Infographic Evaluation
Directions: 1st look at your DTM graph, and get reacquainted with the data that allows you to determine acountry’s stage (1-5). Then look for infographic projects that exhibit those specific characteristics for the stage
you need to evaluate (the order doesn’t matter but…...find a stage 2 infographic to do your evaluation on, when
finished find a stage 3, then stage 4, then stage 5). *if there are no infographics in the entire class at that stage
(which I doubt) please let me know and I will make one available.
Infographic Form
18 Categories form
Category YES/No 1 - 5 PTS
Are all 18 Data Points listed and displayed?
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Country flag, coat of arms, world map, and individual country map displayed
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Are the 3 required How To graphics present (Pop Pyr, Pop Compar, Pop growth)
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PARC principle ( aligned, contrasting colors, clear easily read numbers, etc)
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Use of Clipart/graphics - are the graphics or clipart selected accurately related to the subjects they are associated with?
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Theme - does the infographic have a consistent theme in color?
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Are there items on the infographic related to the country or region represented
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Overall aesthetics - is it nice looking.
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You will do this activity 4 times, one for Stage 2, 3, 4 and 5. Your data points/subjects should be very similar, but the data itself will be very different
for a stage 2 vs a stage 5 country
for a stage 2 vs a stage 5 country
List at least one country (by name) you found that was at stage 2, 3, 4, and 5.
Now that you have identified a stage 2 country, explain what data you used and how these findings proves
that it’s a stage 2 country. Your answer should be a paragraph long (5-6 sentences at least)
that it’s a stage 2 country. Your answer should be a paragraph long (5-6 sentences at least)
Comparative Religion Project
Today's schedule
Introduction to the Project
Objective:
1. Students will examine the map of the Middle East and a series of visuals/images that illustrate the variations of the region.
2. Students will examine the variety of groups that populate the Middle East. 3. Compare and contrast beliefs of religions and faith traditions;
4. Evaluate similarities and differences in belief systems and rituals;
5. Encourage research and utilize interactive and experiential activities, pair and group work, group presentation and critical comparative activities
6. Develop speaking, writing and critical-thinking skills
7. Construct knowledge and understanding of world religions.
Rationale: Religion affects many aspects of public life. Governmental policies, daily practices, feelings of right and wrong, societal roles for men, women, children, etc, many times have a connection to a particular faith. Understanding the various belief system around the world will help students understand the actions taken by people of other countries as well as inside the USA.
Evidence: By comparing the various foundations, tenets, and beliefs, students will begin to identify the characteristics of a faith and the reasons behind those actions.
Agenda for today: get in your groups and determine what categories are assigned to which members of your group. Use the link below (Comparative Religion Project Sheet) to assign categories to members and have one student in the group upload that doc to Google Classroom.
Once you have completed that, students can work on 1 of 4 things:
1. Finish Chapter 23 Section 1 questions on Page 474
2. Complete the Chapter 23 Section #1 Quiz
3. Complete the Introductory Activity (see link below)
4. Work on the Religion Project Categories assigned to you
Comparative Religion Project Resources
Intro activity -
Comparative Religion Project sheet
Group Distribution Sheet
