CHA 3U1- American History
Unit 1- Discovery and Settlement of the Americas: Student Learning Tutorials
TASK 1: TOPIC SELECTION
1. Students will break into 7 groups and focus on ONE of the following topics.
TOPIC / TEXTBOOK / GROUP MEMBERS- Voyages of Columbus
- Spain in America
- New Ventures
- Southern Colonies
- New England
- Middle Colonies
- People of the Colonies
TASK 2: POWERPOINT PRESENTATION
1. Groups members will research and create a powerpoint presentation for their selected topic based on the following criteria:
- Setting the Scene (Section Focus, Objectives and Key Terms) *at beginning of each section in the textbook
- Content in the section
- Images / Pictures/ Maps
- Section Review Questions
NOTES:
1) All content must be compiled on ONE powerpoint (per group).
2) Powerpoint should contain key words, facts and images. Don’t overload your slides with text. Use large font and different colours, graphs and / or charts to summarize and emphasize key information. The powerpoint should NOT be a replica of the textbook!
2) Group members should explain the concepts, not read pages of notes or read off slides.
3) Information should be concise, well organized and meet objectives of section as well as answer review questions.
4) All powerpoints must be submitted by CD or jump drive (USB key).
TASK 3: TUTORIAL PRESENTATION
1. Groups will present their powerpoint as a lesson to the class. Remember, do not simply “read” your powerpoint slides to the class. Instead, “teach” the class about the content.
2. Groups will plan an ACTIVITY or GAME that relates to their topic, applies the information presented and engages the class. Be creative here!
3. Answer any questions regarding your topic from the class or teacher.
Presentations should be a maximum of 30 minutes! Please plan accordingly.
Assessment / Evaluation:
- Students will be marked individually based rubric
- Peer assessment will also be completed
CHA 3U1- American History
Student Learning Tutorials Rubric
Criteria / Level 4 / Level 3 / Level 2 / Level 1Facts / Information
(K/U
T/I) / -exceptional quality of information / facts with rich details, examples and analysis
-exceptional demonstration of knowledge
/ -proficient quality of information / facts with many details, examples and analysis
-good demonstration of knowledge / -adequate quality of information / facts with some details and analysis
-adequate display of knowledge (reads off slide / paper) / -poor quality of information / details, examples and analysis
-weak demonstration of knowledge (heavily relies on paper, slides and does not show competence of concepts)
Interactive Activity / Game
(A/ C) / -exceptional activity or game that is very original and creative
-game / activity clearly reviews the content, applies knowledge gained, analyzes the information and engages the class / -proficient activity or game that is original and creative
-game / activity reviews the content, applies knowledge gained, analyzes the information and engages the class / - activity or game needs to be more original and creative
-game / activity needs to be provide a more in depth review and application of content / -activity or game is very basic and lacks creativity in relation to the topic
-lackof any clear objectives for review and application of knowledge
Organization
(A/C) / -exceptional structure and clearly organized presentation
-member of group has distinct and key role and meets all responsibilities
-student communicates ideas articulately and effectively during presentation / -proficient structure and clearly organized presentation
-member of group hasclear role and meets responsibilities
-student communicates ideas effectively during presentation / -presentation lacks structure and clear organized
-member of group hasdoes not have a clear role and does not met all responsibilities
-student communicates ideas somewhat effectively during presentation / -poor overall presentation that needs to be more organized and structured.
-member of group has an unclear role and does not seem to fulfill and responsibilities
CHA 3U1- American History
Peer Assessment Name: ______
For each of the charts below, place a checkmark in the most appropriate column for each group member (including yourself) that represents their contribution to the assignment. If necessary, provide any comments that justify your assessment of their contributions.
RESEARCH & PLANNING
Name / More than Equal / Equal / Less than Equal / Little / Nothing / Comments1
2
3
4
5
ASSIGNMENT/ PROJECT
Name / More than Equal / Equal / Less than Equal / Little / Nothing / Comments1
2
3
4
5
PRESENTING
Name / More than Equal / Equal / Less than Equal / Little / Nothing / Comments1
2
3
4
5
OTHER (Props, costumes, music, editing, materials etc.)
Name / More than Equal / Equal / Less than Equal / Little / Nothing / Comments1
2
3
4
5