L.
Hoefs
December 15th, 2016
CHY4U: Unit 1 Assignment
The World Reinvented Presentation
Your first assignment for this course will be a presentation. You can select any topic from unit 1
on which to present (e.g., a historical figure, a war, a historical movement). A list of topic
suggestions has been provided below.
Areas which you can examine in your presentation
If you’re looking at a historical figure then you maybe want to look at: who they are, formative
years – background, education, major innovations and contributions to their field, historical
significance. If you’re looking at a war or event in history you might want to look at: causes,
events, battles, consequences/outcomes, and most importantly why your topic is historically
significant.
Historical Significance: Why is it important? What effect did it have on Europe? What did this
event or person contribute to society that has significantly impacted or altered the way we
view/conceive of/or interact with the world around us.
Example:
Copernicus developed the theory that the Earth and planets revolve around the sun – this
challenged the order set by the Catholic Church that the Earth was at the center of the
universe. This was a major event in the history of science – historically important because:
(a) He formulated a model of the universe that serves as founding principle of modern
astronomy
(b) He challenged the dominant authority at the time (the Catholic Church) which was a huge
no-no. This inspired social change in Europe as it triggered the Copernican Revolution.
The Copernican Revolution changed the way that people looked at and understood the
world around them
Please pass your topic idea by your teacher before commencing research.
Date of Topic Selection: Thursday, December 15th
Topic: ____________________________________________________________
L. Hoefs
You will be given class time on Monday, December 19th to work on your project – ensure that
you bring any and all materials that you need to work on your presentation during class. This is
also a good time to bring any questions or concerns to your teacher regarding your presentation.
Presentation date: Friday, December 23rd
Please submit a copy of your presentation to your instructor by December 23rd to the following
e-mail: lauren.hoefs@gmail.com
Topic Suggestions:
- The Black Death - Erasmus - Galileo - The 30 Years War
- The Renaissance - Thomas Moore - Kepler - Wars of the Roses
- The Scientific Revolution - Machiavelli - Newton
- The Reformation - Thomas Hobbes - Henry VIII
- The Counter Reformation - John Locke - Elizabeth I
L. Hoefs
Categories 50-59% Level 60-69% Level 70-79% Level 80-100% Level
One Two Three Four
Knowledge and Understanding
Knowledge of content (e.g., – demonstrates – demonstrates some – demonstrates – demonstrates
facts, terms, definitions) limited knowledge of content considerable knowledge thorough knowledge of
knowledge of content of content content
Understanding of content (e.g., – demonstrates some
concepts, ideas, theories, – demonstrates understanding of – demonstrates – demonstrates
procedures, processes, limited content considerable thorough understanding
methodologies, and/or understanding of understanding of content of content
technologies) content
Thinking
Use of planning skills (e.g., – uses planning skills
focusing research, gathering with limited – uses planning skills – uses planning skills – uses planning skills
information, organizing an effectiveness with some with considerable with a high degree of
inquiry, asking questions, setting effectiveness effectiveness effectiveness
goals)
– uses processing
Use of processing skills (e.g., skills with limited – uses processing skills – uses processing skills – uses processing skills
analysing, generating, effectiveness with some with considerable with a high degree of
integrating, synthesizing, Effectiveness effectiveness effectiveness
evaluating, detecting point of
view and bias) – uses
critical/creative – uses critical/ creative – uses critical/creative – uses critical/creative
Use of critical/creative thinking thinking processes thinking thinking processes with thinking processes with
processes (e.g., inquiry process, with limited processes with some considerable a high degree
problem-solving process, effectiveness effectiveness effectiveness of effectiveness
decision making process,
research process)
Communication
Expression and organization of –expresses and –expresses and –expresses and organizes –expresses and
ideas and information (e.g., clear organizes ideas and organizes ideas and ideas organizes ideas
expression, logical organization) information with information with some and information with and information with a
in oral, visual, and written forms limited effectiveness effectiveness considerable high degree of
effectiveness effectiveness
Communication for different – communicates for – communicates for
audiences (e.g., peers, adults) different audiences different audiences and – communicates for – communicates for
and purposes (e.g., to inform, to and purposes with purposes with different audiences and different audiences and
persuade) in oral, visual, and limited effectiveness some effectiveness purposes with purposes with a high
written forms considerable degree of effectiveness
– uses conventions, – uses conventions, effectiveness
Use of conventions (e.g., vocabulary, and vocabulary, and – uses conventions,
conventions of form, map terminology of the terminology of the – uses conventions, vocabulary, and
conventions), vocabulary, and discipline with discipline with some vocabulary, and terminology of the
terminology of the discipline in limited effectiveness terminology of the discipline with a high
oral, visual, and written forms effectiveness discipline with degree of effectiveness
considerable
effectiveness
Application
Application of knowledge and – applies knowledge – applies knowledge – applies knowledge and – applies knowledge
skills (e.g., concepts, procedures, and skills in familiar and skills in familiar skills in familiar contexts and skills in familiar
processes, and/or technologies) contexts with limited contexts with some with considerable contexts with a high
in familiar contexts effectiveness effectiveness effectiveness degree of effectiveness
Transfer of knowledge and skills – transfers knowledge
(e.g., concepts, procedures, and skills to new – transfers knowledge – transfers knowledge – transfers knowledge
methodologies, technologies) contexts with limited and skills to new and skills to new contexts and skills to new
to new contexts effectiveness contexts with some with considerable contexts with a high
effectiveness effectiveness degree of effectiveness
Making connections within and – makes connections
between various contexts (e.g., within and between – makes connections – makes connections – makes connections
past, present, and future; various contexts with within and between within and between within and between
environmental; social; cultural; limited effectiveness various contexts with various contexts various contexts with a
spatial; personal; some effectiveness with considerable high degree of
multidisciplinary) effectiveness effectiveness
