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6.3.4 Forum Help: WR-Assignment 2-Tutorial and Example
6.3.4 Forum Help: WR-Assignment 2
Source Analysis
Review the tutorial for WR-Assignment 2 (Source Analysis). The steps and the examples will help you complete the task in the 6.3.4 forum on the next page.
This tutorial is a general guideline for how to write your WR-Assignment 2 (Source Analysis). Click on each of the tabs below to review the components of the tutorial.
© Flickr/kateterha
Click on each of the following tabs below to review the tutorial:
Review the two questions presented.
They will often be worded as follows:
- What do each of the sources presented communicate to you about the role…?
AND - Considering the sources presented, what do you think should be the role of__________ in society?
Analyze each source.
These “sources” can be written quotes/excerpts, graphs, political cartoons, pictures/photos. In your analysis of the sources you should
- state the central message of the source. What is the main/key points?
- support your discussion of the central message with an explanation of details from the source. Connect to the source specifically.
- explain the perspective of the source on the central question (#1). Is the perspective supportive? Critical? and
- who/what groups would advocate the perspective in the source? Why?
Explain your position on “the role”(#2).
- State your position clearly. What do you believe the "role" of someone/something/concepts should be in society?
- Incorporate source details to support and enhance your position. Discuss which sources help your position, and explain why you disagree with other sources that don’t support your position.
- Incorporate Social Studies content to support and enhance your position. Including current/historical events, political movements, global organizations, or other Social Studies content will strengthen your position. But, you must explain how these references help support your position.
- Your writing must be logical, persuasive, and consistent. Every point you make must support your position.
Communicate clearly:
- Aim for between three to four paragraphs. Dedicate one paragraph to each source and its connection to the topic question, and then dedicate one paragraph to choose your position and explain it.
- Social Studies terms/vocabulary should be included and used correctly. You will be assessed on correct word usage and application.
- Edit for grammar, sentence structure, and organization.
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. |
Example WR-Assignment 2
Social Studies 20-2
Written Response Assignment 2
ASSIGNMENT 2
Value: 20%
Suggested Time: 35 to 40 minutes
Suggested Time: 35 to 40 minutes
Assignment II requires you to write a response that interprets each of the following three sources and answers both of the following questions.
Some people believe the role of individuals and their nation is contributes to national unity. But, people are often faced with conflicts between their individual loyalties and those of their nation.
March against the proposed KeystoneXL tar sands pipeline
Courtesy of flickr/Fibonacci Blue
Protesters marched from the Royal Bank of Canada to the Canadian Consulate to protest the proposed Keystone XL tar sands pipeline. “Canada will be a strong country when Canadians of all provinces feel at home in all parts of the country, and when they feel that all Canada belongs to them.” - Pierre Trudeau
Turkish Canadians march at the 2007 Victoria Day Parade
(Victoria Day is in honour of Queen Victoria and Queen Elizabeth’s birthdays of the British Monarchy). 
Courtesy of Serhan Umit
|
Source 1 suggests that the role of the individual in a nation is to protect our environment but also hold our government accountable for changes they are making without considering the impact on various groups. In this protest, protesters are attempting to highlight issues of environmental impact, as well as support First Nations groups who charge that the Keystone XL pipeline impacts their rights to hunt, trap, and fish on traditional lands, as well as the risk that the pipeline has a significant risk of spilling its oil. While I agree that the role of the individual of a nation is to protect the environment and hold our government accountable, at times we have to weigh the benefits of instituting infrastructure like this pipeline, especially if it creates jobs for people already struggling in Alberta, or accessing oil in North America (instead of relying on supplies from the Middle East). However, I also believe that the government needs to seek out the opinion and insight from First Nations and environmental groups, rather than allow private financing to override the well-being of the citizens that live near or around the pipeline.
Source 2 suggests that the role of individuals in a nation is feel a sense of unity and belonging within their country. Pierre Trudeau highlights the disconnection between Canada’s provinces, and that we all won’t feel a sense of unity until “all Canada belongs to [us].” The source is stating although we have an atmosphere of multiculturalism and diversity, we also need to work together to create a unified identity. I believe that Canada is very good at embracing and accepting different cultures and backgrounds (such as our adoption and support of Syrian refugees), but that it is important that we have a unified identity that we can understand is wholly Canadian. For instance, we know we have an outlook of tolerance and acceptance (with the stereotype of “Canada’s politeness”), or that we have significant patriotism during the Olympics or sports events for the local team. However, I don’t agree with the source in that we must feel a sense of belonging across all provinces. Growing up in a different part of a country is part of a person’s identity; there is nothing like small-town farmer perspectives from the West, or welcoming friendship immediately offered in the Maritimes. I don’t think belonging to all provinces means that Canada doesn’t belong to all people; it is our diversity and acceptance of differences that makes individuals who they are, and their role should be to celebrate it.
Source 3 suggests that the role of individuals in a nation is to stand up and showcase your people and your nation and that these conflicting loyalties can exist side-by-side. By showing Turkish-Canadians marching in a parade for Canada’s monarchs and their birthdays, source 3 encourages the celebration of one’s culture, and to integrate our culture into major national holidays in one’s nation. Canada accepts many people from all walks of life, and the role of the individual is to find ways to integrate their loyalties together (in this case, cultural loyalties and national loyalties). I agree that the role of individuals in a nation is not to hide your ethnic or cultural pride; however, it must be done in a way that is considerate of one’s national values, and to not oppress or undermine other people’s cultural or other loyalties in favour of your own.
Overall, I believe that the role of an individual in a nation is to balance their own values (their loyalties) with their nation. We all must exist together, and favouring one’s loyalties over our nation will result in conflict, which can impact our national unity.
Social 20-2 Outcomes
Source 2 suggests that the role of individuals in a nation is feel a sense of unity and belonging within their country. Pierre Trudeau highlights the disconnection between Canada’s provinces, and that we all won’t feel a sense of unity until “all Canada belongs to [us].” The source is stating although we have an atmosphere of multiculturalism and diversity, we also need to work together to create a unified identity. I believe that Canada is very good at embracing and accepting different cultures and backgrounds (such as our adoption and support of Syrian refugees), but that it is important that we have a unified identity that we can understand is wholly Canadian. For instance, we know we have an outlook of tolerance and acceptance (with the stereotype of “Canada’s politeness”), or that we have significant patriotism during the Olympics or sports events for the local team. However, I don’t agree with the source in that we must feel a sense of belonging across all provinces. Growing up in a different part of a country is part of a person’s identity; there is nothing like small-town farmer perspectives from the West, or welcoming friendship immediately offered in the Maritimes. I don’t think belonging to all provinces means that Canada doesn’t belong to all people; it is our diversity and acceptance of differences that makes individuals who they are, and their role should be to celebrate it.
Source 3 suggests that the role of individuals in a nation is to stand up and showcase your people and your nation and that these conflicting loyalties can exist side-by-side. By showing Turkish-Canadians marching in a parade for Canada’s monarchs and their birthdays, source 3 encourages the celebration of one’s culture, and to integrate our culture into major national holidays in one’s nation. Canada accepts many people from all walks of life, and the role of the individual is to find ways to integrate their loyalties together (in this case, cultural loyalties and national loyalties). I agree that the role of individuals in a nation is not to hide your ethnic or cultural pride; however, it must be done in a way that is considerate of one’s national values, and to not oppress or undermine other people’s cultural or other loyalties in favour of your own.
Overall, I believe that the role of an individual in a nation is to balance their own values (their loyalties) with their nation. We all must exist together, and favouring one’s loyalties over our nation will result in conflict, which can impact our national unity.
Social 20-2 Outcomes
- Analyze ideas and information from multiple sources
- Determine relationships among multiple sources of information
- Determine the strengths and weaknesses of arguments
- Identify main ideas underlying a position or issue
- Communicate effectively
- Analyze information from multiple sources, evaluating each source in terms of the author’s perspective or bias and use of evidence