002 - A Lost Civilisation

Debatable Question

Was the increasing demand for food the primary cause of death on Easter Island?


Malthus in Action

It´s a mystery
What happened to the people who carved big heads out of stone?

Easter Island Carved Stone Heads

Home - Easter Island





Task

Your task is to investigate why the people of Rapa Nui disappeared and to present your findings to the group. You will be working in teams of 3 or 4. 

Activity One - Devising a Concept Question

  • As a team devise a concept question for the project. The command word which you use is important as it could narrow your focus. Try and use the specific MYP Humanities command words which are on display in the classroom.
  • Remember you will need to back up your theories with specific data and archaeological evidence.



Activity Two - Research

To answer your question you will need to research and record your answers thoroughly. To record your teams findings you will use a MindMeister Map which you will share with me. Consider the following points when researching:


  • Map - Where is the island located? Remember to label the key features such as mountains, rivers, ports, natural resources etc.
  • Inhabitants - Who lived there and when? Why did they go there? What did they do? Why are they famous?
  • Disappearance - What happened to the island for the people to disappear? Think about the types of resources they used.
  • Today - How is the island described today? Has it recovered?

Easter Island.doc


Useful Links



Activity Three - Future Predictions

How relevant is Malthusian theory today? As part of your presentation you will also need to consider if such a disaster would happen in todays globally linked world. To do this try and answer the following questions.
  • Where in the world do you think a similar scenario may happen? Explain your answer.
  • Do you think it would be allowed to happen again? Explain your answer.
  • What factors may prevent Malthus's theory from happening again.



How will I be assessed?

How will I be assessed?

Criterion B: Investigating

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

i.   formulates a research question that is clear or focused and describes its relevance

ii.  formulates a limited action plan to investigate a research question or does not follow a plan

iii. collects and records limited information, not always consistent with the research question

iv makes a limited evaluation of the process and results of the investigation.





3–4

i.   formulates a research question that is clear and focused and describes its relevance  in detail

ii.  formulates and somewhat follows a partial action plan to investigate a research question

iii. uses a method(s) to collect and records mostly relevant information

iv. evaluates some aspects of the process and results of the investigation.





5–6

i.   formulates a clear and focused research question and explains its relevance

ii.  formulates and follows a substantial action plan to investigate a research question

iii. uses methods to collect and record appropriate, relevant information

iv. evaluates the process and results of the investigation.





7–8

i.   formulates a clear and focused research question and justifies its relevance

ii.  formulates and effectively follows a comprehensive action plan to investigate a research question

iii. uses research methods to collect and record appropriate, varied and relevant information

iv. thoroughly evaluates the investigation process and results.




Criterion C: Communicating

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

i.   communicates information and ideas in a limited way, using a style that is limited in its appropriateness to the audience and purpose

ii.  structures information and ideas according to the specific format in a limited way

iii. documents sources of information in a limited way.




3–4

i.   communicates information and ideas satisfactorily by using a style that is somewhat

appropriate to the audience and purpose

ii.  structures information and ideas in a way that is somewhat appropriate to the specified format

iii. sometimes documents sources of information using a recognized convention




5–6

i.   communicates information and ideas accurately by using a style that is mostly

appropriate to the audience and purpose

ii.  structures information and ideas in a way that is mostly appropriate to the specified format

iii. often documents sources of information using a recognized convention




7–8

i.   communicates information and ideas effectively and accurately by using a style that is completely appropriate to the audience and purpose

ii.  structures information and ideas in a way that is completely appropriate to the specified format

iii. consistently documents sources of information using a recognized convention.




Criterion D: Thinking Critically

Achievement level

Level descriptor

T

S

0

The student does not reach a standard described by any of the descriptors below.




1–2

ii.  summarises information to a limited extent to make arguments

iv.  identifies different perspectives and minimal implications




3–4

ii.  summarises information to make arguments

iv.  identifies different perspectives and minimal implications




5–6

ii.  synthesizes information to make valid arguments

iv.  interprets different perspectives and their limitations.




7–8

ii.   synthesizes information to make valid, well-supported arguments

iv. thoroughly interprets a range of different perspectives and their implications.






Activity Four - Evaluations and Reflections

Complete the grid in the link below as you listen to the different presentations.

Easter Island Evaluations - Year 11