Independence Movements in the Americas

Independence Movements in the Americas

For this research project, you will be broken into groups of three/four. Each group will be assigned a different colony in the Americas. You will focus on their struggle for independence and the political, social & economic implications that existed before & after colonial control. This project has two components:

1. Researching the topic- gathering important & interesting information from a variety of sources- book, internet, news, etc. (See guidelines below)

2. Creating a presentation- that will be used to teach your topic to your fellow classmates.

o There is no specific format required, so you have quite a bit of creative freedom. You may use resources like PowerPoint, Prezi, elaborate posters and visuals, worksheets, readings, or a video. Make it interesting.

o Presentation must be at least 15 minutes in length. Each member of your group is REQUIRED to participate in the presentation. You will be graded individually.

o You are taking on the role of teacher! What makes a lesson interesting? You must communicate all the important information!

The information you will be teaching the class must be detailed, but also condensed down to the essentials. This information will be included on your exam over independence movements in the Americas.

General Requirements:

4 Sources: For your presentation there is a minimum of 4 sources to be used. Using Wikipedia for pictures is acceptable, but you may NOT use Wikipedia as one of the required 4 sources for information.

Closure: Students will be taking notes as you present, but at the end of your presentation, you are required to do a “check for understanding.” This can be in the form of questions or discussion, but you MUST make sure the class understands your topic!

Work Cited: Be sure to include the citation information for your sources. You will be required to complete a separate bibliography. Even if it is in your own words or from a textbook – you must cite! I’ve attached a bibliographical format sheet to reference.

Timeline: You will have three days in the library to research & build your presentation. Most likely, you will need to meet outside of class or divide your research – so choose your group wisely! We will meet be in the library ½ of Monday (9/15), Friday (9/19), & Monday (9/22). Presentations will begin on Tuesday 9/23 & Wednesday 9/24

Grade: This assignment is worth 60 points! You will be marked using the attached rubric.

Topic Requirements:

Your presentation should include:

· Maps & pictures

· Important people

· Causes of Revolution

· Effects of Revolution (political, social, economic, etc.)

· Reasons the colony was victorious

· Post-revolution government, constitution, & citizens’ rights

· Closure questions – check for understanding

Helpful Hints:

1. DO NOT COPY AND PASTE from any website- this yields way too much information and does not show your ability to research. Your job is to read over sources, condense information down into what you find most important.

2. SPEND MORE TIME ON THE FACTUAL PORTION OF YOUR PRESENTATION & LESS ON THE VISUAL APPEARANCE! The information is more important than the visual look of the presentation. It should look nice and be interesting, but you should not spend more time on the visual than on your research.

3. WORK TOGETHER. You must each put forth equal effort to creating the best research presentation possible. Exchange personal info and schedules.

4. WORK MORE INSIDE CLASS THAN OUTSIDE CLASS- Take advantage of the time given to you in the Library.

5. USE THE GRAPHIC ORGANIZER AS A GUIDE – This is what the class will be taking notes on; make sure you explain everything!

Topics for Study:

1. Haiti (formerly Saint Domingue)

2. Brazil (Viceroyalty of Brazil)

3. Mexico (Viceroyalty of New Spain)

4. Argentina (formerly part of Viceroyalty of La Plata)

5. Gran Colombia (Venezuela/Colombia/Ecuador)

6. Chile (Audiencia of Chile; part of Viceroyalty of Peru)

7. Peru (Viceroyalty of Peru)

8. Columbia (Viceroyalty of New Granada)

9. Venezuela (Gran Colombia; formerly part of the Viceroyalty of New Granada)

Assessment

The assessment of this project/presentation will be marked according to IB’s assessment criteria. You will be marked (graded) on three separate components. These three components (criteria) are weighted equally and listed below:

Criterion A: Knowledge and Understanding of the Content

How much knowledge and understanding does the student show of the work(s) used in the presentation? In order to reach the highest marks you need to show outstanding knowledge and understanding not only of the content, but also the implications of the work studied. This means that beyond factual knowledge and the ability to sum up the information, you must demonstrate the ability to sum up the main points, themes, and concepts.

Marks / Level Descriptor
0 / The work does not reach a standard described by the descriptors above.
1-2 / There is little knowledge or understanding of the content presented.
3-4 / There is some knowledge and superficial understanding of the content presented
5-6 / There is adequate knowledge and understanding of the content on some of the information presented
7-8 / There is a very good knowledge and understanding of the content & information presented
9-10 / There is excellent knowledge and understanding of the content & information presented

Criterion B: Presentation

How much attention has been given to making the delivery effective and appropriate to the presentation? To what extent are strategies used to interest the audience? (audibility, eye contact, gestures, explanations, etc.) Make sure you are using visual material, it clarifies your points. Criterion B is looking for two aspects of your presentation: the structure and strategies used to enhance your work.

Marks / Level Descriptor
0 / The work does not reach a standard described by the descriptors above.
1-2 / Delivery of the presentation is seldom appropriate, with little attempt to interest the audience.
3-4 / Delivery of the presentation is sometimes appropriate, with some attempt to interest the audience.
5-6 / Delivery of the presentation is appropriate, with a clear intention to interest the audience.
7-8 / Delivery of the presentation is effective, with suitable strategies used to interest the audience.
9-10 / Delivery of the presentation is highly effective, with purposeful strategies used to interest the audience.

Criterion C: Mechanics

How clear and appropriate is language, grammar, punctuation? In this context, you will be marked on your use of vocabulary, tone, sentence structure, and grammar. Also, you will be marked on the mechanics of the visual presentation itself. Is your information easy to understand and summarized?

Marks / Level Descriptor
0 / The work does not reach a standard described by the descriptors above.
1-2 / The mechanics are rarely appropriate, with a very limited attempt
3-4 / The mechanics are sometimes appropriate and clear
5-6 / The mechanics are mostly clear and appropriate, with little grammatical or language errors
7-8 / The mechanics are clear and appropriate, with no grammatical or language errors
9-10 / The mechanics are very clear and appropriate, with consistently effective language, vocabulary, tone and grammar.

Independence Movement Project

Criterion A: Knowledge and Understanding of the Content

Total(x2): ______

Criterion B: Presentation

Total(x2): ______

Criterion C: Mechanics

Total(x2): ______

TOTAL: