Course Profile Challenge and Change in Society (HSB4M), Grade 12, University/College Preparation, Catholic
Unit 3: Impact of the Baby Boom
Time: 17 hours
Activity
1 | Activity 2 | Activity
3 | Activity 4
Unit Description
This unit includes
an appraisal of the differences and similarities in the approaches taken by
anthropology, psychology, and sociology to the study of trends relating to the
baby boom. Since the baby boom is often interpreted as a western phenomenon, a
study of non-western countries would be ideal. Students assess the importance
of demography as a tool for studying social trends and demonstrate an
understanding of the social forces that influence and shape trends. They
evaluate the anthropological significance of war and the impact of returning
soldiers on individuals, families, and communities. Students assess the
psychological importance of the baby boom to Generations “X,” “Y,” and “Z,” and
demonstrate an understanding of the social impact of the baby boom and echo
boom. Students demonstrate an understanding of the influence that anthropological,
psychological, and sociological factors have on youth culture. Students
complete a journal and discuss the many ways that technology has placed stress
on themselves and their families. They assess the social implications of an
aging population for families and communities, and formulate strategies for
responding to this shift in demographics. Students identify strategies for
coping with the psychological stress of technological change on the individual.
The role of the Catholic Church in rebuilding post-war Europe is discussed. The
continuing process of assisting societies through the spiritual challenge of
the baby boom and the Cold War is presented.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
1. |
2 hours |
CHV.03, CH3.01 |
K/U, T/I, C |
Students develop
advertising campaigns that advocate the use of an alarming and new
technology. Students write a journal, reflecting upon the many ways that technology
adds stress to their lives |
|
2. |
5 hours |
STV.01, ST1.01 |
K/U, T/I, |
Students develop
timelines in groups and present findings to the class in order to evaluate
the impact war has had on society |
|
3. |
6 hours |
STV.02, ST1.02,
ST3.01 |
K/U, T/I, C |
Students examine
elements of popular culture, e.g., television, music, film, throughout the
decades from the 1950s to the present |
|
4. |
4 hours |
STV.02, STV.03,
ST1.03, ST3.03 |
K/U, T/I, |
Students develop
plans to provide services to the Canadian public and deal with the strains an
aging baby boom generation will place upon the system |
K/U =
Knowledge/Understanding, T/I =
Thinking/Inquiry, C =
Communication, A = Application
Time: 2 hours
In this introduction
dealing with technological change, students consider the psychological implications
of a futuristic technology and how society might deal with this. The technology
chosen should provide students with ample room for discussion and it should be
a technology that is still in its early developmental stages. Alternatively,
students could be asked to investigate the ethics, degree of danger to the
public and the environment, the introduction of high yield variety crops
(HYVs), or genetically modified foods. Other environmental concerns could be
examined (nuclear power, saving endangered species, etc.).
Ontario Catholic
School Graduate Expectations
CGE3d - makes
decisions in light of gospel values with an informed moral conscience;
CGE5b - thinks
critically about the meaning and purpose of work;
CGE5d - finds
meaning, dignity, fulfillment, and vocation in work that contributes to the
common good.
Strand(s): Social Change
Overall
Expectations
CHV.03 - analyse
patterns of technological change from the perspectives of anthropology,
psychology, and sociology.
Specific
Expectations
CH3.01 - identify
strategies for coping with the psychological stress of technological change on
the individual.
If doing a web page,
computer skills and knowledge of html and web page editors would be an asset.
If doing a video presentation, editing skills and knowledge of special effects
would be of value.
Depending on the
format of the presentations, the teacher may have to make arrangements for
access to a computer or video equipment.
Students are
presented with the following scenario: fossil fuels are extremely scarce. New
technology has allowed for the creation of teletransportation as a means of
traveling long distances. As a result, intercontinental travel is only possible
through the use of this newly emerging technology. A person’s molecules are
scrambled at one end and they are then transmitted via radio signals to their
destination to be reassembled at the other end. Initial trials using animal
test subjects were promising, however, some tragic accidents did occur.
Nonetheless, due to the scarcity of resources and the demands of business, this
new technology has received worldwide endorsement from all governments.
(Instead of teletransportation, students could be asked to consider the
implications of an actual recent technological change and follow the same type
of group work assignment.)
In groups,
students brainstorm ways to market this technology, as a viable and safe means
of transportation, to a world whose population is in excess of 8 billion. Their
main focus is to diminish fear and suspicion around this new technology. Groups
then develop one idea into a retail advertisement of some kind, e.g., web page,
dramatization, video presentation, etc., and present their advertisement to the
class. Students may keep a reflective journal describing their stress and fear
of new technology with reference made to their research in this area. Students
should be aware of the strengths and weaknesses of new technologies and their
potential impact upon the human race and the position of the church.
·
Teacher
evaluation, peer and self-assessment of presentations and the group work
process.
·
A rubric or
rating scale could be the evaluation instrument.
·
The teacher may
use the group assessment/evaluation guide in Appendix 3.1.
·
Formative
assessment may be made of the students’ journal entries.
·
Options to the
suggested activities such as posters or murals, etc., can be substituted as a
means of presenting group ideas.
Discussion
of a Star Trek episode could illustrate the idea of teletransportation
and its risks.
Useful
movies that may contain materials helpful in this activity include:
The Fly
Star Trek
– The Movie
Metropolis
The Time
Machine
Apollo 13
The Right
Stuff
The Gods Must Be
Crazy
Appendix 3.1 – Group
Assessment
Time: 5 hours
Following a Socratic
lesson, students develop timelines that examine the major events and trends in
the years following World War II. These timelines should reflect the important
events and changes in the world that influenced Canadian society.
Ontario Catholic
School Graduate Expectations
CGE1j - integrates
faith with life;
CGE5e - respects the
rights, responsibilities and contributions of self and others;
CGE6d - values and
nurtures opportunities for family prayer;
CGE7d - promotes the
sacredness of life.
Strand(s): Social Trends
Overall
Expectations
STV.01 - appraise the differences and similarities in the approaches taken by anthropology, psychology, and sociology.
CHV.01 - appraise the differences and similarities in the methodologies and strategies of anthropology, psychology, and sociology applied to the study of change;
ISV.04 - demonstrate an ability to select, organize, and interpret information gathered from a variety of print and electronic sources;
ISV.05 - communicate the results of their inquiries effectively.
Specific Expectations
ST1.01 - evaluate
the anthropological significance of war and the impact of returning soldiers on
individuals, families, and communities;
IS3.02 - explain conclusions made as a result of an inquiry, using appropriate structure, argument, and documentation.
·
Knowledge and the
ability to conduct research using a variety of materials are needed.
A number of credible
sources indicate a large overlap in the time frames of various generations. The
teacher should be aware that there is no definitive period for the baby boom or
Generations “X,” “Y,” and “Z”; therefore, definitions should be kept simple and
a generalized time frame for each generation should be established. Suggested
time frames are: Baby Boom (1947-1966), Generation “X” (1961-1981), Generation
“Y” (1979-2000), and Generation “Z” (2000-2020). The teacher books time in the
resource centre to allow for groups to conduct research for their timelines.
1. In a Socratic lesson, the teacher guides
students through the implications of technological changes that arise through
war. The emphasis on research and development during a war, like World War II,
altered the way wars would be fought in the future. The large-scale
devastation, the shift in focus from a limited war to total war including the
terrorization of civilian targets as a legitimate means to an end, the
widespread fear of a future nuclear war, war crimes, the advent of the bomb
shelter, etc., marked not only the baby boom generation but continue to mark
our society.
2. Students form groups to create timelines. The
timelines may include but are not restricted to: postwar technology,
humanitarian relief and the reconstruction of Europe, changes in the nuclear
family, feminism, human rights movement, cold war, the modernization of the
Roman Catholic Church, immigration, and the evolution of media in North
American society. It is highly recommended that one of the timelines contain
information solely on birth statistics in Canada and the movement of the
“bulge” as it progresses through the years. Any of these timelines could also
be done as a local study, examining for example the impact of urban sprawl on
their community, researching the number of grade schools, the number of additions
made to hospitals, the advent of the mall, housing developments, etc. Once the
timelines have been completed, presented and posted alongside one another,
students will determine whether the events on the timelines are
anthropological, psychological or sociological in nature. A written report will
be required to assess the individual students’ learning.
·
Teacher
evaluation, peer, and self-assessment of timeline presentations and group work
process.
·
A rubric could
also be used in evaluation of the students’ individual written work.
·
The teacher may
want to use an evaluation instrument similar to that in Appendix 3.1.
Evaluation of the timelines could be performed by using a rating scale based
upon the criteria for the task.
Ensure that students
who require assistance are put in groups with supportive classmates.
Alternatives to the suggested activities, such as posters or murals, etc., can
be substituted as a means of presenting group ideas.
Austin P.
Flannery, ed. Documents of Vatican II
E.F.
Sheridan, ed. Love and Kindness: The Social Teaching of the Canadian
Catholic Bishops
John XXIII. Mater
et Magistra (1961)
John Paul
II. Laborem Exercens (1981)
Editions
Pauline, E.F. Sheridan, ed. Do Justice: Social Teaching of the CCCB
Catechism
of the Catholic Church
Websites
The Vatican
– www.vatican.va
Canadian
Conference of Catholic Bishops – www.cccb.ca
The Ontario
Conference of Catholic Bishops – www.occb.on.ca
Appendix 3.1 – Group
Assessment
Time: 6 hours
Through an examination of the toys and various aspects of the media and
popular culture, students gain an understanding and appreciation for the change
in familial and social values from the 1950s to the present.
Ontario Catholic
School Graduate Expectations
CGE3e - adopts a
holistic approach to life by integrating learning from various subject areas
and experience;
CGE4g - examines and
reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities;
CGE6b - recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended.
Strands: Social Trends
Overall
Expectations
STV.01 - appraise the
differences and similarities in the approaches taken by anthropology,
psychology, and sociology to the study of trends relating to the baby boom,
fertility and fecundity, and the life cycle.
Specific
Expectations
ST1.02 - assess the
psychological importance of the baby boom to Generations “X,” “Y,” and “Z”;
ST1.03 - demonstrate
an understanding of the social impact of the baby boom and echo boom (e.g., on
educational facilities, pensions, health care, entrepreneurial and employment
opportunities).
The teacher is
encouraged to bring in as many toys and games from the different decades of the
baby boom, as possible, for students to view. Students could also visit the toy
companies’ websites. Inclusion of non-western toys for class examination could
spark some discussion on the differences and similarities that cultures place
upon playtime for their children. Excerpts of various television programs
and/or films of the decades could be discussed as well as song lyrics. Copies
of advertisements obtained from archives could also be brought in to illustrate
what is being discussed.
1. Use toys to trace the influence of technology
on our culture, particularly Generations “X,” “Y,” and “Z.” Over time, children
have had to use their imaginations less and less as the toys of the 1950s
(e.g., hula hoops, raccoon skin caps, etc.) encouraged children to play
together, while the advent of the computer appears to have isolated children to
groups of no more than two or three. In the early post World War II years, war
toys were favoured, but in the post Vietnam era, war toys fell out of favour.
Today the emphasis appears to be placed on a toy’s educational value. This
activity may also include cars, music, art, etc. The teacher may want to
examine whether or not the trend towards educational toys is merely a marketing
ploy. Consideration of violence levels in computer games and war toys marketed
today by the leading toy manufacturers is another possible approach to this
activity. The teacher is encouraged to use an organizer similar to the one
found in Appendix 3.3. The teacher should be aware of the changing perceptions
of parents and society regarding the socialization of young children. The
emphasis has changed from play as a form of self-entertainment to play as a
valuable learning component with the intention of giving children an early
advantage over their peers. Examples could include a variety of software
applications to learn spelling, numbers, reading, etc.
2. In
order to communicate the stress placed on the concept of normalcy and the rise
of structural functionalism, discuss television programming of the 1950s.
Students determine the ideals being promoted through various forms of media.
The local television station could be contacted in order to learn what the
programming of the 1950s looked like or the local newspaper could be contacted
to determine who were their reporters and the stories of importance that were
covered. In addition, the early years of rock and roll could be considered
through an examination of the lyrics of songs and individual performances of
artists. This methodology could be used to examine successive decades and trace
the changing attitudes of the decades under review, the rebelliousness of the
1960s teen culture, etc. Partners could develop an analysis of a “typical” song
of a particular decade and how it speaks to the generation that produced it. A
similar approach could be used in an examination of film.
3. Compare the nuclear family of the 1950s, 1960s,
etc., and discuss the changes found, including the number of children, average
income, length of formal education, wage earners in the household, number of
vehicles, number of televisions, number of computers, length of time spent in
solitary pursuits within the household, etc. Examine the change in forms of
social entertainment in the same time period and comment on whether or not this
has isolated families or encouraged socialization (VCRs, CDs, DVDs, etc.).
Discuss, as a class, the changing values inherent in any identified changes in
the family or its behaviour throughout the years. For instance, wholesale
acceptance of home entertainment devices has arguably diminished contact
between the members of particular family units. Does this diminished contact
affect familial, peer, and other social relationships? Does the emphasis shift
from group social behaviour to individualized social behaviour? What are the
impacts of these influences on other cultures within a multicultural setting?
Is the aggregate effect beneficial or detrimental to Canadian society? What are
some future implications of this trend? For instance, is society shifting
toward a rugged individualism and abandoning the sense of community? Is this
sense of individualism something that the media has invented or is North
American society markedly different than other societies? How has the Catholic
Church tried to prevent the disintegration of the nuclear family and
traditional familial Christian values (advocating on behalf of the poor, working
class, etc.)?
·
Class discussion;
teacher evaluation, peer and self-assessment of songs presented as a handout
for the class.
·
Tests and quizzes
may also be used in this activity.
·
The use of the
Youth Culture Organizer found in Appendix 3.3 may be useful in creating an
assessment framework.
·
The Group
Assessment – Appendix 3.1 can be used in a similar fashion to construct a new
evaluation tool, or it may be used in its unmodified form. Alternatively, role
playing is an innovative method used to draw out the differences in our society
from past to present.
Teachers might want
to include the use of computer-assisted programs for students with learning
difficulties. Students with vision difficulties may require enlargement
apparatus.
Some of the
more useful toy company sites are:
Websites
www.hasbro.com
www.lego.com
www.mattel.com
www.playskool.com
Film/Video
2001: A
Space Odyssey
Apocalypse
Now
Big
Dr.
Strangelove
Logan’s
Run
Invasion
of the Body Snatchers
Jesus of
Montreal
Saturday
Night Fever
Sneakers
The Third
Wave
War Games
Appendix 3.3 – Youth Culture Organizer
Time: 4 hours
Students develop
plans for dealing with an aging population and the strains that are placed upon
the services provided by the government. This unit addresses many other facets
of society including health care providers (private nursing homes), medical
careers (geriatrics), possible growth industries (pharmacies, health aids,
senior housing, vacations), etc. Students are encouraged to explore as many
sectors of Canadian society, (e.g., government, industry and business) that are
impacted by our aging population. The culminating activity can be modified to
accommodate any aspect of current or future economic activity, including
possible career choices for students. It may be possible to combine this
culminating activity with an experiential learning placement within the
community.
Ontario Catholic
School Graduate Expectations
CGE1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE4a - demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE6a - relates to
family members in a loving, compassionate, and respectful manner;
CGE6e - ministers to
the family, school, parish, wider community through service.
Strand(s): Social Trends
Overall
Expectations
STV.02 - assess the
importance of demography as a tool for studying social trends;
STV.03 - demonstrate
an understanding of the social forces that influence and shape trends.
Specific
Expectations
ST1.03 - demonstrate
an understanding of the social impact of the baby boom and echo boom (e.g., on
educational facilities, pensions, health care, entrepreneurial and employment
opportunities);
ST3.03 - assess the
social implications of an aging population for families and communities, and
formulate strategies for responding to this shift in demographics (e.g., the
granny flat, transcab services, wellness clinics).
·
Some computer
research and word processing skills. Knowledge and understanding of Canadian
government structures and the political process.
·
Book access to a
computer or resource centre to facilitate research and word processing of final
reports.
In this unit
culminating activity, students are assigned portfolios within the government,
e.g., health and welfare, education, housing, Canada Pension Plan, etc.
Students investigate and plan for changes in the provision of services to
Canadians resulting from the baby boom and the population “bulge” associated with
it. Students employ research skills via the Internet and traditional sources of
information (library/resource centre) to investigate the changes resulting from
an aging population of baby boomers. Students are encouraged to use government
sites such as Statscan to obtain up-to-date demographic information. Students
present their findings in short individual reports based upon independent,
group research, and class discussions.
The teacher should evaluate both the process and the product. The use of a rubric may be of value.
· It is recommended that evaluation include: individual student research work, and final presentation.
· The teacher should assess students individually using written reports, or journals.
· Group assessments could be made based upon class presentations or jigsaw group work with the teacher forming part of the group on occasion through roving conferences, but this assessment should not be considered as part of individual evaluation.
Websites
http://www.volnet.org
– Voluntary Sector Network Support Program
http://www.ConsumerInformation.ca
– Canadian Consumer Information Gateway
http://www.pch.gc.ca
– Department of Canadian Heritage
http://www.nfb.ca
– National Film Board of Canada
http://www.canlearn.ca
– CanLearn Interactive
http://www.ccra-adrc.gc.ca/disability
– Information Concerning People with Disabilities
http://www.hc-sc.gc.ca/seniors-aines
– Aging and Seniors Website
http://www.cmhc-schl.gc.ca
– Homebuying Step by Step
http://www.crime-prevention.org
– National Strategy on Community Safety and Crime Prevention
Film/Video
Soylent
Green
Sleeper
On Golden Pond
|
Student |
Course: |
Grade |
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Topic: |
Date: |
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Format (5) |
Title Page (1) |
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Page Numbering (1) |
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Margins/Borders
(1) |
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Line Spacing (1) |
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Appendices/Graphs
(1) |
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Introduction (5) |
Creation of reader
interest (1) |
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Movement from the
general topic to specific topic (2) |
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Clearly stated
theme or thesis (2) |
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Content (40) |
Clarity of information
(8) |
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Quality and
coherence of the argument (8) |
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Quality and depth
of analysis (supporting facts and details) (8) |
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Relationship of
each paragraph to theme (8) |
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Depth of research
(8) |
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Organization (15) |
Sentence and
paragraph structure (3) |
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Coherence of the
entire essay (3) |
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Transition and
coherence of ideas in paragraphs (3) |
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Clarity of topic
sentences (3) |
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Variety of
sentence structure (3) |
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Style (10) |
Appropriate level
of vocabulary (2) |
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Consistency of
point of view (3) |
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Consistency of
tense (3) |
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Clarity and
freshness of style (2) |
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Mechanics (10) |
Sentences
structure (5) |
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Spelling, grammar,
and punctuation (5) |
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Documentation (10) |
Correct
reference/source format (3) |
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Quality of sources
(3) |
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Correct Bibliography/References
(4) |
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Conclusion (5) |
Summary of thesis
or theme |
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Synthesis of
arguments and ideas |
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General Comments:
Evaluating Websites
Anyone can publish a
document or create a website on the Internet. There is no evaluation committee
or peer review that a website or paper must pass before publication, as occurs
with educational journals. Therefore information you receive from the Internet
may or may not be correct. This means that you need to use your critical
thinking/analysis skills to help you evaluate information from the Internet for
accuracy, relevance, bias, variety of viewpoints, and reliability. It is very
important to determine who is speaking to you and why they are posting this information.
Use the following chart to help evaluate a website:
|
URL or Website Address: |
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Title of website |
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Describe content
of website |
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Who is the author? |
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Is it an
educational (.edu), government (.gov), commercial (.com), organization
(.org), or personal (.name) site? |
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Why have they
produced this site? |
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Is the information
backed by research, references, or a bibliography? |
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When was the site
last updated? |
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How well-organized
is the site? |
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Does the site
include advertising? |
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Are the resources
complete, or is only a sample of the materials provided? |
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Is the site still
under construction? |
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Does the site
provide links to other useful resources? |
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Do all the links
work? |
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Is it easy to find
things on the site? |
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How long does it
take for the site to load? |
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Is this a reliable
site? |
|
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Is the information
on this site one-sided or biased? |
|
Activity:
_______________________ Assessor:
_____________________
Student:
_______________________ Group:
_______________________
Date:
__________________________ Mark:
_______________________
|
Criteria |
Mark |
Comments |
|
Identified the
purpose/topic of the group |
/5 |
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Delegated/assigned
tasks evenly/fairly |
/10 |
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Created a timeline
for sub-tasks and final product |
/10 |
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Began work in a
timely fashion and kept on topic |
/5 |
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Encouraged group
members |
/5 |
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Summed up ideas at
intervals |
/10 |
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Ensured that group
members had an opportunity to participate |
/5 |
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Ensured that
timelines and dates for final submissions are met |
/5 |
|
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Employed research
skills effectively |
/10 |
|
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Maintained contact
with the teacher throughout the assignment for clarification and updates on
group progress |
/10 |
|
|
Submitted final
group product on time |
/10 |
|
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Final Grade |
/80 |
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Item |
1950s |
1960s |
1970s |
1980s |
1990s |
Present |
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Toy |
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Song |
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Album |
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Male Vocalist |
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Female Vocalist |
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Musical Group |
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Movie |
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Actress |
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Actor |
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TV Show |
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Male Author |
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Female Author |
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Book |
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Automobile |
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Colour |
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Male Hair Style |
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Female Hair Style |
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Clothing Style
(Female) |
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Clothing Style
(Male) |
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# of Siblings |
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Sport(s) |
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Athlete(s) |
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Pet(s) |
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Game(s) |
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Food(s) |
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Restaurant(s) |
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