The document discusses the debate around where the famous Rosetta Stone should be housed, as it is currently located in the British Museum but Egypt wants it returned. The stone is significant because it helped decode hieroglyphics as it contains a decree in hieroglyphics, demotic script, and Greek. While Egypt wants it in a new museum near the pyramids, the stone has been in the British Museum since it was taken there after being discovered by French soldiers in Egypt in 1799.
Bacheca Regionale Dottorandi in Azienda - 3° Elencocampaniaeuropa
Il terzo elenco di PMI inserite nella bacheca regionale Dottorandi in Azienda.
I dottorandi di ricerca interessati potranno usufruire di tirocini formativi presso le PMI inserite in Bacheca.
La bacheca perde validità il 30 giugno 2015.
Bacheca Regionale Dottorandi in Azienda - 3° Elencocampaniaeuropa
Il terzo elenco di PMI inserite nella bacheca regionale Dottorandi in Azienda.
I dottorandi di ricerca interessati potranno usufruire di tirocini formativi presso le PMI inserite in Bacheca.
La bacheca perde validità il 30 giugno 2015.
A powerful partnership: you and your teacher-librarianlikeda
Your teacher-librarian can be one of your best allies. In addition to helping to develop your students’ literacy skills, s/he can help you to plan and refine research assignments so that they involve less cutting and pasting and more critical thinking. S/he can work with you to help your students become skillful users and responsible producers of information. Actual cooperatively planned lessons with be shared - as well as a quick overview of some Web 2.0 tools that have been used with some classes.
Paisano, David HISU 360 Professor Bingley ResearchMoseStaton39
Paisano, David
HISU 360
Professor Bingley
Research Topic Proposal
I would like to do research paper on the Greeks.
I want to do my research paper on the Greeks because I find it interesting on how they were a resource
poor country. They were dependent on the access to the foreign markets, and raw materials. It was
because of certain situations that the greeks were forced to venture out.
I also find it interesting that it was composed of over 1400 islands that made up Greece. Due to
having 1400 islands in the Mediterranean Sea, the greeks were able to trade and bing new ideas to their
culture. Sailors and mercenaries would trade for goods and ideas being on the Mediterranean Sea.
Greece was also one of the most advanced civilizations of their time. The greeks achieved an
unparalleled achievements than western civilization.
And how the islands helped develop the country.
MT131: Discrete Mathematics
Tutor Marked Assignment
Cut-Off Date: April --, 2022 Total Marks: 40
Contents
Feedback form ……….……………..…………..…………………….…...….. 2
Question 1 ……………………..………………………………………..……… 3
Question 2 ……………………………..………………..……………………… 4
Question 3 ………………………………..………………..…………………… 5
Question 4 ………………..……………………………………..……………… 6
Question 5 ………………..……………………………………..……………… 7
Plagiarism Warning:
As per AOU rules and regulations, all students are required to submit their own TMA work and avoid plagiarism. The AOU has implemented sophisticated techniques for plagiarism detection. You must provide all references in case you use and quote another person's work in your TMA. You will be penalized for any act of plagiarism as per the AOU's rules and regulations.
Declaration of No Plagiarism by Student (to be signed and submitted by students with TMA work):
I hereby declare that this submitted TMA work is a result of my own efforts and I have not plagiarized any other person's work. I have provided all references of information that I have used and quoted in my TMA work.
Student Name : _____________________
Signature : _________________
Date : ___________
MT131 TMA Feedback Form
[A] Student Component
Student Name : ____________________
Student Number : ____________
Group Number : _______
[B] Tutor Component
Comments
Weight
Mark
Q_1
8
Q_2
8
Q_3
8
Q_4
8
Q_5
8
40
General Comments:
Tutor name:
The TMA covers only chapters 1, 2, 4, 6 and 7 and consists of eight questions for a total of 40 marks. Please solve each question in the space provided. You should give the details of your solutions and not just the final results.
Q−1: [8×1 marks] Let and be the propositions:
: “Ahmad comes to the party”,
: “Salim comes to the party”,
: “Khalid comes to the party”,
: “Bader comes to the party”.
Write the following propositions using and logical ...
Episodic Assignments are rich online tasks that serve as amuse-bouches from the normal narrative of instruction. Delivered at the Fall 2014 NEFDC Conference. No audio.
Basic Instructional design model for teachers to give lessons on Why The Colonial Patriots won the American Revolution in spite of being at a disadvantage
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A powerful partnership: you and your teacher-librarianlikeda
Your teacher-librarian can be one of your best allies. In addition to helping to develop your students’ literacy skills, s/he can help you to plan and refine research assignments so that they involve less cutting and pasting and more critical thinking. S/he can work with you to help your students become skillful users and responsible producers of information. Actual cooperatively planned lessons with be shared - as well as a quick overview of some Web 2.0 tools that have been used with some classes.
Paisano, David HISU 360 Professor Bingley ResearchMoseStaton39
Paisano, David
HISU 360
Professor Bingley
Research Topic Proposal
I would like to do research paper on the Greeks.
I want to do my research paper on the Greeks because I find it interesting on how they were a resource
poor country. They were dependent on the access to the foreign markets, and raw materials. It was
because of certain situations that the greeks were forced to venture out.
I also find it interesting that it was composed of over 1400 islands that made up Greece. Due to
having 1400 islands in the Mediterranean Sea, the greeks were able to trade and bing new ideas to their
culture. Sailors and mercenaries would trade for goods and ideas being on the Mediterranean Sea.
Greece was also one of the most advanced civilizations of their time. The greeks achieved an
unparalleled achievements than western civilization.
And how the islands helped develop the country.
MT131: Discrete Mathematics
Tutor Marked Assignment
Cut-Off Date: April --, 2022 Total Marks: 40
Contents
Feedback form ……….……………..…………..…………………….…...….. 2
Question 1 ……………………..………………………………………..……… 3
Question 2 ……………………………..………………..……………………… 4
Question 3 ………………………………..………………..…………………… 5
Question 4 ………………..……………………………………..……………… 6
Question 5 ………………..……………………………………..……………… 7
Plagiarism Warning:
As per AOU rules and regulations, all students are required to submit their own TMA work and avoid plagiarism. The AOU has implemented sophisticated techniques for plagiarism detection. You must provide all references in case you use and quote another person's work in your TMA. You will be penalized for any act of plagiarism as per the AOU's rules and regulations.
Declaration of No Plagiarism by Student (to be signed and submitted by students with TMA work):
I hereby declare that this submitted TMA work is a result of my own efforts and I have not plagiarized any other person's work. I have provided all references of information that I have used and quoted in my TMA work.
Student Name : _____________________
Signature : _________________
Date : ___________
MT131 TMA Feedback Form
[A] Student Component
Student Name : ____________________
Student Number : ____________
Group Number : _______
[B] Tutor Component
Comments
Weight
Mark
Q_1
8
Q_2
8
Q_3
8
Q_4
8
Q_5
8
40
General Comments:
Tutor name:
The TMA covers only chapters 1, 2, 4, 6 and 7 and consists of eight questions for a total of 40 marks. Please solve each question in the space provided. You should give the details of your solutions and not just the final results.
Q−1: [8×1 marks] Let and be the propositions:
: “Ahmad comes to the party”,
: “Salim comes to the party”,
: “Khalid comes to the party”,
: “Bader comes to the party”.
Write the following propositions using and logical ...
Episodic Assignments are rich online tasks that serve as amuse-bouches from the normal narrative of instruction. Delivered at the Fall 2014 NEFDC Conference. No audio.
Basic Instructional design model for teachers to give lessons on Why The Colonial Patriots won the American Revolution in spite of being at a disadvantage
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
4. 4
LAYERED
CURRICULUM
A teaching model that divides the
learning process into three layers based
on the complexity of the students
thought process
A layered curriculum asks students at
each layer to:
LAYER C: Gather Information
LAYER B: Apply or manipulate
information
LAYER C: Critically evaluate an issue
Nunley, K, (2006). Differentiating the High School
Classroom. Thousand Oaks, CA, Corwin Press
5. Investigating History
Stage 4 Topic 1
Inquiry questions
What is History?
How do historians investigate the past?
Why is conserving our heritage important?
Objectives – Students Learn to:
•interpret and construct time lines
•define the terms that describe historical periods of
time
•sequence societies and events within specific
periods of time
•ask historical questions
•distinguish between fact and opinion
•draw some conclusions about the usefulness of
sources including a website
•examine differing historical perspectives and
interpretations
•explain cause and effect
•identify significant people of the past
•examine the motives for people’s actions in the past
•explain the consequences of people’s actions
•describe some aspects of family/community
heritage
•appreciate the value of preserving and conserving
our heritage
5
6. 6
Outcomes
4.1 describes and explains the nature of
history, the main features of past societies and
periods and their legacy
4.4 identifies major periods of historical time
and sequences people and events within specific
periods of time
4.5 identifies the meaning, purpose and
context of historical sources
4.6 draws conclusions about the usefulness of
sources as evidence in an inquiry
4.7 identifies different contexts, perspectives
and interpretations of the past
4.8 locates, selects and organises relevant
information from a number of sources, including
ICT, to conduct basic historical research
4.9 uses historical terms and concepts in
appropriate contexts
4.10 selects and uses appropriate oral, written
and other forms, including ICT, to communicate
effectively about the past.
7. 7
POINTS SYSTEM
LAYER ATTEMPTED
POINTS
REQUIRED
C 60
B 20
A 20
Layer C must
be completed
before moving
onto Layer B
Layer B must
be completed
before moving
onto Layer A
To complete this unit students
must earn a minimum of 100
points.
• Students are
allowed to
8. 8
Student Contract – Investigating History
Stage 4 Topic 1
Name:
Start date:
Finish date:
My Progress Chart
I, ____________________________________________ will complete the assigned points in each layer by
the finish date ____/____/____.
Signed ___________________________________
Print name ___________________________________
LAYER
ACTIVITY
NUMBER
ACTIVITIES
COMPLETED
POINTS
POSSIBLE
POINTS
RECEIVED
DATE
COMPLETED
C 1 (compulsory) 10
C 2 (compulsory) 10
C 3 (compulsory) 5
C 4 (compulsory) 10
C 5 10
C 6 10
C 7 5
C 8 10
C 9 10
C 10 10
C 11 10
C 12 10
C 13 10
C 14 10
B 15 15
B 16 15
B 17 15
B 18 15
B 19 15
A 20 25
A 21 25
A 22 25
A 23 25
9. 9
LAYER C
Gathering Information
Activities worth 10 points each
Minimum 60 points required
*Compulsory Activities
1. Note-making from lectures – make notes from a
minimum of 4 of the 10min introductory lectures at
the beginning of each lesson*
2. Note-making from text – make notes from a
minimum of 3 texts on either The Rosetta Stone,
Heinrich Schliemann, Stonehenge, or The Tollund
Man completing the Note-Making Handout*
3. Terminology quiz – Definitions of Time* (5 points)
4. Create your own personal timeline*
5. Dictagloss – with a partner complete the dictagloss
activity heritage sites
6. Read a chapter from the text on life in Ancient
Rome and complete the end of chapter questions
7. Cloze passage – complete the Cloze Passage
activity (5 points)
8. Source work – Complete Analysing Sources
Handout
9. Significant Historical Figures – choose a significant
historical figure and complete Significant Historical
Figure Handout
10 Film as a Source – write down 10 new ideas learn’t
from the film on life in Ancient Egypt viewed in
class
11. Researching Ancient Greece – complete Graphic
Organiser
13. Hieroglyphics – write a message in hieroglyphics
for another class member (5 points)
14. Interview – create at least 10 questions and
interview an older family member
10. 1
0
1. List one personal event for every year of your life. For example – first day of school, moving
house, moving from another country, lost your first tooth, etc.
2. Research online and add local, national, or international events that occurred at the same time
as your personal events.
PERSONAL & HISTORICAL TIMELINE
Date Event
11. 1
1
NOTE-MAKING FROM A TEXT
Topic: Title: Page Number:
Date: Author: Date of
Publication:
WHO
(who is this
about)
WHAT
(what is
happening)
WHERE
(where is this
occurring)
WHEN
(when is this
occurring)
WHY
(why did this
occur)
Is this source
useful?
Why?
(Does this
help in your
research? Is
this a reliable
source?)
OTHER
(important
quotes, facts,
points of
interest etc
with page
number)
12. 1
2
DEFINITIONS OF TIME
DECADE In the year of the Lord
CENTURY 1000 years
MILLENNIUM
A period of history
delimited by a start event
and an end event
ANNO DOMINI OR AD
A period of history having
some distinctive feature
BC 10 years
ERA 100 years
AGE
Before Christ
Pair up the historical term with the definition.
Some of the words above come from Latin, the language spoken by the Romans and used for
the written word for many years after
Clues: Deca means 10, Mille means 1000, Cent means 100, Anno comes from the word year,
Domini comes from the word meaning Lord.
13. 1
3
ANALYSING SOURCES
Decide if these sources are primary or secondary and explain why.
SOURCE DESCRIPTION PRIMARY OR SECONDARY/
WHY?
Ancient oil lamps.
Extract from The War History of
the 18th Battalion Durham
Light Infantry by W D Lowe,
1923.
Extracts from a diary written by
J Theodore West between 1853
and 1866
Extract from 18DLI War Diary
Appendix C May 1917.
Cartoon entitled 'Amputation'
by Thomas Rowlandson, dated
1785.
Photograph showing men at
work in Saddler Street,
Durham, 1923.
Map showing the results of the
Agricultural Survey for Durham,
1810
14. 1
4
SIGNIFICANT PEOPLE OF THE PAST
In every period of history, there are people who left such a mark that we still remember their
names today. For example, Tutankhamen, Julius Caesar, Henry VIII, Marie Antoinette, and the
list goes on.
Chose one significant person and answer the following questions using the approved
websites below.
Consult your teacher once you have chosen your significant person to make sure it is an
appropriate choice.
Questions
1. Who is the significant person you have chosen?
2. What period of history did come from?
3. Where in the world did they come from?
4. What are some memorable things they did?
5. Chose one particularly memorable thing they did. Why did they do this?
6. What impact did this thing have on their society at the time?
7. Did this impact extend to future generations?
8. Why do you think we remember themtoday?
9. Why do you think you are only to use certain websites? What sort of issues have we
learnt arise with internet research?
Websites to use
1. The BBC - www.bbc.co.uk/history
2. Who2? - www.who2.com and direct links from this site are OK too
3. The Historical Figures of George Stuart - www.galleryhistoricalfigures.com
15. 1
5
My Research Notes About ___________________________________________________________________
Choose three things you would like to know about Ancient Greece and research for the answers using three different source types
Name:
Date:
Research
Question 1
Research
Question 2
Research
Question 3
Research
Source 1
Research
Source 2
Research
Source 3
GRAPHIC ORGANISER
16. 1
6
Hieroglyphics
Can you write your name in hieroglyphics?
Can you write a message in hieroglyphics for someone else to decode?
A B C D F
G H I & E J K
L M N O P
Q R S T U
V W X Y Z
17. 1
7
LAYER B
Apply or Manipulate Information
Activities worth 20 points each
Minimum 20 points required
15. Create an online timeline – using the information
gathered for your personal and historical timeline
16. Life story – present your findings from the
interview with an older family member either as
a poster, powerpoint, essay, or photo essay (feel
free to experiment with a different method of
presentation with teacher approval)
17. A Day in the Life of... – write a minimum of 5
journal entries for a person (your choice – real or
fictional) living in Ancient Rome or Ancient Egypt
18. Significant Historical Figure – using the
information gathered on the SHF Handout write a
500word exposition on why your chosen person
is historically significant
19. World Heritage Sites – choose one world heritage
site from the dictagloss activity write an article
for a travel magazine
18. 1
8
Creating an Online timeline
1. First, you have to sign up. Go to http://www.xtimeline.com/index.aspx and click on the
sign up tab. Fill in your details and then click on submit. You are now a member.
2. After you sign up, you’ll be taken to your timeline dashboard, which shows all of your
timelines. Click New Timeline:
3. Choose a name for your timeline and click Create Timeline:
4. Add an event to it by clicking Add Event:
5. Fill out the details for the event then click Create Event:
6. That’s it! Your event will be added to your timeline.
You can now add additional events, create layers, add extra text, add pictures, and more.
Your Task
1. Add the events from your Personal and Historical Timeline onto your online version, with
the personal and historical events being on two different layers
2. Add a brief summary of the events
3. Attach a minimum of five pictures
4. Play around with the features and decide on the final layout and appearance.
5. Email the link for your finished timeline to your teacher
Feel free to browse other timelines on the site for ideas
20. 2
0
LAYER A
Critically evaluate an issue
Activities worth 20 points each
20 points only required
20. The Rosetta Stone Debate – Where does
it belong? In groups of 6 hold a formal
debate for the class
21. Heinrich Schliemann and The City of Troy
True or False? – in pairs, conduct an
interview (live, radio, video) with
Schliemann investigating his claims
22. Unlocking the Mystery of Stonehenge –
individually or in pairs present a
powerpoint presentation or video
discussing the main theories on what it
is, why it was built, and how it was built.
Finish the presentation with your own
theory and evidence to back it up.
23. The Tolland Man – play the role of
detective and complete the report on
How did the Tolland Man Die? Report to
be presented to the class
21. 2
1
Heinrich Schliemann and Troy
This activity is to be done in pairs.
The year is 1873 and the world has just heard that the famous
archaeologist Heinrich Schliemann has discovered the city of Troy
mentioned by Homer in his work, The Iliad. Many people are saying that
his claims are false. One of you is an investigative reporter and your boss
has asked you to investigate the claims made by Schliemann in
preparation for an interview with the man himself. One of you is
Heinrich Schliemann himself and you are prepared to do the radio
interview to prove your critics wrong.
Your task in this activity is to each prepare for the interview to be
presented in front of the class.
The reporter must prepare a list of questions about
Schliemann’s life
His work prior to his discovery of Troy
What he found at Troy
The theories that exist about Schliemann’s work other than what he claims
What he says about the evidence to support these other theories
Heinrich Schliemann must prepare to his answers to these questions.
To begin this assignment
Gather your sources. Visit
www.historyforkids.org/learn/greeks/literature/iliad.htm to find out the story of
the Iliad.
Visit www.archaeologyexpert.co.uk/HeinrichSchliemann.html. From this site, you
will find information about Schliemann’s life, where he was born, his family, his
early work and how he died.
These two sites should get you started and it will be your own research from
there. Remember when using the internet to gather sources you must consider
the reliability of the source, it may not necessarily be correct. HINT – if you find
some information on one site, see if you can find it on another site to verify it.
Once you have gathered the information you need to come up with a list of
questions that will be asked during the interview and a list of answers to the
questions
Once you have your list of questions you need to write a script for the interview.
You don’t need to memorise the script, you can use palm cards during the
interview
It is advisable to practice your interview before it is time to do it in front of the class.
HAPPY RESEARCHING
Extra question – who is the woman in the picture and what is she wearing?
24. ROSETTA STONE
DEBATE
2
4
The Rosetta Stone: where does it belong?
This famous 2,200-year-old stone has been in the British Museum since 1802, where it
has been admired by millions of visitors over the years. It remains at the centre of a
controversy: should it stay in Britain or go back to its homeland, Egypt?
A few weeks ago, in December 2009, this controversy was once more in the news. Dr
Zahi Hawass, a well-known Egyptian scholar who has been fighting for the return of the
stone for several years, returned to London to argue his case.
A French soldier in Napoleon’s army discovered the stone in 1799, in El Rashid,
a village at the mouth of the River Nile, Egypt. When the French were defeated by the
British army, it was then taken to Britain and has remained there ever since.
The ancient stone is black granite, roughly rectangular in shape and 114 cm high. The
front of the stone is smooth and is inscribed with tiny writing, using three different
scripts. The top part is hieroglyphic, a script made up of small pictures which was used
by priests in Ancient Egypt (for example, there are images of a basket and an eye); the
middle section is written in demotic, the common script used in Egypt at the time; the last
section is in Greek, the language of administration, used by the rulers. The ancient stone
is from 196 BC, the Ptolemaic Period. The text is actually written by priests in honour of
their young 13-year-old king, Ptolemy.
The stone is important because it holds the key to understanding hieroglyphic, a script
which had died out centuries earlier and which no modern linguists had been able to
understand before the stone’s discovery. Since the same text is written in three
languages,
in 1822 translators were able to use the other scripts on the stone to help decode the
hieroglyphics. Of course, this was of huge importance to Egypt and Egyptology.
Dr Zahi Hawass would like to place the artefact in a new museum near the Pyramids, to
be completed in 2012. He also wants to bring back other priceless objects from Ancient
Egypt held around the world and he accuses Britain and other countries of theft. It is
thought that the British Museum may finally agree to loan the Rosetta Stone for a few
months.
26. 2
6
NATURALIST
Graphic
Organiser(C)
Cloze Passage(C)
SHF Exposition(B)
Tolland Man
Detective(A)
INTERPERSONAL
Dictagloss(C)
Family
Interview(C)
Life Story(B)
Rosetta Stone
Debate(A)
INTRAPERSONAL
Terminology
Quiz(C)
Timeline(C)
Journal Entries(B)
Stonehenge
Presentation(A)
BODILY/KINESTHETIC
Hieroglyphics(C)
Timeline(C)
Journal
Entries(B)
Tolland Man
Detective(A)
VISUAL/SPATIAL
Film Study(C)
Source Work(C)
Life Story(B)
Schlieman
Interview(A)
MUSICAL/ RHYTHMIC
Dictogloss (C)
Cloze passage(C)
Life Story(B)
Stonehenge
Presentation(A)
VERBAL/LINGUISTIC
Note-making(C)
Text work(C)
SHF Expostion(B)
Schlieman
Interview(A)
LOGICAL/
MATHEMATICAL
Timeline(C)
Graphic
Organiser(C)
Online Timeline(B)
Rosetta Stone
Debate(A)
ACTIVITIES TO
SUIT ALL
INTELLIGENCES
27. 2
7
ASSESSMENT
Marked for:
Correct answers
Evidence of learning
Completion of tasks
Marked by:
Completion of tasks (Layer C)
Direct questioning during class (Layer C)
End of unit Jeopardy (Layer C)
Layer B Rubric
Layer A Rubric
GRADES
To finish the unit, students must complete at least 100 points from the layered
curriculum. The points for each activity represent the numerical mark the task is out of.
Layer C activities are checked off and marked during class time as they are completed
and will total a mark out of 60. Students may complete extra activities with the best
marks going toward their overall total.
Layer B activities are to be handed in for marking for a total mark out of 20. Students
may complete extra activities with the best marks going toward their overall total.
Layer A activities will be presented to the class for a total mark out of 20 following the
presentation rubric. Only one activity may be attempted.
GRADE MARK
A 86+
B 71-85
C 56-70
D 40-55
28. 2
8
RUBRIC FOR PRESENTATIONS
LAYER A
Marking Guidelines
MARK CRITERIA
17-20 Puts on a highly informative presentation
Exceeds the task requirements
Demonstrates a clear understanding of the role
Evidence of extensive research
13-16 Puts on an informative presentation
Meets the task requirement
Demonstrates an understanding of the role
Evidence of wide research
9-12 Attempts to put on an informative presentation
Meets most task requirements
Demonstrates an understanding of the role
Evidence of some research
5-8 Attempts to put on an informative presentation
Meets some task requirements
Demonstrates some understanding of the role
Evidence of little research
1-4 Little information presented
Meets few task requirements
Demonstrates little understanding of the role
Evidence of little to no research
29. 2
9
RUBRIC FOR DEBATE
LAYER A
CRITERIA MARK
1-5 6-10 11-15 16-20
1. Organization and
Clarity:
viewpoints and
responses are outlined
both clearly and
orderly.
Unclear in
most parts
Clear in some
parts but not
over all
Most clear and
orderly in all
parts
Completely
clear and
orderly
presentation
2. Use of Arguments:
reasons are given to
support viewpoint.
Few or no
relevant
reasons given
Some relevant
reasons given
Most reasons
given: most
relevant
Most relevant
reasons given
in support
3. Use of Examples
and Facts:
examples and facts are
given to support
reasons.
Few or no
relevant
supporting
examples/facts
Some relevant
examples/facts
given
Many
examples/facts
given: most
relevant
Many relevant
supporting
examples and
facts given
4. Use of Rebuttal:
arguments made by the
other teams are
responded to and dealt
with effectively.
No effective
counter-
arguments
made
Few effective
counter-
arguments
made
Some
effective
counter-
arguments
made
Many
effective
counter-
arguments
made
5. Presentation Style:
tone of voice, use of
gestures, and level of
enthusiasm are
convincing to audience.
Few style
features were
used; not
convincingly
Few style
features were
used
convincingly
All style
features were
used, most
convincingly
All style
features were
used
convincingly
30. 3
0
RUBRIC FOR LAYER B
Marking Guidelines
MARK CRITERIA
17-20 Exceeds the task requirements
Follows the correct structure of the task to the letter
Evidence of extensive research
Demonstrates a high degree of control over spelling and punctuation
13-16 Meets the task requirement
Follows the correct structure of the task
Evidence of wide research
Demonstrates control over spelling and punctuation
9-12 Meets most task requirements
Follows the correct structure of the task
Evidence of some research
Demonstrates some control over spelling and punctuation
5-8 Meets some task requirements
Some structure of the task
Evidence of little research
Demonstrates variable control over spelling and punctuation
1-4 Meets few task requirements
Little to no structure of the task
Evidence of little to no research
Demonstrates little control over spelling and punctuation