CC8.3 Using the Writing Process CC 8.8 News Writing to Describe a Historical Event DR 8.

8.3 Historical Events & Canadian Identity IN 8.2 Canadian Immigration

The Immigration of the Chinese in Early Canada

Extra! Extra! Read All About It!

Introduction You may have heard that the Canadian Pacific Railway is an important part of Canadian history, but do you know who created this historical importance? As a journalist in the 1870's you will explore the people and places involved in the political, financial, and physical obstacles that were overcome to develop the Canadian Pacific Railway. You will uncover the details of the Chinese workers and how they were affected by the construction of the CPR. You will research the working conditions of the Chinese and report back to Canadians through a newspaper editorial. So pack your pencil, note pad, and compass because we are about to explore the development of the transcontinental railway, otherwise known as the CPR (Canadian Pacific Railway). Resources You are required to READ through the following articles. No skimming. Please make sure you view all pictures and artifacts of the time. You will be assessed

on your Pause and Check strategies as you research, so please submit your Pause & Check sheets with your final draft.
http://www.collectionscanada.gc.ca/settlement/kids/021013-2031-e.html http://www.mhso.ca/tiesthatbind/index.php

CC8.3 Using the Writing Process CC 8.8 News Writing to Describe a Historical Event DR 8.3 Historical Events & Canadian Identity IN 8.2 Canadian Immigration

Task

As a journalist in the 1870's you will complete the following task: Create a newspaper editorial on the working conditions for the Chinese railroad construction workers. An editorial reports facts about a story, as well as the journalists opinions. Make sure to include : Why the Chinese invited to Canada The differences in wages Working conditions Treatment between the different workers (Chinese, White) The Head Tax

Please include your personal perspective or views on the topic in your conclusion, keep to the facts in your conclusion.

CC8.3 Using the Writing Process CC 8.8 News Writing to Describe a Historical Event DR 8.3 Historical Events & Canadian Identity IN 8.2 Canadian Immigration

Criteria
Using the Writing Process (Before, During, & After) to Create Meaning CC 8.3

4 Mastery
Student thoughtfully researches and plans report, and concludes with thorough self & peer-editing and revision that polishes the report.

3 Proficiency
Student independently researches and plans report, and concludes with self & peer-editing and revision that tidies the report

2 Approaching
Student inconsistently researches and plans report, and concludes with self & peer-editing and revision that incompletely the report

1 Beginning
Student inappropriately researches and plans report, and concludes with self & peer-editing and revision that incompletely the report

Proper Paragraph Structure CC 8.4

Student consistently writes paragraphs with proper topic sentences, and supporting sentences that support the overall topic of each paragraph. Student consistently makes use of commas to create pauses, and to write series and lists of items and actions. Student consistently concludes sentences with proper end punctuation (periods, question marks, etc.) Student creates a detail-rich report that thoroughly covers the background story of Chinese railway workers, their work conditions and pay, and the head tax imposed by the Canadian government.

Student usually writes paragraphs with proper topic sentences, and supporting sentences that support the overall topic of each paragraph. Student usually makes use of commas to create pauses, and to write series and lists of items and actions. Student usually concludes sentences with proper end punctuation (periods, question marks, etc.) Student creates a well-developed report that sufficiently covers the background story of Chinese railway workers, their work conditions and pay, and the head tax imposed by the Canadian government.

Student sometimes writes paragraphs with proper topic sentences, and supporting sentences that support the overall topic of each paragraph. Student sometimes makes use of commas to create pauses, and to write series and lists of items and actions. Student sometimes concludes sentences with proper end punctuation (periods, question marks, etc.) Student creates a simple report that basically covers the background story of Chinese railway workers, their work conditions and pay, and the head tax imposed by the Canadian government.

Student rarely writes paragraphs with proper topic sentences, and supporting sentences that support the overall topic of each paragraph. Student rarely makes use of commas to create pauses, and to write series and lists of items and actions. Student rarely concludes sentences with proper end punctuation (periods, question marks, etc.) Student creates an incomplete report that fails to cover the background story of Chinese railway workers, their work conditions and pay, and the head tax imposed by the Canadian government.

Proper Use of Punctuation (Commas and End Punctuation) CC 8.4

Organization of Important Facts and Details. CC 8.8 IN 8.2 DR 8.3

CC8.3 Using the Writing Process CC 8.8 News Writing to Describe a Historical Event DR 8.3 Historical Events & Canadian Identity IN 8.2 Canadian Immigration Use of maps, pictures, and captions to support the text of the news report. CC 8.8
Student uses insightful images with captions, as well as maps or other media features to support what is being talked about in the news report. These features are attractively embedded within the text of the news report. Student uses effective images with captions, as well as maps or other media features to support what is being talked about in the news report. These features are embedded within the text of the news report. Student uses simple images with captions that are not obviously connected to what is being discussed in the text, as well as maps or other media features to support what is being talked about in the news report. These features are embedded within the text of the news report. Student ineffectively used images (without captions) that are not obviously connected to what is being discussed in the text, as well as maps or other media features to support what is being talked about in the news report. These features are awkwardly embedded within the text of the news report.