Summative

PSN Grade 8 (2023-2024)

I&S - How did European expansion into the New World from the 15th century
change the world?

SOI - The meeting of the Old World with the New World from the 16th century
onwards brought long-lasting changes to

the entire world, both positive and negative.

The largest world map (9 ft in diameter), was made in the 16th century by Urbano Monte of Milan,

Italy.

Your Assignment:
From the 16th century onwards, the world looked very different from how it was understood
before. No longer did the people in the East - in Europe, Asia & Africa, think that theirs were
the only lands on Earth. Similarly, the people in America, now, got to know that there were
people across the seas. Once Christopher Columbus stumbled upon South America in his
quest to reach India from the west, the Old World (Europe, Asia & Africa) met the New
World (South America, North America & Oceania) and the two worlds changed forever.

Your task is to investigate the SOI of the unit which is : The meeting of the Old World with
the New World in the 16th century brought long-lasting changes to the entire world, both positive
and negative.
Your assignment will be done in two phases.

Phase I - To be done over the winter break. You will get a chance to improve your work, after
the first feedback.

1. Choose any one area (region, people, usage of plant or animal) that CHANGED
because of the meeting of the Old World with the New World, in the 16th and
17th centuries. And Formulate a clear and focussed Research Question to begin
your investigation.
2. Gather information to answer your research question from two or more sources,
including at least one primary and one secondary, in the preparatory
worksheet given below. All columns must be filled with research that you have
understood.
3. Using your findings, write a well-constructed essay explaining the changes that
took place in the region you have chosen.
4. You must cite all your sources.
5. You must include a Bibliography at the end.

Phase II will be time bound and done in class, after the winter break.

You will be graded on

Criterion A (Knowledge & Understanding)

Criterion B (Investigating)

Criterion C (Communication).

& Criterion D (Thinking Critically)

Points to consider -
A) Your Research question must be open ended. The what, where and when must be
specifically stated in the question. A Research question requires you to consult varied
kinds of sources to find an answer to the question. A simple google search will NOT provide
you with the answer to your Research Question. If an answer can be found by just looking at
one source, then it is Not a research question.

B) Make sure you CITE the origin of all the sources 1you consult, as you read them. The
origin of a source means noting who the author is, and noting where and when that source
was created or published. NOT MERELY the URL!
List these sources in a Bibliography at the end of your essay.
When you refer to something you read in your essay, cite the source as a footnote.

C) Remember an essay has to have at least three paras - an Introduction, a Middle and a
Conclusion.
i. The Introduction will introduce the reader to what you say more elaborately in the
Middle. Include a thesis statement that will state the argument you will make in the main
body.
ii. The Middle section is where you will make your points supported by evidence. Make each
point in a separate paragraph. Start each paragraph with a topic sentence, which will clearly
state the point you are making in the paragraph.
iii. In the Conclusion, you will write a sentence or two connecting all that you have said in
the Middle section to the thesis statement you made in the introduction. No new
information is to be put in the conclusion.
iv. You must cite all the sources you refer to, in footnotes.

Phase I:
1
MS shikha in clss
Step 1 - Formulating and Justifying a research question.
Research How was the daily livelihood of the European settlers in the US in the late 16th century
Question affected by the Atlantic slave trade?

Justificatio
n of In the late 16th century, particularly during the initial stages of European settlement
Research in the Americas, the impact of the Atlantic slave trade on the daily livelihood of
Question. European settlers in the US was profound and multifaceted. The meeting of the
This means Old World and the New World in the 16th century was a pivotal moment in history,
how is this characterized by the arrival of European explorers and settlers to the Americas.
Reserach This encounter had profound and enduring impacts, both positive and negative,
question shaping the course of global history. However, the negative impacts were that
relevant to
colonialism led to exploitation, forced labor, and the depletion of resources.
Diseases introduced from the Old World caused devastating epidemics and
the SOI.
population decline among indigenous communities. The Atlantic slave trade
resulted in the forced migration of millions, contributing to the establishment of
brutal systems of slavery. Cultural displacement, violent conflicts, and ecological
changes further marked the complex impact of this historical meeting, leaving a
lasting and intricate legacy on the world's history. That is how The meeting of the
Old World with the New World from the 16th century onwards brought long-lasting
changes to
the entire world, both positive and negative. It impacted the daily livelihood of the
European settlers in the US in the late 16th century affected by the Atlantic slave
trade.

Step 2A - Listing secondary sources consulted

List the Who is the Where was the What is the Summarise
secondary author? article published? name of the the main
sources you book or the ideas in the
URL of the article.
have
website? SUMMARISE!
consulted.
Do not merely
Add more say, “It talks
rows if about the
necessary. changes”, or
“It talks about
potatoes”,
etc”
Summarise
what the
 article says.

BOOK Charles C 1491: New "1491: New

Mann. Revelations of Revelations of
the Americas the Americas
before Before
Columbus Columbus" by
Charles C.
Mann is a
captivating
exploration of
the Americas
prior to the
arrival of
Christopher
Columbus. The
book
challenges
traditional
views of this
era, portraying
a vibrant
tapestry of
advanced
civilizations
and rich
cultures. Mann
delves into the
complexities of
pre-Columbian
societies,
highlighting
their
sophisticated
agricultural
techniques,
intricate trade
networks, and
impact on the
environment.
He also
addresses the
devastating
consequences
of diseases
introduced by
European
 explorers and
reframes the
prevailing
Eurocentric
narratives of
this historical
period.
Through
meticulous
research and
engaging
storytelling,
Mann paints a
vivid picture of
the Americas
before
Columbus,
encouraging
readers to
reconsider
their
perceptions of
this
transformative
era.

BOOK Edmund S American

Morgan Slavery,
American
Freedom: The
Ordeal of
Colonial
Virginia."

Step 2B - Listing primary sources consulted

List the When was Where was the In which What
primary the primary source website or information
sources you primary created? book did you does the
source find the primary
have studied.
Add more created? primary source give
rows if source? you?
necessary.
State clearly,
with
elaboration!

Step 3 - Drafting your Thesis/Argument

From your study of the secondary and primary sources, draft your thesis. Your thesis
will be the main argument you will make in your essay, which will explain the changes that
occurred in the region of your choice, because of the Old World meeting the New World, in the
16th or 17th century.

Step 4 - Drafting your Introduction. Describe the changes that happened

in the region that you have chosen when the two worlds met.
Define the
terms 'Old
World' and
'New World'.

Why have you

chosen to
focus on your
region?

Which period
are you
focussing on?

What
changes
occurred in
your region,
during the
time you have
chosen?

What is your
thesis
statement? In
other words
what is the
argument you
are making.

What sources
will you use
as evidence to
substantiate
your thesis?

Summarise
all the above
points in a
structured
paragraph.

SUMMARISE!
Do not just
copy paste
the above
columns one
after the
other.

Step 5 - Change 1 - Drafting your first Middle Paragraph to explain the

FIRST change that you want to highlight, in your region. Follow the PEE
(Point, Evidence, Explanation) method
Topic Sentence
or Point
(Reason for
this paragraph)

EVIDENCE:
Quote from the
secondary
text that
describes or
explains this
change.
Mention the
author and
article by
name.

If you have
more than one
secondary
source that
describes or
explains this
change, quote
from that as
well. Mention
the author and
article by
name.

EVIDENCE:
Quote from the
primary text
that shows this
change. Or
Describe the
primary text
that shows this
change.
Mention when
and where the
primary source
was created.

Explain how
the above
sources provide
evidence for
your thesis.

Write your
first Middle
paragraph, (or
the first set of
paras)
including all
the points you
have
mentioned
above.

SUMMARISE!
Do not just
copy paste the
above
columns one
after the
other.

Step 6 - Change 2 - Drafting your second Middle Paragraph to explain

the SECOND change that you want to highlight, in your region.
Topic Sentence
or Point
(Reason for
this paragraph)

Describe the
second change
that you want
to mention
that took place
in the region in
the time period
of your choice.

Quote from the

secondary text
that describes
or explains this
change.
Mention the
author and
article by
name.

If you have
more than one
secondary
source that
describes or
explains this
change, quote
from that as
well. Mention
the author and
article by
name.

Quote from the

primary text/s
that shows this
change. Or
Describe the
primary text
that shows this
change.
Mention when
and where the
primary source
was created.

Explain how
the above
sources
provide
evidence for
your thesis.

Write your
second Middle
paragraph,
 (or the second
set of paras)
including all
the points you
have
mentioned
above.

SUMMARISE!
Do not just
copy paste the
above
columns one
after the
other.

ADD MORE MIDDLE PARAS as required, if you have more changes to highlight. Copy
paste the table above to do that.

Step 7- Drafting your Conclusion

Restate your
thesis.

DO NOT COPY
IT

Summarise the
point you
made in your
FIRST
paragraph of
your MIDDLE
section.

Summarise the
point you
made in your
SECOND
paragraph of
your MIDDLE
section.
If necessary,
summarise the
points you
made in your
other
paragraphs of
your MIDDLE
section.

Final
Statements:
Why were
these changes
important for
the people of
that TIME and
the REGION?

How do these
changes
impact us
today?

Write your
Concluding
paragraph,
including all
the points you
have
mentioned
above.

SUMMARISE!
Do not just
copy paste the
above columns
one after the
other.

Step 8 - Bibliography
Bibliography.

Note down all

the secondary
and primary
 sources you
consulted,
even if you
have not used
any
information
from them in
your essay.

● Congratulations! Now you are almost done. Copy the paragraphs into a
continuous essay, below. Check if each para flows from the earlier one
and into the next, logically.
● Cite all your sources in footnotes as you have been taught. You must
cite not only quotes but also the ideas that you have taken from the
sources.
● At the end, list all the sources you consulted, even those you did not use
or cite in the essay, under the title, 'Bibliography'.
● Below Bibliography, paste the primary sources you used under the
heading, 'Appendices'.

Refer to the Assessment Rubric for each criteria. Check all that you have to do
to secure the grade you are aiming for.

Assessment Rubric:

Criterion A: Knowing and understanding (Maximum: 8)

Students should be able to:

i. use vocabulary in context

ii. demonstrate knowledge and understanding of subject-specific content and

concepts, using descriptions, explanations and examples
Achievem Achievement level descriptor Task Specific Clarification
ent level

0 The student does not reach a standard The student does not reach a standard described by any of
described by any of the descriptors below the descriptors below

1–2 The student: The child is unable to use appropriate words and

i. recognizes some vocabulary expressions. S/he has poor vocabulary.

ii. demonstrates basic knowledge and S/he has a poor understanding of Global interactions

understanding of content. during the Age of Explorations.

3–4 The student: There are a few appropriate words and expressions. S/he

i. uses some vocabulary has a limited vocabulary.

ii. demonstrates satisfactory knowledge S/he has some understanding of Global interactions

and understanding of content and during the Age of Explorations.

concepts through simple descriptions,

explanations and/or examples.

5–6 The student: The student has used appropriate words and expressions

i. uses considerable relevant vocabulary, most of the time.S/he has a fair amount of vocabulary.

often accurately

ii. demonstrates substantial knowledge S/he has a substantial understanding of Global

and understanding of content and interactions during the Age of Explorations.
concepts through descriptions,
explanations and examples.

7–8 The student: The student can use appropriate words and expressions.

i. consistently uses relevant vocabulary S/he has a wide range of vocabulary.

accurately S/he has an excellent understanding of Global interactions

ii. demonstrates excellent knowledge and during the Age of Explorations.

understanding of content and concepts

through detailed descriptions,
explanations and examples.
Criterion B: Investigating (Maximum: 8)

Students should be able to:

i. formulate/choose a clear and focused research question
ii. Use methods to collect and record relevant information
iii. Evaluate the process and results of the investigation, with guidance.

Achievem Achievement level descriptor Task Specific Clarification

ent level

0 The student does not reach a standard The student does not reach a standard described by any
described by any of the descriptors below of the descriptors below

1–2 The student: The student has not been able to identify a clear and
i. identifies a research question that is focused research question.
clear, focused and relevant
ii. Collects and records limited or S/he has not been able to collect relevant information
sometimes irrelevant information about her/his chosen region from one secondary source.

iii. With guidance, reflects on the research

S/he has not been able to reflect on the research s/he
process and results in a limited way has done, or has done so in a limited way.

3–4 The student: The student has been able to formulate a somewhat clear
i. formulates/chooses a research question and focused research question.
that is clear and focused and describes its
relevance S/he has been able to collect relevant information about
ii. Uses a method(s) to collect and record the chosen region from at least two sources.

some relevant information

S/he has been somewhat able to reflect on the research
iii. With guidance, reflects on the research s/he has done.
process and results.

5–6 The student: The student has been able to formulate a clear and
i. formulates/chooses a clear and focused focused research question.
research question and describes its
relevance in detail. S/he has been able to collect relevant information about
ii. Uses methods to collect and record the chosen region from at least three sources, including
appropriate relevant information one primary and one secondary.
iii. With guidance, evaluates on the
research process and results.
 S/he has been able to reflect on the research s/he has
done.

7–8 The student: The student has been able to formulate a clear and
i. formulates/chooses a clear and focused focused research question and has explained its
research question and explains its relevance.
relevance
ii. uses methods to collect and record
S/he has been able to collect relevant information about
appropriate and varied relevant
the chosen region from more than three sources,
information including one primary and one secondary.
iii. With guidance, provides a detailed
evaluation of the research process S/he has been able to reflect in detail on the research
s/he has done.
and results.

Criterion C: Communicating (Maximum: 8)

Students should be able to:

i. communicate information and ideas with clarity

ii. organize information and ideas effectively for the task

iii. create a reference list and cite sources of information.

Achievem Achievement level descriptor Task Specific Clarification

ent level

0 The student does not reach a The student does not reach a standard described by any of the
standard described by any of the descriptors below
descriptors below

1–2 The student: The style of writing is not what would be expected in an essay.

i. communicates information and

ideas in a style that is not always Ideas are jumbled up in a few sentences.
clear

ii. organizes information and ideas There is no Bibliography at the end and sources have not been
in a limited way cited.
 iii. lists sources of information
inconsistently

3–4 The student: The style of writing is rarely consistent with what would be

i. communicates information and expected in an essay. It may appear to be more informal in style

ideas in a way that is somewhat than expected in an essay.

clear
Two of the following elements are included: introduction, a
ii. somewhat organizes information
main body of argument or a conclusion, in separate paragraphs.
and ideas

iii. creates an adequate reference Paragraphs/ideas rarely build on each other in a logical

list and sometimes cites sources. manner.

A bibliography is given at the end of the essay but sources have

not been cited or cited inconsistently.

5–6 The student: The style of writing is somewhat consistent with what would be

i. communicates information and expected in an essa

ideas in a way that is mostly clear The essay includes an introduction, a main body of argument

ii. mostly organizes information and a conclusion, in separate paragraphs.

and ideas Paragraphs/ideas sometimes build on each other in a logical

iii. creates an adequate reference manner.

list and usually cites sources.

A detailed bibliography is given at the end of the essay and

sources have usually been cited.

7–8 The student:

The style of writing is consistent with what would be expected
i. communicates information and
in an essay. Language is formal and clear.
ideas in a way that is completely
clear The essay includes an introduction, a main body of argument
ii. completely organizes and a conclusion, in separate paragraphs.
information and ideas effectively The main body of argument is divided into separate paragraphs
iii. creates a complete reference list for each point made.
and always cites sources. Paragraphs/ideas build on each other in a consistently clear
and logical manner.
 A detailed bibliography is given at the end of the essay and
sources have always been cited.

Criterion D: Thinking Critically (Maximum: 8)

Students should be able to:

i. summarize information to make valid, well-supported arguments

ii. analyse a range of sources/data in terms of origin and purpose.

iii. recognize different perspectives and explain their implications.

Achievem Achievement level descriptor Task Specific Clarification

ent level

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

1–2 The student: The student has not been able to make connections between

i. begins to identify connections the sources s/he has consulted and is able to make a

between information to make simple simplistic argument

arguments S/he has not been able to note down the origin of the sources

ii. recognizes the origin of few s/he has consulted or has done so for only one of the sources.

sources/data as well as few values and S/he has not been able to mention any values and limitations

limitations of sources/data of the sources.

iii. identifies different perspectives. S/he has not looked at the different perspectives of the
people of the Old World and the people of the New World.

3–4 The student: The student has been able to make basic connections

i. summarizes information to make between the sources s/he has consulted and is able to make

some adequate arguments an argument

ii. analyses sources/data in terms of S/he has been able to note down the origin of at least two of

origin, recognizing some values and the sources s/he has consulted. S/he has been able to

limitations recognise some values and limitations of the data.

 iii. recognizes different perspectives S/he has looked at different perspectives of the people of the
and suggests some of their Old World and the people of the New World, in a simplistic
implications. manner.

5–6 The student: The student has been able to make connections between the

i. summarizes information in order to sources s/he has consulted and is able to make a valid

make usually valid arguments argument

ii. analyses sources/data in terms of S/he has been able to analyse the origin of all the sources s/he

origin and purpose, usually has consulted. S/he has been able to recognise values and

recognizing values and limitations limitations of the data.

iii. clearly recognizes different S/he has looked at different perspectives of the people of the

perspectives and describes most of Old World and the people of the New World, and described

their implications. most of their implications.

7–8 The student: The student has been able to make connections between all

i. summarizes information to make the sources s/he has consulted and is able to make consistent,

consistent, well-supported arguments well supported arguments

ii. effectively analyses a range of S/he has been able to note down the origin of all the sources

sources/data in terms of origin and s/he has consulted. S/he has been able to recognise values

purpose, consistently recognizing and limitations of the data, consistently.

values and limitations S/he has looked at different perspectives of the people of the

iii. clearly recognizes different Old World and the people of the New World, and described

perspectives and consistently most of their implications, consistently.

explains their implications.

Best of Luck!