The+Country+Project

=The Country Project = In this project, you will be exploring a developing world country according to the topic that we have discussed as a class. You will use the Inquiry Process of Investigating a Topic, Narrowing your Research, Putting it All Together and Presenting. This project will require a lot of work and I have high expectations. Please work hard!

Part One: Investigating a Topic
**A: ** Your first task is to answer the following questions as they apply to your country. You will research your country in general according to the following questions. Remember, these are your Curriculum Outcomes (what you are supposed to be learning) AND your test questions.
 * __ What is culture? __
 * What does it mean when we talk about the “culture” of a country?
 * What are some of the important elements of the culture of the country you are learning about?


 * __ How do current and historical events affect a country’s physical and social environments? __
 * What historical events have made the country you are learning about the way that it is? How have they affected the country?
 * Are there any current events happening in your country that are changing the way people live? How?


 * __ What kind of power exists for individuals, nations and regions? __
 * What kind of power do the people in your country have? For example, can they vote to change the government?
 * What kind of government does your country have? (Dictatorship? Democracy? Monarchy? Etc.)
 * Describe what having this kind of government means for the people that live there and what kind of power they have over their people.
 * __ What are the strengths and weaknesses of different kinds of governments such as dictatorships, oligarchy and democracies? __
 * Research the following types of governments: Dictatorships, Monarchies, Democracies, Constitutional Monarchies and Oligarchies.
 * Find an example of a country with each kind of government
 * Describe what you think would be the STENGTHS and WEAKNESSES of each type of government.
 * __ How do resources influence the economic conditions of people? __
 * This is where you will begin the rest of your project. Please see Part Two

**B: ** Over the last month or so we have explored the following social conditions that affect developing countries. Research these for your specific country:
 * Access to resources like water, food, shelter etc.
 * The effect of infectious diseases like HIV/AIDS, malaria, cholera, leprosy and any other diseases that occur often in your country.
 * War and how it has affected the conditions of the people in your country
 * The effects of poverty
 * The debt that your country carries and its effect on the people
 * Farming and access to food
 * Education (or lack of) and how it is effecting the people in your country
 * Health care and the treatment of your people.

**C: ** After exploring all of these areas, you will then research Canada according to the same topics. Write a paragraph for each, comparing your developing country to Canada.

** Part Two: Narrowing your Topic **

After all the research that you have done, you should have a gained an interest in a more focused topic based on a condition or issue in your country. Where you outraged that girls did not get to go to school? Did the AIDS epidemic trouble you? What about the use of children as soldiers or cheap labour? Your task now is to choose an issue in your country and do the following with it:


 * ** Research your chosen issue in detail and remember to think about how it affects the people, not about the statistics. **


 * ** Compare the way your topic affects the people in your country how people in Canada are affected by the same topic. Ex. If you are exploring education rates for girls in your country you must compare it to the education rates of Canadian girls and what that means for girls in Canada. How do their lives compare because of this? **


 * ** Put all of the information you gather on your topic in your country and in Canada into a presentation for the class. Options for presentation include: **


 * ** A Mock Documentary **
 * ** A dramatic presentation either filmed or acted live **
 * ** A simulation with the class that you make up **
 * ** Present your issue and debate it with the class **
 * ** Have the class participate in a mock UN assembly to discuss the issue and find resolutions to it. **
 * ** Web animation tools like Xtranormal (please discuss with me first) **
 * ** Any other interactive way to present your issue **

** PLEASE NOTE: There are no options for PowerPoints or Posters, be creative! **

** Part Three: Twitter **

While doing the research for your narrowed topic, you will also be asked to use Twitter to collect information and data about social justice information for your topic. To do this follow these steps:


 * Create a Twitter account
 * Tell me your Twitter name so I can follow you.
 * Share your Twitter name so your classmates can follow you as well
 * Begin following Social Justice Organizations so that you can gather information about their organization and topics that they Tweet about. Some examples of organizations to follow are:
 * UNICEF
 * United Nations (they have specific Twitter feeds for different topics)
 * Craig and Mark Kielberger
 * Free the Children
 * Amnesty International (Human Rights Organization)
 * Global Exchange (Human Rights Organization)
 * Green Peace
 * Global Good Partners
 * Oxfam America
 * One
 * Third World Network
 * Any other Twitter organization that relates to your topic


 * After following many organizations on Twitter, your job is to use some of the Tweets to gain information for your project. You can also re-tweet others tweets and send your own to help your classmates and followers learn more about the conditions in your country and others.
 * I will be monitoring your Tweets and how you use it will be part of your final grade.
 * You will also be asked to complete a survey on how well you think Twitter helped you gain information for your project.

ASSESSMENT Inquiry Presentation Rubric Names: ____________________________________________
 * **Preparedness**

**/4**  ||   Student is completely prepared and has obviously rehearsed. ||  Student seems to have prepared their research but might have needed a couple more rehearsals, or further planning. ||  The student is somewhat prepared, but it is clear that rehearsal was lacking or research incomplete. ||  Student does not seem at all prepared to present. ||
 * **Creativity**

**/4** ||   Uses the unexpected to full advantage; very original, clever, and creative approach that captures audience's attention. ||  Some originality apparent; good variety and blending of materials/media.

Method of presentation is appropriate for topic  ||   Little or no variation; a few original touches but for the most part material presented with little originality or interpretation. ||  Bland, predictable, and lacked “zip. Repetitive with little or no variety; little creative energy used. Method inappropriate for topic. ||
 * **Quality of Content**

**/8** ||   Information clearly relates to the main topic. It includes several supporting details and/or examples. Well researched and well presented. You know your stuff! ||  Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. More research could have helped you have more knowledge on your topic. ||  Information clearly relates to the main topic but no details and/or examples are given. There is little interpretation of information and is mostly statistics. ||  Information has little or nothing to do with the main topic. ||
 * **Comprehension**

**/8** ||   Student demonstrates full knowledge (more than required) and in depth understanding of the topics. Makes connections, shows insight with explanations and elaboration. ||  Student is at ease and answers most questions with explanations and some elaboration. Shows some insight and connections. Can explain in own words. ||  Student is uncomfortable with information and is able to answer only rudimentary questions, but fails to elaborate beyond notes. ||  Student does not have grasp of information; student cannot answer questions about subject. || **/4**  ||   Clear, well-paced; good eye contact, well-rehearsed, little need for notes. Easy to follow, smooth transitions. ||  Clear, good pace and pronunciation; good eye contact; checks notes. Logical sequence. ||  Some hesitation; some fillers, but moves along; some eye contact, but relies heavily on notes. ||  Hesitates, whispers;
 * **Presentation**

many “fillers”;

poor eye contact. Hard to follow. ||