INDEPENDENT STUDY UNIT
Grade 10 (Academic) History
You will write a formal 5-paragraph essay, using the following resources:
 Research Notes template
 template for writing a 5-paragraph essay
 EasyBib.com for citing your resources (MLA format)
You have the following options for your essay:
“Greatest Canadian”
OR
“Canada’s Most Defining Moment of the 20th Century”.
The Greatest Canadian
Prove/demonstrate the impact, contributions, legacy, etc. – that the person made for
Canada and society better for people, developed and/or strengthened the nation, or
helped elevate Canada in their contributions and role internationally.
Ideas: David Suzuki, Frederick Banting, Terry Fox, John Diefenbaker, Tommy Douglas,
Nellie McClung, Cairine Wilson, Lester B. Pearson, Sir Wilfrid Laurier, Paul Henderson,
Pierre Trudeau, inventors – if you Google it, you will find lists.
The Framework: As example, Sir Wilfrid Laurier said at the beginning of the 1900s that
“The 20th century belonged to Canada” – you could use this quote as the basis of their
thesis and then choose 3 defining moments to back it up and prove that it did.
Defining moment(s)
It is very similar – the moment or event should have had a big impact on Canadian
identity, sense of being Canadian, and/or it’s role on the international stage (i.e. Vimy
Ridge) – it may have strengthened Canada as a country, united it or changed Canada for
the better.
Ideas: International peacekeeping, the most defining discovery of oil in Canada (LeDuc,
Alberta = oil, 196?), when Canada got our flag, Meech Lake, Women’s Rights, D-Day, The
Summit Series (1972) (Canada v. USSR)
Topic Choice is due: Monday, June 2nd
Lab days:
Thursday, May 29th – Rm 216
Friday, May 30th – Library
Monday, June 2nd – Rm 216
Tuesday, June 3rd – Rm 216
Thursday, June 5th – Rm107
Friday, June 6th – Rm107
Monday, June 9th – Rm107
Friday, June 13th – Rm107
Rough (research notes) drafts due: End of period Tuesday, June 3rd
Switch rough essays with a peer for Peer Evaluation:
During period Friday, June 6th
**FINAL DUE DATE (FORMAL, PROOF-READ ESSAY): Friday, June 13th
Use bibliography and embedded footnotes/cite your sources within the
body of their essay.
Criteria
INTRODUCTION
Background/History
Introduces three subtopics
Thesis Statement
R
4
RUBRIC – 5-paragraph Essay
3
2
1
Well developed introductory
paragraph contains detailed
background information, a clear
indication of sub-topics, and a thesis
statement.
Introductory paragraph contains some
background information and states
three sub-topics with some clarity.
States the thesis of the paper.
Introduction states the thesis but
does not adequately explain the
background of the chosen
topic. Sub-topics are indicated but
lack detail.
Thesis and/or sub-topics are
vague or unclear.
Background details are a
seemingly random collection of
information, unclear, or not
related to the topic.
Three or more main points are well
developed with supporting details. Tie
to sources (evidence) is embedded
properly.
Three or more main points are
present but may lack detail and
development in one or two. Sources
(evidence) are embedded but may not
be technically correct.
Three or more main points, but all
lack development. Evidence (tie to
sources) is missing and/or vague.
Less than three main points, with
poor development of
ideas. Evidence (tie to sources)
is missing.
Source material is used and smoothly
integrated into the text. All
sources are accurately documented
and in the desired format on the
Works Cited page. All sources are
relevant and reliable.
Conclusion summarizes the main
topics without repeating previous
sentences; writer's thesis is restated.
Positive, moral lesson learned is
logical and well thought out.
All sentences are complete, accurate,
and clear, with good flow throughout
essay; the writer portrays the
significance of the person/moment
well, including related emotions.
Source material is used. All sources
are accurately documented, but a few
are not in the desired format on the
Works Cited page.
Most sources are
relevant and reliable.
Sources are accurately
documented, but many are not in
the desired format on the Works
Cited page. Some sources are
relevant and reliable.
Lacks sources and/or sources are
not accurately documented.
Incorrect format is
used.
Sources are not relevant
nor reliable.
Conclusion summarizes main
topics. Thesis is restated. Positive,
moral lesson learned is included.
Conclusion summarizes main
topics, but is repetitive. Thesis is
not restated and/or positive, moral
lesson learned not included.
The writer uses some informal
language. Most sentences are
complete, accurate and clear, with
good flow; writer portrays the
significance of the person/moment,
including related emotions.
Some unclear or confused
sentences; writer may portray the
significance of the person/moment.
Related emotions may or may not
be included.
Conclusion does not adequately
summarize the main points.
Thesis may or may not be
included. No positive, moral
lesson learned is included.
Many unclear or incomplete
sentences. Significance of the
person/moment is not portrayed.
Related emotions are not
included.
Punctuation and capitalization are
correct.
Sentence structure is generally
correct. Some awkward sentences do
appear. There are one or two errors in
punctuation and/or capitalization.
Work contains structural
weaknesses and grammatical
errors. There are three or four
errors in punctuation and/or
capitalization.
(C)
MAIN POINTS
Body Paragraphs
Tie to sources
(evidence)
(T)
USE OF
SOURCES
Documentation
(K)
CONCLUSION
(C)
PORTRAYAL
Significance of
person/moment
Emotions
(C)
MECHANICS
Punctuation &
Capitalization
(A)
Work contains multiple incorrect
sentence structures. There are
four or more errors in punctuation
and/or capitalization.