*Due Date is Thursday, December 15 (Day 4)
Project #4 – The Role of Louis Riel in Canada’s History
Red River Map
Red River Metis Settlement - Fort Garry
Provisional Metis Government
The ability to effectively research and analyze an issue,
from different perspectives, before making your own informed decision is a very
important life skill. For this assignment, you will be researching, analyzing, and
then generating your own opinion about the legacy of one of Canada’s most
divisive historical figures: Louis Riel. Some Canadians feel his actions made
him a hero, while others believe he is a villain or traitor. There have been
numerous articles, books, videos and even an Opera (!) created examining his
role in Canadian history.
For this
assignment, we will complete a series of tasks intended to give us a strong
understanding of Riel’s role in Canadian history. From these understandings, we
will develop a final opinion, using supporting evidence from our research and
analysis, as to whether his role was a positive or negative one in the History
of our nation.
Steps/Activites:
1)
Complete the mapping activity of Riel’s life.
This sheet will be handed out in class. You
will hand this in.
2)
Using the research organizer handed out in
class, watch all recommended videos
and take notes. You will hand this in.
3)
Using the research organizer handed out in
class, read at least three of the five recommended articles and take notes. You
will hand this in.
4)
Choose a format for your project and complete it
by the due date. Use your research to help complete this activity. Focus on:
background information, at least three reasons Riel could be considered a hero
and three reasons why Riel could be considered a traitor. You will hand this in.
5)
Complete the pre-test questions to prepare for
your test. You will hand this in.
6)
Complete the final test question. You will hand this in.
Format Suggestions:
· Essay
· Poster
· Powerpoint or Prezi
· Oral Presentation
· Skit – interviews, debates, tableauxs, talk show, etc.
· Comic Book / Graphic Novel
· Song
· Poem
· Board Game
· Videos: Claymation (stop-motion), “Historica” minute,
etc.
· A Crossword*
· A speech
· Using maps to outline key events in Riel’s life
· Visual Timeline or a picture history
· Other (speak to Mr. Mak)
Research Sources:
Videos:
Articles:
4)
http://news.nationalpost.com/full-comment/national-post-editorial-board-the-unpardonable-louis-riel
6)
Google search the
article REWRITING
HISTORY: LOUIS RIEL AS A HERO by Peter C. Newman (Advanced)
Name(s):_________________
Class:_________________
Guardian Signature:_________________
Rubric - The Role of Louis Riel in Canadian History
1
|
2
|
3
|
4
|
|
Use of Class Time / Co-operation
· Did all group members contribute equally?
· Did group member use class time efficiently?
|
Needs Improvement
|
Satisfactory
|
Good
|
Excellent
|
Completion of Tasks
· Mapping Activity
· Research from Videos
· Research from articles
|
Needs Improvement
|
Satisfactory
|
Good
|
Excellent
|
Project
· Completed on time
· Background information on Riel
· Two or more reasons he could be considered a traitor
· Two or more reasons he could be considered a hero
· Final product is well made/presented
|
Needs Improvement
|
Satisfactory
|
Good
|
Excellent
|
Final Test
· Pre-test questions were completed
· Test
|
Needs Improvement
|
Satisfactory
|
Good
|
Excellent
|
Overall Grade: ________________
Self-Assessment:
1)
2)
Teacher Comments/Suggestions:
1)
2)
Pre-test Questions:
1.
Define,
in your own words, what a hero is.
2.
Define
in your own words what a villain or traitor is.
3.
Describe
the two or three most important reasons you have come across in your research
as to why Riel’s actions could be considered those of a hero.
4.
Describe
the two or three most important reasons you have come across in your research
as to why Riel’s actions could be considered those of a villain.
Louis Riel - Final
Test
Based on
all the research and analysis you have done, do you feel that Louis Riel’s
actions in the history of Canada made him a hero or villain? State your opinion
giving specific proof. A level four answer should expand, in detail, on TWO OR
THREE specific ideas to support your argument.
Test/Pre-Test Rubric
Level 4 – Your response very convincingly supports your
opinion on Louis Riel using two or three specific, detailed, ideas to support
your argument. Pre-test questions were completed very well.
Level 3 - Your response convincingly supports your opinion
on Louis Riel using two or three fairly detailed ideas to support your argument.
Pre-test questions were completed well.
Level 2 - Your response somewhat convincingly supports your
opinion on Louis Riel. The ideas chosen to support your argument could be more
detailed. Pre-test questions were completed but could use more depth.
Level 1 - Your response does not convincingly support your
opinion on Louis Riel. The ideas chosen to support your argument lack detail or
depth. Pre-test questions were not-completed, or completed in very limited
detail.
Learning Goals:
- · To examine the achievements of important Canadian Historical Figures from different perspectives (Louis Riel, Gabriel Dumont, Sir John A. Macdonald, William MacDougall)
·
To examine the inequalities in the new nation
of Canada, and some of the actions taken by various groups and/or individuals to
improve their lives and to
understand that many of the rights and freedoms we have today are the result of
actions taken by people in this era (such as the Metis and First Nations)
·
To apply the
concepts of historical thinking as well
as the historical inquiry process, using some primary but (mostly)
secondary sources to explore the perspectives of groups on issues of concern to
Canadians (from the nineteenth century and ongoing)
·
To
assess the impact of social, economic, and/or
political inequality, on various Canadians between 1850 and 1890
·
To
use the historical
inquiry process to investigate perspectives
of different groups on some significant events, developments, and/or issues
that affected Canada and/or Canadians between 1850 and 1890
·
To
describe and explain their impact of various
significant events, developments, and people in Canada between 1850 and
1890,
·
To gather and organize information and
evidence about perspectives of different groups on some significant events,
developments, and/or issues that affected Canada and/or Canadians during this
period, using a variety of sources
- To describe significant instances of cooperation and conflict in Canada during this period
·
To communicate the results of our inquiries
using appropriate vocabulary
