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    Summative Assessment PDF

    Uploaded by

    Juan Belt
    This document provides instructions for a teacher task that asks students to investigate a historical revolution by creating a newspaper. Students must: 1) Choose a revolution from the list provided and formulate a research question related to its causes. 2) Create an action plan and conduct research to answer their question, keeping notes in a research journal. 3) Present their findings in a 4-6 page newspaper format that includes articles responding to their question, a revolutionary manifesto, and a piece of propaganda, written from the perspective of revolutionaries. 4) Students will be graded on their understanding of revolution causes, investigation process, clear communication of ideas, and critical thinking about conditions leading to political change.

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    © All Rights Reserved
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    Summative Assessment PDF

    Uploaded by

    Juan Belt
    232 views3 pages
    This document provides instructions for a teacher task that asks students to investigate a historical revolution by creating a newspaper. Students must: 1) Choose a revolution from the list provided and formulate a research question related to its causes. 2) Create an action plan and conduct research to answer their question, keeping notes in a research journal. 3) Present their findings in a 4-6 page newspaper format that includes articles responding to their question, a revolutionary manifesto, and a piece of propaganda, written from the perspective of revolutionaries. 4) Students will be graded on their understanding of revolution causes, investigation process, clear communication of ideas, and critical thinking about conditions leading to political change.

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    This document provides instructions for a teacher task that asks students to investigate a historical revolution by creating a newspaper. Students must: 1) Choose a revolution from the list provided and formulate a research question related to its causes. 2) Create an action plan and conduct research to answer their question, keeping notes in a research journal. 3) Present their findings in a 4-6 page newspaper format that includes articles responding to their question, a revolutionary manifesto, and a piece of propaganda, written from the perspective of revolutionaries. 4) Students will be graded on their understanding of revolution causes, investigation process, clear communication of ideas, and critical thinking about conditions leading to political change.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    232 views3 pages

    Summative Assessment PDF

    Uploaded by

    Juan Belt
    This document provides instructions for a teacher task that asks students to investigate a historical revolution by creating a newspaper. Students must: 1) Choose a revolution from the list provided and formulate a research question related to its causes. 2) Create an action plan and conduct research to answer their question, keeping notes in a research journal. 3) Present their findings in a 4-6 page newspaper format that includes articles responding to their question, a revolutionary manifesto, and a piece of propaganda, written from the perspective of revolutionaries. 4) Students will be graded on their understanding of revolution causes, investigation process, clear communication of ideas, and critical thinking about conditions leading to political change.

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    Example 8: Teacher task—investigations

    The Revolutionary Times


    Individuals and Societies Investigation
    Issue # 2

    Statement of Inquiry: Revolutions are turning points in human history when conditions cause
    people to rise up and seek a fundamental change in society.

    REVOLUTIONS INVESTIGATION FOCUS AREAS


    The Glorious (English) Revolution (1688)
    The American Revolution (1775-1783)  Leadership or government issues
    The Haitian Revolution (1791-1794)
    The French Revolution of 1830 or 1848  Social inequalities
    The Meiji Restoration (1866 - 1912)
    The Russian (Bolshevik) Revolution (1917)  Economic problems
    The Mexican Revolution (1910)
     Philosophical influences / new ideas
    The Chinese Republican (Xinhai) Revolution (1911)
    The Thai Revolution (1932)
    The Chinese (Communist) Revolution (1949) * These four applied to our study of the French
    The Cuban Revolution (1953-1959) Revolution of 1789; your chosen revolution may have
    The Cambodian Revolution (1975-1979) other investigation focus areas.
    The Iranian Revolution (1979)
    The Tunisian Revolution (2011)
    The Egyptian Revolution (2011-present)

    Instructions
    • Choose one of the revolutions above
    • Formulate a research question related to the revolution and our statement of inquiry
    • Create an action plan for your investigation
    • Investigate your research question, keeping all research in your research journal
    • Present your findings in newspaper format, which must include:

    • Articles responding to your research question


    • A manifesto outlining revolutionary beliefs
    • A piece of propaganda

    All aspects listed above must be written as if you were publishing this
    newspaper at the time of the revolution. They should present the causes
    from the point of view of the revolutionaries, and written in first person
    perspective.

    • Your newspaper should be about 4 – 6 pages, not including your bibliography.

    Individuals and societies teacher support material 1


    Example 8: Teacher task—investigations

    Important dates to know:


    ➔ –Week 1 Research question, action plan due
    ➔ –Week 3 Submit research journal
    ➔ – mid Week 4 Newspaper due (final deadline)
    ➔ – end of Week 4 Peer/self-evaluation, unit reflection

    How you'll be graded

    A2 → Showing your understanding of the causes of revolution and the


    concept of change.
    B → Investigating a revolution by formulating a research plan and collecting relevant information.
    C1-3 → Communicating your ideas clearly in a proper newspaper format, with a proper bibliography.
    D1 → Thinking critically about the conditions that cause political revolution.

    Criterion A: Knowing and understanding


    The student: Through your articles and manifesto, you provide minimal
    descriptions of the causes of the revolution and the concept
    1-2 ii: demonstrates basic knowledge and understanding of change.
    of content and concepts with minimal descriptions
    and/or examples.

    The student: Through your articles and manifesto, you provide


    satisfactory descriptions and explanations of the causes of
    ii: demonstrates adequate knowledge and the revolution and the concept of change.
    understanding of content and concepts
    3-4 through satisfactory descriptions, explanations and
    examples.

    The student: Through your articles and manifesto, you provide accurate
    descriptions and explanations of the causes of the revolution
    ii:demonstrates substantial knowledge and and the concept of change
    5-6 understanding of content and concepts
    through accurate descriptions, explanations and
    examples.

    The student: Through your articles and manifesto, you provide thorough
    and accurate descriptions and explanations of the causes of
    ii: demonstrates excellent knowledge and the revolution and the concept of change.
    understanding of content and concepts
    7-8 through thorough, accurate descriptions,
    explanations and examples.

    Criterion B: Investigating

    The student:
    • Question description is too simple, irrelevant or
    i: formulates a research question that is unclear.
    clear or focused and describes its relevance • Plan is superficial, unclear or too simple. Missing
    ii: formulates a limited action plan to investigate a aspects of the investigation.
    research question or does not follow a plan • Limited information found from limited sources
    iii: collects and records limited information, not always (some
    1-2 consistent with the research question • information is off-topic).
    iv: makes a limited evaluation of the process and
    results of the investigation.

    Individuals and societies teacher support material 2


    Example 8: Teacher task—investigations

    The student:

    i: formulates a research question that • Question is relevant but easily answered /too basic.
    is clear and focused and describes its relevance in Its relevance is described.
    detail • Plan is somewhat followed. Starts to outline what
    ii: formulates and somewhat follows a partial action needs to be done at each step but needs more detail.
    3-4 plan to investigate a research question • Some information found from just one type of source.
    iii: uses a research method(s) to collect and Recording method is somewhat clear.
    record mostly relevant information. • Answers most parts of the research question with
    some evidence, examples and detail.

    The student:

    i: formulates a clear and focused research question


    and explains its relevance Question is clear, but could be more focused. Its relevance
    ii: formulates and follows a substantial action plan to Is explained.
    investigate a research question Plan is well-structured and clear, includes all steps
    5-6
    iii: uses research method(s) to collect and investigation.
    record appropriate, relevant information Appropriate relevant information found from more than
    iv: evaluates the process and results of the one type of source. Recording method is clear.
    investigation.

    The student:

    i: formulates a clear and focused research Clear and concise research question that is focused and
    question, thoroughly justifying its relevance with thoroughly justified
    7-8 appropriate evidence Plan is well-structured and clear, includes all steps of
    ii: formulates and effectively follows investigation in detail, that are effectively followed
    a comprehensive action plan to investigate a research Appropriate and varied information found from a variety
    question of types of sources. Recording method is clear.
    iii: uses research methods to collect and
    record appropriate, varied and relevant information
    iv: thoroughly evaluates the investigation process and
    results.

    Criterion C: Communicating
    The student:

    i: communicates information and ideas in a limited way,


    using a style that is limited in its appropriateness to the • Your ideas are organized and expressed in a
    audience and purpose limited way
    • Your newspaper articles, propaganda, and
    1-2 ii: structures information and ideas according to the manifesto follow the formats or are written from
    specified format in a limited way the revolutionaries' perspective in a limited way
    • You document your sources in a bibliography in
    iii: documents sources of information in a limited way. a limited way.

    The student:

    i: communicates information and ideas satisfactorily by


    using a style that is somewhat appropriate to the
    audience and purpose
     Your ideas are somewhat organized and
    3-4 expressed in a way that is easy to understand.
    ii: structures information and ideas in a way that
     Your newspaper articles, propaganda, and
    is somewhat appropriate to the specified format manifesto somewhat follow the proper formats,
    and are sometimes written from the
    iii: sometimes documents sources of information using revolutionaries' perspective
    a recognized convention.  You sometimes document your sources
    correctly in a bibliography.

    Individuals and societies teacher support material 3

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