Course Profile
Geography
of Canada, Grade 9 academic, Catholic
Unit 4: Canada’s Economic Diversity
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6
Unit Developer(s)
S. Patterson
J. Sweeney
London District Catholic School Board
Development Date: July 1999.
Canada is becoming influenced more and more by a global economy. In this unit, students study Canada’s trade relations and NAFTA, economic networks, requirements of industry, types of industries and the careers they offer, the networks involved in manufacturing selected products; and the industrial and governmental collaboration used to solve an environmental problem. The unit culminates in a case study that examines a local municipality’s zoning of land for industrial use. The move to a global economy has marginalized some people and put the environment at risk. Students are encouraged to critically examine issues in light of Catholic social teaching related to the promotion of peace, justice and prosperity for all.
Ontario Catholic School Graduate Expectations: OCSG1d, OCSG2a, OCSG2e, OCSG3f, OCSG5b, OCSG5e, OCSG7e.
Strand(s): Understanding and Managing Change, Global Connections, Human-Environment Interactions, Geographic Foundations: Space and Systems, Methods of Geographic Inquiry
Overall Expectations: UMV.O1B, UMV.O2B, GCV.O2B, GCV.O3B, HEV.O2D, HEV.O4D, SSV.O5B.
Specific Expectations: SS1.04B, SSI.06D, SSE.02D, HEI.02B, HE2.05B, HE3.03D, GC1.01D, GC2.03D, UM2.01B, UM2.03B, UM2.04D, UM3.02D, UM3.03D, UM3.04D, MI1.01B, MI2.02B, MI2.08B, MI2.10D, MI2.12B, MI2.13B, MI3.02D, MI3.04D.
|
Activity 1 |
Classification of Industry |
150 minutes |
|
Activity 2 |
Economic Networks |
150 minutes |
|
Activity 3 |
Networks involved in manufacturing selected products |
150-225 minutes |
|
Activity 4 |
Industry and Governmental Collaboration on an Environmental Problem |
150-225 minutes |
|
Activity 5 |
Trade Relations |
225-300 minutes |
|
Activity 6 |
Industrial Land Use: A Case Study |
150-225 minutes |
· Check web sites as noted in the activities for information needed.
· Collect samples of job advertisements, newspaper and magazine articles showing bias.
· Check identified pupils’ IEPs for accommodation suggestions.
· Obtain copies of Municipal Zoning Bylaws and Zoning Maps.
· Collect newspaper articles on local land use concerns for use in the culminating activity.
Note: The numbering of the Assessment/Evaluation techniques is tied directly to the numbers in the preceding Teaching/Learning Strategies.
· Students need to be familiar with the Grade 8 Unit 3 on Economic Systems.
· brainstorming (Activity 2), questioning, discussing, concept clarification (Activity 4), debating (Activity 4), lecturing.
· inquiry process, issue-based analysis, classifying, collaborative learning, computer-assisted learning, graphing (Activity 1), decision-making matrix (Activity 6), research.
· note-making, organizers, computer-assisted learning, graphing (Activity 1), research, visualization.
Roving conferences; formal teacher observation/Mission Statement Assessment Rubric for Activity 3/checklist for graphing in Activity 1/Group work assessment in Activity 2.
Formal teacher observation/ Rubric for letter to the editor in Activity 6/Oral Presentation Assessment Rubric
Approved Texts (e.g., Canada, Land of Diversity; Canada: Exploring New Directions; Making Connections; Perspectives; Contact Canada)
Atlas
Canada Yearbook
Internet Sites (e.g., about.com)
PCGlobe
Guidance Centre Career Choices
estat
GIS
The Monograph
Newspaper and magazine articles
School Resource Teachers
NFB
Time: 150 minutes
Students develop the concept of types of industry and build on the study of Canada’s resources from the previous unit, Canada’s Resources. The students graph statistics to compare the percentage of Canada’s labour force involved in each sector to identify those areas where the majority of Canadian work force can be found. The students may use the traditional sector titles of Primary, Secondary, and Tertiary or the sectors as defined by the newly established North American Industry Classification System (NAICS). The culminating activity for this unit, which requires students to apply these classifications of industries to a case study, should be introduced at this time.
Ontario Catholic School Graduate Expectations: OCSG1d, OCSG 3f.
Strand(s): Managing Change, Global Connections, Human-Environment Interactions, Methods of Geographic Inquiry.
Overall Expectations: UMV.O1B, GCV.O3B.
Specific Expectations: MI1.01B, MI2.02B, MI2.10D, MI3.04D.
· Statistics Canada in their study of labour statistics currently uses the NAICS system of classification in order to have a common system in use for Canada, United States, and Mexico. This system is fully explained on their Internet site.
· Part of this activity asks students to share information about their families. The teacher needs to monitor the class to ensure students respect classmates and do not impose demeaning or negative comments based upon the results of the survey of parents’ occupations or the career choice students choose for their research.
· Teachers are reminded to collect local newspaper articles for the case study in the culminating activity.
· The concept of industrial categories as used in Unit 3 on Canada’s resource stewardship.
1. Teacher presents the students with the information necessary to describe categories of industry as presented in the NAICS system of classification or previous classification system and to record the numbers of workers in each category.
Students build a chart to organize the information given for each of the types of industry and then record the information presented especially the numbers of workers in each category and the totals so as to be able to calculate the percentages.
Using the percentages calculated for each category of industry the students build a pie graph to demonstrate the percentages of the labour force in each category. The teacher guides students with the conversion of raw data to percentages so as to calculate the degrees for the graph.
Teacher has students complete a confidential survey to gather information as to where students’ parents and relatives work. (This is optional as some students may not wish to share this information). The teacher collates and shares the results with the class in order to compare class results to Canadian results. This correlation will help the students develop an understanding of the classification of labour in the local work force.
3. Summative teacher assessment of student graphs for accuracy of content and for accuracy of construction of a pie graph using the checklist entitled “Pie Graph Assessment”, Appendix 4.1.1.
A textbook or atlas for the course to supply the necessary statistics for industry types
An electronic source of the latest statistics for industry types can also be found using Estat or Statistics Canada: http://www.statcan.ca/english/concepts
· Students could be given a prepared chart and graph to fill in the information.
· Peer helpers can be assigned to some pupils to help generate the necessary pie graph.
Appendix 4.1.1 - Pie Graph Assessment Checklist
Time: 150 minutes
This activity requires students to refine their understanding of the characteristics of the human systems especially those related to the location of business and industry. By examining existing systems and networks, a comprehensive list of factors determining the location of an industry or commercial enterprise is generated by the students. This list of location factors is used in the culminating activity when examining local zoning by-laws for the pupils’ letter to the editor.
Ontario Catholic School Graduate Expectations: OCSG1d, OCSG2e, OCSG3f.
Strand(s): Managing Change, Global Connections, Human-Environment Interactions, Methods of Geographic Inquiry.
Overall Expectations: UMV.O1B, SSV.O5B.
Specific Expectations: SS1.04B, SS1.06D, HEO.I02B, UM2.01B, MI2.02B, MI2.10B, MI2.13B, MI3.02D.
· Students require a collection of phone books and/or business directories to search the local community for examples of business/industry. As students are asked to make a contact with a local business/industry a means of communication needs to be established (e.g., telephone, fax, e-mail). Check with the main office, department office, or school library/resource centre to establish these lines of communication.
· Understanding of the concept of location of industries in relation to sources of raw materials from the Grade 8 unit on Economic Systems.
2. Brainstorm with the class to generate a list of the factors used by industry to determine where to locate a facility and confirm with a textbook reference (e.g., Making Connections, Prentice-Hall, page 346).
The students examine the networks already in place in many parts of Canada using an atlas and a classroom text. Students examine existing networks of transportation, communication and energy, and build maps of these systems for their local community or region.
Place students in small groups to build the following matrix of Primary, Secondary, and Tertiary industries. Students develop:
(i) list of potential local businesses for each sector (phone book or directory)
(ii) list of location factors(at least 4 to be considered)
(iii) series of questions to be used as a survey for an interview with the Chief Executive Officer or designate of a local business or industry (e.g., history, location decisions or problems especially those related to local zoning by-laws etc.). Students complete the survey of the local CEO by phone, fax, e-mail or personal interview and bring the information back to the group, e.g.,
Primary Secondary Tertiary
Names of Industry
Location Factors
History
* An option here is to use a sample industry from a classroom text. An example of a connecting study using ATI Graphics can be found in Making Connections, Prentice-Hall, Page 357.
Create a bulletin board display of the surveys. Students study the results to determine which factor is dominant for the local community being studied.
2. Informal teacher observation of class to ensure vocabulary and terminology is developed fully and make anecdotal notes as necessary.
3. Students conduct peer evaluations within their group using the assessment tool, Group Work Assessment found in Appendix 4.2.1.
3. Teacher assesses the students’ survey for the completeness of the information gathering process by means of an informal observation of the survey.
The Monograph (guide for brainstorming), Winter 1991 Vol. No. 42, Issue No. 4.
A classroom textbook or atlas for the course to supply the necessary information about the location factors for industry (e.g., Making Connections, Prentice-Hall, pg. 357)
Internet site for information on existing networks
http://www.geography.about.com
Road maps showing major transportation links in Canada and/or the province of Ontario.
Local phone book or business directory.
Business/industry contacts.
· Students could be given a prepared list of factors and then compare the factors to the existing networks of transportation and communication as displayed on road maps.
· Students with expertise in operating the hardware (phone, fax, computer) could be encouraged to assist those not at a comfortable level to operate these devices.
Appendix 4.2.1 - Group Work Assessment
Time: 150 minutes
Students study the actual production of a product from the initial phase as a raw resource through the processing and marketing phase as a finished product for domestic sale or export. This allows for application in the culminating activity for this unit where students need to prioritize location factors and the importance of production facilities for a local industry or commercial activity.
Ontario Catholic School Graduate Expectations: OCSG1d, OCSG2a, OCSG2e, OCSG3f.
Strand(s): Geographic Foundations: Space and Systems, Methods of Geographic Inquiry, Understanding and Managing Change.
Overall Expectations: UMV01B
Specific Expectations: UM203B, MI102B, MI210D, MI214B, SS106B
· The teacher is to select a product to be studied from start to finish. This could be a product from local facility necessitating the gathering of information, or a textbook study of a product (e.g., Stelco Steel, Ford automobile, Tommy Hilfiger clothing, etc.).
· There are many examples in various classroom textbooks (e.g., “The Making of Steel,” Chapter 5 of CANADA: Exploring New Directions).
· the technique involved in building a flow diagram
· the understanding of the manufacturing system as outlined in the Grade 8 unit Economic Systems
3. The teacher brainstorms with the class to create a list of the resources, materials, and services needed to create the product selected for investigation.
The students examine a flow diagram to show the process of building the product and prepare a list of all products and services needed for the process. For each item on the list, locate a possible source whether it is a local, provincial, territorial, or foreign supplier.
The students research the most likely locations for the supply of raw materials needed for the product and the services needed to complete the product (i.e., local, provincial, territorial or foreign suppliers).
Students develop a comparison organizer to record the impacts of production, transportation and marketing of a product, if this product were to be produced in this local area, e.g.,
|
Sector |
Industry |
Environmental Problem |
Remedial Action |
|
Primary |
Farming |
Use of fertilizer |
Regulations for the use of fertilizers |
|
|
Farming |
Animal effluent |
Fence off water supply from animals |
|
Service |
Restaurant |
Garbage production |
Food inspection |
|
etc. |
|
|
|
A more comprehensive study of the impact of the production of a specific product can be found in the following case study (5).
In small groups, students research the manufacture of a controversial product such as Nike shoes.
An interesting study of Nike’s movement of its manufacturing bases between 1980 and the present is found in Julia Ahlers, Christian Justice, pp. 142-143. Students analyse the impact of the production, transportation and marketing of this product on the environment and people. Students apply Catholic social teaching to the manufacturing and marketing of Nike shoes or any of the products studied thus far and prepare or amend (if one already exists) a mission statement that could be used in the company’s official promotions.
2. Teacher uses probe questions to ensure that students understand the full implication of each component of the flow chart.
5. Teacher formatively assesses the mission statement for its values, attitude and impact using the rubric “Mission Statement Assessment”, Appendix 4.3.1
A text or atlas of a Canadian industry (e.g., automobile, steel, foods and beverages production)
NFB. Video on the production of nails entitled Nails. Title Code: 105C 0179 194 MSN: 14492
A short NFB video on How do They........? describes how four different items are made. Title Code: 193C 0197 166 MSN:35631.
Ahlers, Julia and Michael Wilt. Christian Justice. Winona, Minnesota: Saint Mary’s Press, 1994.
Information about Catholic Social Justice found on the Canadian Conference of Catholic Bishops’ web site: www.cccb.ca
· Mixed ability groups may need to be formed.
· A prepared flow chart could be displayed for some students to copy and affix appropriate labeling.
· Some students could be assigned to search for a diagram that shows the processes involved in a different product.
Appendix 4.3.1 – Rubric for Mission Statement Assessment.
Time: 150 – 225 minutes
Government’s regulatory role is reflected in its ability to formulate by-laws. This activity examines the role of industry and governments in their initiatives to control the impact of the industrial activity on the natural systems. Topics such as pollution, recycling, and sustainable development are just a few of the ideas to pursue to illustrate the compliance of industry to local by-laws. The concept of responsible stewardship introduced earlier in the study of ecozones is revisited.
Ontario Catholic School Graduate Expectations: OCSG1d, OCSG2a, OCSG2e, OCSG3f, OCSG7e.
Strand(s): Geographic Foundations: Space and Systems, Methods of Geographic Inquiry, Human-Environment Interactions, Global Connections
Overall Expectations: SSV.O5B, HEV.04D, UMV.02B.
Specific Expectations: HE1.02B, HE2.O5B, HE3.03D, MI2.05B, MI2.O8B, MI3.04D, MI2.O2B.
· This activity requires a delicate approach to the issues of environmental damage and control. The teacher may need to mediate issues and to ensure that all sides of an argument are heard and given their consideration.
· The previous activities outlined the necessary components for operating an industry and are needed for this activity.
4. Teacher brainstorms for other examples of how human activities affect the environment (i.e., transportation – air pollution; home building – loss of forests; urban growth – loss of agricultural and wetlands; waste management — dumps and water pollution; irrigation – damming and water diversions). Teacher assigns students to prepare a one-page collage of headlines from newspapers and magazines that illustrate similar examples. The collages can simply be shared visually for reinforcement of the concept.
The teacher presents students with appropriate readings on the Catholic view of the environment. Students list and analyse the reasons why the Catholic Church preaches protection of the environment. The teacher may refer to the “Alberta Bishops’ Statement on the Care of God’s Creation” found at www.cccb.ca or the Catechism of the Catholic Church, numbers 2415-2417. Teacher then conducts and monitors a class debate on who has the responsibility for managing environment – individuals, government ministries, industrial companies, local community governments.
Teacher presents the students with a copy (or overview) of the local municipality’s by-laws concerning recycling. Students individually produce an evaluation report on evidence of the municipality’s and stakeholders' compliance with the spirit of the recycling program. The report should contain visual and statistical evidence and recommendations on how to improve participation rates. The stakeholders are owners of residential properties, rental properties, commercial properties and industrial enterprises. The teacher initiates the report by thoroughly explaining the pertinent features of the recycling bylaw or arranging for a municipal official to speak to the class on the salient features of the by-law.
1. Teacher to observe groups to ensure they understand and can complete the task.
2. Formative teacher assessment of class debate using Debate Assessment Rubric - Appendix 4.4.1
3. The teacher collects the evaluation recycling reports for a formal assessment of the student writing.
Atlas or textbook with an appropriate collection of news articles (e.g., related to shoreline erosion or other issue)
A copy of Province of Ontario’s recycling laws and the local community’s recycling by-laws
Catechism of the Catholic Church. Toronto: Doubleday, 1995.
“Alberta Bishops’ Statement on the Care of God’s Creation”, October 4, 1998, found on web site of Canadian Conference of Catholic Bishops: www.cccb.ca
· Students may combine efforts to find newspaper articles.
· Alternate forms of reporting could be accepted for the recycling report (e.g., tape recording, oral presentation, or report directly to the teacher).
Appendix 4.4.1 - Debate Assessment Rubric.
Time: 300 minutes
In this activity, students track the impact of Canada’s participation in trade agreements and assess the role of multinational corporations in economic success. It is imperative to include a careful study of the Catholic Church’s teaching on multinational corporations. Students’ awareness of the impact of outside forces on local decisions is necessary for completion of the case study in the culminating activity.
Ontario Catholic School Graduate Expectations: OCSG1d, OCSG3f, OCSG2a, OCSG5b, OCSG7e.
Strand(s): Geographic Foundations: Space and Systems, Methods of Geographic Inquiry, Understanding and Managing Change, Global Connections.
Overall Expectations: GCV.02B, UMV.01B.
Specific Expectations: UM2.O4D, UM3.O4D, GC1.01D, GC2.03D.
· Information on trade agreements and International Corporations (Multinational Corporations) are needed for this activity and need to be gathered beforehand. These can be found in a classroom text (e.g., Chapter 32 of Making Connections Canada’s Geography, Prentice-Hall).
· Research skills from previous units especially those of gathering information from Internet sites, yearbooks, atlases, and other library/resource centre selections.
5. As a form of research into the impact of Canada’s participation in trading agreements (e.g., NAFTA, GATT) with other countries, students read government reports of Canada’s role, successes and gains as a result of these agreements or newspaper accounts of free trade events. The North American Free Trade Agreement has been controversial and thus arguments for and against the agreement can be listed in chart form. One suggestion is to list the issues of NAFTA and then find an argument for and an argument against.
Example:
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Issue |
Argument for |
Argument against |
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Jobs |
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Competitiveness |
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Efficiency of producers |
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Opportunities for producers |
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Environmental protection |
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Multinational Corporations (MNC) are defined as large companies that operate in more than one country. Students use the definition of the term “Transnational Corporations” or “Multinational Corporations” to suggest examples of well-known corporations (e.g., Shell, Walt Disney, General Motors) that fit the definition. Students study yellow pages of the local phone book to create a list of local businesses and industries that also fit the definition. Students hypothesize as to the advantages and disadvantages of locating their MNC in the community. Using a brainstorming session, pose the question to students: “Should the local community encourage more MNCs to invest locally?” If so, suggest ways to encourage investment by MNCs; if not, state reasons why.
Students list the priorities of MNCs (e.g., profits, labour, production, environmental concerns). Students analyze the Catholic Church’s teaching that the basic purpose of economic structures “must not be the mere multiplication of products...(nor) profits or domination, but to serve the needs of the people for a more fully human life.” (Do Justice, p. 343). Students apply the foregoing Catholic statement to the mission statements of several MNCs.
1. Teacher formally assesses student lists of pros and cons of trading blocs by means of roving observation.
2. Students do a self-assessment of their lists of advantages/disadvantages of transnational or multinational corporations locating locally, using a checklist, Advantages/Disadvantages of Multinational Corporations Assessment - Appendix 4.5.1.
4. Teacher assesses students’ understanding of the social teaching of the Catholic Church as this teaching is applied to the activities of some multinational corporations again using a checklist combined with the above assessment.
4. A summative paper and pencil test to test for cumulative knowledge of this unit (e.g., location factors, classification of industry types, product flow, examples of human impact and MNCs).
A text or atlas of Canadian statistics.
Information and statistics about NAFTA and GATT can be found at the web site: http://info.ic.gc.ca and in CANADA YEARBOOK
NFB has a provocative video entitled The Emperor’s New Clothes that could be used as background for the teacher. Pieces could be used for classroom viewing. The Title Code is: 117C 9196 165 MSN:35631
NFB has an equally provocative video on multinational corporations entitled: Super-Companies. Title Code: 106C 0187 096 MSN:19206
Sheridan, E.F., ed. Do Justice: The Social Teaching of the Canadian Catholic Bishops. Sherbrooke, Quebec: S.J. Pauline Press, 1987.
Ryan, Michael. Solidarity: Christian Social Teaching and Canadian Society. London, Ontario: Divine Word Centre, 1986. pp. 100-130 on multinational corporations
Bishop’s web site
www.cccb.ca
· A graph with titles could be prepared and then students fill in the categories.
· Students with advanced computer skills could survey web sites to gather further information required.
Appendix 4.5.1 – MNC Checklist.
Time: 150 minutes
In this activity students conduct a case study that examines a local municipality’s zoning of land for industrial/commercial use. As outlined in this unit, industry has special locational needs. Local municipalities have the responsibility to ensure, on behalf of local citizens, that any activity, including industrial activity complies with the needs of the community (e.g., jobs). Students select an appropriate problem solving strategy and apply it to the case study where a decision is required regarding any zoning and by-law changes necessary to permit an industry/commercial activity to locate in the local community.
Ontario Catholic School Graduate Expectations: OCSG1d, OCSG 2e, OCSG3f, OCSG5e, OCSG7e.
Strand(s): Geographic Foundations: Space and Systems, Understanding and Managing Change, Global Connections, Human-Environment Interactions, Methods of Geographic Inquiry.
Overall Expectations: UMV.O1B, UMV.02B, SSV.O5B.
Specific Expectations: SS1.04B, SS1.06D, HEI.02B, UM2.01B, UM3.02B, MI2.02B, MI2.10B, MI2.13B, MI3.02D.
· This culminating activity requires the collection and preparation of materials to carry out the simulation and local case study. An extension to this activity would be to have the students send their letters to the local newspaper.
· The concept of industrial location factors from the Grade 8 on Economic Systems
· The format for writing a letter to the editor
6. Prior to beginning this activity, the teacher assigns students the task of finding examples in the local media of debate over industrial/commercial land use in their municipality.
The teacher presents the local municipality’s zoning plans for industrial/commercial land use.
The pupils become aware of the location of areas being designated for these types of land use.
Use a classroom text to present information on land use patterns (e.g., Making Connections, Prentice-Hall, page 223).
The teacher leads an oral class discussion to identify local issues involving industrial/commercial land use from students’ research into media reports. Students identify which sector of the labour force is involved.
An option here is for the teacher to present an example of a simulation using a decision-making matrix to apply to problem solving. A good example of a simulation to use is in the winter issue of The Monograph Volume No. 48, Issue No.14 involving a decision on a second National Basketball Association (NBA) team for Canada. The simulation comes complete with statistics and the matrix for the decision-making process. It is advisable to do a simulation where the decision has already been made so as to be able to follow the process and then apply the process to a local simulation.
The teacher and/or the students select one issue involving a municipal zoning by-law presently being discussed in the local community. In small groups the students conduct a case study. The design and use of the decision-making matrix similar to the one above in strategy 4 is the first priority as this keeps the group focused on the issues and aids in their ability to make a decision.
Individually students use the results of their case study to prepare a letter to the editor of the local newspaper expressing their viewpoints on the land use issue being debated by the local community. The letter addresses five key elements:
(i) I am reacting to...(state the issue).
(ii) My main opinion is ...
(iii) Reasons and facts to support my opinion are...(Use information from this unit e.g., location factors, by-law adherence, Catholic faith traditions, etc.).
(iv) My special qualifications are...(the study of this unit gives students the qualifications to respond to the issue).
(v) I want to be identified as ...
4. Informal teacher observation of class to ensure students are on task and understand the decision-making matrix.
5. Formative assessment of each student-designed decision-making matrix to check for completeness, accuracy and usefulness for the local case study.
6. Individual summative teacher assessment of the letters to the editor using the rubric “Assessment Rubric for Letter to the Editor”, Appendix 4.6.1.
A textbook for the course or local newspapers to find examples of local issues.
The Monograph Volume 48, Issue No.4 for the NBA site selection.
The Monograph Volume 44, Issue No.4 for ideas on letters to the editor.
Local newspapers
A copy of the local municipality’s zoning by-laws and zoning maps.
· Students could combine efforts to create one letter to the editor.
· Some students may use another method instead of writing the letter (e.g., tape recording, video recording)
Appendix 4.6.1 - Assessment Rubric for Letter to the editor.
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1. Title: Clearly states what information is shown on the graph |
No |
Yes |
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2. Legend: Symbols or features used are identified |
No |
Yes |
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3. Content Labels: Labels clearly identify graph sectors |
No |
Yes |
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4. Accuracy of Calculations: Percentages/degrees are accurate |
No |
Yes |
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5. Source of Information: The source is clearly noted |
No |
Yes |
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6. Neatness of Construction: Pie graph is neat |
No |
Yes |
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7. Overall Appearance: Graph is centred on page |
No |
Yes |
Name:_______________________________________
Assignment:________________________________
Fixed Scale R: Rarely S: Sometimes U: Usually A: Always
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Criteria |
R |
S |
U |
A |
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7. Co-operation: The student worked cooperatively with members of the group, and was willing to help with any task. |
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Respect: The student listened to others’ ideas, considered their points of view, and offered constructive suggestions. |
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Effort: The student contributed well to group discussions and to the work required. |
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Responsibility: The student worked responsibly and to the best of his/her ability on contributions to the task. |
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Task Commitment: The student was able to focus on what was needed to do throughout the process of the task and kept working when something was challenging. |
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Problem Solving: The student tried to think of and use good problem-solving strategies throughout the process of completing the task. |
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Additional Criteria: |
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Comments or Suggestions for Improvement: |
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*Category/ Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Knowledge/ Understanding (20%) · Mission statement |
- not well thought out |
- thought process evident |
- well thought out |
- exceptionally well thought out |
|
- not complete |
- for the most part complete |
- complete |
- complete beyond expectations |
|
|
Communication (20%) · Quality of work |
- visual presentation limited in appeal |
- presentation quality acceptable |
- presentation quality well done |
- presentation exceptional quality |
|
- spelling and grammar errors evident |
- some spelling and grammar errors evident |
- few spelling and grammar errors evident |
- no spelling or grammar errors evident |
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Application (40%) · Communicating message |
- does not clearly describe position |
- clearly describes position |
- clearly describes position |
- outstanding in describing position |
|
- company’s attributes not evident |
- company’s attributes somewhat evident |
- company’s attributes evident |
- company’s attributes very evident |
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- not persuasive |
- somewhat persuasive |
- persuasive |
- persuasive using many techniques |
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Thinking/Inquiry (20%) · Creativity and originality |
- very little creativity or originality |
- aspects of statement original |
- statement creative and original |
- statement exceptionally creative yet original |
*Refer to Evaluation of Student Achievement chart in the course profile overview for appropriate weighting of the categories.
COMMENTS
Strengths:
Concerns:
Next steps:
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*Category |
Levels of
Performance |
|||
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Knowledge/Understanding (10%) 1. Organization and Clarity: · viewpoints and responses are outlined clearly and orderly |
- unclear in most parts |
- clear in some parts but not over all |
- most clear and orderly in all parts |
- completely clear and orderly presentation |
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Thinking/Inquiry (10 %) 2. Use of Arguments: · reasons are given to support viewpoint |
- few relevant reasons given |
- some relevant reasons given |
- most reasons given; most relevant |
- many relevant reasons given in support |
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Application (10%) 3. Use of Examples and Facts: · examples and facts given to support reasons |
- few relevant supporting examples |
- some relevant examples given |
- many examples/facts given |
- many relevant supporting examples/facts |
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Communication (30%) 4. Use of Rebuttal: · arguments made by the other team are responded to and dealt with |
- effective counter-arguments are limited |
- few effective counter-arguments made |
- some effective counter-arguments made |
- many effective counter-arguments made |
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Communication (30%) 5. Presentation Style: · tone of voice · use of gestures · level of enthusiasm |
- few style features were used |
- few style features were used convincingly |
- all style features were used, most convincingly |
- all style features were used convincingly |
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6. Additional Criteria (10%) · developed by teacher and/or students |
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*Refer to Evaluation of Student Achievement chart in the course profile overview for appropriate weighting of the categories.
Comments and suggestions for Improvement:
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Your response: |
YES |
NO |
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8. Is complete with suggestions |
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Is an organized display of arguments |
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Reflects the needs of the local community (e.g., more jobs created) |
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Reflects Catholic teachings on MNC (e.g., dignity of work) |
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Reflects the needs of Canada (e.g., competitiveness with other nations) |
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*Category Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
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Knowledge/Understanding (20%) · Facts and reasons used in letter link to factors affecting natural and human systems as outlined in the unit |
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reasons have limited link to factors |
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reasons have some link |
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facts and reasons have considerable
links |
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reasons and facts have very strong links |
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Communication (30%) · The five key elements addressed · Spelling and Grammar |
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elements addressed with limited effectiveness |
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elements addressed with some effectiveness |
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elements addressed with considerable effectiveness |
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elements addressed with excellent effectiveness and style |
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Thinking/Inquiry (30%) · Point of view statement in letter · The tone of the letter reflects the Catholic faith tradition |
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limited clarity & effectiveness -
limited reflection |
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moderate clarity and effectiveness -
moderate reflection |
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considerable clarity and effectiveness -
considerable reflection |
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very high degree of clarity and effectiveness -
deep reflection |
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Application (20%) · The letter demonstrates effectiveness in transferring concepts of unit to reach logical conclusions |
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limited effectiveness in transferring concepts to conclusions |
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moderate effectiveness in transferring concepts to logical conclusions |
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considerable effectiveness in transferring concepts to conclusions |
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a high degree of effectiveness in transferring concepts to conclusions |
*Refer to Evaluation of Student Achievement chart in the course profile overview for appropriate weighting of the categories.
Comments and Suggestions:
Continue to Unit 5 |
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