more in-depth information about your group. 10 minutes in length - - PDF document

NDW 4M Global Indigenous Peoples Research & Presentation In groups of three or four you will research one of the following groups and present your findings. Your presentation will comprise of the following: A brief history/background of your group A clear sense of the indigenous populations geographical location (i.e. a global map showing the groups ancestral lands) Provide each class member with a SHORT piece of writing from an indigenous person (i.e. interview, speech, transcript). The writing should reveal the indigenous group s connection to the land as revealed through stories and mythology Some interpretation must accompany the writing selection provided to the class. The interpretation should explain how the attachment to the land can be recognized in the writing. (i.e. the land meets physical needs by providing game animals or meets spiritual needs through areas as sacred space) You must provide resource suggestions to other students who may wish to seek more in-depth information about your group. 10 minutes in length You may select one of the following groups: Ainu (Asia) Haida (North America) Kayapo (South America) San Bushman (Africa) Sami (Europe) Feel free to check out the websites listed below: www.pasifika.net/pacific_action/voices/ainu.html (Ainu) www.cs.org (Cultural Survival Publications Department) www.schoolnet.ca/aboriginal/elders-e.html (Indigenous Canadians) www.cwis.org (The Center for World Indigenous Studies) www.galileo.org/tips/storytelling/storyunit.html (Storytelling) Presentation date:______________________ Your group will be evaluated according to the rubric on the reverse side of this page.

NDW 4M Presentation Rubric Categories Level 1 Level 2 Level 3 Level 4 Knowledge/ Understanding

• knowledge of

facts Demonstrates limited knowledge of the indigenous group Demonstrates some knowledge of the indigenous group Demonstrates considerable knowledge of the indigenous group Demonstrates thorough knowledge of the indigenous group Thinking/ Inquiry

• inquiry sills,

planning, selecting, analysing, interpreting appropriate info Applies few of the skills involved in the inquiry process Applies some

• f the skills

involved in the inquiry process Applies most

• f the skills

involved in the inquiry process Applies few of the all or almost all involved in the inquiry process Communication

• speaking

clearly, loudly, appropriate language Demonstrates limited command of

• ral

communication skills Demonstrates moderate command of

• ral

communication skills Demonstrates considerable command of

• ral

communication skills Demonstrates extensive command of

• ral

communication skills Application

• explain the

attachment the group has to the land through written evidence Connects indigenous group to land with little effectiveness Connects indigenous group to land with some effectiveness Connects indigenous group to land with considerable effectiveness Connects indigenous group to land with a high degree of effectiveness

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