Tour De France

This assessment project will allow students to use the resources available in the 21st century to learn about a
country. Students will develop their understanding of a foreign country through case studies of one country
through several subjects. They will demonstrate these understandings through a presentation to
underclassmen and compare and contrast their newly acquired knowledge to their understanding of the
United States.

Music Agriculture Geography/History

Theory of Music: 2. Classification by genre, style, historical
period, or culture
Aesthetic Valuation of Music: 1. Practice of appropriate
behavior during cultural activities
Objectives/Essential Understandings: SWBAT. . .
Identify differences in style between music of different
countries in the 19th century
Describe key aspects of impressionism in music.
Inquiry Questions:
How did music in France differ from other countries in the
19th century?
Who is the most famous composer of impressionist music?
Misconceptions:
Music of the 19th century was entirely dominated by
Germans.
Ravel composed entirely in the impressionistic style.
Formative Assessments:
Postcard: Students in their groups will choose two pieces of
music composed during the 19th century in different countries and
compare and contrast the musical aspects using the format of a postcard.
Door Ticket: Students will write the name of one scale which
Debussy uses in his music which exemplifies the musical style of
impressionism.
AGCL.01.01.b- Analyze global trends (population, societal, income,
health, environmental) and the impact on food supply
Objectives/Essential Understandings: SWBAT
Identify differences in agricultural production when compared to the
United States
Explain how trends or cultural practices in France created these
differences.
Inquiry Question:
How does geography impact the agricultural practices used?
Misconceptions:
Agriculture is fluent throughout all countries
Laws that govern food production are similar throughout all countries
Formative Assessments:
Brochure: Students will create a panel for their final brochure
describing the main agricultural commodities produced in France, and
the cultural foods eaten here.
Activity: Students will create one interactive activity of their choosing
to demonstrate a part of the agricultural industry in France. Examples
include planting herbs, making butter, milking a goat, etc.
2..3: Understand The interconnected nature of the world, its people and
places
Students will research and gather data, and interpret human features to
discuss how cultures interact and compare and contrast each other, in
addition to defining vocabulary and discussing historical impact.
Students will understand how to use technology to visit and analyse
landmarks and locations and communicate geographic data for informed
decisions.
Students will analyse and research historic landmarks and monuments of
their assigned country. will utilize online school databases and webquests to
gather data
How can technology enhance students learning experience with cultural
geography?
1: NearPod: Using the class set of iPads students will explore Notre Dame
pre and post fire in a Virtual Reality Field Trip.
2: Brochure: Students will create a panel of our class brochure describing
Landmarks to visit in France and focus on their trip to Notre Dame before
and discuss how a landmark affects the culture in France and how the
monument shows historic change over time and cultural identity.

Summative Assessment: The seniors will be placed into groups of four. They will create a poster project which includes information from the three
content areas to present to freshmen in a gallery walk, given the expectations outlined in the rubric. Students will then present the information on
the poster. They are encouraged to be creative in the presentation (dress in clothes from your country, bring props, etc.) After the presentation, the
freshmen will fill out surveys assessing the impact of the presentations.
 Summative Rubric
Superior (A/B)
Content Poster demonstrates thorough
research including three landmarks
of France, two agricultural facts, and
a musical piece which exemplifies
impressionism in music.
Physical Appearance Information is very organized with
well constructed paragraphs,
information clearly relates to main
topic with several supporting details,
and diagram/illustrations are neat,
accurate, and add to the finished
project
Mechanics No grammatical, spelling, or
punctuation errors.
Freshmen Surveys Surveys indicate presentation was
engaging and lists three takeaways.
Proficient (B/C)
Poster demonstrates adequate
research including two landmarks of
France, one agricultural fact, and a
musical piece composed by a
French composer.
Information is organized but
paragraphs are not well
constructed, information clearly
relates to main topic but includes no
supporting details,
diagrams/illustrations are neat and
accurate, but only sometimes add
the finished project
A few (1-7) grammatical, spelling,
or punctuation errors.
Surveys indicate presentation was
adequately informative and lists two
takeaways.
Below Expectations (D/F)
Poster demonstrates minimal research
including one landmark of France,a
broad idea of agriculture in France,
and is missing a musical aspect to the
presentation.
Information appears to be
disorganized, information has little or
none to do with main topic, diagrams
are disorganized or not accurate, and
do not add the the finished project.
Many (8+) grammatical, spelling, or
punctuation errors.
Surveys indicate presentation lacked
information and lists one or zero
takeaways.