Student-made Interdisciplinary Products: Websites
In the course's culminating project, students create websites linked to this one. Students will create 4 main pages: A,B, C, and D identified below. Students are allowed 1 more page that could be a home page or a sub-page placed under the four main ones. They will decide which of the three main pages deserves a sub/secondary page.
Instructions and the rubric
Criteria and level 4 for a great quality website. Requirements in orange are ones that you have already completed and have had evaluated; they will be evaluated simply for being entered completely. They will only be skimmed for content, correctness, and thoughtful layout: make sure google slides can be opened easily, such as in power-point. Requirements in yellow are the new assignments that will be evaluated in detail for not only their completion, correctness, and layout, but also the depth and accuracy of their analysis.
| rubric-website-2.doc |
A) A "Global CItizenship: A Journey Begins" home page. Students chronicle their own journeys to global citizenship with...
1- a map that identifies sites of this program's case studies, whether they were in films such as Machuca, books such as The Book of Negroes, or lessons such as the one
2- "My Spanish Education: conversation I could have to build a connection".
3- Like ConneXions guest speaker Alex Geerts, create your own short travel itinerary of 3 locations based on research in the "work away" website. Create small captions explaining why you would choose a volunteer job and why you want to visit that place: being brief but specific is required here. Saying "I wanna go here because it looks cool" is level 1. "I want to visit x because I am interested in exploring ..y and z ..." reaches level 4+.
4- Taking your travel up a more serious, career-related step, choose an NGO or Charity that you admire and would want to work with if your global citizenship journey continues. Review the NGO by providing a brief paragraph that explains why it appeals to you. Add a link to the site.
2- "My Spanish Education: conversation I could have to build a connection".
3- Like ConneXions guest speaker Alex Geerts, create your own short travel itinerary of 3 locations based on research in the "work away" website. Create small captions explaining why you would choose a volunteer job and why you want to visit that place: being brief but specific is required here. Saying "I wanna go here because it looks cool" is level 1. "I want to visit x because I am interested in exploring ..y and z ..." reaches level 4+.
4- Taking your travel up a more serious, career-related step, choose an NGO or Charity that you admire and would want to work with if your global citizenship journey continues. Review the NGO by providing a brief paragraph that explains why it appeals to you. Add a link to the site.
B) A "Media Studies" page. Students include ...
1- Your own film analysis on slide show including the film trailer and one or two images.
2- Your own film adaptation of a scene from your social justice POEM English. Provide a short introduction, an explanation of the context of the scene and the theme it conveys.
3- a new regular journal with 3 sub-topic/ body paragraphs about a film we will watch in class:
a you-tube video of the trailer for the film, and
a connection link to an informative site or an NGO that connects to the film . Briefly explain the connection beside the link button.
2- Your own film adaptation of a scene from your social justice POEM English. Provide a short introduction, an explanation of the context of the scene and the theme it conveys.
3- a new regular journal with 3 sub-topic/ body paragraphs about a film we will watch in class:
a you-tube video of the trailer for the film, and
a connection link to an informative site or an NGO that connects to the film . Briefly explain the connection beside the link button.
C) A Indigenous Issues page.
1- Start with the central inquiry question that guided this unit
2- Upload your research and presentation about our First Nations inquiry. Add PDF file of the United Nations Declaration on the Rights of Indigenous Peoples, and one to a website for an NGO that supports social justice for indigenous people.
3-Add three other presentations from fellow students that cover a different issue (to do this, visit the HUB and the links to each student's google slide presentation). YOUR GOAL is a BROAD look at the challenges Indigenous people face and a BALANCED answer to the central inquiry questions of the unit: whether or not Canada does demonstrate a fulfillment of the UNDRIP. Therefore, avoid, for example, having two about children's health and welfare, or two about murdered and missing indigenous women.
4- Browse news archives via http://www.cbc.ca/news/indigenous choose a secondary news article that interests them and connects to the project's themes. Read the article by using the SAME format as you used for your own presentation: all the same slides are required.
D) An "Livable Cities" page. Students post new learning about cities ...
1- Your Geography culminating report will be useful here. You will put an abridged form of it here so that is more visual: photos with captions.
2- Post your own presentation and slides about your urban issues video
4- Add three other presentations from fellow students that cover a different issue (to do this, visit the HUB and the links to each student's google slide presentation). YOUR GOAL is a BROAD look at the challenges cities face and a BALANCED answer to the central inquiry questions of the unit: whether or not cities should actively pay for development.
4- Browse TED talks about cities (https://www.ted.com/talks?sort=newest&topics%5B%5D=Design&topics%5B%5D=cities) and choose a talk that interests you. Evaluate the talk using the SAME format as you used for your own presentation, with the exception of the media analysis section about film techniques.
2- Post your own presentation and slides about your urban issues video
4- Add three other presentations from fellow students that cover a different issue (to do this, visit the HUB and the links to each student's google slide presentation). YOUR GOAL is a BROAD look at the challenges cities face and a BALANCED answer to the central inquiry questions of the unit: whether or not cities should actively pay for development.
4- Browse TED talks about cities (https://www.ted.com/talks?sort=newest&topics%5B%5D=Design&topics%5B%5D=cities) and choose a talk that interests you. Evaluate the talk using the SAME format as you used for your own presentation, with the exception of the media analysis section about film techniques.
