Canadian Confederation Conferences Role-Play Guidelines and Marking Rubrics



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Canadian Confederation Conferences

Role-Play Guidelines and Marking Rubrics

In groups of 2-3 students will assume the role of one of the colonies and re-enact the three confederation conferences. Within these groups students will take on the role of an individual from their chosen colony who was part of the confederation process. All choices must be approved by the instructor before beginning the project.

Four groups:


  1. Macdonald & Federalists – Brown, Cartier, Galt, Mowat

  2. New Brunswick – Leonard Tilley

  3. Nova Scotia – Charles Tupper

  4. PEI – John Hamilton Grey

Information on Confederation Conferences and fathers of Confederation can be found at the following sites:

http://www.collectionscanada.gc.ca/confederation/index-e.html

http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0001842

http://canadaonline.about.com/od/confederation/Canadian_Confederation.htm

http://www.mccord-museum.qc.ca/en/keys/webtours/GE_P1_2_EN.html

http://www.canadahistory.com/sections/eras/confederation/fathers.htm

http://www.heritage.nf.ca/law/debate.html

http://canadaonline.about.com/od/confederation/a/foc.htm

http://www.collectionscanada.gc.ca/confederation/023001-3010.22-e.html

http://paullemky.com/confederation/fathers/fathers.html

Students should use the following criteria when conducting research on their particular role



  1. His position and views on the issue of federal union;

  2. Any compromises proposed;

  3. Any resolutions agreed upon;

  4. Any particular achievements, notable accomplishments.

Guidelines:

    • Students should attempt to bring out the views of each group and note what happened to the dream of Maritime Union. Views presented must be accurate and all viewpoints must be discussed.

    • Discussion should center around the views of those who wanted a strong federal government

    • Why Prince Edward Island was reluctant to join a federal union

    • How the regions of Canada would be protected

    • The nature of the federal union – was confederation an act or a pact?

    • Conference chairs will be responsible for directing the proceedings, while taking into account the purpose of the conference.

At the conclusion of the group project students will submit a 2-3 page report on an aspect of confederation such as:

  1. Why did the Maritimes discard the idea of maritime union in favor of federal union?

  2. Why did both PEI and NFLD reject federal union in 1867?

Joseph Howe of NS referred to confederation as the “Botheration Scheme”. Why was he against federal union?

Confederation Role Play Rubric


Criteria: 5 indicates very strong – 1 indicates weak

Speech was clear with appropriate volume and inflection.

5 4 3 2 1

Role was played in a convincing, consistent manner.

5 4 3 2 1

Arguments and viewpoints expressed fit role played.

5 4 3 2 1

Role-play was well prepared and organized.

5 4 3 2 1

Role-play captured and maintained class interest.

5 4 3 2 1

Guidelines of project were followed.

5 4 3 2 1


Role Play 2-3 Page Paper Rubric


  • The project will receive a mark out of 40.

  • A maximum of 20 marks will be given to overall content. This will be based on quantity of information and how well the topic is defined, discussed and explained.

  • The remaining 20 marks will be based on the criteria listed below.




CRITERIA

4

3

2

1

0

Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized.

Too disorganized to give any credit.

Quality of Information

 Information is exceptionally clear and relates to the main topic. Numerous supporting details and examples are given.

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Bibliography

Bibliography and footnotes: All sources are accurately documented in the desired format.

All sources are accurately documented, but a few are not in the desired format.

All sources are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Bibliography and Footnoting not done.

Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Too many errors to give any credit.

Formatting

Double spaced, required length and title page included.

All components met but title page is not in desired format.

Page length is only one page.

Two of the components not met.

Serious errors overall.


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