003 - Case Study of an Explorer

Conceptual Question

Did exploration by the Europeans cause disparities in wealth and development?



Activity One - Name that Explorer

  1.  Name the explorers in the pictures below.
  2.  Write down what the explorers in the pictures are famous for.

Taken From: https://upload.wikimedia.org/wikipedia/commons/8/8d/Vasco_da_Gama_-_1838.png
Taken From: http://cp91279.biography.com/BIO_Bio-Shorts_0_Ferdinand-Magellan_149622_SF_NEW_HD_768x432-16x9.jpg
Taken From: Britannica
Taken From: http://www.history.com/s3static/video-thumbnails/AETN-History_VMS/931/63/History_Ask_History_Did_Columbus_Really_Discover_America_SF_still_624x352.jpg









Activity Two - Essay

Your task is to write an essay on the impact that an explorer of your choice has had on the world today.

Requirements

You need to consider the following points:
      1. Who is your explorer?
      2. What did he discover?
      3. What were the positive impacts of his discovery?
      4. What were the negative impacts of his discovery?
      5. Overall was his discovery a positive of negative impact on the world?
You can take each question and answer it in separate paragraphs. Remember you will need to illustrate your ideas using evidence - quotes, data etc.


Presentation Requirements

  • 750 words in length
  • Typed - size 12 font in either Ariel or New Times Roman script
  • Bibliography

How will I be Assessed?

How will I be Assessed?

Criterion A: Knowing and Understanding

Achievement level

Level descriptor

T

S

0

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




1–2

i.   makes a limited use of terminology

ii.  demonstrates basic knowledge and understanding of content and concept through limited descriptions and/or examples.




3–4

i.   uses some terminology accurately

ii.  demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples.




5–6

i.   uses considerable and relevant terminology accurately

ii.  demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples.




7–8

i.   consistently uses a range of terminology accurately

ii.  demonstrates detailed knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples.




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 style that is not always clear

ii.  organizes information and ideas in a limited way

iii. lists sources of information inconsistently.




3–4

i.   communicates information and ideas in a style that is somewhat clear

ii.  somewhat organizes information and ideas

iii. creates an adequate reference list and sometimes cites sources.




5–6

i.   communicates information and ideas in a style that is mostly appropriate to the audience and purpose

ii.  mostly structures information and ideas according to the task instructions

iii. creates an adequate reference list and usually cites sources.




7–8

i.   communicates information and ideas in a style that is completely appropriate to the audience and purpose

ii.  structures information and ideas completely according to the task instructions

iii. creates a complete reference list and always cites sources.




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

i.   begins to analyse concepts, issues, models, visual representation and/or theories in a limited way

ii.  begins to identify connections between information to make simple arguments

iv. identifies different perspectives.





3–4

i.   completes a simple analysis of concepts, issues, models, visual representation and/or theories

ii.  summarizes information to make some adequate arguments

iv. recognizes different perspectives and suggests some of their implications





5–6

i.   completes a substantial analysis of concepts, issues, models, visual representation and/or theories

ii.   summarizes information to make usually valid arguments

iv. clearly recognizes different perspectives and describes most of their implications





7–8

i.   completes a detailed analysis of concepts, issues, models, visual representation and/or theories

ii.   summarizes information to make consistent, well-supported arguments

iv. clearly recognizes different perspectives and consistently explains their implications