Summative Assessment.pdf

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) The Haitian Revolution (1791-1794) The French Revolution of 1830 or 1848 The Meiji Restoration (1866 - 1912) The Russian (Bolshevik) Revolution (1917) The Mexican Revolution (1910) The Chinese Republican (Xinhai) Revolution (1911) The Thai Revolution (1932) The Chinese (Communist) Revolution (1949) The Cuban Revolution (1953-1959) The Cambodian Revolution (1975-1979) The Iranian Revolution (1979) The Tunisian Revolution (2011) The Egyptian Revolution (2011-present)

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Leadership or government issues

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Social inequalities

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Economic problems

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Philosophical influences / new ideas

* These four applied to our study of the French Revolution of 1789; your chosen revolution may have other investigation focus areas.

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:

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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.

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

Individuals and societies teacher support material

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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:

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ii: demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or examples. The student:

3-4

ii: demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples. The student:

5-6

ii:demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples. The student:

7-8

ii: demonstrates excellent knowledge and understanding of content and concepts through thorough, accurate descriptions, explanations and examples.

Through your articles and manifesto, you provide minimal descriptions of the causes of the revolution and the concept of change.

Through your articles and manifesto, you provide satisfactory descriptions and explanations of the causes of the revolution and the concept of change.

Through your articles and manifesto, you provide accurate descriptions and explanations of the causes of the revolution and the concept of change

Through your articles and manifesto, you provide thorough and accurate descriptions and explanations of the causes of the revolution and the concept of change.

Criterion B: Investigating

The student:

1-2

i: formulates a research question that is clear or focused and describes its relevance ii: formulates a limited action plan to investigate a research question or does not follow a plan iii: collects and records limited information, not always consistent with the research question iv: makes a limited evaluation of the process and results of the investigation.

Individuals and societies teacher support material

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Question description is too simple, irrelevant or unclear. Plan is superficial, unclear or too simple. Missing aspects of the investigation. Limited information found from limited sources (some information is off-topic).

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Example 8: Teacher task—investigations

The student:

3-4

i: formulates a research question that is clear and focused and describes its relevance in detail ii: formulates and somewhat follows a partial action plan to investigate a research question iii: uses a research method(s) to collect and record mostly relevant information.

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Question is relevant but easily answered /too basic. Its relevance is described. Plan is somewhat followed. Starts to outline what needs to be done at each step but needs more detail. Some information found from just one type of source. Recording method is somewhat clear. Answers most parts of the research question with some evidence, examples and detail.

The student:

5-6

i: formulates a clear and focused research question and explains its relevance ii: formulates and follows a substantial action plan to investigate a research question iii: uses research method(s) to collect and record appropriate, relevant information iv: evaluates the process and results of the investigation.

Question is clear, but could be more focused. Its relevance Is explained. Plan is well-structured and clear, includes all steps investigation. Appropriate relevant information found from more than one type of source. Recording method is clear.

The student:

7-8

i: formulates a clear and focused research question, thoroughly justifying its relevance with appropriate evidence ii: formulates and effectively follows a comprehensive action plan to investigate a research question iii: uses research methods to collect and record appropriate, varied and relevant information iv: thoroughly evaluates the investigation process and results.

Clear and concise research question that is focused and thoroughly justified Plan is well-structured and clear, includes all steps of investigation in detail, that are effectively followed Appropriate and varied information found from a variety of types of sources. Recording method is clear.

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 audience and purpose 1-2

ii: structures information and ideas according to the specified format in a limited way iii: documents sources of information in a limited way.

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Your ideas are organized and expressed in a limited way Your newspaper articles, propaganda, and manifesto follow the formats or are written from the revolutionaries' perspective in a limited way You document your sources in a bibliography in a limited way.

The student: i: communicates information and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose 3-4

ii: structures information and ideas in a way that is somewhat appropriate to the specified format iii: sometimes documents sources of information using a recognized convention.

Individuals and societies teacher support material

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Your ideas are somewhat organized and expressed in a way that is easy to understand. Your newspaper articles, propaganda, and manifesto somewhat follow the proper formats, and are sometimes written from the revolutionaries' perspective You sometimes document your sources correctly in a bibliography.

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