Chy 4u1: Complicated Legacy Presentations
Autor: Caroline Lee • April 19, 2018 • Essay • 1,105 Words (5 Pages) • 806 Views
CHY 4U1: Complicated Legacy Presentations:
By this point, we have explored the purpose of presentations at the university level. We have also considered the qualities of effective presentations. Our rubric for this project is built around this consideration.
At the appropriate chronological point in our course, one or two students will present a Complicated Legacy project. They will choose a single important figure from one of the following periods:
- Renaissance and Reformation
- Scientific Revolution and Absolutism
- Enlightenment
- French Revolution and Napoleon
- Industrial Revolution
- Revolutions of 1848
- American Civil War
- The Rise of the Nation-State
- Imperialism
- Russia in 1905
- WWI and Russian Revolution
- WWII, China Moves Forward and British Decline
- Post-WWII
Please note that, if students wish, there may be more than one presentation per era. However, these presentations must present different icons.
Please note also that, although presentations may be done in pairs, students will receive individual marks.
Your presentation will likely have a very important anachronism: digital slides, each of which will have a title that corresponds to their covered content. Note that two slides should cover each section:
- Personal Life – These slides will outline the personal life of the chosen character and note how it shaped his/her views and thinking. It will use four specific examples to make its argument. To complete this section, examine your subject’s biography in relation to their views and perspectives on issues. Note key dates, events, and people.
- Significance - These slides will outline the impact of your subject on the culture of their own time. How did your subject impact their society? How did others react/respond to your subject’s ideas? How was your subject involved in improvements to or changes in society?
- Complexity – When your subject is explored through a modern lens, what issues emerge? Why, in some circles, is this person poorly regarded in modern times? Why, in other circles, are they still admired?
- Legacy – Choose a real, specific “monument” to your subject. This could be a statue, a building, an object, or something. Based on modern criteria, is this monument “acceptable”? Why or why not? How might this person be honoured further, but appropriately, in modern times?
Note that, following your seminar, your digital presentation, as well as a Chicago Style bibliography, must be submitted electronically.
Seminars should be around fifteen minutes in length.
Stages:
- Character and era chosen
- Students come to class prepared with a bibliography
- “Icon of Era” presentation takes place
- Post-seminar journals are submitted
CHY 4U1: “Complicated Legacy” Journal: Important Details:
Your post-presentation journal will answer the following questions:
“How is ‘progress’ defined?” and “How does a person improve society”?
Your journal must reference two seminars, neither of which can be your own, in the construction of these answers. No further supplimental research is required. Journals must be a minimum of five pages, double-spaced in length.
CHY 4U1: “Icon of Era” Presentation Rubric:
Level I | Level II | Level III | Level IV | |
Application: Does the presentation apply four details of the subject’s personal life to his/her later views/thinking? | The presentation does not apply details of the subject’s personal life to his/her later views/thinking | The presentation applies limited details of the subject’s personal life to his/her later views/thinking | The presentation applies strong details of the subject’s personal life to his/her later views/thinking | The presentation applies excellent details of the subject’s personal life to his/her later views/thinking |
Application: Does the presentation comment effectively on the subject’s contribution to thought in his/her own time? Is the reaction to this contribution noted? | The presentation does not comment effectively on the subject’s contribution to thought in his/her own time thought. The reaction to this contribution is not noted | The presentation comments effectively on the subject’s contribution to thought in his/her own time thought. The reaction to this contribution is noted | The presentation comments strongly on the subject’s contribution to thought in his/her own time thought. The reaction to this contribution is strongly noted | The presentation comments very strongly on the subject’s contribution to thought in his/her own time thought. The reaction to this contribution is very strongly noted |
Application: Does the presentation comment on the concerns of the subject? Are proper solutions to these concerns noted? | The presentation does not comment on the concerns of the subject. Proper solutions to these concerns are not noted | The presentation comments on the concerns of the subject well. Proper solutions to these concerns are noted | The presentation comments on the concerns of the subject very well. Proper solutions to these concerns are noted well | The presentation comments on the concerns of the subject excellently. Proper solutions to these concerns are noted precisely |
Application: Does the presentation apply the presentation skills modelled and outlined in class? | The presentation does not apply the presentation skills modelled and outlined in class | The presentation applies the presentation skills modelled and outlined in class well | The presentation applies the presentation skills modelled and outlined in class very well | The presentation applies the presentation skills modelled and outlined in class excellently |
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