The document provides instructions for a performance assessment task that asks students to assume the role of an anthropologist examining how contact with Europeans impacted Indigenous groups in Canada over time. Students must research one tribe's way of life pre-contact, post-contact, and today focused on a topic like culture, transportation, housing, food, or social organization. They then create a poster or collage communicating their findings and position on how the tribe's life changed over time. The rubric evaluates students on organization, content knowledge, visuals, mechanics, and delivery.
The document provides instructions for a performance assessment task that asks students to assume the role of an anthropologist examining how contact with Europeans impacted Indigenous groups in Canada over time. Students must research one tribe's way of life pre-contact, post-contact, and today focused on a topic like culture, transportation, housing, food, or social organization. They then create a poster or collage communicating their findings and position on how the tribe's life changed over time. The rubric evaluates students on organization, content knowledge, visuals, mechanics, and delivery.
The document provides instructions for a performance assessment task that asks students to assume the role of an anthropologist examining how contact with Europeans impacted Indigenous groups in Canada over time. Students must research one tribe's way of life pre-contact, post-contact, and today focused on a topic like culture, transportation, housing, food, or social organization. They then create a poster or collage communicating their findings and position on how the tribe's life changed over time. The rubric evaluates students on organization, content knowledge, visuals, mechanics, and delivery.
The document provides instructions for a performance assessment task that asks students to assume the role of an anthropologist examining how contact with Europeans impacted Indigenous groups in Canada over time. Students must research one tribe's way of life pre-contact, post-contact, and today focused on a topic like culture, transportation, housing, food, or social organization. They then create a poster or collage communicating their findings and position on how the tribe's life changed over time. The rubric evaluates students on organization, content knowledge, visuals, mechanics, and delivery.
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Performance Assessment Task
Journey of an Anthropologist: Tracing the impact of European contact on Life and Culture through Time. The History Channel is developing a new DVD documentary series examining the changes of First Nation, Metis and Inuit way of life from pre, post and contemporary perspective. The series seeks to examine the question: How did the arrival of Europeans impact social, economic, and political systems of the First Nations, Metis and Inuit peoples through time?
In order to answer the question at hand, you must take on the role as an anthropologist (they study humanity/humans) and seek to find answers on one tribe that we have explored in this unit. You must create a poster and/or a collage that will cover ONE the tribe’s way of life that you have chosen, with a focus on ONE of the five (5) topics we explored such as: Culture/language, transportation, housing, food, and social organization.
To complete your submission, you will need to do the following.
Access and Retrieve Information
Fill out a poster planner sheet, that will assist you in gathering information about how each tribe lived pre-contact, post-contact and today. As you conduct your research, be sure to cite the sources you are using if found on the web.
State and Defend Your Position
In what ways has way of life changed over time? What does this tell us about Canada’s history with FNMI group. Take a position and defend it with specific evidence. For example, if the Blackfoot tribe originally ate buffalo, then how did their diet change with contact and how does their diet look today.
Communicate Information Share your findings in a way that will appeal to the producer (teacher and peers). Your submission may take the form of a graphic organizer as a poster or a collage applying your knowledge of how life changed over time for the tribe you have chosen.
Your submission needs to inspire the History Channel producer (teacher and peers) to select your work for the DVD series. Your name will appear in the credits, so be sure to do your best work! Rubric: Journey as an anthropologist: Tracing the impact of European contact of Life and Culture through Time. Student ________________________________________________________ Grade__________/20 Topic__________________________________________________Percentage______%
1 2 3 4 Points
Audience Audience has Students Student
cannot difficulty presents presents understand following information in information in Organization presentation presentation logical logical, _____________ because there because sequence interesting is no sequence student jumps which audience sequence of information. around. can follow. which audience can follow. Students does Student is Student is at Student not have grasp uncomfortable ease with demonstrates of information; with content, but full knowledge Content student cannot information fails to (more than Knowledge answers and is able to elaborate. required) with __________ questions answer only explanations about subject. basic and questions. elaboration.
Student used Student had Visuals related Student used
Visuals no visuals. poor visuals. to text and visuals that rarely support presentation. that clearly text and explain their __________ presentation. topics within tribe chosen. Students’ Presentation of Presentation of Presentation Mechanics presentation of spelling and spelling and has no spelling spelling and structure has structure has and structure structure was two or more one error. errors __________ inconsistent. errors. Student wasn’t Student Students voice Student used a Delivery speaking incorrectly is clear. clear speaking clearly, pronounces Students voice and incorrectly terms. pronounces correct, precise pronounces Audience most words pronunciation __________ terms. members have correctly. of terms. difficulty hearing presentation. * When work is judged to be at a 1 or non-existent, the teacher makes decisions about appropriate intervention to help the student improve.
