Information Document - Uniform Examination

INFORMATIONDOCUMENT

UNIFORMEXAMINATION

HISTORY OF QUÉBEC AND CANADASecondary IV585-414

NEW COMPONENT: ESSAY QUESTION

June 2004August 2004January 2005

TABLE OF CONTENTS

INTRODUCTION...........................................................................................................2

1 CONTENT OF THE EXAMINATION ...........................................................................3

Table I: Descriptions of the recurrent themes...................................................................3Table II: Table of dimensions ..........................................................................................4

2 FORMAT OF THE EXAMINATION .............................................................................5

Table III: Distribution of the questions in the examination...............................................5

3 DISTRIBUTION OF QUESTIONS RELATED TO EACH DIMENSION, SKILLAND AREA OF KNOWLEDGE (Table IV) .................................................................. 6

4 USE OF DOCUMENTS..................................................................................................6

5 THE ESSAY QUESTION...............................................................................................7

5.1 Development, validation and field-testing of the prototype question.....................75.2 Main characteristics of the essay question ............................................................75.3 Main components of the evaluation checklist .......................................................85.4 Instructional practices during the school year.......................................................8

6 DATE AND DURATION OF THE EXAMINATION ....................................................9

7 CORRECTION OF THE EXAMINATION ....................................................................9

8 AUTHORIZED MATERIALS........................................................................................9

APPENDIX A SYNOPTIC TABLE OF KNOWLEDGE....................................................... 11

APPENDIX B INTELLECTUAL SKILLS AND OBSERVABLE BEHAVIOURSACCORDING TO THE DEFINITION OF THE DOMAIN ............................ 12

APPENDIX C PROTOTYPE ESSAY QUESTION............................................................... 14Description of the task ................................................................................... 14Evaluation checklist ....................................................................................... 15Documents presented in non-chronological order ........................................... 17Student’s answer booklet ............................................................................... 20Correction key for the essay question ............................................................. 22

APPENDIX D SAMPLE ANSWERS.................................................................................... 24

This document is also available on the Internet at the following address:http://www.meq.gouv.qc.ca/dgfj.

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INTRODUCTION

This document outlines the elements of the History of Québec and Canada program(585-414) that may be measured in the uniform examination for the purpose of certifyingsecondary school studies. This examination is developed by the Direction générale de laformation des jeunes in collaboration with teachers.

The examination is an official evaluation of the student’s acquisition of the knowledge andskills outlined in the History of Québec and Canada program. It also provides a means ofgathering statistical data on student achievement.

For the first time this year, the History of Québec and Canada examination will include anessay question in which students demonstrate their ability to make connections among themain elements of a historical phenomenon by synthesizing all the related information.

The following pages provide a detailed explanation of the changes resulting from theinclusion of an essay question in this examination. Appendix C presents a prototype itemillustrating the main characteristics of this type of question. Teachers may make use of thisexample whenever they see fit to do so.

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1 CONTENT OF THE EXAMINATION

The examination is based on the Definition of the Domain (Information Document 16-3660-04A,April 1993) and the Table of Dimensions contained therein. This table, which is presented on thenext page, describes the areas of knowledge that may be evaluated by means of questions thatinvolve demonstrating the skills defined in the Definition of the Domain (Appendix B).

In 1996, recurrent themes were added to the Table of Dimensions (Table II). These are topics thatare dealt with in more than one module and that recur in the history of Québec and Canada. Theyare briefly described in the table below.

TABLE IDescriptions of the Recurrent Themes

Recurrent Themes Description

Territory Changes in territorial boundaries since the first settlers arrived in the St.Lawrence Valley.

Immigration The main waves of immigration since the arrival of the French in NewFrance.

Economic development

Exploitation of resources (fur, timber and wheat) until the middle of the19th century. After 1867, Québec’s economy was controlled by theBritish, the Americans and the Québec government in succession, untilthe emergence of a Francophone business community in Québec.

Development ofdemocracy

The steps involved in the development of a democratic parliamentarysystem.

Political organization Constitutional changes from the Royal Proclamation to the patriation ofthe Constitution in 1982.

Industrial development The phases of industrialization in Québec (1867-1896 and 1896-1929)and the development of mining after World War II.

Union movement The growth of the union movement in Québec since the first phase ofindustrialization.

Status of women The evolution of the status of women since World War I.

This year, a new column entitled Essay Question has been added to the Table of Dimensions on thenext page. The Synoptic Table of Knowledge (Appendix A) specifies the content related to the 16areas of knowledge that may be the focus of an essay question.

The modules and the areas of knowledge will be weighted as in the Definition of the Domain.

Objective 7.3, which deals with some of the major issues that have had an impact on Québecsociety since the Quiet Revolution, was modified in 1998. These changes will be taken intoaccount in the June 2004, August 2004 and January 2005 examinations.

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TABLE II

Table of DimensionsFRENCH REGIME (1534-1760) BRITISH RULE (1760-1867) CONTEMPORARY PERIOD (1867 TO THE PRESENT)

Knowledge

Skill

The FrenchEmpire

in America

12.5%

Canadian SocietyDuring the

French Régime

12.5%

The Conquest andthe Start ofBritish Rule

12.5%

Early Stages ofParliamentaryGovernment

12.5%

Québecand

Confederation

15%

IndustrialDevelopment

15%

ContemporaryQuébec

20%

RECURRENTTHEMES

ESSAY QUESTION

DESCRIBING

30%

D1– Occupation of

the territory

– Amerindiancivilization

D4– Settlement of

the colonyduring theFrench régime

– Sociopoliticalstructure of thecolony

D7– Aspects of the

change of empire

D9– The Consti-

tutional Act

– Events of1837-1838

– Union of the twoCanadas

D12– Origins and terms of

the British NorthAmerica Act

– Solution to Canada’sgrowth problems

D15– Canada’s

economic andpolitical context

– Second phaseof Québec’sindustriali-zation

D18– Conse-

quences of World War II

– The Quiet Revolutionand subsequent years

ANALYZING

50%

D2– Occupation of

the territory

– The fur trade

– Amerindiancivilization

D5– Settlement of the

colony during theFrench régime

D8– The Conquest

– The Provinceof Quebec andthe AmericanRevolution

D10– Economic

changes in LowerCanada



D13– Origins and terms of


– Social and economicchanges in Québec

D16– Canada’s

economic andpolitical context

– Second phaseof Québec’sindustriali-zation

– The Depression

D19– Conse-

quences of World War II

– Elements ofchange andtraditional elements duringthe Duplessis era

– The QuietRevolution andsubsequent years

D21– Territory– Immigration– Economic

development– Development of

democracy– Political

organization– Industrial

development– Unionization– Status of women

SYNTHESIZING

20%

D3– The fur trade

D6– Sociopolitical

structure of the colony

D11– Society in

Lower Canada



D14– Québec society

within Canada

D17– Second phase

of Québec’sindustriali-zation

– The Depression

D20– Québec society

during the Duplessis era

– The Quiet Revolutionand subsequent years

D22– Territory– Immigration– Economic

development– Development of

democracy– Political

organization– Industrial

development– Unionization– Status of

women

D23– Occupation of the

territory– The fur trade– Amerindian

civilization

– Settlement of theCanadian colony

– Sociopoliticalstructure of thecolony

– Society in LowerCanada (1791-1840)

– Events of 1837-1838– Union of the two

Canadas

– Origins and terms ofthe British NorthAmerica Act

– Québec’sdevelopment withinthe new Canadiancontext(1867-1896)

– Canada’s economicand political context(1896-1929)

– Second phase ofQuébec’sindustrialization

– The Depression

– World War II– Québec society

during the Duplessisera

– The QuietRevolution andsubsequent years

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2 FORMAT OF THE EXAMINATION

The examination consists of 28 questions that evaluate the student’s history skills in relation tothe entire History of Québec and Canada program. The following table outlines the distributionof the examination questions.

TABLE IIIDistribution of the Questions in the Examination

Part of theExamination

Typeof

Question

Numberof

Questions

Marksper

Question

TotalMarks

Part A Multiple-choice 22 3.45 76

Short-answer 5 3 15Part B

Essay 1 9 9

The student’s question booklet contains both parts of the examination. With the exception of theessay question at the end of Part B, the items in each part of the examination are presented inchronological order.

For Part A the student must use a pre-identified answer sheet, and for Part B the student mustrespond in the answer booklet provided.

Standards that must be met to obtain marks are stated for some of the short-answer questions inPart B.

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Table IV shows the percentageof questionsrelatedto each skill and area of knowledge,and thedistribution of the questionsamong the 23 dimensions. For the June 2004, August 2004 andJanuary 2005 sessions, the studentswill be evaluated on all the dimensions that appear inTable IV.

FRENCH REGIME(1534-1760)

BRITISH RULE(1760-1867)

CONTEMPORARY PERIOD(1867 TO THE PRESENT)

The FrenchEmpire

in America

12.5%

CanadianSociety during

the FrenchRegime

12.5%

The Conquestand the Start

of British Rule

12.5%

EarlyStages of

ParliamentaryGovernment

12.5%

Québecand

Confederation

15%

IndustrialDevelopment

15%

ContemporaryQuébec

20%

RECURRENTTHEMES

ESSAYQUESTION

DESCRIBING30%

1 1 1 1 1 2 2

ANALYZING50%

2 2 2 2 2 2 3 1

SYNTHESIZING20%

1 1 1 1 1 1 1*

1

The numbernext to the letterD representsthe dimensionnumber.The othernumbersindicatethenumber of questions per dimension.

*

**

Whenever possible, the examination questions refer to historical documents (written orillustrated), maps, time lines and accounts written by historians.

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5 THE ESSAY QUESTION

5.1 Development, Validation and Field-Testing of the Prototype Question

The Direction générale de la formation des jeunes oversaw the development, validation andfield-testing of the essay question. Several committees made up of experienced teachers as wellas representatives of the MEQ’s program development and academic evaluation teams wereinvolved in designing the prototype question.

The prototype essay question was field-tested with a sample of 20 groups of Secondary Vstudents from a variety of schools. These students were not prepared in advance, but simplyanswered the question using the knowledge they had acquired the previous year.

An analysis of this field-testing exercise led to the following two conclusions:

• Students should have no trouble answering this type of question, given the resultsobtained by the students who took part in the field-testing.

• On the whole, the assessments of those marking the students’ work were consistent.

Lastly, in light of this field-testing exercise, minor adjustments were made to the description ofthe task and the evaluation checklist.

5.2 Main Characteristics of the Essay Question

A. The essay question is presented as follows:

Information in the student’s questionbooklet:

• a description of the task• instructions and remarks• an evaluation checklist• a set of documents, which are not

presented in chronological orderInformation in the student’s answerbooklet:

• a blank page for a rough draft• a page for the final version, including

a summary of the evaluation checklistfor the teacher

Information in the teacher’s markingguide:

• a correction key for the observableelements of Part A of the evaluationchecklist

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B. The essay question will be used to measure the observable behaviours associated with theskills (describing, analyzing and synthesizing) defined in Appendix B.

5.3 Main Components of the Evaluation Checklist

The evaluation checklist for the essay question consists of two parts:

• Part A is above all analytical. It involves assessing the student’s ability to establish relevantelements of a historical phenomenon by analyzing the documents provided, which are notpresented in chronological order. In establishing these elements, the student may go beyondthe information provided in the documents. The marker must determine whether or notcertain quantifiable and observable elements are present in the student’s answer by referringto a correction key based on these observable elements.

Part A is worth seven marks.

• A more global approach is called for in Part B, with the marker required to exercise morejudgment. Sample answers corresponding to the three skill levels are provided at the end ofthis document.

Part B is worth two marks.

The length of the essay should have no bearing on the student’s mark. During the field-testing,only one student submitted an essay of more than 200 words. The vast majority of essays werebetween 120 and 180 words long. Over the course of the school year, however, students shouldbe assisted in developing their ability to synthesize information so that their essays do not exceedthe number of words asked for.

The essay question is worth nine marks on the uniform examination. The skill levels are suchthat students may earn between zero and nine marks for this question. Only the total mark can berounded off.

5.4 Instructional Practices During the School Year

Instructional practices should be adjusted to give students more opportunities to write shortessays and develop their ability to synthesize information. Formative and summativeexaminations during the school year should also be adapted to prepare the students for this typeof question.

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6 DATE AND DURATION OF THE EXAMINATION

The June 2004 examination will be held on June 17 from 9:00 a.m. to 11:00 a.m., the August2004 examination on August 2, from 1:00 p.m. to 3:00 p.m., and the January 2005 examinationon January 20, 2005, from 1:00 p.m. to 3:00 p.m.

The duration of the examination is two hours. However, an additional 10 minutes must beallowed beyond the duration set in the official timetable, as stipulated in section 3.11 of theAdministrative Manual for the Certification of Secondary School Studies, General Education,Youth Sector published by the Direction de la sanction des études.

Field-testing showed that the vast majority of students took between 20 and 30 minutes to writetheir essay. Throughout the year, however, students should be made aware of the importance oftime management during an examination.

7 CORRECTION OF THE EXAMINATION

The examination is corrected in the following manner:

Part A: Correction is the responsibility of the MEQ, except for the August examination,which is corrected by the school board or private school.

Part B: Correction is the responsibility of the school board or private school; an evaluationchecklist, a marking guide and the necessary instructions are provided by the MEQ.

The essay question should be corrected in teams so that teachers can exchange ideasand agree on what is acceptable.

8 AUTHORIZED MATERIALS

Any tables, graphs, charts, maps or illustrations necessary to carry out the required tasks areprovided in the examination.

The use of dictionaries, textbooks or other documents, including course notes, is not permitted.

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APPENDICES

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APPENDIX A

SYNOPTIC TABLE OF KNOWLEDGE

FRENCH REGIME (1534-1760) BRITISH RULE (1760-1867) CONTEMPORARY PERIOD (1867 TO THE PRESENT)

The French Empirein America

Canadian SocietyDuring the

French Regime

The Conquest andthe Start ofBritish Rule

Early Stages ofParliamentary Government

Québecand

Confederation

Industrial Development(1896-1929)

Contemporary Québec

Occupation of theTerritory

– Reasons forexploration

– Cartier’s voyages– Geographic

conditions– French explorations

in America

The Fur Trade

– Concept ofcolonization

– Mercantilism– Territorial and

military consequences

AmerindianCivilization

– Sociocultural organization of the Amerindians

– Mutual influences

Settlement in theSt. Lawrence

Valley

– Factors affectingsettlement

– Seigneurial system

SociopoliticalStructure

of the Colony

– Relations betweenthe mother country and the colony

– Royal government– Social groups– Role of the Church

The Conquest

– Causes– Major effects of the

change of empire

The Province ofQuebec and

the AmericanRevolution

– The Québec Act– Geographical shift

of the fur trade– Arrival of the

Loyalists

Society inLower Canada

(1791-1840)

– The Constitu-tional Act

– Economic changes– Social changes

Events of1837-1838

– Conflict between the Patriotes and the business class

– Stages in and reactions to the confrontation

Union of the TwoCanadas

– The Durham Report

– Political changes– Economic changes

Originsand Terms of


– Causes– Steps– Characteristics

of the Canadian political system

Evolution of QuébecWithin the New

Canadian Context(1867-1896)

– Canada’s growth problems and the National Policy

– Changes in the Québec economy

– Changes in Québec society

Canada’s Economicand Political

Context(1896-1929)

– Economic expansion

– Tensions betweenBritish imperialismand Canadian nationalism

The SecondPhase ofQuébec’s

Industrialization

– Characteristics– Social changes

The Depression

– Economic and social effects of theDepression

– Reactions to the Depression

World War II

– Québec’s participation in the war effort

– The conscription crisis

Québec SocietyDuring the

Duplessis Era

– Elements ofchange in Québec society

– Traditional elements in Québec society

– Policies of theDuplessis government

The Quiet Revolutionand Subsequent

Years

– Principal changesin Québec

– Manifestations of Québec’s cultural diversity

– Major issues sincethe Quiet Revolu-tion

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APPENDIX B

INTELLECTUAL SKILLS AND OBSERVABLE BEHAVIOURSACCORDING TO THE DEFINITION OF THE DOMAIN

DESCRIBING

Describing: usually with the help of historical documents, listing the elements (characteristics,time and space factors) of a historical phenomenon.

This skill is demonstrated by the following observable behaviours:

A. describing a historical phenomenon in terms of a single aspect of society (political,economic, social, cultural or geographic)

B. situating in time a historical phenomenon by placing it chronologically or placing it on atime line

C. situating in space a historical phenomenon by identifying where it took place or locatingit on a map

ANALYZING

Analyzing: usually with the help of historical documents, establishing a causal relationship, orone of similarity, contrast, continuity or change, between the elements of a historicalphenomenon or between different aspects of society connected with a historical phenomenon.


A. specifying the causes and effects of an event or turning point in history

B. identifying elements of continuity or change between the events at one or several turningpoints in history

C. comparing or contrasting several interpretations or versions of an event or turning pointin history. The interpretations may be made by historians, observers, or people whoactually participated in these events

D. identifying the relationship between two aspects of society at a turning point in history

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SYNTHESIZING

Synthesizing: usually with the help of historical documents, presenting as a whole the majorcomponents of a historical phenomenon (turning point or society) that are related.


A. describing different aspects of the organization of a society at a given point in time

B. describing the development of a turning point in history by showing how the differentstages are linked together

C. describing the evolution of a society in terms of one or more of its aspects in one or moreperiods

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APPENDIX C

PROTOTYPE ESSAY QUESTION

The Conquest may be explained by military events at a time when theFrench and British Empires were fighting for control of North America.

It may also be explained by differences in theway these empires organized their colonies.

In 1760, the outcome of this military confrontation had a decisive impact onthe development of these territories and created a new situation

for the Canadiens living in the St. Lawrence Valley.

YOUR TASK:

Write a coherent essay of approximately 150 wordsshowing the connections among the main elements

associated with the Conquest and the change of empire.

Your essay should mention:

- one issue related to the War of the Conquest- the winner of the War of the Conquest- one weakness of the French colony compared with the British colonies- three consequences of the Conquest for Canadien society- one element of economic continuity

Instructions

1. Read the evaluation checklist before writing your answer.

2. Examine the documents provided.

3. Make an outline of your answer and then write a rough draft.

4. Use a black or blue ink pen to write the final version of your essay.

Note:

• In making connections among the main elements, you may go beyond an analysis of thedocuments provided.

• Only the final version of the essay in the answer booklet will be corrected.

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Evaluation Checklist

Part A

This part of the evaluation is designed to assess your ability to establish elements associated with theConquest and the change of empire by analyzing the documents provided for that purpose.

Skill Level

ObservableElements

The student doesnot present anyelements or the

elementspresented areirrelevant or

vague.

0 marks

The studentpresents relevant

elements, butthey are

incomplete orlacking in details.

1/2 mark

The studentpresents relevant

elementsaccurately and in

appropriatedetail.

1 mark

Marks

One issue related to the War of theConquest /1The winner of the War of theConquest /1One weakness of the French colonycompared with the British colonies /1

Three consequences of theConquest for Canadien society

/1/1/1

One element of economiccontinuity /1

Subtotal: /7

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Part B

This part of the evaluation is designed to assess your ability to organize elements in a logicalmanner and to interrelate them.

ObservableElement

Skill Level Marks

Coherentorganization of

connectionsamong elements

The studentpresents elements

withoutinterrelating them

or establishesirrelevant

connections.

0 marks

The studentestablishes some

relevantconnections, butsometimes the

connections are notrelevant.

1 mark

The studentestablishesappropriateconnections

among elements.

2 marks

/2

Subtotal: /2

Part A: /7

Part B: /2

Total: /9

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DOCUMENTS PRESENTED IN NON-CHRONOLOGICAL ORDER

Territory of the Province of Quebecunder the Royal Proclamation

A coveted resource

Pierre Dagesse, Ministère de l’Éducation.

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French and English populationsin North America (1608-1754)

Ministère de l’Éducation.

Adversaries in the War of the Conquest

François Charbonneau et al., Mon histoire (Montréal: Guérin, 1985), p.141.

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Excerpt from the Instructions to Governor Murray

. . . which Oath [required by the Test Act] shall be administered to them by such Person orPersons as you shall commissionate for such Purpose; and in case any of the said FrenchInhabitants shall refuse to take the said Oath . . . You are to cause them forthwith to depart outof Our said Government . . . We do hereby declare it to be Our Intention, when the saidProvince shall have been accurately surveyed, and divided into Townships . . . all possibleEncouragement shall be given to the erecting [of] Protestant Schools . . .

Adam Shortt and Arthur G. Doughty, Documents Relating to the Constitutional History of Canada, 1759-1791 (Ottawa: J.de L.Taché, 1918), p. 191-192.

Exports to the mother country, 1770

Ministère de l’Éducation.

Excerpt from the Treaty of Paris

. . . his Most Christian Majesty cedes and guaranties to his said Britannick Majesty, in full right,Canada, with all its dependencies . . . . The King of Great Britain cedes the islands of St. Pierreand [Miquelon], in full right, to his Most Christian Majesty, to serve as a shelter to the Frenchfishermen.

W.P.M. Kennedy, Statutes, Treaties and Documents of the Canadian Constitution, 1713-1929 (Toronto: Oxford UniversityPress, 1930), p. 32-33.

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STUDENT’S ANSWER BOOKLET

NAME: ________________________________________ SECTION: _______

Rough Draft

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Final Version

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Summary of the Evaluation Checklist for the Teacher

One issue related to the War of the Conquest /1 markThe winner of the War of the Conquest /1 markOne weakness of the French colony compared with the British colonies /1 markThree consequences of the Conquest for Canadien society /3 marksOne element of economic continuity /1 markCoherent organization of connections among elements /2 marks

Total: /9 marks

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CORRECTION KEY FOR THE ESSAY QUESTION

ACCEPT any formulations equivalent to those given in the correction key below.

One issue related to the War of the Conquest

• Control of the fur trade• Possession of the territory west of the Appalachians or the Ohio Valley• Control of the Atlantic fisheries

The winner of the War of the Conquest

• The British Empire or Great Britain or England or the English or the Thirteen Britishcolonies

One weakness of the French colony compared with the British colonies

• The population of New France was much smaller than that of the Thirteen Britishcolonies.

• The military forces of New France were numerically inferior to those of the ThirteenBritish colonies.

• New France had to defend a vast but sparsely populated territory, whereas the ThirteenBritish colonies covered a small territory but had a large population.

• France provided its colony with very little support, whereas the Thirteen Britishcolonies received more help from Great Britain.

• The economy of New France was largely based on the fur trade, whereas the ThirteenBritish colonies had a diversified economy.

Three consequences of the Conquest for Canadien society

* The student does not have to present consequences related to three different aspects ofsociety in order to receive marks.

Territorial consequences

• France ceded New France to Great Britain, but kept the islands of Saint-Pierre andMiquelon.

• The new British colony was called the Province of Quebec.• The territory of the new British colony was reduced to the St. Lawrence Valley.

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Political consequences

• The colony remained under British military rule until the outcome of the war in Europewas decided.

• The Canadiens had a new mother country.• The Canadiens became British subjects.• A new “constitution,” known as the Royal Proclamation, was implemented in the

colony.• Great Britain forced the Canadiens to comply with the Test Act if they wished to hold a

position in the colonial administration.• Great Britain imposed new political structures on the colony: a British governor was

appointed; a Council was to assist him; a house of assembly was promised.• The Canadiens could not sit on the Council.• The House of Assembly (legislative assembly) was not formed.

Social consequences

• Most of the French elite left New France.• British merchants settled in the colony.• The British mother country prohibited the appointment of a Catholic bishop.• Catholic worship was tolerated.• The English freehold tenure system (townships) was to replace the seigneurial system.• Great Britain imposed English civil and criminal law.• The British mother country encouraged the establishment of the Protestant Church and

Protestant schools in the colony.

Economic consequences

• The British took control of the fur trade.• The new British colony established trading ties with Great Britain.

One element of economic continuity

• The fur trade continued to be the main area of economic activity.• Most Canadiens continued to work in agriculture.

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APPENDIX D

SAMPLE ANSWERS

The three essays presented below are actual answers written by students who took part in thefield-testing. They may be used as points of reference to illustrate the elements of the evaluationchecklist.

ESSAY 1


One issue related to the War of the Conquest 1/1 markThe winner of the War of the Conquest 1/1 markOne weakness of the French colony compared with the British colonies 1/1 markThree consequences of the Conquest for Canadien society 3/3 marksOne element of economic continuity 1/1 markCoherent organization of connections among elements 2/2 marks

Total: 9/9 marks

Comments

The student has presented relevant elements accurately and with appropriate detail and has alsoestablished appropriate connections both within and between sentences.

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Essay 2


One issue related to the War of the Conquest 1/1 markThe winner of the War of the Conquest 1/1 markOne weakness of the French colony compared with the British colonies 1/1 markThree consequences of the Conquest for Canadien society 2.5/3 marksOne element of economic continuity .5/1 markCoherent organization of connections among elements 1/2 marks

Total: 7/9 marks

Comments

There is not much detail, but generally speaking all the elements are relevant and accurate. Theconnections between the elements, however, are not always relevant. The appropriateconnections are mostly found within sentences but not between sentences.

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Essay 3


One issue related to the War of the Conquest 0/1 markThe winner of the War of the Conquest 1/1 markOne weakness of the French colony compared with the British colonies .5/1 markThree consequences of the Conquest for Canadien society 0/3 marksOne element of economic continuity 1/1 markCoherent organization of connections among elements 0/2 marks

Total: 2.5/9 marks

Comments

Although the writing is obviously weak, the student has presented some relevant elements.However, no connections are made among these elements, or the connections are not relevant.

16-7189A-04

Information Document - Uniform Examination

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