Humanities



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Well done Jono. Good perserverence to get this done

Map wing media type="custom" key="7512881"

media type="custom" key="7512959"My Contour Model

I created the contour model in humanities class by using some cardboard and a sheet of paper Mr. Piers gave me and we had to use scissors to cut the pieces off a piece of paper which has a map on it. It does teach you about contour models because you have to make the model and get a chance to see your version of the contour model. I created the map on Google Earth and zoomed into Codrington School and we went add polygon and draw it around the map of the school. Then we chose the colour if the polygon. Then we did the same thing accept we outlined the big field or any place at the school then we choose the colour we then did that until all the school was complete. I have learnt how to make a map on google earth.

Good Effort Jono but you needed to add more points to your mapwing tour and you needed to describe the places on the map more.
 * || 1-2 || 3-4 || 5-6 || 7-8 ||
 * ** D: ** Information provided by map || not always relevant || mostly relevant || relevant || always relevant ||
 * ** D: ** Audience/ Purpose i.e. is it suitable for a new student to find out about Barbados and Codrington. || unclear || occasionally unclear || Suited to audience || language, style, visuals always appropriate ||
 * ** C : ** Accuracy – Did you follow conventions with maps. – Border, Title, key, scale. || some evidence || errors in conventions || only occasional errors in conventions || conforming to all conventions ||



[[file:The Big Era 2 worksheet.docx]]
Nice work on this Jonathan - however, learn how to use the embed and upload option with powerpoints. Also be careful when using the fancy aspects such as flashing titles, that you put them in the right order, or it just looks confusing. Criteria D - Presenation and organisation - 5/8


 * || **1**  ||  **2**  ||  **3**  ||  **4**  ||
 * **Presentation to audience** || Does not address the intended audience || Minimal attempt to address the audience || **Addresses the audience and captures attention, but interest level may drop** || Addresses the audience and slides would captivate and encourage those to attend the field trip ||
 * **Numbers of slides** || Limited number with many points missing || A few slides missing from one or the other section || **Nearly all slides present. Some may have all but not cover the content enough** || All slides present and all providing the information required. ||
 * **Visual Presentation** || Few visual or poor choice of visuals. No annotations. || A number of visuals produced although there is a lack of annotation. || **A large number of visuals chosen with some annotations. May be lacking on some visuals though.** || All visuals chosen are annotated well and lead to the presentation looking professional ||
 * **Spelling and Grammar** || Many mistakes || **A number of errors.** || A few errors || Excellent spelling and grammar. ||
 * **Sources** || No sources || **A couple of sources** || More sources but not very well identified. || All sources correctly identified ||

One of the main things about being an Inquirer Jonathan is that you have to Inquire? That means that you may actually have to do some research of your own, and not rely on the two short bits of information that I gave you.

A lot more effort is needed to do this properly! 3/10

Summary contains some accurate information || Able to clearly locate different places and show them on map that relate to clips. A wide range of specific information given in the summary. || Very well annotated map showing exact location of video clips with date and specific events that occurred as backed up with a well written summary of events. ||
 * **Difficulty in placing video clips to location on map or time.** Very simple summary, no specifics || Fairly accurate location of video clip either in place or time. **Simplified summary with little specifics** || Location of clips recognized and an idea of date shown.
 * Explanation for reasons why Alexader was Great are minimal or absent. No specific information. || L**acking depth in analysis. Explanations are simple with few facts given to back up reason for Alexanders Greatness** || Satisfactory level of analysis showing supporting evidence from own section and others to give reasons for Alexanders “Greatness” || Analysis of Greatness in greater detail with good evidence shown on most of the issues. || High level of analysis of idea of “great” – good reasons and excellent explanations with thorough evidence. Is aware of “however”. ||