Teacher: Nazmeen Khan Syeda
Madinatul Uloom Academy
Grade 10 – Canadian History – CHC2D
Assessment of Learning: Student product/ Conversation/
CULMINATING TASK
Student’s Name: _______________________ Grade: ____________________
Marks obtained: _________________/40 Percent: __________________________
Level of Performance_____________________ Parent’s Sign: _____________________
Assignment Information
This assignment is worth 10% of your overall grade based on teacher observation conversation and student
product. It covers the following overall curriculum expectations and to be evaluated in the four achievement
category mentioned below. Please follow these instructions.
Your goal is to be able to present a scrapbook/PowerPoint Presentation
Overall Expectations:
Success Criteria: Students can
A1. Historical Inquiry: use the historical inquiry process and the concepts of historical
thinking when investigating aspects of Canadian history since 1914.
A2. Developing Transferable Skills: apply in everyday contexts skills developed through
historical investigation, and identify some careers in which these skills might be useful.
select and organize relevant evidence, data, and information on issues, events, and/or
developments of Historical importance from a variety of primary and secondary sources for
the period of 1914to the present.
- Manage time and submit rough draft
-Use computer skills to present neat work using IT tools as needed.
-Use literacy skills to ensure important points are high- lighted as needed
Knowledge / Thinking/ Inquiry Communication Application Total
understanding
25% 25% 25% 25% 100%
10 10 10 10 /40
Teacher: Sr. Nazmeen Khan Syeda
CHC2D Culminating Activity
Task:
For this assignment you are to find a Canadian or Canadian event
that occurred in each decade from 1910-2010. You are to create a
scrapbook page for each decade with information on the person or event.
Step One Person or Event
Choose a person (Canadian) or event from
each decade to create a scrapbook page on.
That means you need to have a page for
each:
1910-1919
1920-1929
1930-1939
1940-1949
1950-1959
1960-1969
1970-1979
1980-1989
1990-1999
2000-2010
Step Two Research
Once you have chosen your person or event
for each decade you can begin your
research. You must include:
Background on the event or person
What they did or what occurred in the
event
Why this event is significant
Make sure you write down the information
for your sources to include in your
bibliography. Your bibliography must be in
Chicago style formatting (see the handouts
found in your ISP section).
Teacher: Sr. Nazmeen Khan Syeda
**DO NOT USE WIKIPEDIA**
**You must have at least 5 sources**
Step Three Personal Impact
One of the people or events you choose
should have had some kind of impact on
your life (i.e. if your grandfather stormed
the beach on D-Day). At the end of the
scrapbook you are to include a one page
reflection on how at least one of the events
or people has affected your family.
Step Four Create Your Scrapbook
You can chose whatever format you would
like to use to present your scrapbook (i.e.
powerpoint, imovie, etc.). As long as I can
open it and read/see it you can use that
format. PowerPoint is probably the best
option as I can always open them and you
can do a slide for every decade.
Step Five Revise
Reread your information. Make sure you
have all the components of the project and
that there are no mechanics errors.
Step Six Submit your project
Rough Draft Submission: June 6th, 2022
Due Date: June 13th, 2022
Teacher: Sr. Nazmeen Khan Syeda
CHC2D Culminating Activity Evaluation
Level 4 Level 3 Level 2 Level 1
Knowledge/Understanding All the Most of the Some of the Very little of
(K) information information information the
10 in the in the in the information
scrapbook scrapbook scrapbook in the
was accurate was accurate was accurate scrapbook
was accurate
Thinking/Inquiry Makes Makes Makes Makes
(T/I) connections connections connections connections
between the between the between the between the
topic and it’s topic and its topic and its topic and its
10 impact on impact on impact on impact on
Canada with Canada with Canada with Canada with
a high considerable some limited
degree of effectiveness effectiveness effectiveness
effectiveness
Application Makes Makes Makes Makes
(A) connections connections connections connections
5 between the between the between the between the
topic and it’s topic and its topic and its topic and its
impact on impact on impact on impact on
their family their family their family their family
with a high with with some with limited
degree of considerable effectiveness. effectiveness.
effectiveness effectiveness.
Level of Research All, or Most sources Some Few sources
(A) almost all are relevant sources relevant to
sources are to the topic relevant to the decade
5 relevant to Good quality the decade Limited
topic and quantity Some quality and
Excellent of sources appropriate quantity of
quality and sources resources
quantity of
resources
Teacher: Sr. Nazmeen Khan Syeda
Communication There are no There are There are There are
(C) spelling, few spelling, some multiple
grammar or grammar or spelling, spelling,
5 punctuation punctuation grammar or grammar or
errors errors punctuation punctuation
errors errors
Communication Information Information Information The
(C) is very well is organized is organized information
organized but not well appears to be
5 constructed disorganized
Teacher: Syeda Nazmeen Khan
CHC2D RUBRICS FOR CULMINATING TASK Name: ________________
Categories Level 1 (5) Level 2 (6) Level 3 (7) Level 4 (8-10) Total
Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its
meaning and significance (understanding)
Knowledge of content demonstrates demonstrates demonstrates demonstrates /10
has correctly identified limited knowledge some knowledge of considerable thorough knowledge of
relevant historical of content of the content of knowledge of the content of historical
person or an event historical people historical people content of people and events.
(e.g., facts, terms, and events. and events. historical people
definitions) and events.
2 marks 3 marks 4 marks 5 marks
Understanding of demonstrates demonstrates demonstrates demonstrates
content (e.g., limited some considerable thorough
concepts, ideas, understanding of understanding of understanding of understanding of
theories, content content content content in terms of
interrelationships, personalities/event personalities/event personalities/event personalities/events
procedures, processes, s have connections s have connections s have connections have connections are
methodologies, spatial are interrelated are interrelated are interrelated interrelated
technologies
The 2 marks 3 marks 4 marks
personalities/events 5 marks
have connections are
interrelated
Thinking /Inquiry – The use of critical and creative thinking skills and/or processes
Use of planning skills uses critical/ uses planning skills uses planning skills uses planning skills /10
(e.g., organizing an creative thinking with some with considerable with a high degree of
inquiry; formulating processes with effectiveness effectiveness effectiveness
questions; gathering limited Organizing inquiry Organizing inquiry Organizing effective
and organizing data, effectiveness about the history of about the history of inquiry about the
evidence, and Organizing inquiry the person or the the person or the history of the person
information; setting about the history of event of that year event of that year or the event of that
goals; focusing the person or the year
research) Organized event of that year
effective inquiry about
the history of the
person or the event of 2 marks 3 marks 4 marks 5 marks
that year
Use of processing
uses processing uses processing uses processing uses processing skills
skills (e.g.,
skills iconic of that skills iconic of that skills iconic of that iconic of that decade
interpreting, analyzing,
decade with limited decade with some decade with with a high degree of
evaluating data,
effectiveness effectiveness considerable effectiveness
evidence, and
effectiveness
information;
2 marks 2 marks 3 marks 3 marks
Teacher: Syeda Nazmeen Khan
Use of critical/creative Highlighted the Highlighted the Highlighted the Highlighted the
thinking processes significance of the significance of the significance of the significance of the
(e.g., applying event/ person event/ person event/ person event/ person
concepts of vehemently vehemently vehemently vehemently
disciplinary thinking; using critical/ using critical/ using critical/ using critical/ creative
using inquiry, problem- creative thinking creative thinking creative thinking thinking processes
solving, and decision- processes with little processes with processes with with a high degree of
making processes) effectiveness. some effectiveness considerable effectiveness.
Highlighted the effectiveness
significance of the
event/ person
vehemently. 1 marks 1 marks 2marks 2 marks
Communication – The conveying of meaning through various forms
Expression and expresses and expresses and expresses and expresses and
organization of ideas organizes ideas and organizes ideas and organizes ideas and organizes ideas and /10
and information (e.g., information information information information related to
clear expression, related to the impact related to the related to the the impact the person
logical organization) in the person or event impact the person impact the person or event had on
visual, and written had on Canada; with or event had on or event had on Canada; with a high
forms limited effectiveness Canada; with some Canada; degree of effectiveness
effectiveness with considerable
Related to the impact effectiveness
it had on Canada 2 marks 3 marks 4 marks 5 marks
uses conventions, uses conventions, uses conventions, uses conventions,
Use of conventions vocabulary, and vocabulary, and vocabulary, and vocabulary, and
using historical terminology of the terminology of the terminology of the terminology of the
terminology discipline with discipline with some discipline with discipline with a high
limited effectiveness. considerable degree of effectiveness.
effectiveness. effectiveness.
3 marks 4 marks 5 marks
2 marks
Teacher: Syeda Nazmeen Khan
Application – The use of knowledge and skills to make connections within and between various contexts
Application and transfer of Applies limited Applies some Applies Applies highest /10
knowledge and skills (e.g., degree of degree of considerable degree of
concepts, procedures, knowledge and skills knowledge and degree of knowledge and skills
spatial skills, processes, Using appropriate skills knowledge and Using appropriate
technologies) in familiar technology to Using appropriate skills technology to
contexts present the work - technology to Using appropriate present the work -
Used appropriate movie, power point, present the work - technology to movie, power point,
technology to present the chart or a poster. movie, power present the work - chart or a poster.
work - movie, power point, point, chart or a movie, power point,
chart or a poster. poster. chart or a poster.
2 marks 5 marks
3 marks 4 marks
Making connections within Makes limited Makes some Makes considerable Makes very high
and between various degree of effective degree of effective degree of effective degree of effective
contexts (e.g., between connections with connections with connections with connections with
topics/issues being studied the selected the selected the selected the selected
and everyday life; between historical person or historical person or historical person or historical person or
disciplines; between past, event of the decade; event of the event of the event of the decade;
present, and future in context to the decade; in context decade; in context in context to the
contexts; in different past, present and to the past, to the past, present past, present and
spatial, cultural, or future history; in present and future and future history; future history; in
environmental contexts; in terms of culture and history; in terms of in terms of culture terms of culture and
proposing and/or taking environment. culture and and environment. environment.
action to address related environment.
issues; in making
predictions) 3 marks 4 marks
2 marks 5 marks
Total
/40