative and judicial branches ofgovernment.

2. Based on the readings, write a short paragraph describing the relationship between theexecutive, legislative and judicial branches of government. Consider how their rolesand responsibilities are similar and different.

3. In your opinion, do the political and legislative processes meet the needs ofCanadians? Why or why not? When forming your response, use what you know aboutdeveloping an informed position.

Roles and Responsibilities

Executive Branch

Legislative Branch

Judicial Branch

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Name: ______________________________________ Class: ___________ Date: _____________________


The ABCs of the Electoral ProcessInstructions: At the Nelson website, visit the websites below to find out more aboutCanada’s electoral process. Add your information to the chart below. Then, share asummary of your conclusions with a partner. You can use the information to help developan informed response to the chapter issue or chapter task.

• I Can Vote: A User-Friendly Guide to Voting in Canada• Elections Canada Electoral Districts• Federal Election Trivia• Student Vote

What is the main purpose of democratic elections? How does the voting system work in Canada?

What is the role of the electoral officer? What are the responsibilities of the government in a federalelection?

How do leader debates influence an election? How are members of parliament elected to thegovernment?

Which riding has the most seats? Which one has thefewest?

What is the role of the media in elections?

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Name: ______________________________________ Class: ___________ Date: _____________________


Branching Diagram: What does the legislative branch do?Instructions: Use the branching diagram below to summarize your ideas about theHouse of Commons and Senate.

Role of MPs

Electing MPs

Representation

Role of Senators

Electing Senators

Representation

Legislative Branch

House of Commons Senate

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Name: ______________________________________ Class: ___________ Date: _____________________


The Federal Accountability ActInstructions: Read the article on page 39 about the Federal Accountability Act (FAA) andidentify the main points using the 5 Ws ! H. Then, write a summary statement in yournotebook about the FAA and how laws like the FAA relate to government accountability.

What?

When?

Where?How?

Who?

Why?

Article:

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Handout 1–12 (page 1 of 2) CHAPTER 1

Name: ______________________________________ Class: ___________ Date: _____________________


Law to Fix Election DatesNovember 7, 2006Ottawa

The Conservative government has proposed a law to set, or “fix” federal election datesevery four years. The proposed law received third reading in the House of Commonsyesterday.

Under the current system, the prime minister of a majority government can call anelection at any time within five years of taking power. “The prime minister is able tochoose the date of an election, not based on what is in the best interest of the country,but what is in the interest of his or her party,” says Minster of Justice Rob Nicholson, whointroduced the legislation last May.

With fixed election dates, the timing of general elections would be known by all citizensand political parties four years in advance.

“Fixed election dates stop leaders from trying to manipulate the calendar,” Prime MinisterStephen Harper says. “They level the playing field for all political parties.”

Liberals have questioned the wisdom of changing the current system, which they say hasserved Canada well for 130 years. They say fixed election dates would make the rulingparty less accountable to voters, since the government could do whatever it wantedwithout facing an unexpected election.

— Based on a press release from the Privy Council Office, reporting by CBC and CTV and legislation updates fromthe Parliament of Canada.

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Name: ______________________________________ Class: ___________ Date: _____________________


Detecting BiasInstructions: Practise your skills of detecting bias using the article on the previous page.The following questions will help you pull apart and evaluate information for bias.

1. Who are the writers or speakers?

2. Do they have authority to speak about the subject?

3. Does the information provide facts and evidence?

4. Does it use stereotyping, or appeal to fear or emotion?

5. Does it ignore any people or groups?

6. How does the information fit with what you already know?

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Name: ______________________________________ Class: ___________ Date: _____________________


Assessment Rubric: Detecting Bias

Assessed by:

Teacher Self Peer

Assessor: ________________________________

Date: ___________________________________

Comments:


Determines validityof informationbased on context,bias, source,objectivity,evidence orreliability tobroadenunderstanding of atopic or issue.

Independentlyprovides acomprehensive andinsightful explanationof bias found inresearchedinformation.

Provides a credibleexplanation of biasfound in researchedinformation with somedetails and onlyoccasional assistance.

Provides a fairlyaccurate explanationof bias found inresearchedinformation with a fewdetails. Requiresassistance to detectbias often.

Provides a fairlysuperficial explanationof bias found inresearchedinformation with fewor no details. Hasdifficultyindependentlyidentifying bias insources.

Analyzes the impactof television,Internet, radio andprint media on aparticular currentaffairs issue.

Demonstrates acomprehensive, richand detailedexplanation of howbias can be found inmedia reports.

Demonstrates anaccurate explanationof how bias can befound in mediareports with somedetails.

Demonstrates a partialexplanation of howbias can be found inmedia reports withfew details.

Demonstrates asuperficial explanationof how bias can befound in mediareports with few or nodetails.

Communicates in apersuasive andengaging mannerthrough speeches,multimediapresentations andwritten and oralreports, takingparticularaudiences intoconsideration.

Has strong visual andcreative appeal that isappropriate for theaudience.Provides clear,powerful evidence ofthe presenter’sposition.Information ispresented in a logicalorder.

Has excellent visualappeal that isappropriate for theaudience.Provides someevidence of thepresenter’s position.Information ispresented in a fairlylogical order

Introduction has basicappeal, but theconnection to theaudience is not clear.Provides fairly weakevidence of thepresenter’s position.Information ispresented in a slightlyconfusing sequence.

Has very little visualappeal.Provides no positionon the topic.Includes one or noexamples.Information lackslogical order and/ororganization.

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Name: ______________________________________ Class: ___________ Date: _____________________

Teacher Assessment Checklist for Student Learning:Knowledge and Understanding

Chapter 2: To what extent is the justice system fair and equitable foryouth?


Assessor: _______________________ Date: ___________________________

What the Student Has BeenLearning: Canada’s JusticeSystem and Its Effecton Youth

How He/She Is Doing


Not ThereYet…

Comments

Analyze the role citizens and organizationsplay in Canada’s justice system. (9.1.5)

Evaluate how citizens and organizationsparticipate in Canada’s justice system: Juryduty; Knowing the law; Advocacy; JohnHoward Society; Elizabeth Fry Society(9.1.5.1)

Analyze citizens’ legal roles and theirresponsibilities. (9.1.5.2)

Evaluate the intent and effectiveness of theYouth Criminal Justice Act. (9.1.5.3)


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Name: ______________________________________ Class: ___________ Date: _____________________



Chapter 2: To what extent is the justice system fair and equitable foryouth?


Assessor: _______________________ Date: ___________________________




Historical thinking


Geographic thinking












Media literacy


01ABSS_G9 9/12/08 2:02 PM Page 33


Name: ______________________________________ Class: ___________ Date: _____________________


Personal GlossaryInstructions: Research important vocabulary using the textbook or an online or printdictionary. Write a definition for each term in your own words, add an example and drawa picture illustrating the term.

Word

Meaning Example Picture

Word


Word


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Name: ______________________________________ Class: ___________ Date: _____________________


Self-Assessment Checklist: Determining Validity andAuthority of InformationInstructions: Before and after your task, think about what you know about determiningvalidity and authority of information. Include examples or evidence to show how you useeach skill. Chart your strengths and areas for improvement for the next time you use theskill.

Areas of strength:




Yes NoNot Sure


Yes NoNot Sure


1. Determine if thespeaker hasexperience orqualifications tospeak about thetopic.

2. Find out if theinformation comesfrom a reputablesource.

3. Determine if thesource is statingfacts, opinions orbias on a topic orissue.

4. Determine if thesource/informationis presenting abalance of viewsand perspectives.

5. Determine if thesource/informationmeets my researchneeds.

01ABSS_G9 9/12/08 2:02 PM Page 35


Name: ______________________________________ Class: ___________ Date: _____________________


Chapter 2 Task—Let’s get started!Instructions: As part of your Chapter 2 task you will be evaluating your position on theissue question before and after your research. Use the chart below to help you organizeand collect your research and reflections.

Should the justice system be harder on youths who commit crimes?

Part A Part B

Before Research After Research What Happened

My initial position: This is what I found out: My position has: ChangedStayed the same

Reasons: My position on the issue now: Reasons:

Research Notes:

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Name: ______________________________________ Class: ___________ Date: _____________________


Determining Validity and Authority of InformationInstructions: Use these activities to gather information to support your position on thechapter task issue, “Should the justice system be harder on youths who commit crimes?”Use the checklist to help determine the validity and authority of information you gather.

Checklist Interview a family orcommunity memberfor their opinions onwhether the justicesystem should beharder on youths who commit crimes.

Scan local andnational newspapersfor informationrelated to youthjustice issues.

Conduct a search ofwebsites and blogsdealing with the YCJAand youth crime.

Findings

1. Does the speakerhave experienceor qualificationsto speak aboutthe topic?

2. Does theinformationcome from areputable source?

3. Does the source/informationrepresentbalanced pointsof view andperspectives?

4. Does the source/information meetmy researchneeds?

Conclusions

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Name: ______________________________________ Class: ___________ Date: _____________________


Assessment Rubric: Chapter 2 Task: Create a MultimediaPresentation

Assessed by:

Teacher Self Peer

Assessor: ________________________________

Date: ___________________________________

Comments:


Understands howcitizens andorganizationsparticipate inCanada’s justicesystem.

Demonstrates acomprehensive, richand detailedexplanation of howcitizens andorganizationsparticipate in Canada’sjustice system.

Demonstrates anaccurate explanationof how citizens andorganizationsparticipate in Canada’sjustice system withsome details.

Demonstrates a partialexplanation of howcitizens andorganizationsparticipate in Canada’sjustice system withfew details.

Demonstrates asuperficial explanationof how citizens andorganizationsparticipate in Canada’sjustice system withfew or no details.

Understandscitizens’ legal rolesandresponsibilities.

Demonstrates acomprehensive, richand detailed analysisof citizens’ legal rolesand responsibilities.

Demonstrates anaccurate analysis ofcitizens’ legal rolesand responsibilitieswith some details.

Demonstrates a partialanalysis of citizens’legal roles andresponsibilities withfew details.

Demonstrates asuperficial analysis ofcitizens’ legal rolesand responsibilitieswith few or no details.

Understands theintention of theYouth CriminalJustice Act.

Demonstrates acomprehensive, richand detailedexamination of theYouth Criminal JusticeAct.

Demonstrates acomprehensive, richand detailedexamination of theYouth Criminal JusticeAct with some details.

Demonstrates a partialexamination of theYouth Criminal JusticeAct with few details.

Demonstrates asuperficialexamination of theYouth Criminal JusticeAct with few or nodetails.

Reflects on changesof perspective oropinion based oninformationgathered andresearchconducted.

Clearly articulatesposition before andafter research.Carefully re-examinesearlier thinking andexplains why and howinitial position haschanged.Demonstrates anincreasedunderstanding of thedepth and complexityof an issue.

Explains positionbefore and afterresearch very well.Mostly re-examinesearlier thinking andexplains why and howinitial position haschanged.Demonstrates animprovedunderstanding of thedepth and complexityof an issue.

Sometimes explainsposition before andafter research. Needscoaching to re-examine earlierthinking and explainwhy and how positionhas changed.Understands thatthere are more sidesto the issue, but hasdifficulty articulatingthem.

Demonstrates littleawareness of ownposition on an issue.

01ABSS_G9 9/12/08 2:02 PM Page 38


Name: ______________________________________ Class: ___________ Date: _____________________



1. I can appreciate the various effects of government policies about youth justicebecause…

2. Emerging issues about youth justice and the Youth Criminal Justice Act impact qualityof life, citizenship and identity in Canada because…




01ABSS_G9 9/12/08 2:02 PM Page 39


Name: ______________________________________ Class: ___________ Date: _____________________


How to Read a Political CartoonInstructions: Analyze and summarize the key messages of political cartoons you findusing the questions below.

Questions toAsk

Example Example Example Example

What is your reactionto the politicalcartoon?

What is the main idea?

How are thecharactersrepresented?

How do the symbolsor objects contributeto the main idea?

What is the mainmessage?

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Name: ______________________________________ Class: ___________ Date: _____________________


Assessment Rubric: Creating a Political Cartoon

Assessed by:

Teacher Self Peer

Assessor: ________________________________

Date: ___________________________________

Comments:


Demonstrates theability to analyzecurrent affairsfrom multipleperspectives.

Demonstrates acomprehensive, richand detailed analysisof multipleperspectives found incurrent affairsinformation.

Demonstrates anaccurate explanationof multipleperspectives found incurrent affairsinformation with somedetails.

Demonstrates a partialexplanation ofmultiple perspectivesfound in current affairsinformation with fewdetails.

Demonstrates asuperficial explanationof multipleperspectives found incurrent affairsinformation with fewor no details.

Examines thevalues, lifestylesand viewsrepresented in amedia message.

Demonstrates acomprehensive, richand detailedexplanation of viewsrepresented in amedia message.

Demonstrates anaccurate explanationof views representedin a media messagewith some details.

Demonstrates a partialexplanation of viewsrepresented in amedia message withfew details.

Demonstrates asuperficial explanationof views representedin a media messagewith few or no details.

Communicates in apersuasive andengaging mannerthrough speeches,multimediapresentations andwritten and oralreports.

Has a strong captionthat is appropriate forthe audience. Providesa clear, powerfulsketch of thepresenter’s position.Information ispresented in a logicalorder.

Has an acceptablecaption that isappropriate for theaudience. Provides aclear sketch of thepresenter’s position.Information ispresented in a fairlylogical order.

Has an interestingcaption, but theconnection to thetopic is not clear.Provides a basic andfairly weak sketch ofthe presenter’sposition on the topic.Information ispresented in a slightlyconfusing sequence.

Caption is not relatedto the topic. Providesno sketch on thetopic. Informationlacks logical orderand/or organization.

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Name: ______________________________________ Class: ___________ Date: _____________________


Chapter 3: How effectively does Canada’s Charter of Rights andFreedoms protect your individual rights?


Assessor: _______________________ Date: ___________________________

What the Student Has BeenLearning: Charter of Rightsand Freedoms: IndividualRights

How He/She Is Doing


Not ThereYet…

Comments

Critically assess the impact of the CanadianCharter of Rights and Freedoms on thelegislative process in Canada. (9.1.6)

Identify ways that the Canadian Charter ofRights and Freedoms fosters recognition ofindividual rights in Canada. (9.1.6.1)

Evaluate ways that the Canadian Charter ofRights and Freedoms supports individuals inexercising their rights. (9.1.6.2)

Evaluate the ways that the CanadianCharter of Rights and Freedoms affectsconditions in the workplace (i.e., issues ofgender, age, race, religion). (9.1.6.3)

Assess the relationship between the rightsguaranteed in the Canadian Charter ofRights and Freedoms and the responsibilitiesof Canadian citizens. (9.1.6.4)


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Name: ______________________________________ Class: ___________ Date: _____________________



Chapter 3: How effectively does Canada's Charter of Rights andFreedoms protect your individual rights?


Assessor: _______________________ Date: ___________________________




Historical thinking


Geographic thinking












Media literacy


01ABSS_G9 9/12/08 2:02 PM Page 43


Name: ____________________________________ Class:_________ Date: __________________


Self-Assessment Checklist: Skillful Decision Making andProblem SolvingInstructions: Before and after your task, think about what you know about skillfuldecision making and problem solving. Include examples or evidence to show how you useeach skill. Chart your strengths and areas for improvement for the next time you use theskill.

Areas of strength:




Yes NoNot Sure


Yes NoNot Sure


1. Identify a problemor issue andexplain it in myown words.

2. Think ofalternatives to theproblem or issueand theconsequences ofeach alternative.

3. Choose the bestoption.

4. Take appropriateaction andinitiative, whenrequired, indecision-makingand problem-solving scenarios.

5. Evaluate the resultsof my decision andits effects onothers.

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Name: ____________________________________ Class:_________ Date: __________________


Chapter 3 Task—Let’s get started!Instructions: As part of your Chapter 3 task you will be identifying issues and examplesin the chapter where individuals faced a challenge and made a choice to exercise theirindividual rights and freedoms. Use the chart below to help you organize the examplesyou find.

What is the issue orproblem?

Issue/Example Issue/Example Issue/Example

What individual rights andfreedoms are involved?

What views and perspectivesare involved?

Why is the issue important?For whom?

How does it affect quality oflife and citizenship for allCanadians?

What action was taken onthe issue? What actionshould be taken?

Where can you get moreinformation?

What action has been takenon the issue? What actionshould be taken?

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Name: ______________________________________ Class: ___________ Date: _____________________


Steps to Skillful Decision Making and Problem Solving

Instructions: Use these activities to practise skillful decision making and problem solving.

Problem A You and your friends arewalking on the street and arestopped and searched by apolice officer.

Problem BYou are a Canadian citizenwith a valid passport flying tovisit family in another country.You are stopped at airportsecurity and not permitted toleave Canada.

OtherBrainstorm with a partner forother situations affecting yourindividual rights and freedomswhere problems could arise.

What problems couldarise from this situation?

What individual rightsand freedoms have beeninfringed upon orprotected? Why?

Who is this a problemfor?

Why is a decision for thisproblem necessary?

What are some possiblesolutions?

What would yourdecision be if you werein this situation?

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Name: ______________________________________ Class: ___________ Date: _____________________


Organizer for Preparing an Informal DebateInstructions: Use these steps to help you prepare for an informal debate.

Steps Notes

1. Research your topic.

2. Choose a side and decide on yourposition.

3. Prepare and research evidencesupporting your position.

4. Organize your argument in anengaging and persuasive manner.

5. Consider how others will argue theirside of the issue.

6. Consider your response to otherswho oppose your position.

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Name: ______________________________________ Class: ___________ Date: _____________________


Assessment Rubric: Chapter 3 Task: Participate in anInformal DebateCriteria Proficient Very Good Emerging Limited

Understands theways the CanadianCharter of Rightsand Freedomsfosters recognitionof individual rightsin Canada.

Demonstrates acomprehensive, richand detaileddescription of the waysthe Canadian Charterof Rights and Freedomsfosters recognition ofindividual rights inCanada.

Demonstrates anaccurate description ofthe ways the CanadianCharter of Rights andFreedoms fostersrecognition ofindividual rights inCanada with somedetails.

Demonstrates a partialdescription of theways the CanadianCharter of Rights andFreedoms fostersrecognition ofindividual rights inCanada with fewdetails.

Demonstrates asuperficial descriptionof the ways theCanadian Charter ofRights and Freedomsfosters recognition ofindividual rights inCanada with limitedor no details.

Understands howthe CanadianCharter of Rightsand Freedomssupportsindividuals inexercising theirrights.

Demonstrates acomprehensive, richand detailedexplanation of how theCanadian Charter ofRights and Freedomssupports individuals inexercising their rights.

Demonstrates anaccurate explanationof how the CanadianCharter of Rights andFreedoms supportsindividuals inexercising their rightswith some details.

Demonstrates a partialexplanation of howthe Canadian Charterof Rights andFreedoms supportsindividuals inexercising their rightswith few details.

Demonstrates asuperficial explanationof how the CanadianCharter of Rights andFreedoms supportsindividuals in exercisingtheir rights with limitedor no details.

Understands therelationshipbetween the rightsguaranteed in theCanadian Charterof Rights andFreedoms and theresponsibilities ofCanadian citizens.

Demonstrates acomprehensive, richand detailed analysisof the relationshipbetween the rightsguaranteed in theCanadian Charter ofRights and Freedomsand the responsibilitiesof Canadian citizens.

Demonstrates anaccurate analysis ofthe relationshipbetween the rightsguaranteed in theCanadian Charter ofRights and Freedomsand the responsibilitiesof Canadian citizenswith some details.

Demonstrates a partialanalysis of therelationship betweenthe rights guaranteedin the CanadianCharter of Rights andFreedoms and theresponsibilities ofCanadian citizens withfew details.

Demonstrates asuperficial analysis ofthe relationshipbetween the rightsguaranteed in theCanadian Charter ofRights and Freedomsand the responsibilitiesof Canadian citizenswith limited or nodetails.

Makes decisionsand solvesproblems

Proficiently identifiesproblems/issuesrelated to theresponsibilities ofcitizens in recognizingand protectingindividual rights andfreedoms.

Effectively identifiesproblems/issuesrelated to theresponsibilities ofcitizens in recognizingand protectingindividual rights andfreedoms.

Identifies someproblems/issuesrelated to theresponsibilities ofcitizens in recognizingand protectingindividual rights andfreedoms.

Has difficultyidentifyingproblems/issues relatedto the responsibilitiesof citizens inrecognizing andprotecting individualrights and freedoms.

Assessed by:

Teacher Self Peer

Assessor: ________________________________

Date: ___________________________________

Comments:

01ABSS_G9 9/12/08 2:02 PM Page 48


Name: ______________________________________ Class: ___________ Date: _____________________



1. I can appreciate the impact that the Canadian Charter of Rights and Freedoms has onindividual rights in Canada because…

2. Emerging issues about the relationship between Charter rights and the responsibilitiesof citizens impact quality of life, citizenship and identity in Canada because…




01ABSS_G9 9/12/08 2:02 PM Page 49


Name: ______________________________________ Class: ___________ Date: _____________________


How to Analyze Cause and EffectInstructions: Alone, in pairs or in small groups, use the questions to analyze the causesand effects related to legislation affecting individuals and groups in Canada’s past.Research information about the legislation to help you answer the questions. Then, writea paragraph summarizing your conclusions.

Think:• What events, values and attitudes contributed to the government action?• What clues can you find in the information that help you identify causes?• What happened after the event?• Rank the causes and effects in order of importance or impact.• How does the intent of the government’s action compare with the results?

My conclusions:

Causes Effects

Passing of the Indian Act.

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Name: ______________________________________ Class: ___________ Date: _____________________


How to Analyze Cause and Effect (continued)


My conclusions:

Causes Effects

Government legislation states thatwomen do not have the right to

vote in elections.

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Name: ______________________________________ Class: ___________ Date: _____________________


How to Analyze Cause and Effect (continued)


My conclusions:

Causes Effects

Passing of the Ukrainian OriginRecognition Act.

01ABSS_G9 9/12/08 2:02 PM Page 52


Name: ______________________________________ Class: ___________ Date: _____________________


Assessment Rubric: Explaining Cause and Effect


Critically evaluatesideas, informationand positions frommultipleperspectives.

Demonstrates acomprehensive, richand detailedevaluation of multipleperspectives found ininformation.

Demonstrates anaccurate explanationof multipleperspectives found ininformation with somedetails.

Demonstrates a partialexplanation ofmultiple perspectivesfound in informationwith few details.

Demonstrates asuperficial explanationof multipleperspectives found ininformation with fewor no details.

Analyzes selectedissues andproblems from thepast, placingpeople and eventsin a context oftime and place.

Demonstrates acomprehensive, richand detailed analysis ofthe historical contextof issues and problemsfrom the past.

Demonstrates anaccurate analysis ofthe historical contextof issues and problemsfrom the past withsome details.

Demonstrates a partialanalysis of thehistorical context ofissues and problemsfrom the past with fewdetails.

Demonstrates asuperficial analysis ofthe historical contextof issues and problemsfrom the past with fewor no details.

Distinguishescause, effect,sequence andcorrelation inhistorical eventsand issues.

Demonstrates acomprehensive, richand detailedexplanation of therelationships betweencause, effect,sequence andcorrelation in historicalevents and issues.

Demonstrates anaccurate explanationof the relationshipsbetween cause, effect,sequence andcorrelation in historicalevents and issues withsome details.

Demonstrates a partialexplanation of therelationships betweencause, effect,sequence andcorrelation in historicalevents and issues withfew details.

Demonstrates asuperficial explanationof the relationshipsbetween cause, effect,sequence andcorrelation in historicalevents and issues withfew or no details.

Communicates in apersuasive andengaging mannerthrough speeches,multimediapresentations andwritten and oralreports.

Has strong visual andcreative appeal that isappropriate for theaudience. Providesclear, powerfulevidence of thepresenter’s position.Information ispresented in a logicalorder.

Has excellent visualappeal that isappropriate for theaudience. Providessome evidence of thepresenter’s position. Information ispresented in a fairlylogical order.

Introduction has basicappeal, but theconnection to theaudience is not clear.Provides fairly weakevidence of thepresenter’s position.Information ispresented in a slightlyconfusing sequence.

Has very little visualappeal. Provides noposition on the topic.Includes one or noexamples. Informationlacks logical orderand/or organization.

Assessed by:

Teacher Self Peer

Assessor: ________________________________

Date: ___________________________________

Comments:

01ABSS_G9 9/12/08 2:02 PM Page 53


Name: ______________________________________ Class: ___________ Date: _____________________


Chapter AnalysisInstructions: Think about what you learned in this chapter. Complete the chapteranalysis below to help you review the big ideas.

What are the big ideas of the chapter? Write a summary of the chapter in your own words.

Draw a sketch illustrating the chapter issue.

List at least five facts and evidence from the chapter. List at least five key words.

This issue is important today/not important today because…

01ABSS_G9 9/12/08 2:02 PM Page 54


Name: ______________________________________ Class: ___________ Date: _____________________



Chapter 4: To what extent has Canada affirmed collective rights?


Assessor: _______________________ Date: ___________________________

What the Student Has BeenLearning: Charter of Rightsand Freedoms: CollectiveRights

How He/She Is Doing


Not ThereYet…

Comments

Assess how the increased demand forrecognition of collective rights has impactedthe legislative process in Canada. (9.1.7)

Evaluate the ways the Canadian Charter ofRights and Freedoms fosters recognition ofcollective rights in Canada. (9.1.7.1)

Evaluate the ways the Canadian Charter ofRights and Freedoms meets the needs ofFrancophones in minority settings. (9.1.7.2)

Explain the extent to which the CanadianCharter of Rights and Freedoms meets theneeds of Francophones in Québec. (9.1.7.3)

Explain the extent to which federal andprovincial governments support andpromote the rights of official languageminorities in Canada. (9.1.7.4)

Identify how the Indian Act recognizes thestatus and identity of Aboriginal peoples.(9.1.7.5)

Identify how legislation such as Treaty 6,Treaty 7 and Treaty 8 recognizes the statusand identity of Aboriginal peoples. (9.1.7.6)

Assess how governments recognize Métiscultures and rights through legislation (i.e.,treaties, governance, land claims, Métissettlements in Alberta). (9.1.7.7)

01ABSS_G9 9/12/08 2:02 PM Page 55


Name: ______________________________________ Class: ___________ Date: _____________________



Chapter 4: To what extent has Canada affirmed collective rights?


Assessor: _______________________ Date: ___________________________




Historical thinking


Geographic thinking












Media literacy


01ABSS_G9 9/12/08 2:02 PM Page 56


Name: ______________________________________ Class: ___________ Date: _____________________


Self-Assessment Checklist: Analyzing Historical ContextInstructions: Before and after your task, think about what you know about analyzinghistorical context. Include examples or evidence to show how you use each skill. Chartyour strengths and areas for improvement for the next time you use the skill.

Areas of strength:




Yes NoNot Sure


Yes NoNot Sure


1. Identify the pointsof view andperspectives of thesource.

2. Compareinformation to seehow differentperspectives arerelated.

3. Identify the valuesand norms of theperiod.

4. Draw conclusionsbased on thehistorical context.

5. Make judgementsabout presentevents based onstories of the past.

01ABSS_G9 9/12/08 2:02 PM Page 57


Name: ______________________________________ Class: ___________ Date: _____________________


Chapter 4 Task—Let’s get started!Instructions: For the Chapter 4 task you will analyze the impact of collective rights onthe identity of Canadians as a whole. As you read the chapter, search for the answers tothe questions below. They will help you to understand how collective rights impact allCanadians.

1. As described in this chapter, what are collective rights?

2. Which groups hold collective rights?

3. What legislation establishes collective rights of groups in Canada?

4. Why do some groups have collective rights and not others?

5. Why are collective rights important to all Canadians?

6. How do collective rights, in the past and today, define who we are as Canadians?

01ABSS_G9 9/12/08 2:02 PM Page 58


Name: ______________________________________ Class: ___________ Date: _____________________


Analyzing Historical ContextInstructions: Choose one of the pieces of legislation found in Chapter 4 and research itin depth. Use the questions to help you analyze the historical context. Consider how youwill use the information for your chapter task.

Inquiry Research Notes

1. What was the intent of thelegislation?

2. How did the legislation affirmcollective rights in the past?

3. How did values and attitudes at thetime compare to today?

4. To what extent has the federalgovernment affirmed collectiverights in the legislation over time?

5. How does the legislation affectcitizenship and identity today?

01ABSS_G9 9/12/08 2:02 PM Page 59


Name: ______________________________________ Class: ___________ Date: _____________________


Assessment Rubric: Chapter 4 Task: Create a Display onCollective Rights


Understands howcollective rightshave impacted thelegislative process.

Demonstrates acomprehensive, richand detailedexplanation of howcollective rights haveimpacted thelegislative process.

Demonstrates anaccurate explanationof how collectiverights have impactedthe legislative processwith some details.

Demonstrates a partialexplanation of howcollective rights haveimpacted thelegislative process withfew details.

Demonstrates asuperficial explanationof how collectiverights have impactedthe legislative processwith few or no details.

Understands theways that theCanadian Charterof Rights andFreedoms fosterscollective rights inCanada.

Demonstrates acomprehensive, richand detailedexplanation of theways that theCanadian Charter ofRights and Freedomsfosters collective rightsin Canada.

Demonstrates anaccurate explanationof the ways that theCanadian Charter ofRights and Freedomsfosters collective rightsin Canada with somedetails.

Demonstrates a partialexplanation of theways that theCanadian Charter ofRights and Freedomsfosters collective rightsin Canada with fewdetails.

Demonstrates asuperficial explanationof the ways that theCanadian Charter ofRights and Freedomsfosters collective rightsin Canada with few orno details.

Historical Thinking Provides acomprehensive,detailed and insightfulanalysis of legislationin historical context.

Provides a detailedand thoughtfulanalysis of legislationin historical context.

Provides a simpleanalysis of legislationin historical context.

Provides a limited orincorrect analysis oflegislation in historicalcontext.

Research andInformation

Draws insightful,credible conclusionsthat are based on avariety of information.Expertly organizes andpresents informationfrom a wide variety ofsources.

Draws logicalconclusions that arebased on a variety ofinformation. Effectivelyorganizes a widevariety of informationthat is mostly clear.

Draws partially logicalconclusions that arebased on someinformation. Someorganization isconfusing.

Conclusions lackdepth or are missing.More effort inorganizinginformation isrequired.

Assessed by:

Teacher Self Peer

Assessor: ________________________________

Date: ___________________________________

Comments:

01ABSS_G9 9/12/08 2:02 PM Page 60


Name: ______________________________________ Class: ___________ Date: _____________________



1. I can appreciate the impact that the Canadian Charter of Rights and Freedoms has oncollective rights in Canada because…

2. Emerging issues about collective rights impact quality of life, citizenship and identityin Canada because…




01ABSS_G9 9/12/08 2:02 PM Page 61


Name: ______________________________________ Class: ___________ Date: _____________________


Timeline of Two Views of the Numbered TreatiesInstructions: Read the information on pages 128 to 135. Write jot notes summarizing andcomparing the two views on the Numbered Treaties along the timeline. Include in yournotes the name of the Treaty you are referring to (e.g., on these pages, Treaty 6, 7 or 8),which First Nations’ perspectives (names of nations) and government perspectives (names ofpeople) are involved and the specific date in the timeline that goes with each perspective,idea or event. If you need further support, you can go to the Nelson website and link to theTreaties 6, 7 and 8 websites and the Indian and Northern Affairs Canada website.

Perspective: First Nations

Views: Canadian Government

Date Source Main Ideas Affirms First Nations’collective rights?Yes/No? Why?

Date Source Main Ideas Affirms First Nations’collective rights?Yes/No? Why?

01ABSS_G9 9/12/08 2:02 PM Page 62


Name: ______________________________________ Class: ___________ Date: _____________________


How to Identify and Analyze Information Sources

Questions to Ask Example Example

Is the source primary orsecondary?

Is the source reliable andknowledgeable about thesubject? How do you know?

When was the source created?

What does the source tell youabout collective rights?

01ABSS_G9 9/12/08 2:02 PM Page 63


Name: ______________________________________ Class: ___________ Date: _____________________


Assessment Rubric: Analyzing Information Sources


Determines validityof informationbased on context,bias, source,objectivity, evidenceor reliability tobroadenunderstanding of atopic or issue.

Independentlyprovides acomprehensive andinsightful explanationof bias found inresearch information.

Provides a credibleexplanation of biasfound in researchinformation with somedetails and onlyoccasional assistance.

Provides a fairlyaccurate explanationof bias found inresearch informationwith a few details.Requires assistance todetect bias often.

Provides a fairlysuperficial explanationof bias found inresearch informationwith few or no details.Has difficultyindependentlyidentifying bias insources.

Assembles andorganizes differentviewpoints in orderto assess theirvalidity.

Consistently andindependentlyaccesses a broadvariety of viewpointsand organizes themaccording to relevanceand validity.

Mostly accesses abroad variety ofviewpoints andorganizes themaccording to relevanceand validity.

Accesses a broadvariety of viewpointsand organizes themaccording to relevanceand validity with someassistance.

Has difficultyorganizing viewpointsaccording to relevanceand validity. Requiresassistance often.

Integrates andsynthesizes conceptsto provide aninformed point ofview on a researchquestion or an issue.

Provides a clearlyarticulated andcomprehensiveposition supported byresearch and evidence.

Provides a credibleposition supported bysome research andevidence.

Provides a fairlyaccurate positionsupported by a fewpieces of evidence.

Provides a superficialposition that is notsupported by researchand evidence.

Draws conclusionsbased uponresearch andevidence.

Consistently andindependentlyformulates conclusionsbased on relationshipsand patterns withinresearch.

Independentlyformulates conclusionsbased on relationshipsand patterns withinresearch most of thetime.

Formulatesconclusions based onrelationships andpatterns withinresearch withassistance.

Has difficulty drawingconclusions based onrelationships andpatterns withinresearch. Requiresassistance often.

Assessed by:

Teacher Self Peer

Assessor: ________________________________

Date: ___________________________________

Comments:

01ABSS_G9 9/12/08 2:02 PM Page 64

Documents

01ABSS G9 9/12/08 2:02 PM Page 1 HANDOUTS · G-6 Assessment Rubric Template INTRODUCTION I-1 Quality of Life ... 2-7 Assessment Rubric: Chapter 2 Task—Create a Multimedia Presentation