Primary Source Analysis and Personal Interview

Which twoeventsare the most important moments in 20th century Canadian history?

Step 1 – Select your moments

Look through the photographs and primary sources in the image handout. Choose 2 that you think are MOST SIGNIFICANT in the twentieth century.The two moments you choose must be from different decades.

Step 2 – Research and Analyze

Prepare for the interview using the mind map and templates, be able to answer the following questions for both moments. You will need to submit these notes at the interview.

□5 Ws – Who, What, Where, When, Why? (Use research sources as needed)

□What themes of Canadian history are involved in this event? (e.g. French-English relations, immigration, Canadian-American relations, etc.)

□How has this event shaped Canadian identity today? Is it something we are proud of or ashamed of? Does it help to define who we are?

□Historical Significance – Why is this event MOST important?

□Primary Source Evidence – Where did this photo/illustration/quotation come from? What is its bias? Why was it published?

Choose 2 of the following to discuss for each moment. You must choose 2 different concepts for each moment.

□Continuity and Change – What has changed and what has stayed the same?

□Cause and Consequence – What caused this event? What resulted from it?

□Historical Perspective-Taking – How is the worldview of the people then different from ours today? What circumstances shaped their experience?

□The Ethical Dimension – What do historical injustices and sacrifices mean for us today? What decisions can we make, knowing about past wrongs?

Step 3 – Prepare for the interview

□Peer review – Practice your answers in class with a peer to be sure you fully understand your events. Use the checklist to give your peers feedback.

□Sign up for an interview time with your teacher. This could be in the last few days of classes or during the exam schedule.

□Review all the events on the handout so that you are familiar with all of them. You will draw one event randomly at the interview and discuss the above questions. You will have 5 minutes to prepare.

Peer Evaluation Checklist

Comments and areas for improvement
Items to discuss / Moment 1 / Moment 2 / Randomly Drawn
5 Ws
Student can explain key ideas clearly and succinctly
Theme(s)
Student can identify relevant themes
Canadian Identity
Student can explain how this event has shaped Canadian Identity today
Historical Significance
Student can explain why each event chosen is most important
Primary Source Evidence Student understands the point of view of the primary source
Cause and ConsequenceStudent can explain what caused the event and what happened as a result
Continuity and ChangeStudent can explain how Canada has changed and remains the same since this event.
Historical Perspective-TakingStudent can explain how the people involved had a different perspective from today and how their circumstances shaped their world view.
The Ethical Dimension
Student can explain the ethical issues involved in this event and the impact on Canadians today

Comment on 1 of: Effort, completion, insight, speaking skills, timing (no more than 10 minutes!)

Cause and Consequence

Continuity and Change

Change
What things are different from today? How will that affect people’s actions, beliefs, and behaviours?
What things are missing? Think about technologies, inventions and ideas that are present today, but not then. How does this affect people’s actions, beliefs and behaviours?
What changed at this time or later that makes us different from that time? / Continuity
What things remain the same? What items, values, actions, beliefs, behaviours are still the same?
What was beginning at that time that is now more widespread?
What was popular at that time that is now less popular or accepted?
Is this idea/event/person symbolic of larger Canadian values or stories?

The Ethical Dimension

What perspectives/points of view existed at the time in relation to the event?
What differences exist between our ethical universe (values and ideas of right and wrong) and theirs in relation to the issues involved in the event?
What are our responsibilities in the present to the ethical decisions of the past?

Historical Perspective-Taking

List the various groups and people involved. Choose one group or person to discuss in detail
Describe their position/role in society. / How is their position/role different from a similar person or group today?
Compared to what we face today, what relevant circumstances were different for them in the past? (technology, media, economy, religion, family life, communication, recreation, etc.) / How do you think the above factors influenced their thoughts and/or actions?
How is their worldview different from ours? What assumptions do they make about the world that are different from ours? How can we understand their decision-making on their own terms?

Primary Source Analysis and Personal Interview

Criteria / Re-do (0-49%) / Level 1 (50-59) / Level 2 (60-69) / Level 3 (70-79) / Level 4 (80-100)
Uses appropriate terms and concepts to describe historical events.
/20K / Uses insufficient appropriate terms and concepts to describe historical events. / Uses few appropriate terms and concepts to describe historical events. / Uses some appropriate terms and concepts to describe historical events. / Uses appropriate terms and concepts to describe historical events most of the time. / Uses many highly appropriate terms and concepts to describe historical events in an effective way.
Clearly interprets and analyzes information gathered through well-prepared research
/20T / Insufficient interpretation and analysis of information. Little or no research evident. / Limited interpretation and analysis of information. Limited research. / Some interpretation and analysis of information evident. Research may not be complete. / Clearly interprets and analyzes information gathered through well-prepared research / Effectively interprets and analyzes information gathered through extensive preparation and research.
Clearly communicates connections and conclusions.
/10C / Communication is unclear insufficient. / Communicates connections and conclusions with limited clarity. / Communicates connections and conclusions with some clarity. / Clearly communicates connections and conclusions. / Effectively communicates insightful connections and conclusions.
Transfers knowledge and skills to new contexts, employing concepts appropriate to historical inquiry.
/10A / Insufficient transfer of knowledge and skills, no understanding of historical inquiry evident. / Limited transfer of knowledge and skills to new contexts, employing few concepts appropriate to historical inquiry. / Transfers some knowledge and skills to new contexts, employing some concepts appropriate to historical inquiry. / Transfers knowledge and skills to new contexts, employing concepts appropriate to historical inquiry. / Effectively transfers knowledge and skills to new contexts, insightfully employing concepts appropriate to historical inquiry.
Total Marks
/60 / Comments:

Primary Source Analysis and Personal Interview