Year 8 Domain: English Due Date:

Assessment Task Title: Oral Presentation on a topic related to Shoah

Group Members:

Tasks:

1. Selecting your topic:

For this task you will be researching, analysing and reflecting on an aspect of Shoah.
You will be teaching the rest of the class about your topic. You MUST be thorough as this may be the only opportunity they have to access this information.
List of topics: Hitler, Goebbels and Propaganda, Oscar Schindler, Gestapo, Himmler, Anne Frank, Genocide, Auschwitz, Kristallnacht, Hitler Youth, Aryan Race, Warsaw Ghettos, Anti-
Semitism, the Swastika and the Star of David, the Nuremburg Laws, World War 2.

2. Generating research questions:

Before beginning your research, you need to submit ten questions that you believe will help your group to find and provide the best information about the topic you have chosen. Your
questions should begin with a variety of: Who? What? Where? When? Why? How?

You also need to use at least one of the following to add meaning to you presentation
 Shoah as expressed through music
 Shoah as expressed in images (propaganda posters, cartoons, photos)
 Shoah as expressed in literature (poetry, diary extracts, letters)
 Shoah as expressed in art

3. Researching:
You will have class time and homework time to research the topic you have chosen. Make sure you prepare answers to the following:
 Explain your topic using the answers to your ten generated questions.
 Do you think people today can learn something from this event/issue/person in history? If so, what?
 What groups are still discriminated against in our world today? Describe two contemporary (modern) examples of segregation, discrimination and persecution (you may need to
define these terms).
** A BIBLIOGRAPHY MUST BE INCLUDED **
4. Collating your findings:
You will have class time to collate your notes and write up your oral presentation. You must ensure that you have covered all tasks above. Your group must use a visual presenting tool e.g.
PowerPoint to enrich your oral presentation.

5. Preparing your presentation:

Your oral presentation should run for approximately 3-4 minutes. You should ensure that your presentation is engaging, interesting and educational for the audience.

6. Writing a personal reflection:

After the presentations, you will write your own personal reflection on completing this task and on what you have learned about Shoah as a whole.
 Criteria VERY HIGH
Research and Information – AWARDED AS A GROUP MARK
Reading and Writing: It is clear the group has completed
ideas, issues, values thorough and accurate research. The
group synthesises information to come
Selection of to a conclusion about the impact of the
resources and topic within the context of Shoah.
research
Marked out of 20
Reading and Writing: Responses demonstrate deep and
ideas, issues, values sophisticated reflection of feelings,
opinions and ideas related to Shoah.
Personal reflection
Marked out of 20
Group work All members contribute high quality
work equally and work together to
achieve a set outcome. Team is
independent and supportive.
Marked out of 8
Presentation – AWARDED AS AN INDIVIDUAL MARK
The student uses connective phrases,
shifts tone according to content, and
Use of voice uses an appropriate pace. The student
projects voice to ensure all students can
hear presentation.
Marked out of 6
The student scans the room throughout
Use of body and face the presentation to engage all audience
members. The student uses hand
gestures and body stance in order to
emphasise key information provided
during the presentation.
Marked out of 6
TOTAL MARKS: /60
HIGH
It is clear the group has completed
thorough research. The group analyses
information to discuss the impact of the
topic within the context of Shoah.
20 15
Responses demonstrate deep reflection
of feelings, opinions and ideas related to
Shoah.
20 15
All members contribute equally and
work together to achieve a set outcome.
Team is independent and supportive.
8 6
The student delivers information with
some tonal shifts and at an appropriate
pace. The student projects voice at some
points.
6 4
The student makes eye contact
consistently throughout the
presentation. The student faces the
audience and uses both hand gestures
and body stance when delivering
information.
6 4
MEDIUM LOW
It is clear the group has completed It is clear the group needed to
research. The group explores complete more research. The
information to discuss the topic within group explores the topic within
the context of Shoah. the context of Shoah.
10 5
Responses demonstrate reflection of Responses demonstrate little
feelings, opinions and ideas related to reflection of feelings, opinions
Shoah. and ideas related to Shoah.
10 5
All members contribute equally. Team is All members contribute ideas
on task most of the time. Needs some with teacher intervention. The
teacher reminders to maintain focus and group needed to delegate and
appropriate communication strategy. complete work more evenly.
4 2
The student reads directly from the
slides. The student delivers information
without intonation. The student reads
the information quickly.
2
The student makes eye contact at points
throughout presentation. The student
faces the audience and uses some
gesture when delivering information.
2
Guide for students/ groups who are not sure where to start!

 FIRST STEP: Choose one of the topics and highlight it on the assessment task page.
(Remember, it does not have to be the one you know most about or the one you have heard of, it is probably easier to choose a topic you know nothing
about)

Example: Cats

 SECOND STEP: Complete the following grid. It does not matter if you have no knowledge about the topic at this point.
Example:

What I know about this topic… What do I need to know to do this task well…

- What do cats eat?

-Cats are animals - How do they play?

- When are cats most mature?
-Cats can be great pets
- Can you train a cat?
-Cats are independent and can clean themselves
- How long can a cat survive in the wild?
- Where did cats evolve from?
- Why do we call Lions and Tigers ‘big cats’?
- Are cats related to these creatures?
- How are cats described in cartoons?
 THIRD STEP: Using your ‘What I need to know to do this task well’ column, select the questions that you find most interesting as well as most
likely to generate the information you need.
Example:

What I know about this topic… What do I need to know to do this task well…

- What do cats eat?

-Cats are animals - How do they play?

- When are cats most mature?
-Cats can be great pets
- Can you train a cat?
-Cats are independent and can clean themselves
- How long can a cat survive in the wild?
- Where did cats evolve from?
- Why do we call Lions and Tigers ‘big cats’?
- Are cats related to these creatures?
- How are cats described in cartoons?

 FOURTH STEP: Write each of the questions you have selected onto a PPT and divide the questions amongst your group.
Example:

Person 1: Question 1, 2, 4 Person 2: Question 3, 5, 6 Person 3: 7, 8, 9

  FIFTH STEP: Using your research skills, answer your developed questions. To make it easier to keep track of a bibliography, it can be a good idea
to put it into a grid or place the web address immediately after your information.
Example:
Cat Diet
Cats are obligate or true carnivores, meaning that they need a source of animal protein to survive. In the wild, cats eat the carcases of the prey animals they catch which consist of raw meat,
raw bones, organs, other tissue and digested vegetable matter. While cats are carnivores they do consume a small amount of the vegetable matter contained in the stomach and intestines of
their prey. Cats have adapted over thousands of years to eat this type of diet.
Found from: http://kb.rspca.org.au/what-should-i-feed-my-cat_262.html
Remember to put the information into your own words!
Example: In my own words
Domesticated cats have developed their diets over thousands of years. One thing that has not changed is that cats are carnivores. This means that they need meat to survive however, cats can
also eat small amounts of vegetables on a day-to-day basis, as they would consume this in the wild through the stomach-contents of the animals they catch and eat.

 SIXTH STEP: Create palm cards related to the presentation you have put together and practise this as a whole group. Try to time yourself so that
each person speaks for roughly a minute.
Example:
Notice I have included my slide title to help me organise my palm
Cat Diet cards. I have also used a big font to help me read the card quickly.

-Thousands of years Remember, a palm card should not have

every word you will say in the presentation.
It should just be the key words that form the
-Carnivore major ideas you are discussing. This makes
it easier to glance at your card and get on
with presenting effectively.
-Can eat small amounts of vegetables (Other animals
stomach contents)