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UniversityofAlbertaLibrary ^ ,teach,er: U,tseth»i•scoversh»eetf/.ormailingorj/a•xi•ng. "" " ' 11III0III1I6II2il0lI3450263 1 ASSIGNMENT BOOKLET SST2772 Social Studies 20-2 IVIodule 1 Assignment FOR STUDENT USE ONLY FOR OFFICE USE ONLY DateAssignmentSubmitted: (If label is missing orincorrect) Assigned Teacher:_ Student File Number: Assignment Time SpentonAssignment: Grading: Module Number: Graded by: DateAssignment Received: Student's Questions and Comments o SI (0 -I 03) ^ Si T3 O >. Q. <Q. (0 (0 E -o z < Teacher's Comments Teacher INSTRUCTIONS FOR SUBMITTING THIS DISTRIBUTED LEARNING ASSIGNMENT BOOKLET Whenyou areregisteredfordistributedlearningcourses, youareexpectedtoregularly submitcompleted assignments forcorrection. Tryto submiteachAssignmentBookletas soon as you complete it. Donotsubmit morethan oneAssignmentBookletinone subjectatthe sametime. Before submitting yourAssignmentBooklet, pleasecheckthefollowing: • Are all the assignments completed?Ifnot, explainwhy. • Hasyourworkbeenrereadtoensure accuracy in spellinganddetails? • Isthebookletcoverfilled outandthecorrectmodulelabel attached? MAILING 1. Donotenclose letters with yourAssignmentBooklets. Sendalllettersinaseparateenvelope. 2. PutyourAssignmentBookletinanenvelopeandtakeittothepostoffice andhave itweighed.Attach sufficientpostageand sealtheenvelope. FAXING 1, AssignmentBooklets maybefaxedtothe schoolwithwhich you areregistered. Contactyourteacherforthe appropriatefaxnumber. 2. All faxingcosts aretheresponsibility ofthe sender. E-MAILING Itmaybepossibletoe-mailyourcompletedAssignmentBooklettothe school withwhichyou areregistered. You alsomay berequiredtoe-mail someofyourassignments. Contactyourteacherfortheappropriatee-mail address. SOCIAL STUDIES 20-2 Nations as the Foundation of Identity Assignment Bool<let envision /dibcria Education FOR TEACHER'S USE ONLY Summary Teacher's Comments Total Your Possible Mark Marks Section 1; Lesson 1 15 Section 1: Lesson 3 20 Section 2; Lesson 1 30 Section 2: Lesson2 25 Section2: Lesson 3 30 Section 2: Lesson4 oznU Section2Challenge 15 Section 3: Lesson 1 28 Section 3: Lesson2 15 Section 3Challenge 30 Module 1 Challengeto 10 TakeAction 238 Social Studies20-2 Module 1: Nationsasthe FoundationofIdentity Assignment Booklet ISBN 978-0-7741-3152-0 Coverdesign: (map) Map Resources;(background)©2009JupiterimagesCorporation; (people)©Djurdjevic/shutterstock, ©dan ionutpopescu/shutterstock,©8ball/shutterstock;©AleksandarVidenovic/shutterstock; (flags)©lapi/shutterstock Thisdocumentisintendedfor YoumayfindthefollowingInternetsitesuseful: Students / • AlbertaEducation,http://www.education.gov.ab.ca Teachers / • LearningResourcesCentre,http://www.lrc.education.gov.ab.ca • Tools4Teachers,http://www.tools4teachers.ca Administrators Exploringtheelectronicinformationsuperhighwaycanbeeducationalandentertaining.However, HomeInstructors beawarethatthesecomputernetworksarenotcensored.Studentsmayunintentionallyorpurposely findarticlesontheInternetthatmaybeoffensiveorinappropriate.Aswell,thesourcesofinformation GeneralPublic arenotalwayscitedandthecontentmaynotbeaccurate.Therefore,studentsmaywishtoconfirm Other factswithasecondsource. Copyright © 2009, Alberta Education. This resource is owned by the Crown in Right ofAlberta, as represented by theMinisterof Education,AlbertaEducation, 10155- 102Street,Edmonton,Alberta,Canada T5J4L5.Allrightsreserved. ThiscoursewarewasdevelopedbyorforAlbertaEducation.Third-partycontenthasbeenidentifiedbya©symboland/oracredittothe sourceandmustbeusedasis.Thiscoursewaremaybereproducedinanyform,includingphotocopying,withoutthewrittenpermission ofAlbertaEducation. Changescanbemadeonly tocontentownedbyAlbertaEducation. Formoredetailedinformation,refertothe TermsofUseAgreement.EveryefforthasbeenmadetoacknowledgetheoriginalsourceandtocomplywithCanadiancopyrightlaw. Ifcasesareidentifiedwherethisefforthasbeenunsuccessful,pleasenotifyAlbertaEducationsocorrectiveacdoncanbetaken. THIS COURSEWARE IS NOT SUBJECT TO THE TERMS OF A LICENCE FROM A COLLECTIVE OR LICENSINGBODY,SUCHASACCESS COPYRIGHT. UNIVERSITY LIBRARY Social Studies 20-2: Module 1 1 Assignment Booklet MODULE ASSIGNMENT BOOKLET 1 The assignments in this assignment bookletwill be submitted forgrading. Answer each question in the space provided, orgo to where you are directed. MODULE SECTION LESSON 1: 1: 1 A New Anthem for Canada 15 marks Forthis assignment, yourtaskwill be towrite a new anthem for Canada. This song is designed to get the average Canadian from the 12th generation to the most re—cent immigrant excited about being Canadian. Youronly restriction is to use appropriate language keep it clean! Social Studies 20-2: iVlodule 1 2 Assignment Booklet A New Anthem for Canada rubricfollows the official English and French wording. 0 Canada! 0 Canada! Our home and native land! Terre de nos aieux, True patriot love in all thy sons command. Ton front estceintdefleurons glorieux! With glowing hearts we seethee rise, Carton bras sait porterI'epee, The True North strong and free! II sait porter la croix! From farand wide, 0 Canada, Ton histoire est une epopee We stand on guard forthee. Des plus brillants exploits. God keep ourland glorious and free! Etta valeur, de foi trempee, 0 Canada, we stand on guard forthee. Protegera nosfoyers et nos droits 0 Canada, we stand on guard forthee. Protegera nosfoyers et nos droits. A New Anthem for Canada Rubric (15 marks) 3 Content The revised anthem has a The revised anthem nas a Tne revisec aninem nas cleartheme or message consistenttheme or an inconsistentor throughout. It promotes a messagethroughout. inappropriatetheme or strong sense ofshared Some ideas are notfully message. Itfailsto identity. developed, buta sense of promote a shared sense of shared identity is evident. identity. Creativity The revised anthem shows The revised anthem shows The revised anthem shows a creative use ofimages limited creativity. There are little in theway of and wordsto suggestwhat some good ideas, butthey creativity. Canada meansto the are notfullydeveloped. student. Spelling Grammar, and Thework isfree of Thework containsonlya Thework has many , Mechanics spelling, grammar, and fewspelling, grammar, or spelling, grammar, or punctuation errors. punctuation errors. punctuation errors. MODULE 1 : SECTION 1 : LESSON 3 Canadian Symbols 20 marks Answerthe following questions. You will use these answers to help create a slide show about Canadian symbols. 1. When you think ofCanadian symbols, what is the firstthing you think of? Social Studies 20-2: Module 1 3 Assignment Booklet 2. Whywere the beaverand maple leafchosen as symbols for Canada? 3. Are any ofthe traditional symbols still viable? Which ones? 4. Should images offamous Canadians (e.g., athletes, singers, actors . . .) and their accomplishments become symbols for Canada? 5. What images could be used to demonstrate Canada's rich, multicultural diversity? Social Studies 20-2: Module 1 4 Assignment Booklet 6. What symbol could be used to representthe First Nations, Metis, and Inuit people? How? 7. What symbol should be used to remember Canada's early European settlers? 8. Are there symbols ofotherspecific groups that should be used? 9. Bywhat symbol should Canadian peacekeepers be remembered? After answering these questions, yourtask is to create a slide show ofno more than ten slides. In this presentation, you will identify at least eight symbols that you think represent Canada now. In the slide show, explain each symbol's importance to Canada and tell why you think each example should be considered a symbol. Rememberthatthe symbol should speak to all Canadians and include all Canadians! Social Studies20-2: Module 1 5 Assignment Bool<let The Canadian Symbols Slideshow Rubric follows. Canadian Symbols Slideshow Rubric (20 Marks) Creativity ocveraiotiney'^opnicsor \jr\&oriwoOTinegrapnicsor Oneortwographicsorobjects objects used intheslide objectsused intheslide weremadeorcustomized by siiowreflectanexceptional showreflectstudentcreativity thestudent, butthe ideaswere degreeofstudentcreativityin intheircreationand/or typical ratherthancreative. theircreationand/ordisplay. display. AttentiontoTheme Thestudentgivesa Thestudentgivesa Thestudentgivesafairly reasonableexplanationof reasonableexplanationof reasonableexplanationofhow howeveryitem intheslide howmostitemsintheslide mostitems inthe slideshow showisrelatedtothe showare relatedtothe arerelatedtotheassigned assignedtheme. Formost assignedtheme. Formanyof theme. items,the relationshipis the items,therelationship is clearwithoutexplanation. clearwithoutexplanation. Timeand Effort Muchtimeand effortwent Thestudentcontributed Thestudentcontributed only intothe planningand design adequatetimeand effortinto theminimaltimeand effort oftheslideshow. thecompletionofthisslide necessarytocompletethis show. slideshow. NumberofItems Theslideshowincludesfrom Theslideshowincludesfrom Theslideshowincludesonlya eighttotenslides. fivetosevendifferentslides. fewslides. MODULE SECTION LESSON 1: 2: 1 The Seeds of Revolution 30 marks Prepare a news documentary by gathering information aboutthe day-to-day lives of French citizens — during the ti—me ofLouis XIV. You areto explore each ofthe three estates clergy, nobility, and commoners and describewhat life was like forthese individuals. You may chooseto do this as a blog oruse voice thread. And Nowforthe News. . . Imagine yourselfas a news reporter back in the time ofthe French Revolution. Yourtask is to report on human interest stories. You are to interview three people forthis piece. — One person should befrom each ofthe following groups the clergy, nobility, and commoners. For each person, find out as much information as you can abouttheirday-to-day lives and what some of theirchallenges were. Asthis is an in-depth report, think ofthose questions that need to be answered. This is not a fluffpiece but a hard-hitting interview. You need to focus yourquestions. The interview can be up to six-minutes long. The Seeds ofRevolution Rubricfollows this assignment. Social Studies 20-2: Module 1 6 Assignment Booklet The Clergy background information (name, age, What questions would you ask? and so on) 1. 2. 3. Li The Nobility background information (name, title, What questions would you ask? age, and so on) 1. 2. 3.