Quebec's Independence Movement - Georgia Standards · Overview Quebec's Independence Movement ......

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Overview

Overview Quebec's Independence Movement

Quebec's Independence Movement

by Levi Herrin and Cassie Todd

Canadians have differing opinions on the Quebec independence movement. In

this module, students are asked to consider both sides of the question of whether

Quebec should become an independent nation. Teachers should either allow

students to select articles using the Text Selection activity described below or

pre-select articles for students. Students will need at least one article that presents

some history of Quebec and helps students understand how people of Quebec

see themselves as different from Canadians, and one or two additional articles

that present the reasons for and against independence.

Grades: 6

Discipline: Social Studies

Teaching Task: Task Template 6 (Argumentation and Evaluation)

Author Information:

Levi Herrin (Ware County)

Cassie Todd (Okefenokee RESA)

Argumentation & EvaluationTask Template 6 — [1 Level]

Section 1: What Task?

TEACHING TASK

L1: After reading Should Quebec be an independent nation? informational texts on the

write that discusses independence movement in Quebec, a position statement the benefits and

and evaluates .drawbacks of independence for Quebec whether Quebec should seek independence

Be sure to support your position with evidence from the texts.

STUDENT BACKGROUND

Students will have read a variety of texts dealing with the independence movement in Quebec,

Canada. Students will understand the cultural differences in the region and why some people in

the region desire to become a separate nation.

EXTENSION

Rubric

Scoring ElementsNot Yet Approaches

Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4

FocusAttempts to address

prompt, but lacksfocus or is off-task.

Addresses promptappropriately and

establishes aposition, but focus is

uneven.

Addresses promptappropriately andmaintains a clear,

steady focus.Provides a generallyconvincing position.

Addresses allaspects of promptappropriately with

a consistentlystrong focus and

convincingposition.

Controlling Idea

Attempts to establisha claim, but lacks aclear purpose. (L2)

Makes no mention ofcounter claims.

Establishes a claim.(L2) Makes note of

counter claims.

Establishes acredible claim. (L2)Develops claim andcounter claims fairly.

Establishes andmaintains a

substantive andcredible claim orproposal. (L2)

Develops claimsand counter claims

fairly andthoroughly.

Reading/Research

Attempts toreference reading

materials to developresponse, but lacks

connections orrelevance to thepurpose of the

prompt.

Presents informationfrom reading

materials relevant tothe purpose of theprompt with minor

lapses in accuracy orcompleteness.

Accurately presentsdetails from readingmaterials relevant tothe purpose of theprompt to developargument or claim.

Accurately andeffectively presents

important detailsfrom readingmaterials to

develop argumentor claim.

Development

Attempts to providedetails in responseto the prompt, but

lacks sufficientdevelopment orrelevance to thepurpose of the

prompt. (L3) Makesno connections or aconnection that is

irrelevant toargument or claim.

Presents appropriatedetails to supportand develop thefocus, controlling

idea, or claim, withminor lapses in the

reasoning,examples, or

explanations. (L3)Makes a connection

with a weak orunclear relationship

to argument or claim.

Presents appropriateand sufficient details

to support anddevelop the focus,controlling idea, or

claim. (L3) Makes arelevant connection

to clarify argument orclaim.

Presents thoroughand detailed

information toeffectively supportand develop thefocus, controlling

idea, or claim. (L3)Makes a clarifyingconnection(s) that

illuminatesargument and addsdepth to reasoning.

OrganizationAttempts to organize

ideas, but lackscontrol of structure.

Uses an appropriateorganizationalstructure for

development ofreasoning and logic,with minor lapses in

structure and/orcoherence.

Maintains anappropriate

organizationalstructure to address

specific requirementsof the prompt.

Structure reveals thereasoning and logic

of the argument.

Maintains anorganizationalstructure that

intentionally andeffectively

enhances thepresentation ofinformation asrequired by thespecific prompt.

Structureenhances

development of thereasoning and

logic of theargument.

Attempts toDemonstrates an

uneven command of

Demonstrates acommand of

standard Englishconventions and

Demonstrates andmaintains a

well-developedcommand of

standard Englishconventions and

Conventions

demonstratestandard Englishconventions, but

lacks cohesion andcontrol of grammar,

usage, andmechanics. Sources

are used withoutcitation.

standard Englishconventions andcohesion. Uses

language and tonewith someinaccurate,

inappropriate, oruneven features.

Inconsistently citessources.

cohesion, with fewerrors. Responseincludes language

and tone appropriateto the audience,

purpose, and specificrequirements of the

prompt. Citessources using

appropriate formatwith only minor

errors.

cohesion, with fewerrors. Responseincludes language

and toneconsistently

appropriate to theaudience, purpose,

and specificrequirements of the

prompt.Consistently cites

sources usingappropriate format.

ContentUnderstanding

Attempts to includedisciplinary content

in argument, butunderstanding ofcontent is weak;

content is irrelevant,inappropriate, or

inaccurate.

Briefly notesdisciplinary content

relevant to theprompt; shows basic

or unevenunderstanding of

content; minor errorsin explanation.

Accurately presentsdisciplinary content

relevant to theprompt with sufficient

explanations thatdemonstrate

understanding.

Integrates relevantand accurate

disciplinary contentwith thorough

explanations thatdemonstrate

in-depthunderstanding.

STANDARDS

Georgia — Historical Understandings

L.SS6H5: The student will analyze important contemporary issues in Canada.

L.SS6H5.A: Describe Quebec’s independence movement.

Anchor Standards — Reading

R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences

from it; cite specific textual evidence when writing or speaking to support conclusions drawn from

the text.

R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize

the key supporting details and ideas.

R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the

course of a text.

R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or

tone.

R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.

R.CCR.10: Read and comprehend complex literary and informational texts independently and

proficiently.

Anchor Standards — Writing

W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence.

W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and analysis of

content.

W.CCR.4: Produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience.

W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach.

W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and

research.

W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and

audiences.

Anchor Standards — Language

L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

L.CCR.2: Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Custom Standards

Section 2: What Skills?

Selected Skills

Preparation for the Excitement

TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,

experiences, interests, and concerns

TASK ANALYSIS AND RUBRIC ANALYSIS: Ability to understand and explain the task's prompt

and rubric.

Text Selection

TEXT SELECTION: Ability to select appropriate texts and identify necessary reading strategies

needed for the task.

Reading Process

ACTIVE READING: Ability to understand the necessary reading stratagies needed for the task

and develop an understanding of a text by locating words and phrases that identify key concepts

and facts, or information.

ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s)

by locating words and phrases that identify key concepts and facts, or information.

NOTE-TAKING/ACTIVE READING: Ability to read purposefully and select relevant information; to

summarize and/or paraphrase. Read actively to work toward a better understanding!

Building a Bridge to GET OVER IT!!

BRIDGING: Ability to transition from reading or research phase to the writing phase.

Writing Process

PLANNING: Ability to develop a line of thought and text structure appropriate to an

information/explanation task.

CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant

to task.

DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure.

REVISION AND EDITING: Ability to apply revision stratigies to refine development of description,

including line of thought, language, tone, and presentation.

COMPLETION: Ability to submit final piece that meets expectations.

35 minutes

15 minutes

20 minutes

Section 3: What Instruction?

MiniTasks

Preparation for the Excitement

TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills,

experiences, interests, and concerns

SHORT CONSTRUCTED RESPONSE

In a quick write, write your first reaction to the task prompt. Add some notes of things you

know about Quebec and its independence movement.

Scoring Guide (Work Meets Expectations If):

Students write a response and participate in a class discussion.

Instructional Strategies:

• Link this task to earlier class content.

• Discuss student responses.

• Clarify timetable and support plans for the task.

LIST

Facts from the Video


As long as students are able to give at least 5 facts from the video, they should meet

expectations


Watch the video from the resources tab and have students list at least five facts that they

learn from the video

Notes:

I would do this activity to introduce students to the topic and have them familiarize

themselves with basic Quebec information

TASK ANALYSIS AND RUBRIC ANALYSIS: Ability to understand and explain the task's prompt

and rubric.

LIST

20 minutes

In your own words, describe the key features of the rubric and key features of a good

response to the task. Make a list of features for each.


each list includes key aspects of the task and the rubric and the items that must be

included for the position statement to meet expectations.


• Go over the task and rubric as a class.

• Have students create a list of the key aspects of the rubric.

• Go over the list as a class and discuss what must be included for the editorial to meet

expectations.

Text Selection

TEXT SELECTION: Ability to select appropriate texts and identify necessary reading strategies

needed for the task.

LIST

Look at the titles and abstracts of the different resources, and highlight information you

expect to find in these resources that will be useful to completing the task. Then select 3-4

articles you think will be most useful for getting useful information for this project.


• students identify parts of each article that are relevant to the topic.


• This activity will link prior knowledge to the reading while helping students focus on

finding necessary information in each text.

• Provide students with a list of resource titles and abstracts.

• Have students think and write about the ways that the resources could be related to the

topic.

• Have a class discussion about the different thoughts that the students have after hearing

the titles and reading the abstracts of the resources.

•Students then select articles based on their reading of the abstracts.

Notes:

Prior to this activity, copy the abstracts for the articles and paste them into a Word

document. You should be able to provide 7-10 abstracts on a page. After students have

selected their text from the list, guide a discussion over the texts that were chosen, asking

students to cite textual evidence from the abstract that leads them to feel that the article

ongoing while reading articles

ongoing while reading each text

will be beneficial information to aide them in formulating their writing. Remind students of

the importance of reading arguments from both sides of the issue.

The discussion was very beneficial for the students, and it gave them practice with citing

textual evidence, which is necessary to their final project.

After the discussion, the articles that the students had selected were provided to them by

the teacher. Students were allowed to view any of the articles on the list, but it would be

my suggestion that students only be allowed to use 2-3 as the basis for their writing.

Reading Process

ACTIVE READING: Ability to understand the necessary reading stratagies needed for the task

and develop an understanding of a text by locating words and phrases that identify key concepts

and facts, or information.

NOTES

Using your list of information you are seeking from each article, think about the information

you want to find in each article. In addition, determine the key ideas each author is trying

to state about the events being discussed. Which parts of the text show you the author's

purpose?


• Answers questions with credible response.


• Invite students to brainstorm ways to determine any author’s intent.

• Invite students to share and discuss their answers for each text, encouraging them to cite

specific parts of the text that help them identify the author's position.

• After the discussion, allow them to add to their entries.

Notes:

Students should be able to read, take notes, and discuss at least one article in a

45-minute class period; however, pacing for this section may depend on the articles you

select and your students.

ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s)

by locating words and phrases that identify key concepts and facts, or information.

LIST

In your notebook, list words and phrases essential to the texts. Add definitions, and (if

50 minutes for each article selected

appropriate) notes on connotation in this context.


• Lists appropriate phrases.

• Provides accurate definitions.


• After scoring, ask some students to share definitions of terms that others overlooked or

misunderstood.

• After scoring, be willing to provide direct instruction or guide a close reading if needed to

work through a key phrase most students missed.

Notes:

I used a vocabulary meaning sheet that allowed students to try to formulate their own

meaning based on context clues. This sheet can be found in the uploaded resources tab.

It can be drawn into a journal or printed and placed into a notebook.

NOTE-TAKING/ACTIVE READING: Ability to read purposefully and select relevant information; to

summarize and/or paraphrase. Read actively to work toward a better understanding!

NOTES

Before reading each text, write down bibliographic information at the top of your

note-taking page so you know the source of your notes. Then from each text, make a list

of the elements that look most important for answering the prompt.


• Identifies relevant elements.


• Teach a model format for note taking. The model format should include a place for

students to include information they will need for proper citation of information from each

text (author, title, publication information).

• Check that early student work is in the assigned format (or in another format that gathers

the needed information effectively) and that students are including publication information.

• At the end of each class period, have students discuss what they have learned about

why Quebec citizens would or would not benefit from independence.

Notes:

It is VITAL that this discussion be done at the end of each of the class periods. It allows

the teacher to make sure that all of the students are remaining focused on the task and it

allows time for students to have any questions or concerns addressed by the teacher.

50 minutes

20 minutes

Building a Bridge to GET OVER IT!!

BRIDGING: Ability to transition from reading or research phase to the writing phase.


In a quick write, write about what you know now that you’ve read about Quebec's

independence movement. Include reasons for and against the independence movement.


Students are able to discuss at least 3 new ideas that they have learned from the reading

of the informational texts.


• Discussion-based strategies, such as seminar.

• Small group discussion using question.

Notes:

This idea seemed to work best for me in small groups. It allows students who might not

otherwise speak out in a large group, to express their ideas. It is also a good idea to make

these small groups mixed ability groups so that some of the lower level students are able

to feed off of the students who have a better understanding of the topic.

LIST

In your group, share the reasons for and against the independence movement that you

have found in your research. Create a chart of pros and cons by combining each

member's reasons and evidence.


Students fill in chart with reasons and evidence from both sides of the position.


Give each group large pieces of chart paper to write reasons and evidence in a T-Chart.

After 20 minutes to share what students have written in their quick writes, have each

group post its T-Chart for a large-group discussion of Quebec's independence movement.

Notes:

The kids LOVED IT!!

30 minutes

25 minutes

Writing Process

PLANNING: Ability to develop a line of thought and text structure appropriate to an

information/explanation task.

OUTLINE

Using one of the provided organizers, create an outline for your paper including pros and

cons drawn from your research; organize your information in an appropriate way to

develop your position on independence for Quebec.


• Creates an outline or organizer with ideas arranged either by pros and cons or

issue-by-issue.

• Supports controlling idea with evidence from texts read earlier.


• Provide and teach one or more examples of outlines or organizers for an essay that

examines pros and cons of a topic. Explain the advantages of addressing pros and cons

separately or of addressing pros and cons on an issue-by-issue basis. See attached

organizers below.

• The outline should be checked to make sure students have completed the organizer with

adequate information from reading. Information should be organized effectively, and

students should clearly state a final position at the end.

CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant

to task.


Write an opening paragraph that includes a controlling idea that states your position on the

independence movement in Quebec.


• Writes a concise summary statement or draft opening.

• Provides direct answer to main prompt requirements.

• Establishes a controlling idea.

• Identifies key points that support development of argument.


• Offer several examples of opening paragraphs.

• Ask class to discuss what makes them strong or weak.

• Have students write an opening paragraph in their journals that includes pros and cons

30 minutes

2 fifty-minute class periods

for independence and states their position.

Notes:

This is a great time for individual conferences with the students about their writing. It

allowed me to see where they were going with their writing and make sure that their

opening paragraph is something that will catch the reader's attention.

DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure.

LONG CONSTRUCTED RESPONSE

Write an initial draft with paragraphs that represent each section on the completed

organizer. Be sure to include an introduction, body paragraphs that address both sides of

the issue, and a conclusion that explains your position.


• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.

• Draft includes a balance of pros and cons as well as a clear statement on the position of

the writer.


• Encourage students to re-read prompt partway through writing to check that they are on

track. Make sure they are addressing both sides of the issue.

REVISION AND EDITING: Ability to apply revision stratigies to refine development of description,

including line of thought, language, tone, and presentation.


Apply revision stratigies for clarity, logic, language, cohesion, appearance, content, and

conventions.


• Provides complete draft with all parts.

• Supports the opening in the later sections with evidence and citations.

• Improves earlier edition.


• Individual and peer reviewing of the initial peice.

• Discuss APA citations and how to lay them out correctly.

up to 60 minutes

COMPLETION: Ability to submit final piece that meets expectations.


Turn in your complete set of drafts, plus the final version of your piece


• Fits the “Meets Expectations” category in the rubric for the teaching task.


Notes:

I find it works well to provide the students with different colors of lined paper to write their

different drafts on so that they (and you) can keep track of which draft they want to submit

for final grading.

770L

660L

780L

760L

Resources

Selected Articles

In the Name of the Father.

(http://modulecreator.com/ModuleCreator/#page=login&moduleId=18765&scrollTo=articles)

Time International (Canada Edition) (11/30/98)—Martineau, Richard

Offers observations on elections being held in Quebec on November 30, 1998. The issue of

sovereignty; Suggestion that the principle goal of the elections is mostly economic, and that a

large percentage of Quebec people do not want to hear about a a separatist referendum; The

image of the Quebec male; Reference to the book `Absent Fathers, Lost Sons,' by Guy Corneau;

Suggestions for the political candidates in the election.

Thinking About the Long Term.


Time International (Canada Edition) (04/26/99)—Bouchard, Lucien

Presents an interview with Quebec Premier Lucien Bouchard. Questions regarding the 1999

referendum; How Bouchard defines winning conditions; Conditions which would weaken the

sovereignst case in Quebec; Implications to the rest of Canada if Quebec does become a

sovereign state.

`I've never understood why anglophones vote en masse.'


Maclean's (01/01/2000)—Gaumond, Gilles

Offers comments from Gilles Gaumond, a longtime sovereigntist and the Parti Quebecois regional

president for Quebec City, Quebec. His hopes to deliver a strong pro-sovereignty vote during the

1995 referendum campaign; Voter turnout; Election results.

QUEBEC AND CANADA: OUR COMMON STORY.


Maclean's (9/25/2006)—Dryden, Ken

The article discusses the debate about whether Quebec should be part of Canada or a separate

nation. The author acknowledges that Quebec has its own unique culture which should be

celebrated and maintained. Yet he also believes that Quebec and Canada share a common

history, as well as a common present and future and therefore should remain a single country.

Paul Martin's world.


Maclean's (06/11/2001)—Fotheringham, Allan

Profiles Canadian Finance Minister Paul Martin. How he entered politics late in life; His various

business holdings; His views on politics; His thoughts on Canadian Alliance leader Stockwell Day;

700L

790L

680L

How he relaxes; His belief that Quebec will never separate from Canada.

Liberty with a difference.


Time (4/13/1992)—Serrill, M.S.

Interviews separatist leader Jacques Parizeau, who estimates that 60 percent to 70 percent of the

French-speaking people of Quebec will vote for sovereignty from Canada in the Oct. 26

referendum. Considers the effects of the failure of the MeechLake accords on Quebec, a new

agreement from Ottawa on Quebec's status, what sovereignty would mean for Quebec,

Washington's attitude, and what if the people vote against sovereignty.

Canada.


Junior Scholastic (10/18/2004)—Dunn, Brian

The article presents information about Quebec. The first separatist government in Quebec, the

Parti Québécois (PQ), took power in 1977. They held a referendum in 1980 and again in 1995.

Both times a majority said no. The PQ is now the opposition party. But it vows to hold another

referendum if elected in the next Quebec election in 2008. There is even a separatist party at the

federal level in Ottawa, Canada's capital. It probably will never gain much power because it only

elects members from Quebec.

Uploaded Files

Pros and Cons Quebec.doc(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/18765/772007595_Apr_30_2013_113534478.doc)

Organizer to help students outline a paper that analyzes pros and cons of an argument.

Quebec note-taking guide.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/18765/1421211148_Sep_19_2013_101013358.docx)

Note-taking guide to be used during the teaching task entitled "Should Quebec be an independent

nation?"

Vocabulary Words from my readings.docx(http://literacybytechnology.s3.amazonaws.com/teacherresourceuploads/18765/1894912968_Sep_19_2013_110947570.docx)

Vocabulary Log

Separatists

secede

Independence Movement

Quebec

Referendum- a public vote

Que'be'cois

Quebec Act

province

bilingual

Loyalists

Francophones

Nationalism

Anglophones

Sovereignty

Keywords

Links*

The Quebec Act - Video (1090L)

(http://teachertube.com/viewVideo.php?video_id=162746)

Quebec Sovereignty - Wikepedia (1540L)

(http://en.wikipedia.org/wiki/Quebec_sovereignty_movement)

Quebec Referendum - News Article (N/A)

(http://news.nationalpost.com/2012/09/03/pq-election-win-would-mean-cautious-journey-toward-quebec-referendum/)

Quebec - History - Today Article (N/A)

(http://www.frommers.com/destinations/quebeccity/0142020044.html)

The Canadian Press (N/A)

(http://www.huffingtonpost.ca/2012/03/26/quebec-separatism-poll-leger-marketing_n_1380097.html)

Quebec - Sovereignty News Story (N/A)

(http://www.cbc.ca/news/canada/montreal/story/2010/06/21/sovereignty-march.html)

United Streaming - Quebec (N/A)

(http://app.discoveryeducation.com/search?Ntt=quebec)

* These Lexile measures were computed automatically and did not undergo human review. They

are not certified measures and should not be published or recorded in any way.

Other Resources

Primary Source

History of Canada Included in "Pearson My World Studies" Pages 304-309

Georgia CRCT Coach Book

Use lessons 13,14,15

Gallopade 6th Grade Workbook

Use pages 82-84

Pearson My World Studies

Textbook pages 310-311

Section 4: What Results?

Classroom Assessment Rubric

Not Yet

Focus Attempts to address prompt but lacks focus or is off-task.

Reading/Research Demonstrates weak use of reading material to develop argument.

Controlling IdeaEstablishes a claim and attempts to support an argument but is not convincing; (L2) Attempts toacknowledge competing arguments.

DevelopmentReasoning is not clear; examples or explanations are weak or irrelevant. (L3) Connection is weak ornot relevant.

Organization Provides an ineffective structure; composition does not address requirements of the prompt.

ConventionsDemonstrates a weak command of standard English conventions; lacks cohesion; language and toneare not appropriate to audience and purpose.

Meets Expectations

Focus Addresses the prompt and stays on task; provides a generally convincing response.

Reading/Research Demonstrates generally effective use of reading material to develop an argument.

Controlling IdeaEstablishes a credible claim and supports an argument that is logical and generally convincing. (L2)Acknowledges competing arguments while defending the claim.

DevelopmentDevelops reasoning to support claim; provides evidence from text(s) in the form of examples orexplanations relevant to the argument (L3) Makes a relevant connection(s) that supports argument.

Organization Applies an appropriate text structure to address specific requirements of the prompt.

ConventionsDemonstrates a command of standard English conventions and cohesion; employs language and toneappropriate to audience and purpose.

Classroom Assessment Task

NA

Exemplar Work

Uploaded Files

Does not meet.docx (Not Yet)

(http://literacybytechnology.s3.amazonaws.com/worksampleuploads/18765/1608075571_Oct_02_2013_132534153.docx)

approaches meets.docx (Approaches Expectations)


meets.docx (Meets Expectations)


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