Crimes Committed in Canada

Step 1:
Create a timeline that includes early explorers (John Cabot, Jacques Cartier, Samuel de Champlain,
Henry Hudson) and the introduction of imperialist polices (Royal Proclamation, Constitution Act,
Manitoba Act, Numbered Treaties, Indian Act). Make sure to include 1-2 sentences of detail
underneath each date.
Dates to Include:
 1497  1609
 1534  1763
 1535  1867
 1541  1869-1870
 1603  1871-1921
 1608  1876
Step 2:
Using the information you have gathered in class on the effects of first contact and the imperialist
policies enacted against the First Nations and Métis, write a paper that not only explains the
effects, but also provides a discussion of whether or not you believe these were crimes
committed against the Aboriginal people within Canada. Regardless of your position, you must
include supporting evidence that helps to distinguish whether it should be considered a crime or
not.
 Think of depopulation, loss of land, loss of culture, creation of reserves, residential
schools, forced assimilation, as well as what we have explored in regards to the
Numbered Treaties and the Indian Act.
 4 - Mastery 3 - Proficient 2 - Acceptable 1 - Limited
The positon The positon The positon The position
Defends a established is established is established is established is
position on the convincingly persuasively generally confusing and
question posed. supported by supported by supported by largely unrelated
astutely chosen purposefully appropriately to the
- Establishes a and developed chosen and chosen and argument(s). The
position argument(s). The developed developed argumentation is
- develops argumentation argument(s). The argument(s). The repetitive,
demonstrates an argumentation argumentation contradictory,
argument based on
insightful demonstrates a demonstrates an simplistic and
logic reason
understanding of sound adequate based on
- arguments align the assignment. understanding of understanding of uninformed
with position taken Arguments the assignment. the assignment. belief. Arguments
perceptively align Arguments Arguments superficially
(4 marks) with position clearly align with generally align align with
taken. position taken. with position position taken.
taken.
Evidence is Evidence is Evidence is Evidence is
Have supporting sophisticated and specific and conventional and potentially
evidence of first deliberately purposeful. straightforward. relevant but is
contact and the chosen. The Evidence may The evidence may unfocused and
imperialist post- relative absence of contain some contain minor incompletely
colonial error is errors. A capable errors and a developed. The
government impressive. A and adept mixture of evidence
policies and thorough and discussion of relevant and contains
comprehensive evidence reveals extraneous inaccuracies and
practices in
discussion of a solid information. A extraneous
Canada that
evidence reveals understanding of generalized and detail. The
affected an insightful social studies basic discussion discussion
Indigenous understanding of knowledge and reveals an reveals
peoples. social studies its application to acceptable superficial and
knowledge and its the assignment. understanding of confused
- is relevant and application to the social studies understating of
accurate assignment. knowledge and its social studies
- reflects depth application to the knowledge and
and/or breadth assignment. its application to
(8 marks) the assignment.

Communicates Communicates Communicates Communicates

Communication key ideas and ideas and ideas and information in an
and information in an information information in a unorganized and
presentation of informed, effectively and in straightforward confused
key ideas and organized and an interesting manner. A manner. A
information persuasive manner. A controlling idea is controlling idea
within your manner. A controlling idea inconsistently is difficult to
controlling idea is is generally maintained. discern or is
case.
effectively presented and absent.
sustained and maintained.
(4 marks) integrated.
Timeline and The timeline The timeline The timeline The timeline
Explanation of contains all of the contains all of the contains most of contains little of
Timeline Events necessary necessary the necessary the necessary
information, and information, and information, and information, and
(4 marks) there are detailed there are there is little there is no
explanations of sufficient explanation explanation
each event. The explanations of provided for each provided. There
information is each event. The event. The is so logical order
completed in an information is information is present.
easy-to-follow mostly easy to confusing to the
manner. follow. reader.