TERM 2 PROJECT: NEWSPAPER Due February

As a way of creatively exploring the key events in Colonial Canada and the dynamic debates we engage in as we study them, the term project will be the creation of a newspaper.

In groups which will be determined in class, you will create a newspaper of one of the provided aspects of Canada’s colonial history from 1812-1840. *The Underground Railway *Revolutionaries *Rebellions of 1837 *Durham Report *Structure of Colonial Governement *Quality of Life *The Role of Women *First Nations experience *Other?

There is no minimum or maximum number of pages which must be included, but each newspaper must feature the following: - Headline article - Letter to the Editor - Eye-witness account - Editorial - Foreign Correspondent - Political Cartoon

All of these components must be original works created by your group, showcasing the different perspectives you imagine the various contributors to the newspaper may have had. Each piece of text included must be sourced in the MLA format (http://owl.english.purdue.edu/owl/resource/747/01/). Along with the newspaper, each group must hand in a bibliography arranged in MLA format. This will include your sources referenced for the political cartoon. Each project must use at least different sources, and at least 2 types of sources (ex. Books, academic online sources, interviews, newspaper articles). Wikipedia is not appropriate.

Teacher and self evaluation will contribute to the final mark. All members in the group will receive the same mark, unless the workload is considerably uneven

Each project will be marked out of 50 based on the following criteria: Historical Accuracy --------------------------- /10 Inclusion of Various Perspectives ---------- /10 Written Expression --------------------------- /10 Referencing ------------------------------------ /10 Creativity --------------------------------------- /10 Historical Accuracy 9/10: Superior recall of factual content; key historical info. provided in purposeful and organized manner 7/8: Proficient recall of factual content; key historical info. provided in organized manner 5/6: Competent recall of factual content; adequate amount of historical info. provided in organized manner 3/4: Limited recall of factual content; lack of historical info. provided 1/2: Deficient recall of factual content; historical info. seriously lacking and unorganized Inclusion of Various Perspectives 9/10: A variety of perspectives provided, demonstrate superior understanding of different points of view 7/8: A variety of perspectives are provided, demonstrate a proficient understanding of different points of view 5/6: A lack of variety in perspectives is provided, demonstrate a competent understanding of different points of view 3/4: Limited understanding of different points of view 1/2: Variety of perspectives are not provided Written Expression 9/10: Expression is clear and fluent; errors do not impede meaning 7/8: Expression is generally fluent; errors do not impede meaning 5/6: Expression is fluent; errors may impede meaning 3/4: Expression is simplistic; errors impede meaning 1/2: Expression is unclear and makes understanding difficult Referencing 9/10: MLA citations contain no errors and always used when applicable 7/8: MLA citations contain few errors but always used when applicable 6/7: MLA citations contain several errors and not always used when applicable 5/6: MLA citations contain many errors and are not always used when applicable 3/4: MLA citations are significantly flawed, not always used when applicable 1/2: MLA citations are not followed but bibliography is provided Creativity 9/10: Newspaper presentation is superior; demonstrating innovation and thoughtfulness 7/8: Newspaper presentation is proficient; demonstrating considerable effort 5/6: Newspaper presentation is competent; demonstrates limited imagination 3/4: Newspaper presentation is limited; demonstrates little effort 1/2: Newspaper presentation is deficient; demonstrates lack of planning