Evaluation of competencies (Chapter 2)

Transcription

1 Evaluation Criterion 2 result: /29 Criterion 4 result: /8 Criterion 3 result: /8 Final result: /45 EVALUATION OF COMPETENCIES DOCUMENTS SECTION A Evaluation of competencies (Chapter 2) DOCUMENT 1 DOCUMENT 2 Our own nationalism is a Canadian nationalism founded on racial duality and on the specific traditions this duality encompasses. We are working toward developing Canadian patriotism, which in our eyes is the best guarantee for the continued existence of two races and for the mutual respect they owe each other. French Canadians are our own kind... but English Canadians aren t foreigners, and we regard as allies all those among them that respect us and, like us, desire the full preservation of Canadian autonomy. Excerpt from: Henri Bourassa, Le Nationaliste, April 3, 1904 [translation]. Whether or not others want it, our French State, we will have; we will have it young, strong, radiant and beautiful, spiritual hearth, dynamic pole of all French America. We will also have a French country, a country that will proudly bare its soul. The snobs, the bon-ententistes,* the defeatists can shout, as much as they want: You are the last generation of French Canadians! I answer them with all the youth: We are the generation of the living. You are the last generation of the dead! *From the name of the Bonne entente movement which, from about 1915 to 1930, promoted dialogue between French Canadians and English Canadians. Excerpt from a speech by Lionel Groulx at the Second Congress on the French Language in Canada, 1937 [translation]. DOCUMENT 3 Women in a munitions factory during the First World War DOCUMENT 4 The Normandy landing, in France, June 6, 1944 D2-78 Chapter 2 Secondary IV Reproduction permitted TC Media Books Inc.

2 DOCUMENT 5 The unemployed in front of the Meurling refuge, 1933 DOCUMENT 6 The headquarters of Montreal Light, Heat and Power, in Montréal DOCUMENT 7 The Québec Hydro-Electric Commission logo DOCUMENT 8 Black Thursday DOCUMENT 9 Arvida aluminum smelter, 1930 Reproduction permitted TC Media Books Inc. Secondary IV Chapter 2 D2-79

3 DOCUMENT 10 The colonization of Western Canada, 1911 Whitehorse Macke nzie River Great Slave Lake W Sk e ena River Fraser River Athabasca River North Saskatchewan River South Saskatchewan River B o w Riv er Slave River Assiniboine Rive r Churchill R i v er r Nelson Riv e Baie d Hudson (Hudson Bay) Lake Reindeer Churchill Athabasca Lake Prince Rupert Peace River Fort McMurray Port Nelson Grande Prairie Prince George Lesser Slave Bella Coola Lake Athabasca Lac La Biche Quesnel Edmonton Prince Albert Legend Red Deer The Pas Vancouver Lake Island Kamloops Banff Settlement area before 1891 Winnipeg Vancouver Saskatoon New Westminster Calgary Settlement area from 1891 to 1911 Medicine PACIFIC Victoria Trail Nelson Regina Hat OCEAN Winnipeg Kootenay Lethbridge Fort Qu Appelle Brandon St-Boniface Port Arthur km Portage la Prairie UNITED STATES OF AMERICA Fort William S 50º N N E CANADA Severn River DOCUMENT 11 An advertisement posted in Europe at the beginning of the 20th century DOCUMENT 12 The total value of Canadian wheat and wheat flour exports, 1900 and 1920 DOCUMENT 13 A grain elevator at the Port de Montréal Exports (in millions of dollars) Year Data from: Craig Brown (ed.), The Illustrated History of Canada, D2-80 Chapter 2 Secondary IV Reproduction permitted TC Media Books Inc.

4 DOCUMENT 14 Three hundred years ago we came, and we have remained.... We bore overseas our prayers and our songs; they are ever the same.... We traced the boundaries of a new continent, from Gaspé to Montreal, from St. Jean d Iberville to Ungava, saying as we did it: Within these limits all we brought with us, our faith, our tongue, our virtues, our very weaknesses are henceforth hallowed things which no hand may touch, which shall endure to the end. Strangers have surrounded us whom it is our pleasure to call foreigners; they have taken into their hands most of the rule, they have gathered to themselves much of the wealth; but in this land of Quebec nothing has changed. Nor shall anything change, for we are the pledge of it. Concerning ourselves and our destiny but one duty have we clearly understood: that we should hold fast should endure.... Excerpt from: Louis Hémon, Maria Chapdelaine, DOCUMENT 15 DOCUMENT 16 Signing of the Treaty of Versailles It is hereby declared and enacted that the Parliament of a Dominion has full power to make laws having extra-territorial operation.... Nothing in this Act shall be deemed to apply to the repeal, amendment or alteration of the British North America Acts, 1867 to Excerpt from: Statute of Westminster, DOCUMENT 17 The first meeting of the League of Nations DOCUMENT 18 The only alternative was by the way of autonomy; and along this road it has been steadily sought. Every self-governing member of the Empire is now the master of its destiny. In fact, if not always in form, it is subject to no compulsion whatever. Excerpt from the Balfour Report. Reproduction permitted TC Media Books Inc. Secondary IV Chapter 2 D2-81

5 DOCUMENT 19 Foreign investment in Canada, Foreign investment (percentage) Legend United Kingdom United States Other Year Data from: Malcolm Charles Urquhart and Kenneth A. H. Buckley, Historical Statistics of Canada, DOCUMENT 20 The Canadian banking industry DOCUMENT 21 Number of banks Year Data from: John A. Dickinson and Brian Young, A Short History of Québec: A Socio-Economic Perspective, DOCUMENT 22 The Shawinigan Water and Power Company D2-82 Chapter 2 Secondary IV Reproduction permitted TC Media Books Inc.

6 QUESTIONS CRITERION 2: Appropriate use of knowledge 1 Indicate the differences between the French Canadian nationalism of Lionel Groulx and that of Henri Bourassa. Identify differences and similarities identifies the difference. The student identifies the difference more or less correctly. The student identifies the difference incorrectly or does not identify it. 2 Explain how the Laurier government s immigration policy affected the development of the Port de Montréal. In your answer, you must specify each of the elements below and make connections between them. Printing of posters in Europe Wheat exports at the beginning of the 20th century Transportation infrastructure Establish causal connections 3 marks establishes the two causal connections between the three elements on which he or she has provided details. establishes only one of the causal connections between the two elements on which he or she has provided details. The student does not correctly establish any causal connections, but provides details on at least two elements. The student provides details on a single element or does not provide details on any of the elements. Reproduction permitted TC Media Books Inc. Secondary IV Chapter 2 D2-83

7 3 Identify the three provinces that welcomed the majority of immigrants at the beginning of the 20th century. Situate in time and space identifies the three provinces. (3 out of 3) identifies some of the provinces. (1 or 2 out of 3) The student does not identify the provinces. (0 out of 3) 4 Indicate a change related to the main foreign investors in Canada between 1914 and Determine changes and continuities determines the change. change more or less correctly. change incorrectly or does not determine it. 5 What industrial sector can be associated with the factory depicted in Document 9? Establish connections between facts 2 marks 0 marks The student establishes connections The student does not establish connections 6 What abundant resource in Québec enabled the expansion of the pulp and paper industry and the aluminum industry? Establish facts 1 mark 0 marks establishes the fact. The student establishes the fact incorrectly or does not establish it. 7 What economic system can be associated with the phenomenon illustrated by Document 20? Establish connections between facts 2 marks 0 marks The student establishes connections The student does not establish connections 8 Indicate how Canadian industries met their labour needs during the two world wars. Establish facts 1 mark 0 marks establishes the fact. The student establishes the fact incorrectly or does not establish it. D2-84 Chapter 2 Secondary IV Reproduction permitted TC Media Books Inc.

8 9 Documents 15 to 18 present steps toward the autonomy of Canada. Place these documents in chronological order on the timeline. 15 Situate in time and space 2 marks 0 marks The student situates all the facts in time. (3 out of 3) The student does not situate all the facts in time. (2, 1 or 0 out of 3) 10 Why is it said that the Statute of Westminster did not grant Canada full autonomy? Determine causes and consequences determines the explanatory factor. The student determines the explanatory factor more or less correctly. explanatory factor incorrectly or does not determine it. 11 What type of establishment associated with mass culture is presented in Document 21? Establish facts 1 mark 0 marks establishes the fact. The student establishes the fact incorrectly or does not establish it. 12 Indicate the document that illustrates one cause of the Great Depression and the document that illustrates one of its consequences. Cause: Consequence: Determine causes and consequences indicates the two documents. indicates only one of the documents. The student does not correctly indicate the two documents. Reproduction permitted TC Media Books Inc. Secondary IV Chapter 2 D2-85

9 13 What current of French Canadian nationalist thought can be associated with Document 14? Establish connections between facts 2 marks 0 marks The student establishes connections The student does not establish connections 14 What was the consequence of the Normandy landing in June 1944 on the outcome of the war? Determine causes and consequences determines the consequence. consequence more or less correctly. consequence incorrectly or does not determine it. 15 Determine the change that occurred in relation to one of the province s largest hydroelectric companies in Determine changes and continuities determines the change. change more or less correctly. The student does not determine the change. 16 What other name was given to the Québec Hydro-Electric Commission created by the Godbout government in 1944? Establish facts 1 mark 0 marks establishes the fact. The student establishes the fact incorrectly or does not establish it. D2-86 Chapter 2 Secondary IV Reproduction permitted TC Media Books Inc.

10 Note: A long question to evaluate criterion 3, Coherent representation of a period in the history of Québec and Canada, will be provided to complete this competency evaluation.

11 Note: A long question to evaluate criterion 4, Rigour of the interpretation, will be provided to complete this competency evaluation.