Name: ___________________________

Class: __________________
Parent's signature: _______________________

Year 9
Lost Civilisations - A Journey in Time
Individuals & Societies Assessment
Term 2 - 2016
Teacher Comments:
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Student Reflections: ___Before this assesment I knew little about incas besides

that they were from peru so I did learn a lot.The library periods were good
because I got a lot of information from books and since lachlan and I were
both doing incas we traded notes.I tried to work for atleast 10 minutes each
day whever that be reasherchig or changing the reascherch into my own
words. I choose the presnataion format because it was easy to use and looks
professinal. Some of the problems I accounted were quite weird for exaample
it glitched and all my photos tunred to pictures of vincent I dont know how.
Also some of my pages I created I accadenlty put as blog pages which are
different because you can only put little text into o the side, I fixed this
however by deleting it and making another page but with the proper
formatting. Also it was very hardto export the mindmap and reasgrch in the
web site but I fixed tht by just playing around with it and exportiing it into text

then pdf but you couldnt just drag it in you had actually click instert document
and then fid it that
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Criterion B
Criterion C

Lost Civilisations - A Journey in Time

Due Date: Week 8
Your task:

Choose a civilisation of your choice (this choice must be made in consultation with your
teacher), and create an informative and interesting website which addresses the statement of
inquiry:
Civilisations have developed over time and across space evolving into modern day societies.
Create a mind map or a graphic organiser that will show your planning and research, or other as
approved by your teacher. This needs to be handed in as it will be assessed under Criterion B
Investigating
Your website should include accurate terminology, facts and examples to help answer the
statement of inquiry, as well as appropriate images/music and hyperlinks. Website design options
will be discussed with your teacher.
You must source all the resources used in a bibliography (APA format) included in your website
The target audience for this webpage is a Year 9 student
As part of Criterion B, you will be required to reflect on your investigation process. Your teachers will
guide you through this. This needs to be included as a section/tab on your website.

Part 1
Your website should focus on any 2 of the suggested aspects below:

A. Religious Beliefs
Describe and explain the religious beliefs in your civilisation. Include information on:
a. Ceremonies and ways of worshipping.
b. God or Gods which were important in the religion.
c. The roles of religious leaders such as priests in curing disease and maintaining health
d. Ways in which religion impacted on the lives of the people. Did they believe that ill health was
linked to transgressions?
e. The role of jewellery, crystals and talismans as symbols of power, healing and protection from
injury and sickness.
f. The role of religion in the major celebrations in their lives such as births, weddings, reaching
adulthood, death.

B. Health Issues.
Describe and explain the health issues and medical practises of your civilisation. Include information
On:
a. What health issues were present in this civilisation? eg prevalent diseases, health practices, life
expectancies.
b. What was their sanitation and nutrition like?

c. How did the society protect itself from disease and ill health?
d. What happened if people were sick ~ what was medicine and medical knowledge like at this time?
e. Who healed sick people and who attended births and deaths?
f. What was the infant mortality rate like and their expected lifespan?

C. Social Organisation
Describe and explain how your civilisation was governed and how work was done. For example:
a. How were decisions made, who made them and how did they get to their position of power?
b. How was power distributed? Did men and women have equal rights and responsibilities?
c. Who did the hard manual work, who was responsible for providing food and how did the
civilization defend itself?
d. What link was there between their religious beliefs and their rulers?
e. How was knowledge passed on to children? Did they go to school?
f. Could the people become more powerful over their lifetimes or were they each born into a position
that didnt change?

D. Communications and Writing

Inquire into aspects such as
a. How did they record their stories and their history?
b. What tools and media were used in their writing?
c. Who was able to read and write?
d. What were some of the functions and purposes of their writing? (eg. to record trade transactions)
e. What links were there between their written communication and their religion?
f. What value did their culture place on their written communication?

Part 2
Using your research from Part 1, create another page/section on your website to compare and contrast
modern society with the civilisation of your choice. This will involve anaylsing the similarities and differences.
You need to discuss this under your two chosen aspects from Part 1.
Remember to justify your statements

Criterion B Investigating
At the end of the course, the student should be able to:

formulate/choose a clear and focused research question, explaining its relevance

formulate and follow an action plan to investigate a research question

use methods to collect and record relevant information

evaluate the process and results of the investigation, with guidance.

MYP Level
7-8

5-6

3-4

1-2

Level Descriptor

Success Indicators

The student:
formulates and effectively follows a
consistent action plan to investigate a research
question
uses methods to collect and record
appropriate and varied relevant information
with guidance, provides a detailed evaluation
of the research process
and results

Mindmap or graphic organiser is clear, logically

presented and complete

Evaluation process is highly analytical (depth of thought)

and identifies strengths, weaknesses and next steps)

Clear analysis of differences and similarities

Information is presented consistently in own voice and

targets year 9 students

The student:
formulates and mostly follows a consistent
action plan to investigate a research question
uses methods to collect and record
appropriate relevant information
with guidance, evaluates of the research
process and results

Mindmap or graphic organiser is mostly clear, logically

presented and complete

Evaluation process is appropriate and identifies

strengths, weaknesses and next steps

Mostly clear analysis of differences and similarities

Information is generally presented in own voice and

targets year 9 students

The student:
formulates and occasionally follows a partial
action plan to investigate a research question
uses method(s) to collect and record some
relevant information
with guidance, reflects the research process
and results

The student:
formulates a limited action plan or does not
follow a plan to investigate a research question
collects and records limited or sometimes
irrelevant information
with guidance, reflects the research process
and results in a limited way

Mindmap or graphic organiser is occasionally clear,

logically presented and complete

Evaluation process is appropriate and identifies

strengths, weaknesses and next steps

Analysis of differences and similarities is occasionally

clear

Information is occasionally presented in own voice and

targets year 9 students

Mindmap or graphic organiser is occasionally clear,

logically presented and complete

Evaluation process is appropriate and identifies

strengths, weaknesses and next steps

Analysis of differences and similarities is limited

Limited own voice and does not always target Year 9

students

The student does not reach a standard described by any of the above descriptors.

Comments:

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Criterion C Communicating
At the end of the course, the student should be able to:
communicate information and ideas using an appropriate style for the audience and
purpose
structure information and ideas according to task instructions
create a reference list and cite sources of information
MYP
Level Descriptor
Success Indicators
Leve
l
7-8

5-6

3-4

1-2

The student:
communicates
information and ideas in
a style that is
completely appropriate
to the audience and
purpose
structures information
and ideas completely
according to the task
instructions
creates a complete
reference list and
always cites sources

All information is consistently relevant to chosen civilisation

The student:
communicates
information and ideas in
a style that is mostly
appropriate to the
audience and purpose
mostly structures
information according to
the tasks instructions
creates an adequate
reference list and
usually cites sources

Information is mostly relevant to chosen civilisation

The student:
communicates
information and ideas in
a style that is somewhat
clear
somewhat organises
information and ideas
creates an adequate
reference list and
sometimes cites
sources

Information is sometimes relevant to chosen civilisations

The student:
communicates
information and ideas in
a style that is
not always clear
organises information
and ideas in a limited
way
lists sources of
information
inconsistently

Information is seldom relevant to chosen civilisation

A consistently logical structure/presentation of information

Website is consistently easy to navigate

Bibliography is included and consistently follows APA conventions

Bibliography consistently cites a wide range of various types of sources

(4)
Highly effective website in respect of:

Variety of visual media (eg graphs, photos, video etc)

Graphics and fonts appropriate to context and are consistent

Language conventions are correctly and consistently applied

Technical aspects are consistently effective and sophisticated (theme,

layout, image/text balance, links need to be logical and working, tabs
and sections are clear)

Consistently appropriate to audience (year 9 students)

Generally logical structure/presentation of information

Website is generally easy to navigate

Bibliography is included and generally follows APA conventions

Bibliography mostly cites a range of various types of sources (3)

Effective website in respect of:

Mostly a variety of visual media used ( graphs, photos, video etc }

Graphics and fonts are mostly appropriate to context

Language conventions are generally applied correctly

Technical aspects are mostly effective and sophisticated (theme, layout,

image/text balance, links need to be logical and working, tabs and
sections are clear)

Generally appropriate to audience (year 9 students)

Structure/presentation of information is sometimes logical

Website is sometimes easy to navigate

Bibliography is included and sometimes APA conventions

Bibliography cites a few types of sources (2)

Website is sometimes effective in respect of:

Sometimes a variety of visual media used( graphs, photos, video etc }

Graphics and fonts are sometimes appropriate to context

Language conventions are sometimes correctly applied

Technical aspects are sometimes effective and sophisticated (theme,

layout, image/text balance, links need to be logical and working, tabs
and sections are clear)

Sometimes appropriate to audience (year 9 students)

Structure/presentation of information is seldom logical

Website is seldom easy to navigate

Bibliography is included, but using the incorrect convention

Bibliography cites only one types of sources (1)

Website is sometimes effective in respect of:

Limited variety of visual media used ( graphs, photos, video etc }

Graphics and fonts are seldom appropriate to context

Language conventions are seldom correctly applied

Technical aspects are seldom appropriate (theme, layout, image/text

balance, links need to be logical and working, tabs and sections are
clear)
Limited appropriateness to audience (year 9 students)

The student does not reach a standard described by any of the above descriptors.