Grand River Collegiate Institute Geography Dept.
CGW 4UI World Issues
Name: ______Date: ______Mark ______/54
Learning Goals:
- “As a University level student, I am able to effectively research, analyze, and communicate information about a current, controversial global issue that affects many citizens”
- “I can recognize the multiple viewpoints that exist with global issues and I can suggest possible solutions to these complex issues”
Seminar Requirements:
You must have a PowerPoint or Google Slideshow presentation to accompany your seminar.
Your seminar must be interactive. That means you need to involve and inform the audience. You are required to have at least one interactive activity. This may be a discussion, game, debate, or some other activity. You may have many interactive activities throughout, or one larger one.
Do not read your slides, but inform the class.
Each Seminar is about 20 minutes. You will be cut-off after 25 min.
Studentsmust be ready at start of class, even if presenting second. You are required to be prepared one day before your scheduled date (chosen by you), and one day after.
Materials must be prepared in advance: activities, handouts,videos, etc. Slideshow must be in proper version & format for the school computer. Test prior to your presentation day. Google slides must be shared with me the day before you present
Supporting materials are encouraged, but must be used effectively (3-4 min max for video)
Missing your seminar means you may not get another chance during the school year, and may be required to present during the exam period.
Your rubric must be handed in at the start of class, along with a copy of your slideshow shared with me..
- As a student in the class, you are expected to attend ALL presentations of fellow classmates, and be involved in their seminar. This is a specific expectation for this course. This is also included in your evaluation below.
Seminar Specifics – see rubric for success criteria
1. Student should have an effective way to introduce your seminar – something that will immediately get the audience’s attention. (Hook). You want your classmates to be engaged
2. Student must introduce their issue appropriately by giving the class some background history on what their seminar topic is about. Assume that the audience has limited background knowledge.
3. Student must give a strong overview of the issue and indicate who are the ‘stakeholders’ and major players involved in this issue. Student must identify the different viewpoints and what makes this issue controversial
4. Student must discuss recent updates, developments or legislation related to this issue
5. Student must suggest possible solutions
6. Student must include a bibliography on the last slide, APA format. You must include your article from the first instalment
7. Student should not read slides, but ensure that slides are used to present points, facts, pictures, etc. Direct stats need to be sourced throughout the presentation (APA).
8. Student must engage the audience, and involve the audience in the seminar
9. Student must be present for other seminars and must be actively involved in learning environment
criteria / Level 1 / Level 2 / Level 3 / Level 4 / Mark- Inquiry: research and opening intro
Research demonstrates limited knowledge of facts, terms, and concepts as they relate to issue / Topic is introduced
Research demonstrates some knowledge of facts, terms, and concepts as they relate to the issue. Little info from instalment 1 / Topic is introduced in an effective manner (hook)
Research demonstrates considerable knowledge of facts, terms, and concepts as they relate to the issue. Some info from instalment 1 present. / Student introduces topic in a highly creative / effective manner (hook)
Research demonstrates thorough knowledge of facts, terms, and concepts as they relate to the issue. Research has been from many sources, including instalment one, and is very thorough. / /6
- Background info Knowledge / Inquiry Communication
High degree of accuracy is presentexplained at a level suitable for audience. Background has been analyzed withsourced stats/charts/ or other materials / /4
- Issue overview: Inquiry, Analysis, communication
-Sourcing of stats is not present / Student provides a brief overview of the issue; some stakeholders, viewpoints and details have been mentioned, but more detail is needed
-Not all relevant stats and details are sourced / Student provides an accurate overview of the issue.
Many stakeholders, viewpoints and details have been discussed.
Some stats and info has been sourced accurately / Student provides a highly accurate overview of the issue.
All stakeholders, viewpoints and details have been discussed with detail and thoroughly analyzed.
All Info has been analyzed with sourced stats/charts/ or other credible materials that adds to the overall effectiveness. / /6
4. Current developments and legislation: Inquiry, Analysis, knowledge / Student does not discuss recent updates, developments or legislation
- More analysis, investigation and detail is needed. / Student discusses some recent updates, developments or legislation.
Some detail and analysis is evident / Student discusses recent updates, developments/legislation with accuracy and effectiveness.
Many developments have been analyzed, student has communicated info effectively. / Student discusses recent updates, developments/legislation with a high degree of accuracy and effectiveness.
Developments have been analyzed, and student has communicated information effectively. Student has made connections which are clearly communicated. / /4
5.Solutions: Making Connections & Analysis / Student has not suggested realistic solutions / Student discusses brief and/or simple solutions.
Detail has not been provided. / Student discussessolutions.
Detail has been provided.
Solutions are realistic and relevant to issue. / Student suggests and discusses solutions with great effectiveness.
Great detail has been provided.
Solutions are realistic and relevant to issue. / /6
6.Bibliography; on last slide, APA format / Bibliography does not contain four sources and format is incorrect / Bibliography may not contain at least four sources or format is incorrect / Bibliography contains four sources and is in proper APA format. / Bibliography contains more than four sources and is in proper APA format.
-All sources listed are excellent choices and student has selected a variety of sources such as books, articles, etc / /6
7.Communication –format and style of presentation/ppt / Student does not present their information, but reads slides to the class
presentation is not effective / Student presents some information, but reads some slides to the class
Presentation has some effectiveness / Student presents information with considerable effectiveness, and does not read slides to the class.
Presentation is considerably effective. Graphics and large font have been used / Student presents informationwith exceptional effectiveness. Student uses slides as an aid only, and delivers information effectively.
Slides are appealing and easy to read. Graphics/charts etc. are an excellent choice and have been cited correctly. Presentation is excellent. / /8
8.Inquiry/Communication: activity, discussion / Student does not involve the audience / Student somewhat involves the audience / Student involves the audience considerably well through interaction, audience is engaged in the presentation / Student involves and engages the audience with effectiveness throughout the presentation.
Engaged audience actively participates and learns from the activities in this seminar. / /6
9.Involvementin other seminars / Student does not get involved in many seminars presented by classmates / Student does somewhat get involved in seminars presented by classmates / Student gets involved considerably well in many seminars presented by classmates / Student gets involved in all seminars presented by classmates, and adds great information to discussion. Student has learned from seminar presentations; as evident through interaction. / /8