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  • May 16 2010Student Project ExplanationComments:1

    Social Studies: Interactions and Interdependence 

    Student Project Explanation 



     

    Unit Goal: To examine the local, indigenous, and global interactions and interdependence of individuals, societies, cultures, and nations and then present the acquired information through different forms of technology.

     

    Definitions you should know

    Outcomes: What you are expected to know and be able to do after the completion of this unit

    Indicators: Things that will indicate that you have achieved the outcomes of this unit  

     

    Project Description for Canadian Students

    1.    We will read through each of the below indicators as a class and explain each one.  As you listen, put a star by the indicators that interest you.  Try to choose as many as possible because each indicator can only be used by one group.  Pick at least one indicator from each outcome.  

    2.    Confirm with your teacher one or two of the indicators below that you and your Canadian partner would like to address for your project.  We will need at least three indicators covered for each outcome so you should pick multiple choices in case your indicator is already taken. 

    3.    Once you have your indicator chosen, contact your Atlantic Rim partner by email and ask them to do the same indicator according to their country and to have it completed by the due date. 

    4.    To obtain information about your indicator you can record your own personal knowledge, interview family, friends, and elders etc., read books, and also search reliable websites through Internet Explorer (record all references for websites).

    5.    Type all your information in your own words in a Microsoft Word Document.

    6.    Include small pictures with captions (record all references for websites).

    7.    Once both of you have proofread the document ask a parent to proofread it.  Refer back to your indicator regularly to make sure you are staying on topic. 

    8.    Then take the information that you received from your Brazil partner and compile it with your information.

    9.    When compiling it make sure you clearly compare and contrast the Canadian and Brazil research.  

    10. Choose what type of software you would like to use to present your project to the classes and online.  You may use multiple types.  Remember that you do not have to use all the information collected because the focus is to compare and contrast the information.  In preparation everyone will be using Internet Explorer and Microsoft Word but you must use at least one other type of Microsoft software.  Your choices are:

    Microsoft Zune - http://www.zune.net/en-CA/

    MARVIN - http://www.marvin.com.au/member/

    Microsoft Deep Zoom - http://silverlight.net/learn/quickstarts/deepzoom/

    Microsoft SongSmith - http://research.microsoft.com/en-us/um/redmond/projects/songsmith/index.html

    Bing Maps (Microsoft Virtual Earth) - http://www.bing.com/maps/

    Microsoft Paint (on any Windows Computer)

    Microsoft PhotoStory - http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx

    Microsoft PowerPoint (Microsoft Office - any version)

    Windows Movie Maker

    11. On the due date you will present your research to your class and the Brazil class through Window's Messenger in a real time video conference.  It will also be posted online for others to see. 

     

    Project Description for Brazil Students 

    1.    Your Canadian partner will email you with the indicator(s) that you are going to address for your project.

    2.    To obtain information about your indicator you can record your own personal knowledge, interview family, friends, and elders etc., read books, and also search reliable websites through Internet Explorer (record all references for websites).

    3.    Type all your information in your own words in a Microsoft Word Document.

    4.    Include small pictures with captions (record all references for websites).

    5.    Once you have proofread the document ask a parent to proofread it.

    6.    Send your information to your Canadian partner so they can use it to compare and contrast in their project

    7.    On the due date your partner will present theirs and your research to the classes through Window's Messenger in a real time video conference.

     

     

    Outcome 1.

    You will evaluate and represent personal beliefs and values by determining how culture and place influence them.

     

    Indicators (When you have achieved this outcome you should be able to:)

     

    b. Compare and contrast family and community roles and responsibilities of young people in Canada, including First Nations, Inuit, and Métis families, with the roles and responsibilities of age-equivalent youth in a selection of countries bordering the Atlantic Ocean

    c. Give examples of the artistic expression of culture in Canada, including First Nations, Inuit, and Métis peoples, and in a selection of countries bordering the Atlantic Ocean, and draw conclusions about the beliefs and values of the inhabitants in those regions.

    d.   Assess the current and historical approaches to cultural diversity used in Canada and in a selection of countries bordering the Atlantic Ocean, including consideration of segregation, assimilation, accommodation, and pluralism.

    e.    Plan, conduct, and evaluate an inquiry to illustrate how culture and place influence the beliefs and values of the local community.                               

    f.      Examine the beliefs and values of individuals discussed in case studies or of characters in literature highlighting youth, and represent the influential factors on the characters or subjects. Assess how these beliefs and values compare with those of local youth.

     

    Outcome 2.

    You will examine the social and cultural diversity that exists in the world, as exemplified in Canada and a selection of countries bordering the Atlantic Ocean.

     

    Indicators (When you have achieved this outcome you should be able to:)

    a.    Compare and represent the kinship patterns, cultural traditions, and traditional worldviews of Saskatchewan First Nations, Métis, and Inuit people, and of other cultural groups residing in a selection of countries bordering the Atlantic Ocean.

    b.    Research ways in which cultural traditions, celebrations, art, music, literature, drama, and sport have influenced intercultural understanding.

    c.     Investigate the contributions of First Nations, Métis, and Inuit people in Canada and indigenous peoples in a selection of countries bordering the Atlantic Ocean to local, provincial, national and global communities in various areas such as politics, business, health, education, sport, music, literature, art, dance, and architecture.

    d.    Research and represent the historical and contemporary contributions to local communities by a variety of cultural groupings representative of Saskatchewan.

    e.    Compare and contrast social and cultural diversity in Canada with that of a selection of countries bordering the Atlantic Ocean, and assess the significance of cultural diversity.

     

     

    Outcome 3.

    Develop an understanding that global interdependence impacts individual daily life in Canada and a selection of countries bordering the Atlantic Ocean.

     

    Indicators (When you have achieved this outcome you should be able to:)

    a.    Create an inventory of ways in which daily life is influenced by global interdependence.

    b.    Assess and interpret why people from a selection of countries bordering the Atlantic Ocean have chosen, or may choose, to immigrate to Canada.

    c.     Create a multimedia presentation representing the impact of immigration on the worldviews of people (especially youth) in Canada and a selection of countries bordering the Atlantic Ocean, both indigenous citizens and immigrants.

    d.    Become aware and describe the role of key international agencies in protecting human welfare, especially that of children and youth (e.g., United Nations, UNICEF, UNESCO, Amnesty International, Médecins sans frontières, United Nations High Commission for Refugees, international indigenous organizations, faith-based international development organizations).

    e.    Investigate and represent the contribution of a Canadian individual or organization toward enhancing human welfare in Canada or in a selection of countries bordering the Atlantic Ocean.

    f.      Investigate and represent the contribution of an individual not born in Canada toward enhancing human welfare in Canada (e.g., neighbours, community members).

    g.    Investigate the contribution of an Aboriginal Canadian toward enhancing human welfare in Canada.

    Outcome 4.

    Explore aspects of cultural change over time, including:

    • reasons for cultural change
    • examples of cultural change
    • how cultural change affects youth
    • how youth respond to cultural change.

    Indicators (When you have achieved this outcome you should be able to:)

    a.    Delineate ways in which cultures might change over time.

    b.    Propose reasons for changes in cultures over time by referring to First Nations and Métis peoples and other peoples in Canada and in a selection of countries bordering the Atlantic Ocean.

    c.     Discuss examples of change created by cultural interaction in Canada and a selection of countries bordering the Atlantic Ocean, being sure to examine perspectives of both the cultural group and the host community (e.g., adjusting long-standing cultural traditions in a new environment, finding greeting cards in different languages, learning a different language).

    d.    Analyze the effect on youth of changes resulting from cultural interaction, and assess the response of youth to changes resulting from cultural interaction.

     

     

Recent Comments

  • Super work everyone! It is wonderful to read the stories of so many accomplishments both here at h...

  • Congratulations! It sounds like it was a spectacular evening. It is neat to have made connections ...

  • What an outstanding accomplishment! Thank you for pointing out how we can create amazing projects wi...

  • So proud to know you Curtis. Your team have done something outstanding for Canadian Education and I ...

    Patricia Boshoff
    One more incredible day!
  • This is a huge accomplishment - I am soooooo proud you guys,...

    MJ Sherven
    BIG NEWS
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