Social Studies 20-1 & COM 1005

Residential schools were an attempt to assimilate indigenous peoples in Canada. It’s no

secret that for the majority of people, these schools were scary places filled with abuse
and suffering. If this is the case, how were these schools able to stay open for so long?
Also, how do we, as a society, respond to this today?
You have been hired by a private investigator to analyze propaganda distributed by the
Canadian government regarding residential schools. Additionally, you will need to
identify the legacies left by these schools and suggest ways to respond to those
legacies today.
Your boss wants you to write an article explaining these points, as well as create a
visual that encourages a response to these past legacies. You will have your article and
visual reviewed by your peers on December 14 and must be prepared to present your
findings on December 21.

Let’s get to it!

Important Dates:
Peer Review: December 14
Final due date: December 21
 WHAT NEXT?

Step 1:
Individually, or in a group of 2, choose ONE item of
propaganda to investigate
The link to my/our propaganda is:

____________________________________________
** Be sure to credit the source where you found the propaganda! Otherwise, it is a
violation of copyright laws.

Step 2:
Why was this effective?
Examine a minimum of three of the elements of design listed below that are used in the
propaganda. Explain why this made it visually appealing, or persuasive, for the public.
- Colour
- Texture
- Balance
- Light
- Contrast
- Tone
- Space
Step 3:
Explain the effect of residential schools on indigenous peoples. Discuss the impact that
it had at the time, as well as how it continues to affect indigenous peoples today.
Following this, you must suggest ways that today’s society can respond to these
legacies.

Turn Page…
Step 4:
You, or your groups, will choose a way to counteract this propaganda in today’s society.
You must create a visual piece that encourages a response to the legacies left by
residential schools. You must use three elements of design from the list about and you
must select one of the following options:
 Exhibit/Display
 Presentation
 Website
 Documentary
 Another option of your choice (must have teacher approval)
Step 4:
Present your visual to the class. In your presentation, you should explain how you used
the elements of design in your visual. Your suggestion on how society can respond to
the legacies of residential schools. There will be a peer review taking place on
December 14 where you will have an opportunity to critique each others’ work. You
may make any changes needed after the peer review prior to submission on December
21.
*The critique will need to be submitted with your final project.
Step 5 (if you worked in a group)
Grade your group members! You must fill out the peer review sheet for both yourself
and your group members’ contribution to the project. This is to ensure accountability
within the group. Each group member must hand in the peer review at the same time as
the final project.

IF YOU HAVE ANY QUESTIONS REGARDING THE ASSIGNMENT OR DUE DATES,

PLEASE DO NOT HESITATE TO ASK ME.
 RUBRIC

The following rubrics will be used to grade your assignment:

Social Studies
4 3 2 1 Insufficient
Excellent Proficient Adequate Limited / Blank

Demonstrates a A sophisticated A satisfactory An adequate A limited

knowledge of the knowledge of knowledge of knowledge of knowledge of
residential schools residential residential residential schools
legacies of is present. Their schools is schools is is present. Their
residential schools legacies are present. Their present. Their legacies are
 Is able to identify present and are legacies are legacies are somewhat present
what residential clearly presented present and mostly present and are somewhat
schools are. in the work. are presented and are mostly presented in the
 Can identify their in the work. presented in work.
intended purpose. The effects of the work.
 Can explain how residential schools The effects of The effects of
residential on indigenous residential The effects of residential schools There is not
schools affected peoples are schools are residential are somewhat enough
indigenous explicitly effectively schools are explained. information
peoples. explained. explained. mostly present to
(legacies) explained. provide a
score
Evaluation of The information The information The information The information
information to reach examined is examined is examined is examined is
relevant and mostly relevant demonstrates loosely relevant
a reasoned deliberately and purposely an adequate and shows some
suggestion. chosen. chosen. relevance and evidence of being
 Can evaluate shows chosen for a
information for The sources The sources adequate purpose.
relevance to chosen are valid chosen are evidence of
subject. and reliable. mostly valid being chosen for The sources
 Can use and reliable. a purpose. chosen are
information to somewhat valid
inform The relationship The sources and reliable.
suggestions. between the given The relationship chosen are
argument and the between the adequately
suggestion is given argument valid and The relationship
strong. and the reliable. between the given
suggestion is argument and the
adequate. suggestion is
The relationship somewhat
between the present.
given argument
and the
suggestion is
present.
Content Presentation Presentation Presentation Presentation
 Presentation comprehensively effectively adequately somewhat
 Research notes communicates key communicates communicates communicates key
 Peer review ideas and key ideas and key ideas and ideas and
information. information. information. information.

Research notes Research notes Research notes Research notes

demonstrate demonstrate demonstrate demonstrate some
extensive research thorough sufficient research on the
on the topic. research on the research on the topic.
topic. topic.
Peer review Peer review
indicates that Peer review Peer review indicates that
student actively indicates that indicates that student rarely
contributed to the student student contributed to the
assignment. sufficiently somewhat assignment.
contributed to contributed to
the assignment. the assignment.
Communication of Information is Information is Information is Some Information
key ideas and skillfully displayed effectively adequately is displayed and
and communicated. displayed and displayed and communicated.
information communicated. communicated.
 Can present Presentation is Presentation is
information in a excellently Presentation is Presentation is slightly organized
clear and organized and effectively adequately and rarely follows a
organized follows a logical organized and organized and logical order.
manner. order. mostly follows a somewhat
logical order. follows a logical
order.
 COM 1005
4 3 2 1 Insufficient
Excellent Proficient Adequate Limited / Blank

Demonstrates a A sophisticated A satisfactory An adequate A limited

knowledge of the knowledge of the knowledge of knowledge of knowledge of the
elements of design the elements of the elements of elements of design
elements of design. is present. The design is design is is present. The
 Is able to identify evaluation of their present. The present. The evaluation of their
which elements of effectiveness is evaluation of evaluation of effectiveness is
design are present and is their their somewhat present
present. clearly presented effectiveness is effectiveness is and are somewhat
 Can evaluate the in the work. present and mostly present presented in the
effectiveness of are presented and are mostly work.
each element of Student explicitly in the work. presented in
design in the explains the the work. Student somewhat There is not
visual effectiveness of Student explains the enough
each element of effectively Student mostly effectiveness of information
design. explains the explains the each element of present to
effectiveness of effectiveness of design provide a
each element of each element of score
design design
Application of the The elements of The elements of The elements of The elements of
elements of design. design chosen are design chosen design chosen design chosen are
relevant and are mostly demonstrates loosely relevant
 Can apply
deliberately relevant and an adequate and shows some
elements of
chosen. purposely relevance and evidence of being
design in a visual.
chosen. shows chosen for a
 Can explain how
adequate purpose.
the elements of
The relationship evidence of
design contribute
The relationship between the being chosen for
to the overall
between the element of a purpose. The relationship
message of their
element of design design and the between the
visual.
and the message of message of the The relationship element of design
the visual is visual is between the and the message of
strong. adequate. element of the visual is
design and the somewhat
message of the present.
visual is
present.

Participation in peer
critique Peer review Peer review Peer review Peer review
indicates that indicates that indicates that indicates that
 Peer review
student actively student student student rarely
comments on sufficiently somewhat comments on the
others’ use of comments of comments on use of design
design elements to use of design the use of elements to
communicate a elements to design elements communicate a
message. communicate a to communicate message.
message. a message.
Student suggested Student rarely
meaningful and Student Student suggested useful
relevant suggested suggested and relevant
 suggestions for useful and somewhat suggestions for
improvement. relevant useful and improvement.
suggestions for relevant
improvement. suggestions for
improvement.
Demonstration of Student always Student usually Student Student rarely
ethical and safe demonstrates safe demonstrates sometimes demonstrates safe
work practices safe work demonstrates work practices
work practices practices safe work
 Student shows Students always practices Student rarely
safe work practice correctly credits Student usually correctly credits
 Student respects sources. correctly credits Student sources
copyright laws sources sometimes
correctly credits
sources
 GUIDED PEER REVIEW SHEET

Use this sheet as a guide during your peer review on December 14.
Group Member(s):__________________________________________________
1. Has the group chosen propaganda about residential schools?

Yes / No

2. Has the group explained the elements of design in the propaganda and why the
propaganda is effective?

Yes / No

3. Does their visual demonstrate at least three elements of design? Have they
connected the elements to their message?
________________________________________________________________
________________________________________________________________

4. Has the group suggested ways to respond to the legacies of residential schools?
________________________________________________________________
________________________________________________________________

5. One (or more!) thing(s) that I appreciate in your project is…

________________________________________________________________
________________________________________________________________
________________________________________________________________

6. One or more areas for improvement and suggested ways to improve them are:
________________________________________________________________
________________________________________________________________
________________________________________________________________
 GROUP MEMBER REVIEW

Your name ____________________________________________________

Write the name of each of your group members in a separate column. For each
person, indicate the extent to which you agree with the statement on the left,
using a scale of 1-4 (1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree).
Total the numbers in each column.

Evaluation Criteria Group member: Group member: Group member:

Attends group meetings and

arrives on time.

Contributes to group
discussions.

Completes group assignments

on time.

Demonstrates a cooperative and

supportive attitudes.

Contributes significantly to the

success of the project.

TOTALS

Additional notes on your group: (ex. what worked well, what could be improved)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 SELF REVIEW

Name:___________________________________
Evaluate your contribution to your group by indicating the extend that you demonstrated
the qualities on the left. At the bottom of the page, please comment on what specific
ways you contributed and what ways you feel that you could have improved.
Additionally, please indicate your major take away from this project.

Evaluation Criteria Often Sometimes Rarely

Attends group meetings and arrives on

time.

Contributes to group discussions.

Completes group assignments on time.

Demonstrates a cooperative and

supportive attitudes.

Contributes significantly to the success

of the project.

Ways that I positively contributed to the group:

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Ways that I could have better contributed to the group:

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
My biggest take-away from this project is:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 Outcomes from the Social Studies 10-1 Program of Outcomes from the COM 1005 – Visual Composition
Studies: Program of Studies:

Related Issue 2: To what extend should contemporary All -

society respond to the legacies of historical https://education.alberta.ca/media/160266/com_pos.pdf
globalization.
GLO: Students will assess the impacts of historical
globalization on Indigenous and non-Indigenous
peoples.
Values and Attitudes:
2.5 recognize and appreciate various perspectives
regarding the prevalence and impacts of
Eurocentrism (TCC, CC, I)
Knowledge and Understanding:
2.7: explore the foundations of historical globalization
(rise of capitalism, industrialization, imperialism,
Eurocentrism. (TCC, ER, PADM)
2.9: Examine multiple perspectives on the political,
economic and social impacts of historical
globalization and imperialism. (I, LPP, PADM)
2.12: Evaluate various attempts to address
consequences of imperialist policies and practices on
Indigenous peoples in Canada and other locations
(GC, PADM, TCC)