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Newspaper Article Assignment - 8 History

The document outlines an assignment for Grade 8 students to create a newspaper article reflecting on the experiences of a specific immigrant group in British North America between 1850 and 1867. Students are required to use the Historical Inquiry Process to formulate a research question, gather information, and present their findings in a professional article format. The assignment emphasizes critical thinking, creativity, and adherence to specific presentation standards, with assessment based on defined criteria for investigating and communicating.

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44 views6 pages

Newspaper Article Assignment - 8 History

The document outlines an assignment for Grade 8 students to create a newspaper article reflecting on the experiences of a specific immigrant group in British North America between 1850 and 1867. Students are required to use the Historical Inquiry Process to formulate a research question, gather information, and present their findings in a professional article format. The assignment emphasizes critical thinking, creativity, and adherence to specific presentation standards, with assessment based on defined criteria for investigating and communicating.

Uploaded by

singhsehej2011
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Grade 8 – Individuals and Societies

Unit 1– Newspaper Article - MYP Year 3


Due Date: Thursday Feb 19th. Please submit your work in person (1- 2 pgs.)

 Key Concept – Time, Place and Space


 Related Concept- Conflict
 Global Context- Identities and Relationships

SOI- The pathway leading to a developing nation can


create conflict and political unrest amongst the various
minority groups.

Background Information:
Historical Inquiry Process
Use the Historical Inquiry Process (page 8-9 in History Textbook) to conduct your research and
formulate an intriguing inquiry question. A variety of sources need to be explored in order to
best analyze and draw conclusions. You MUST reference and cite ALL sources that are used for
your article

Goal: Your goal is to create a newspaper article showing how one group of
your choice was most or least affected by settling in BNA. The newspaper
article (800 words) should be real and truthful and reflect their
circumstances at that time. Hint: Look at built in ques Ch. 1. You can also
refer to ch. 1 and 2 only.
Role: You are a writer/editor, who lived during that time period (1850-
1867)
Audience: Your audience is a group of young adults who are critically
assessing life in British North America at that time.
Situation: The situation is that you must critically create and evaluate your
article when explaining your point of view.
Product: You will create a newspaper article discussing the lifestyle for
your particular group of immigrants at that time.
Standards for Success: Your work will be assessed using criterions B, and
C.

Task Specific Information:

Follow these steps:


1. All articles must adequately address the 5 W’s (who, what, where, when
and how)
2. All articles have headlines that capture the reader’s attention and
accurately describe the content. All articles have a byline. All graphics have
captions that adequately describe the story.
3. Columns are neatly types in the “justified” style. There are adequate
“gutters” between all columns and articles. A glance at the newspaper
makes you think “professional.”
5. All your articles should establish a clear purpose in the lead paragraph
and demonstrate a clear understanding of the topic.
6. Be creative, have focus on the events and happenings during the time of
before confederation.
7. All of Criterion B / C will be marked.

*** Ensure you newspaper meets the following expectations:


 Accurate and well detailed article
 Very neatly presented
 A lot of effort has been put into the task
 Appropriate colors.
 One perspective considered well.
Criterion B: Investigating

Maximum: 8

At the end of year 3, students should be able to:

i. formulate/choose a clear and focused research question, explaining its relevance


ii. formulate and follow an action plan to investigate a research question
iii. use methods to collect and record relevant information
iv. evaluate the process and results of the investigation, with guidance.

Level Level descriptor Task-specific clarifications

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


0
descriptors below.

The student:

i. identifies a research question that is clear, focused and


relevant
1–2 ii. formulates a limited action plan or does not follow a plan
iii. collects and records limited or sometimes irrelevant
information
iv. with guidance, reflects on the research process and results
in a limited way.
The student:

i. formulates/chooses a research question that is clear and


focused and describes its relevance
3–4 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 The student:

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 methods to collect and record appropriate relevant
information
iv. with guidance, evaluates on the research process and
results.
The student:

i. formulates/chooses a clear and focused research question


and explains its relevance
7–8 ii. formulates and effectively follows a consistent action plan
to investigate a research question
iii. uses methods to collect and record appropriate and
varied relevant information
iv. with guidance, provides a detailed evaluation of the
research process and results.
Criterion C: Communicating
Maximum: 8

At the end of year 3, students should be able to:

i. communicate information and ideas in a way that is appropriate for the audience
and purpose
ii. structure information and ideas according to the task instructions
iii. demonstrate create a reference list and cite sources of information.

Level Level descriptor

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


0
descriptors below.

The student:

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.
The student:

i. communicates information and ideas in a way that is


3–4 somewhat clear
ii. somewhat organizes information and ideas
iii. creates an adequate reference list and sometimes cites
sources.
The student:

i. communicates information and ideas in a style that is


5–6 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.
The student:

i. communicates information and ideas in a style that is


7–8 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.

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