Primary Source Analysis and Personal Interview

Which 2 of the following eventsare the most important moments in 20th century Canadian history?

You must choose one from before and one from after the Second World War.

You will need to explain the historical significance of two events of your choice and one other event which will be randomly drawn from the group during the interview.

Using the chart below and the Historical Thinking templates, prepare your notes for the interview. You will need to submit these notes at the interview.

Starting Inquiry – Questions and issues to note and consider.

Choose your three events/images

For each one:

Ask the 5 Ws – Who, What, Where, When, Why?

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?

Use the Historical Thinking templates to further develop your understanding of the photo and the events described therein.

These two issues and the Starting Inquiry must be developed for all 3 primary sources

  • Historical Significance
  • Primary Source Evidence

Choose which of the following benchmarks of historical thinking apply best to each event/idea. You must discuss and apply all of them by the end of the interview

  • Continuity and Change
  • Cause and Consequence
  • Historical Perspective-Taking
  • The Ethical Dimension.

Preparation for the Interview

Checklist

You need to be able to explain each of the following at least once in the interview. Some ideas work better with some events than others. You need to decide which idea goes best with each event.

I need to understand/explain / Check / Helpful tool / Which Event/s?
I understand the events and major themes involved in the event / Starting Inquiry / all
I can explain why each event chosen is most important / Historical Significance / all
I understand the point of view of the primary sources / Primary Source Evidence / all
I can explain what caused the event and what happened as a result / Cause and Consequence
I can explain how Canada has changed and remains the same since this event. I can explain how it helps to define us today. / Continuity and Change
I can explain how the people and groups involved had a different perspective from today. I can explain how their circumstances shaped their world view. / Historical Perspective-Taking
I can explain the ethical issues involved in this event and the varying perspectives of those involved and Canadians today / The Ethical Dimension

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.
/20
K / 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
/20
T / 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.
/10
C / 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.
/10
A / 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.