Embedded Assessment 6

Embedded Assessment 6.1 – Researching and Teaching a Cultural Conflict

Part I: Work with a group of three to five students to explore a clash between cultures. Along with your group members, you should research and examine the literature that was inspired by the conflict. Using a variety of resources, locate a number of texts (two per group member) that demonstrate a variety of non-fiction and literature genres: poetry, short stories, drama, artwork, film, etc. Take notes and collect literature/information for Part II. Complete an annotated bibliography that reflects the research you and your group conducted on the cultural conflict (see handout from earlier this year for formatting).

Note: Annotated bibliography will be the summative assessment for Part I and be a group grade. Word Process.

Part II: Work with your research group members and plan a class lesson that teaches the significance and impact of the cultural conflict you researched. The presentation/lesson should engage the class in activities that you and your group members create to teach them about the conflict researched. You must include 1) a historical overview of the conflict including a map, if applicable, 2) four pieces of research (shown through teaching activities) representing three different genres that demonstrate your understanding of the conflict, and 3) an analysis of the lasting impact of that conflict (including possible solutions). You and your group members must engage the class in activities that effectively teach them about your conflict. Consider a variety of formats available for presentation: TV news broadcast, documentary film, talk show, quiz show, radio program, or college lecture series. Your presentation/lesson may not exceed 50 minutes. Also, as an individual, you must provide a reflection on what you learned throughout the research and development of this project.

Individually write a reflection on what you have learned from the project, working with your peers, and about cultural conflicts overall.

Note: Part II will be assessed in two ways.

A group grade will be earned during the presentation/lesson, see rubric. Students must share time equally.
Individual grades will be earned for presentation skills and individuals’ word processed written reflection.

Steps – Part I

	1.	Return to the list previously created of ethnic, cultural, and political conflicts. As a group, explore two or three that interest you.
	2.	Select one conflict for research and have it approved by your teacher.
	3.	Research the conflict to gain an overall understanding of the political, social, and cultural implications of the conflict. Try to find possible solutions to the conflict or the historical impact, if possible.
	4.	Locate eight texts that represent ideas from the conflict. Some sources are magazine articles, artwork, poems, short stories, graphic novels, pictures, drawings, maps, and any other printed material.
	5.	Find at least one text that will act as a historical overview and a map of the region, if applicable.
	6.	Be sure to look over the list of possible genres to get a wide view of the conflict. You need to research and include a variety of texts (consider print and non-print).
	7.	As a group, create a Annotate Bibliography following proper formatting page and submit it to your teacher.

Steps – Part II

	1.	Along with your research group, decide upon a presentation format for your topic.
	2.	Return to your research – select the most appropriate texts for your lesson.
	3.	Create a teaching activity—a method, strategy, or approach—for each text used in the research that will help your classmates read and understand the text.
	4.	Provide an explanation of the pieces used that tell what the pieces reveal about the conflict and why the particular genre is effective at demonstrating the conflict.
	5.	Now choose three of the five pieces to present and teach to the class. One of the pieces chosen must be a historical overview of the conflict.
	6.	Plan your presentation, making sure that each group member has an active role in presenting the information to the class. Roles should be equal, activities should vary to get optimal engagement from your peers. Create a detailed outline of the presentation – including roles, tasks/activities, organization, etc.
	7.	The presentation must provide possible solutions of the conflict or show the lasting historical impact on modern society.

Part I: Scoring
Criteria

Exceeds Expectations

Meets
Expectations

Does Not Yet
Meet Expectations

Research Process to Select Genres

Students’ selected texts unveil extensive research. The genres selected display an in-depth understanding of the cultural conflict.

Students’ selected text unveils thorough research. The genres selected are relevant and unveil the essence of the cultural conflict.

Students’ selected texts fail to capture the essence of the cultural conflict. The pieces selected do not show evidence of significant research.

Annotated Bibliography

Students craft an exceptional annotated bibliography that contains well-elaborated descriptions of the selected sources. The annotation effectively evaluates the relevance of the works cited.

Students craft a thorough annotated bibliography that contains thoughtful descriptions of the selected sources. The annotation adequately evaluates the relevance of the works cited.

Students craft a marginal annotated bibliography that contains minimal or missing descriptions of the sources presented. The annotation that exists fails to evaluate the works cited.

Comments:

Part II: Scoring Criteria	Exceeds Expectations	Meets Expectations	Does Not Yet Meet Expectations
Presentation of the Conflict	Presentation contains an effective overview of the conflict.	Presentation contains an adequate overview of the conflict.	Presentation of the conflict contains an overall lack of understanding of the conflict.
Presentations Engage Class and Utilize Teaching Strategies	In-depth presentation with teaching strategies that engage the audience. Teaching strategies enhance the participants’ understanding of the conflict presented.	Presentations engage class and utilize teaching strategies.	Presentation does not contain teaching strategies or the strategies are barely evident in the presentation.
Discussion of Solution or Historical Impact of the Conflict	Presentation contains an engaging thoughtful discussion of the proposed solution to the conflict or the historical impact. Discussion of the solution or historical impact reflects an in-depth mastery of the conflict.	Presentation contains a proficient discussion of solution or historical impact of the conflict.	Presentation contains a discussion of a proposed solution or historical impact of the cultural conflict that is irrelevant to the topic or reflects little or no understanding of the topic of the conflict.

Comments:

Part II: Scoring
Criteria

Exceeds Expectations

Meets
Expectations

Does Not Yet
Meet Expectations

Individual Presentation Scoring Guide

The presentation is polished and professional.

Sweeping and sustained eye contact is used.

No filler sounds or slang. Presenter’s volume and pace are appropriate, and display genuine enthusiasm.

Appropriate word choice and sophisticated vocabulary are used.

A confident and relaxed posture, appropriate hand gestures and body language make the presentation highly effective.

Professional dress or costume enhance the delivery.

Comments: