DISSERTATION FINALE EN CLASSE SOMMATIVE DU COURS 10e

DISSERTATION FINALE EN CLASSE
SOMMATIVE DU COURS
10e L’HISTOIRE DU CANADA: DE LA PGM AU PRÉSENT
LE VENDREDI 16 JANVIER 2015
NOM: ________________________________________________
À travers le semestre nous avons examiné le dernier siècle du
Canada (1915- 2015) et les évènements, les personnes et les
tendances qui nous ont formés comme nation.
En rétrospection, quelles sont les 3 leçons les plus importantes
que le Canada a apprises (ou en toujours en train d’apprendre)
qui ont créé le Canada moderne? Considère des idées sociales,
politiques et économiques dans ta réponse.
Ta réponse devrait être en format de dissertation formelle. Vérifie bien que
tu utilises des preuves pertinentes bien choisies qui servent d’arguments
qui appuient le point de vue que tu exprimes. Ta dissertation devrait
inclure une introduction qui introduit dans une manière intéressante et
claire le sujet qui sera discuté. N’oublie pas d’inclure l’énoncé de thèse
(ce que tu voudrais prouver) dans l’introduction, trois paragraphes de
corps qui présentent tes arguments en employant des exemples
spécifiques comme preuves et une conclusion efficace qui résume et
renforce ton point du vue. Ta réponse devrait être à double interligne.
Achievement
Criteria
Knowledge/
Understanding
Thinking/Inquiry
& Application
Communication
(Accuracy of
writing)
LEVEL 4
Uses relevant historical terms
precisely
LEVEL 3
LEVEL 2
LEVEL 1
Uses relevant historical terms Makes some use of historically Makes limited use of relevant
relevant terms
historical terms
Thorough, accurate information Accurate information about
about the topic and context for the topic and context for
Canadian history
Canadian history
Some information about the
Limited information about the
topic and context for Canadian topic and context for
history
Canadian history
Thesis clearly presents a
Thesis clearly presents an
sophisticated, arguable point of arguable point of view.
view.
Thesis presents a point of view Thesis has limited clarity and
with some clarity.
is ambiguous.
Arguments are developed to
Arguments are developed to Arguments are developed to
reflect historical thinking skills reflect historical thinking skills reflect historical thinking skills
with a high degree of logic and with logic and insight
with some logic and insight
insight
Arguments are stated rather
than developed
Thorough supporting research, Moderate supporting
evidence and examples
research, evidence and
examples
Limited supporting research,
evidence and examples
Message is very clear and
detailed. There are few to no
spelling or grammar errors.
(introduction, body, Essay follows a well
conclusion)
organized plan and student
has produced a piece of work
that demonstrates
the quality and care required
for the essay format.
Some supporting research,
evidence and examples
Message is clear. There are Message is clear but
some grammar and spelling spelling and typing
errors but they do not
errors are still
interfere with communication. frequent.
Careless writing detracts
from the message. There are
many spelling and grammar
errors.
Essay follows a well
Work shows some
organized plan and student aspects of
has produced a piece of work quality and care
that demonstrates
required for the
the quality and care required essay format.
for the essay format.
Work shows limited respect
for the quality and care
required for the essay format.