Choose Your Own Adventure
Description:
You will complete this assignment individually.
You will read the “choose your own adventure” story about land development on treaty territory. As you go through the story, you will have to make 3 choices— for each choice you make, you must provide an explanation and answer “Why did I make this choice?”. Your explanation should make connections to course concepts, and you should be persuasive in justifying your choice. Questions to consider: Is your choice culturally competent and why? What are the consequences, positive and negative, of your choice?
Click HERE to Choose Your Own Adventure!
You can use the personal pronoun “I” (“I think” and “I chose” etc.) for this essay.
Length:
250 words for each explanation. In total, you will have three explanations, or 750 words. Include an introductory paragraph and conclusion paragraph for this essay. In total, this is 5 paragraphs or approximately 1000 words, 5-pages double-spaced (not including title page and references page).
You must include a minimum of 3 scholarly sources. These are 3 separate books, articles, papers etc. which you are referencing. Reminder: See Seneca’s APA Citation Guide for formatting requirements.
Learning Goal:
- To develop an understanding of the Indigenous worldview and relationship to the land.
- To build an understanding of treaty relationships, consultation, and Indigenous Peoples’ collective right to the land.
Submission:
Papers will be submitted for grading on Blackboard.
Major Paper- 25%
| Criteria | 80 – 100 (A to A+) | 70 – 79 (B to B+) | 60 – 69 (C to C+) | 0 – 59 (F to D+) |
| Relevance to Reconciliation
(How/why is the choice related to reconciliation?) |
Shows significant critical thought about the interrelationship between the choice and reconciliation
in Canada. |
Connection between reconciliation and the choice shows some critical thinking. | Connections between reconciliation and the choice is present though lacks in critical
thought. |
Connection between reconciliation and the choice is vague with little evidence of
critical thinking. |
|
Analysis of Contributing Factors
(Why are things the way they are?) |
Indicates synthesis of ideas, in-depth analysis, and evidences original thought about historical and present contributing factors. | Indicates original thinking and develops ideas with sufficient and firm evidence regarding historical and present contributing factors. | Indicates thinking and reasoning applied with original thought on a few ideas regarding historical and present contributing factors. | Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal regarding historical and present contributing
factors. |
| Exploration of Strategies
(What is being done or can be done?) |
Outstanding investigative research skills and cultural sensitivity evident in the
choices discussed. |
Demonstrates investigative research skills and cultural sensitivity in the choice
offered. |
Indicates limited research undertaken and/or limited cultural sensitivity in choice
suggested. |
Little evidence of research and culturally inappropriate choices
suggested. |
|
Use of Course Texts and Other Resources |
Extensive and thoughtful use of course texts and other resources. Material meaningfully integrated into critique and analysis of the
choice. |
Balanced use of course texts and other resources. Material referred to is related to the critique and analysis of the choice. |
Some reference to course texts and other resources. Material referred to is only minimally relevant to the choice. |
Course texts and/or other resources not used, or used ineffectively in support of the analysis of the choice. |
|
Essay Organization |
Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding
the topic. |
Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of
ideas is present. |
Writing is coherent and logically organized. Some points remain misplaced and stray from the topic.
Transitions evident but not used throughout essay. |
Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors. |
|
Grammar & Mechanics |
Shows outstanding style going beyond usual college level. Essay is free of
distracting spelling, punctuation, and |
Attains college level style. Essay has few spelling, punctuation, and
grammatical errors allowing reader to |
Approaches college level. Most spelling, punctuation, and grammar correct
allowing reader to progress though |
Mostly in undeveloped form. Spelling, punctuation, and
grammatical errors create |
| grammatical errors. | follow ideas clearly. | essay. Some errors remain. | distraction, making reading difficult. Errors
are frequent. |
|
| APA Format | Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look. All references and citations are present and correct. Uses “I” statements. | Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled.
Occasional minor errors in references and/or citations. Uses some “I” statements. |
Misses some assignment formatting requirements; minor inaccuracies in margins, spacing, and/or indentations; essay is neat but may have some assembly errors.
Some references and/or citations missing or incorrectly written. Uses minimal “I” statements. |
Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention. Reference and citation errors are significant.
Does not use “I” statements. |
Word Count: 1200-1300
No. of Pages: 6