Name/class:

MYP3 Unit 1 Assessment Task

Goal: To demonstrate the Statement of Inquiry:

Global interaction changes the culture and identity of

individuals and societies.

Role: anthropologist

Audience: National Geographic readers

Situation: You have been asked to investigate the impact of slavery on

the culture and identity of the modern people of a country from the
Americas.

Product: Article for the National Geographic Website.

Standards: You will be assessed on Ai, Bi, ii, iii, iv, Ci,ii, Div.

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 Instructions:

Steps Instruction Criteria

1 Choose ONE country from America (north, south or central

America) that was part of the Transatlantic Slave Trade.

2 Start planning the investigation by completing the Criterion B Bi. ii. iii.
planning template (below).

3 - Structure the information like a feature article. Ci. ii.,

Ai.
- Style should be appropriate to the topic, the audience
and the purpose of the feature article.

- Word Count: ELA 600, ELL 800. (+- 10%)

Useful site with tips for writing articles:

https://theguardianfoundation.org/programmes/behind-the-
headlines/secondary-teaching-resources/feature-and-opinion-
writing
Browse images of feature articles and copy a similar style
appropriate to your topic.

4 Include relevant map/images/graphs/examples, with intext Ci. ii.

citation and caption.

5 Write your conclusion, which must: Div.

- Answer your main question
- Consider the perspectives on your question

6 Reference all sources of information in MLA9

(Works Cited + in-text referencing)

7 Complete the reflection in the Criterion B template Biv.

8 Hand in: planning template + article + works cited ( + in-text)

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 CRITERION B: PLANNING TEMPLATE
Instruction Your answers

i. Formulate/choose a clear and focused Write the research questions below:

research question (based on the statement of
inquiry).

Global interaction changes the culture and

i. Justify the relevance of the research
identity of individuals and societies.
question to the statement of inquiry (make
connections between the question and the S.I.)
Explanation:

ii. Formulate an action plan to investigate Sub-question 1:

your question:
- Formulate 2-3 sub-questions relevant Sub-question 2:
to your research question that will guide and
focus your investigation. Sub-question 3:

iii. Use methods to collect and record ● For sub-question 1 I need to know…
relevant information:
● For sub-question 2 I need to know...
- List 2-3 pieces of information you would
need to know to answer each subquestion, ● For sub-question 3 I need to know...

- List 2 relevant research methods that One research method I can use…
could be used to collect the above Another method is…
information (implies an action).
(examples: online researching, conducting
interviews, etc.)

- List specific relevant sources you could Sources :

use to get the information.

iv. Evaluate the process and results of the The sub-questions were relevant/not relevant
investigation: because…
- Explain the strengths and
weaknesses and provide a detailed The information was relevant/not relevant because…
appraisal of the investigation process.

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 The research methods…
Consider:
- How relevant were the sub-questions, the The sources used were…
information, the methods and the sources
used, to the study you have I have learned from the investigation process that…
accomplished? (The Brazilian report). (obstacles, successes... always related to the
- What lessons have you learned from the investigation process)
investigative process you have just
undertaken? I could improve as a researcher by…

If I could do this investigation again I would...

Rubrics

CRITERION A: KNOWING & UNDERSTANDING

Mark The student:

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 0 Has not reached a standard described by any of the descriptors below.

1-2 i. Makes a limited use of terminology.

3-4 i. Uses some terminology accurately.

5-6 i. Uses considerable and relevant terminology accurately.

7-8 i. Consistently uses a range of terminology accurately.

CRITERION B: INVESTIGATING
Mark The student:

0 Has not reached a standard described by any of the descriptors below.

1-2 i. Identifies a research question that is clear, focused and relevant.

ii. Formulates a limited action plan or does not follow a plan at all.
iii. Collects and records limited or sometimes irrelevant information, to a limited extent
iv. With guidance, reflects on the research process and results in a limited way.

3-4 i. Formulates/chooses a research question that is clear, focused and describes its relevance.
ii. Formulates and occasionally follows a partial action plan to investigate a research question.
iii. Uses a method(s) to collect and record some relevant information.
iv. With guidance, reflects on the research process and results.

5-6 i. Formulates/chooses a clear and focused research question and describes its relevance in
detail.
ii. Formulates and mostly follows a sufficiently developed action plan to investigate a research
question.
iii. Uses a method(s) to collect and record appropriate relevant information.
iv. With guidance, evaluates the research process and results.

7-8 i. Formulates/chooses a clear and focused research question and explains its relevance.
ii. Formulates and effectively follows a consistent action plan to investigate a research question.
iii. Uses a method(s) to collect and record appropriate and varied relevant information.
iv. With guidance, provides a detailed evaluation of the research process and results.

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 CRITERION C: COMMUNICATING
Mark The student:

0 Has not reached a standard described by any of the descriptors below.

1-2 i. Communicates information and ideas in a way that is not always appropriate to the audience
and purpose.
ii. Organises information and ideas in a limited way.

3-4 i. Communicates information and ideas in a way that is somewhat appropriate to the audience
and purpose.
ii. Somewhat organises information and ideas.

5-6 i. Communicates information and ideas in a way that is mostly appropriate to the audience and
purpose.
ii. Mostly structures information and ideas according to the task instructions..

7-8 i. Communicates information and ideas in a way that is completely appropriate to the audience
and purpose.
ii. Structures information and ideas completely according to the task instructions.

CRITERION D: CRITICAL THINKING

Mark The student:

0 Has not reached a standard described by any of the descriptors below

1-2 iv. Identifies different perspectives.

3-4 iv. Recognizes different perspectives and suggests some of their implications.

5-6 iv. Clearly recognizes different perspectives and describes most of their implications.

7-8 iv. Clearly recognizes different perspectives and consistently explains their implications.