Choice Project Due Wed Apr

23
In this project you will be working in groups of three or four. You will create a project that explains or
touches on one of the main topics in this unit, listed below. Most classes you will have class time to
work on this project (! minutes per class or more" and it will be due on the class right before the unit
test (Due Wed April 23
rd
). #ecause you are working on this every class, you will be expected to bring
any materials you need to do work (laptops, books, etc." with you to every class. If you forget your
materials you will end up letting your group members down, and this will a$ect your grade.
Tip: When working on a complicated project in groups, a good strategy is to assign tasks to the group member who
has the strongest skills to do a task. For example, if you are creating a newspaper, one student, a strong writer,
could be the primary article writer. Another, with strong leadership and organiation skills, could edit, write articles
and delegate tasks. A third student, the most artistic or skilled with computer art software, could do the drawings
and the newspaper layout.
#elow are a list of topics to do with this unit, and formats which students may
choose to produce their %hoice &roject in. You may want to cover more than one topic in
some cases, but in most cases one is enough". You can get as speci'c as you like(
Topics:
)he Metis )he *isappearance of the
#ison
+ohn ,. Macdonald )he -orthwest
.ebellion
)he %&. )he /irst -ations of the
-orthwest
0hiskey )raders 0illiam 1an 2orne
3ouis .iel )he -orth 0est Mounted
&olice
)he )rial of 3ouis
.iel
)he 4olden 5pike
Indian )reaties Indian .esidential 5chools )he &aci'c
5candal
%hief %rowfoot
)he #ison
2unt
%hinese 0orkers on the %&. 4abriel *umont 5tudent %hoice
(5ee Mr. 3ambert"
Project Options:
&hoto 6ssay 7 ,n essay or article
created with drawings, photos,
diagrams, maps and other visuals
-ewspaper &age 7 , piece of news
media from the 89!!s containing
many periodic pieces and stories
/ilm:1ideo ; , short 'ctional story or
non;'ctional documentary
5crapbook 7 5imilar to a journal but
with pictures added
Interview 7 Interview someone with
deep connections to one of these
topics, take notes or record their
Model 7 , <;dimensional rendering of
a person, place or thing
+ournal:*iary 7 , collection of
entries, stories and daily
recollections from a historical 'gure
('ctional or non;'ctional"
)imeline 7 , graphic depicting a
series of historical events. 6ach
event should be elaborated on or
perhaps illustrated
5ong(s":&oem(s" 7 5ongs or poems
about 'ctional or non;'ctional
characters involved in one or many
responses, edit the results and
produce a report.
,n ,nnotated Map 7 , map or series
of maps with markings and text
boxes to illustrate various types of
information
, /ictional 5tory 7 , classic tale set
in a historical period where the
setting is based on fact but the
characters and what they do may be
'ction
of the topics. %onsider making your
creations longer and more elaborate
than a couplet 7 and prepare to
perform them.
4ame 7 , board, card, or any other
game, created to relate to a topic.
You must create all the pieces and
be prepared to demonstrate it
Mural 7 , large complicated image
depicting an historical event
*iorama 7 , realistic model of a
place or an event on a small scale in
a box
%artoon 7 , multi;page illustrated
'ction or non;'ction story
6xamples (to get you thinking"
, 'ctional story about a bison hunt
, diorama of the courtroom during the trial of 3ouis .iel
, newspaper from =ttawa in 89> with an article about the &aci'c 5candal and
another about -egotiations beginning for Indian )reaty number <.
4abriel *umont?s diary
, photo essay of %hinese workers on the %&.
, -orth 0est Mounted &olice board game
CHOOS SO!TH"#$ "# WH"CH %&' $&O(P !!)& CA# !A* A
CO#T&")(T"O#+
My suggestion to you for your work schedule(
5tep 8( %hoose a topic and a project method. 6xchange contact information. #reak down the
workload and assign tasks.
5tep ( #egin research or do brainstorming or planning.
5tep <( 2ave a group meeting to coordinate, then move on to project creation.
5tep @( &roject creation.
5tep A( 2ave a group meeting to check on everyone?s progress. .e;evaluate your goals if
necessary. %ontinue creation.
5tep B( /inish project, providing the 'nal touches.
5tep >( 2and in the project with all students names on it.
4rading #reakdown(
&eer ,ssessment 7 AC
6$ectiveness and %ontent 7 AC
&rofessional &resentation 7 AC
%reativity 7 <!C
'es, -ou c.n score /012 i3 -ou .re cre.ti4e enou5h+
5coring rubrics(
6$ectiveness
and %ontent
.eDuirements &rofessional
&resentation
.eDuirements
E;8! ,ll content accurate. 6asy to read.
)opic presented in an easy;to;
understand way. )he same level of
sophistication of language or skill
used throughout. %ited correctly and
with few grammar or spelling errors.
E;8! Materials and physical production of the
project produced to a high level of
neatness and professionalism. )he same
style used throughout. 1isually
appealing. *aFFling.
>;9 Most content accurate. 6asy to read.
)opic presented with a few glaring
inconsistencies but otherwise a good
project. %ited well but not perfectly
and with a few grammar or spelling
errors.
>;9 Materials and physical production of the
project produced to a high level of
neatness and professionalism but with a
few glaring inconsistencies. )he same
style used throughout, mostly. 1isually
appealing but not daFFling.
A;B Much of the content is accurate. )opic
not fully explored but all the basic
points are covered. 5ome glaring
inconsistencies. -o citations or poor
citations and poor grammar or
spelling.
A;B Materials and physical production of the
project produced to an acceptable level
of neatness and professionalism but with
a few glaring inconsistencies. , mixture
of styles used throughout. 1isually
acceptable but has some glaring
problems.
!;@ %ontent inaccurate, poorly crafted, or
not handed in.
!;@ *irty, un'nished, not appealing at all, or
not handed in.
%reativity .eDuirements
8!;8 5tudent?s project is interesting, unusual and original. , wide variety of strong
emotions are evoked by the project. , lot of individual thought is put into it,
and all of the content is uniDue and not heavily inspired by another source.
>;E 5tudent?s project is interesting, unusual and original. 2umor and other
emotional feelings are present. , lot of individual thought is put into it, and
very little of the content is copied or inspired from another source.
A;B 5tudent?s project is interesting but still lacking uniDueness and originality.
1ery little emotional reaction is evoked. 5ome individual thought is put into it,
and some of the content may be copied or inspired from another source.
!;@ 5tudent?s project is boring, predictable and stereotypical. -o emotions are
evoked. 3ittle individual thought is put into it, and most of the content may be
copied or inspired from another source.
/or &eer ,ssessment, see peer assessment sheet. )eacher will award a mark based on peer
responses and their own observations
&eer
,ssessme
nt
.eDuirements
E;8! In the student assessments and teacher observations, there is a consensus
that the individual worked cooperatively in the group and resolved di$erences
amicably and e$ectively. )he individual stayed on task almost all the time or
all of the time. )he individual arrived prepared for every class.
>;9 In the student assessments and teacher observations, there is a consensus
that the individual worked cooperatively in the group most of the time. )he
individual stayed on task most of the time. )he individual arrived prepared for
nearly every class.
A;B In the student assessments and teacher observations, there is a consensus
that the individual was not always on task but sometimes worked. )he
individual completed less work than desired and occasionally clashed with
other group members. )he individual arrived unprepared for class some of the
time.
!;@ In the student assessments and teacher observations, there is a consensus
that the individual was disruptive, did not complete enough work in class, and
was not an asset to the group. )he individual was rarely prepared for class or
absent.
$roup !e67er 6.il or Phone #u67er