6.3.4 Forum -Trends That Impact Canada's National Unity
Completion requirements
Remember:
To complete the 6.3.4 forum post:
Canada needs colleges and universities to make more of an effort to train First Nations people in their communities, rather than relocating the students to their often-intimidating large campuses. These same institutions need to stop putting so much effort into streaming First Nations people into select fields – law, social work, education – and to broaden the reach of business, technological, apprenticeship, administrative and career-ready programs.
*foreign investment is when one country's resources (such as money, technology, or people) is transferred to another country for economic purposes
**In the period immediately following the Second World War, foreign direct investment in Canada was four times higher than the value of Canadian direct investment abroad. This amount began to gradually change in the mid-1970s as Canadian companies expanded their overseas presence. By 1997, the value of Canadian direct investment abroad exceeded the value of foreign direct investment in Canada, a relationship which has continued until the present day.
© John Fewings, Editorial Cartoonist
View the video "Discussion Forums" below to review how to submit to the forum for grading.
6.3.4 -Trends that Impact Canada's National Unity Forum
Trends that Impact Canada's National Unity
Before you begin writing your 6.3.4 forum post, reflect on your readings (from your course content and Understanding Nationalism) regarding the trends that impact Canada's national unity.- Immigration Trends – page 350
- Aboriginal Peoples Trends – page 351
- Urbanization Trends – page 351
- Economic Globalization Trends – page 352
In this 6.3.4 forum you will write a response in which you must interpret ONE provided source, interpret ONE outside source, and answer both of the following questions.
- What do each of your sources (ONE provided source and ONE outside source) communicate about the trends that impact Canadian national unity?
- Considering the sources and trends in the Understanding Nationalism textbook, what do you believe are the strongest trends that continue to impact Canadian national unity? Explain and provide reasons for your choice(s).
AND
Remember:
- Choose ONE of the provided sources in the tabs below for analysis.
- Research, post and explain ONE OTHER source regarding a trend that impacts Canada's national unity.
- Using both sources, answer the issue question: “what are the main trends that continue to impact Canadian national unity?”
To complete the 6.3.4 forum post:
- Download this planner (Word, PDF, Google Doc). Then choose a source (from the tabs below) and discuss its message regarding Canada's national unity, then
- Find and post your own source cartoon, graph, chart, or map that presents a different perspective on Canada's national unity,
- Interpret BOTH sources, identifying and explaining what the sources communicate about the trends that impact Canadian unity,
- Explain and defend your position on what you believe are the trends, based on your sources, that have the greatest impact on Canadian unity,
- Support your interpretation of the sources and position by referring to details in the sources and examples from Social Studies content, and
- Communicate in well-organized written response paragraphs.
Canada needs colleges and universities to make more of an effort to train First Nations people in their communities, rather than relocating the students to their often-intimidating large campuses. These same institutions need to stop putting so much effort into streaming First Nations people into select fields – law, social work, education – and to broaden the reach of business, technological, apprenticeship, administrative and career-ready programs.
-Ken Coates and Greg Poelzer, Globe and Mail, February 17/2017
Manufacturing and mining shares of foreign direct investment* in Canada**
Source: Statistics Canada-Manufacturing and mining industry shares of foreign direct investment in Canada
Reproduced and distributed on an "as is" basis with the permission of Statistics Canada
Reproduced and distributed on an "as is" basis with the permission of Statistics Canada
*foreign investment is when one country's resources (such as money, technology, or people) is transferred to another country for economic purposes
**In the period immediately following the Second World War, foreign direct investment in Canada was four times higher than the value of Canadian direct investment abroad. This amount began to gradually change in the mid-1970s as Canadian companies expanded their overseas presence. By 1997, the value of Canadian direct investment abroad exceeded the value of foreign direct investment in Canada, a relationship which has continued until the present day.
© John Fewings, Editorial Cartoonist
Your posting will be evaluated according to the WR-Assignment 2 Rubric.
WR-Assignment 2: Marking Rubric
Scoring Categories and Scoring Criteria for Assignment II
| Focus | Interpretation of Sources (8 marks) | Defence of Position (8 marks | Communication (4 marks) |
When marking Interpretation of Sources, the marker will consider the:
|
When marking Defence of Position, the marker will consider the:
|
When marking Communication, the marker will consider the:
Proportion of error to the length and complexity of the response must be applied when awarding a mark for Communication. |
|
Excellent
E |
Interpretations are insightful, comprehensive, and address all sources. Evidence is specific and accurate and errors, if present, do not detract from the response. The student demonstrates a thorough and perceptive understanding of applicable social studies
knowledge and the assigned task.
8
|
The defence of position is based on one or more convincing, logical arguments. Evidence is specific and accurate and errors, if present, do not detract from the response. The student demonstrates a thorough and perceptive understanding of applicable social
studies knowledge and the assigned task.
8
|
The writing is fluent and purposefully organized. Effective stylistic choices may contribute to the creation of an engaging voice. Vocabulary is precise. The writing demonstrates confident control of sentence construction, grammar, and mechanics. Errors,
if present, are inconsequential.
4
|
Proficient
Pf |
Interpretations are specific and accurate but may not address all sources. Evidence is relevant and appropriate, but may contain some minor factual errors. The student demonstrates a clear understanding of applicable social studies knowledge and the assigned
task.
6.4
|
The defence of position is based on one or more sound arguments. Evidence is appropriate, but may contain some factual errors. The student demonstrates a clear understanding of applicable social studies knowledge and the assigned task.
6.4
|
The writing is logical and clearly organized. Appropriate stylistic choices may contribute to the creation of a distinct voice. Vocabulary is specific. The writing frequently demonstrates effective control of sentence construction, grammar, and mechanics.
Errors do not detract from communication.
3.2
|
Satisfactory
S |
Interpretations are valid but general and may contain minor misconceptions. Interpretations may not address all sources. Evidence is relevant, but general, may be incompletely developed, and/or contains minor errors. The student demonstrates an acceptable
understanding of applicable social studies knowledge and the assigned task.
4.8
|
The defence of position is based on one or more adequate arguments. Evidence is relevant, but general and/or incompletely developed. The evidence may contain errors. The student demonstrates an acceptable understanding of applicable social studies knowledge
and the assigned task.
4.8
|
The writing is generally clear and functionally organized. Basic stylistic choices may contribute to the creation of a voice that is adequate. Vocabulary is adequate. The writing demonstrates basic control of sentence construction, grammar, and mechanics. Errors
do not seriously interfere with communication.
2.4
|
Limited
L |
Interpretations are overgeneralized and may contain substantial misconceptions. Evidence is superficial, may not always be relevant, and may contain significant errors. The student may demonstrate a confused, yet discernible, understanding of applicable
social studies knowledge and the assigned task.
3.2
|
The defence of position is based on oversimplified assertions and/or questionable logic. Evidence is superficial and may not always be relevant. The evidence may contain significant errors. The student demonstrates a confused, yet discernible, understanding
of applicable social studies knowledge and the assigned task.
3.2
|
The writing is uneven and incomplete but is discernibly organized. Awkward stylistic choices may contribute to the creation of an unconvincing and/or inappropriate voice. Vocabulary is imprecise and/or inappropriate. The writing demonstrates faltering
control of sentence construction, grammar, and mechanics. Errors hinder communication.
1.6
|
Poor
P |
Interpretations are mistaken or irrelevant. Evidence, if present, is incomplete and/or marginally relevant and frequently contains significant errors. The student demonstrates a minimal understanding of applicable social studies knowledge and the assigned
task.
1.6
|
The defence of position taken is difficult to determine and/or little to or no attempt is made to defend it. Evidence, if present, is incomplete and/or marginally relevant. Significant errors in content are frequent. The student demonstrates a minimal
understanding of applicable social studies knowledge and the assigned task.
1.6
|
The writing is unclear and disorganized. Ineffective and/or inappropriate stylistic choices may contribute to the creation of an ineffective and/or unsuitable voice. Vocabulary is ineffective and frequently incorrect. A lack of control of sentence construction,
grammar, and mechanics is demonstrated. Errors impede communication.
0.8
|
Zero
Z |
Zero is assigned to a response that fails to meet the minimum requirements of the Poor category. |
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