Ottawa-Carleton Catholic School Board

Staff Development and Evaluation Department

System Wide Examination

Grade 10 Academic History

CHC 2D
June 2007
Student’s Name: ________________________________

Teacher: _______________________________

Date: ______________

Duration: 2 hours Pages (including cover): 10

Instructions:

1. Please read the specific instructions for each section before you
begin.
2. Put your name on all sheets submitted.
3. Use the answer sheet or scantron where indicated.

Mark Summary
Knowledge and Understanding /40
Thinking and Inquiry /20
Application /20
Communication /20
Total ____/100

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Knowledge and Understanding (40 marks)
Part A – Multiple Choice (30 marks)

Please choose the most appropriate response and place it on the answer sheet or
scantron card.

1. Which of the following describes the October Crisis.

a) Peaceful demonstration of nationalism
b) International incident during World War One
c) Peace time use of War Measures Act
Trudeau enforces conscription for the military

2. Which of the following Canadian Prime Ministers introduced the Bill of Rights?
a) Lester B. Pearson
b) Pierre Trudeau
c) John Diefenbaker
d) Sir Robert Borden

3. Which of the following was the first battle where poisonous gas was used on
Canadian troops?
a) Dieppe
b) Ypres
c) Passchendaele
d) Vimy Ridge

4. Which new weapon was not introduced in World War One?

a) airplane
b) poisonous gas
c) tank
d) atomic bomb

5. In which year did most Canadian women become “persons” under the law?
a) 1914
b) 1921
c) 1929
d) 1932

6. The “Bennett Buggy” was:

a) a horse drawn carriage
b) a car used by Prime Minister Bennett
c) a car with its engine removed and hitched to a horse
d) a car designed by Bill Bennett

7. A conscientious objector or pacifist is someone who:

a) voluntarily joins the war effort
b) believes war is not the best means to solve a problem
c) feels all people should participate in the war in some way
d) feels that studying history is useless because it is constantly changing

8. In 1939, the Soviet Union signed a non-aggression pact with which country?
a) Japan
b) Germany
c) Italy
d) America

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9. Which of the following groups is not a part of the United Nations Structure?
a) General Assembly
b) Security Council
c) League of Nations
d) International/World Court

10. Which of the following did not occur during the Cold War?
a) Cuban Missile Crisis
b) Suez Crisis
c) Berlin wall erected
d) Munich Pact

11. Prohibition was stopped in Canada because:

a) people were thirsty
b) everyone stopped drinking alcohol
c) it was hard to enforce
d) Americans stopped it too

12. The assassination of Archduke Ferdinand was the spark that caused World War
One because:
a) Ferdinand was the heir to the throne of Austria Hungary and was killed by
a Serbian nationalist
b) Ferdinand was the heir to the throne of Germany and Hitler was enraged
by his assassination
c) Ferdinand had declared war before his assassination
d) Ferdinand was heir to the throne of Serbia and Serbia wanted to expand
it’s territory

13. The “On to Ottawa Trek” occurred because:

a) young unemployed men felt forgotten by their government
b) it was the beginning of a communist revolution
c) people wanted to find work in central Canada
d) women wanted the vote.

14. Which of the following is not an example of a secondary source?

a) a biography of Hitler
b) a newspaper article on V. E. day.
c) A diary entry from a soldier
d) A book about the Cold War

15. Buying “on margin” meant:

a) people buying stocks that were illegal
b) people buying stocks on loans from the bank
c) people were buying stocks at discount prices
d) people were buying stocks that were very expensive

16. Which of the following best describes Hitler’s “lebensraum” policy?

a) to gain more “living space” for his country
b) to rid the world of the Jewish population
c) to build his army
d) to encourage the Aryan race

17. Which year did Canadian troops fight some of Hitler’s best troops in Ortona,
Italy?
a) 1942
b) 1943
c) 1944
d) 1945

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18. The invasion of this country was the immediate cause of World War Two.
a) Czechoslovakia
b) Serbia
c) France
d) Poland

19. Which of the following describes the Avro Arrow project?

a) an aircraft designed to defend Canada against attack from the Soviet
Union
b) one of the best and fastest fighter planes in the world
c) Prime Minister John Diefenbaker cancelled the Avro Arrow project
d) all of the above

20. The Americans entered World War Two as a result of the:

a) invasion of Manchuria
b) attack on Hong Kong
c) invasion of Sicily
d) attack on Pearl Harbour

21. Black Tuesday was:

a) the day the stock market crashed
b) the day John F. Kennedy was killed
c) the day Canada entered World War Two
d) the day the Winnipeg General Strike ended

22. Which new party was created during the 1930’s?

a) Social Credit
b) Liberals
c) Conservatives
d) Communist Party

23. Which Prime Minister introduced the Official Languages Act?

a) Wilfrid Laurier
b) Pierre E. Trudeau
c) Louis St. Laurent
d) Lester B. Pearson

24. What international crisis is Lester B. Pearson associated with?

a) Cuban Missile Crisis
b) Suez Canal Crisis
c) F.L.Q. Crisis
d) Conscription Crisis

25. What is the significance of the Igor Gouzenko affair?

a) He worked on the Manhattan Project
b) He was a spy for Russia
c) He worked on the Avro Arrow Project
d) His information brought Canada into the Cold War

26. Which of the following groups were considered enemy aliens during World War
One and World War Two?
a) Japanese
b) French Canadians
c) Russians
d) Germans

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 27. The Axis Powers of World War Two were:
a) Germany, Britain, France
b) Japan, Germany, Britain
c) Japan, Germany, Italy
d) Japan, Italy, France

28. The members of the Triple Alliance in 1914:

a) France, Britain, Russia
b) Germany, Austria-Hungary, Italy
c) France, Britain, Austria-Hungary
d) Serbia, Germany, Austria-Hungary

29. The “temporary” tax that was created in World War One was:
a) provincial tax
b) federal tax
c) income tax
d) sales tax

30. Flappers in the 1920’s were:

a) women who challenged social norms
b) radio show hosts
c) men who protested unemployment
d) secret message decoder

Part B: Matching (10 marks)

Please match the following people with the event to which they are associated.
Fill in the appropriate response on the scantron sheet or answer sheet provided.

31. Agnes Macphail A. Canadian Commander at Vimy

Ridge.

32. Jean Lesage B. Canadian Prime Minister during

World War Two.

33. William Lyon MacKenzie King C. Communist dictator.

34. Arthur Currie D. A strong voice for farmers in

Ontario.

35. Joseph Stalin E. Provincial Premier during the

Quiet Revolution.

Please match the following date and event.

Fill in the appropriate response on the scantron sheet or answer sheet provided.

36. King-Byng Crisis A. 1956

37. Hiroshima B. 1982

38. Halifax Explosion C. 1945

39. Suez Canal Crisis D. 1926

40. Repatriation of Constitution E. 1917

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Thinking and Inquiry (20 marks)

Part C: Identify & State Historical Significance (20 marks)

Choose four of the following. Provide a definition for each term (2 marks) and state
its historical significance (3 marks) on the foolscap paper provided.

Conscription Dieppe NAFTA

October Crisis Group of Seven Korean War
Treaty of Versailles Winnipeg General Strike
Trench Warfare Internment Camps

Application (20 marks)

Part D: Sight Passage (12 marks)

Please read the following sight passage and answer the questions below on the
foolscap paper provided.
Jeannette Vivian Corbiere Lavell

Dedicated to the causes of Native women for more than a quarter of a century, Jeannette
Corbiere Lavell is a courageous woman who fought to improve their plight and proved
that one person's voice can make a difference.

Jeannette Vivian Corbiere was born on June 21, 1942, on the Wikwemikong Reserve on
Manitoulin Island in Ontario. Belonging to the Nishnawbe people, she spoke Ojibway.
Her mother was educated at the Residential School and Teacher's College, while her
father was illiterate, never having attended school. Jeannette attended the elementary
school, which was run by the Catholic Church and completed up to Grade 10 in the
community before leaving for North Bay, Ontario, where she completed high school and
business college.

After graduating, she moved to Toronto where she worked as an executive secretary. She
also worked for the Native Canadian Centre of Toronto in many capacities, including
social, court and youth worker. Later, while working for the Company of Young
Canadians, she travelled across the country working with Native communities. In 1965,
she was chosen as Indian Princess of Canada.

In 1970, Jeannette married David Lavell, a non-Native, who was a journalism student at
Ryerson Institute in Toronto. Shortly after her marriage, she received a notice from the
Department of Indian Affairs and Northern Development stating that she was no longer
considered an Indian according to section 12 (1) (b) of the Indian Act. It stated "12 (1)
The following persons are not entitled to be registered, namely ... (b) a woman who
married a person who is not an Indian, unless that woman is subsequently the wife or
widow of a person described in section 11." (The Indian Act, 1970).

This section had grave consequences for Native women like Lavell. They lost their Indian
status as did any children of the marriage; they could no longer live on the reserve and
lost the right to own land or inherit family property; they could not receive treaty benefits
or participate in band councils and political or social affairs in the community, and they
lost the right to be buried in cemeteries with their ancestors. On the other hand, Native
men who married non-Native women were not deprived of these rights and their wives
and children were given Indian status.

Jeannette Corbiere Lavell decided to challenge the Indian Act on the basis that it was
discriminatory, according to the 1960 Bill of Rights. Jeannette Corbiere Lavell lost her
case in County Court but continued to fight for her cause all the way to the Supreme
Court of Canada.

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In February of 1973 she joined with Yvonne Bedard to continue her fight but they lost in
the Supreme Court. As a result, Indian women continued to be cut off from their heritage
when they married non-natives. Years later, Sandra Lovelace, following in Lavell's
footsteps, brought the case to the United Nations International Human Rights
Commission, and won. In 1985, section 12 of the Indian Act was changed.

Jeannette Corbiere Lavell is a woman who has worked tirelessly for change against
unfairness and injustice. In a fitting tribute, the Ontario Native Women's Association
established the Jeannette Corbiere Lavell Award in 1987 "to be presented annually to a
deserving Native Woman demonstrating the same qualities and dedication as Jeannette".
(Ontario Native Women's Association. Information, Policy and Administration Manual,
1987, p. 11)

Questions
1. Discuss two similarities between Jeannette Lavell’s story and the Person’s Case?
(4)
2. Using evidence from this History course, list and discuss two other examples of
discrimination faced by minority groups in Canada. (4)
3a) List two examples of discrimination faced by minorities in Canada today. (2)
b) What advice, do you think, Lavell would give to these groups to improve these
situations. (2)

Part E: Cartoon Analysis (8 marks)

In complete sentences, answer the following.

1. What historical period is being addressed in this cartoon? (1
mark)
2. Explain the point that the picture is trying to make? (2 marks)
3 a) List two events that we studied in this course that relate to this issue. (2 marks)
b) Could a nuclear arms race happen again? Support your answer with two points.
(2 marks)
4. Give this cartoon an appropriate title. (1 mark)

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Communication (20 marks)

Part F: Essay Question

Please choose one of the following questions. Your response must be written in essay
format on the foolscap provided.

1. Canadian History illustrates that as a country we have not always been tolerant
and in fact have demonstrated extreme prejudice in times of crisis. Use four (4)
examples from what you have learned in this course to support this statement. For
each example, describe the event and identify the prejudice.

OR

2. Throughout the 20th Century, Canada has been affected by events that have
occurred in other parts of the world. Identify three significant world events that
affected Canada in the 20th Century, explain what occurred during that event and
how it affected either our role internationally or Canadian society.

OR

3. Comment on Canada’s growth as a nation with reference to our relationships with

Great Britain and the United States. By using four (4) examples from the time
period studied in the course, illustrate how these relationships have evolved.

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Part F: Essay Question

RUBRIC

Level 1 Level 2 Level 3 Level 4

Introduction • Thesis is • Thesis is • Thesis is • Thesis is
& Conclusion problematic moderately clear and sophisticated
or effective considerably & highly
ineffective effective effective
• Supporting • Supporting • Three • Three
arguments arguments supporting supporting
are are arguments arguments
problematic moderately are are highly
or effective in considerably effective in
ineffective thesis effective in thesis
thesis
• Summary • Summary • Summary • Summary
statement is statement is statement is statement is
problematic moderately considerably highly
or effective effective effective
ineffective
Body • Supporting • Supporting • Supporting • Supporting
evidence evidence evidence evidence
incorporated incorporated incorporated incorporated
with limited with with with a high
success moderate considerable degree of
success success success
• Evidence • Evidence • Evidence • Evidence
defends defends defends defends
argument argument argument argument
with limited with with with a high
success moderate considerable degree of
success success success
• Connections • Connections • Connections • Connections
made made made made
between between between between
arguments, arguments, arguments, arguments,
examples & examples & examples & examples &
thesis with thesis with thesis with thesis with a
limited moderate considerable high degree
success success success of success
Mechanics • Language • Language • Language • Language
conventions conventions conventions conventions
used with used with used with used with a
limited moderate considerable high degree
effectiveness effectiveness effectiveness of
effectiveness

OVERALL LEVEL and MARK

NE Level 1 Level 2 Level 3 Level 4

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

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 ANSWER SHEET

Answer Sheet for Part A and Part B – Knowledge and Understanding

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