These options are designed to give students an opportunity to show what they have learned and how they can apply knowledge and strategies developed during the unit.
5.1 Le Maroc – que sais-je_(Le Maroc – que sais-je? post-assessment)
5.2 Assessment 2 – Observer, Analyser et Approfondir: Products, Practices and Perspectives (Scène “La pharmacie”) Evaluation avec ‘la scène pharmacie’
Objectives: This assessment allows students observe and analyze a complex image taken from a target culture. They are asked to tease out as much information as possible on products, practices and perspectives. It also gives students an opportunity to demonstrate specific knowledge of Moroccan culture. Students MAY use internet and all resources available to develop their comments on the photo.
Materials: The instructions and composite photo in link above. Enlarge as much as possible and / or allow students to zoom in on different sectors. Computer and projector to allow projection of the photo or a color copy of the photo for each student. Internet access for students (at home or in class) for individual research.
5.3 Take-home essay assessment – Student will read one of the entries in the “Journal de rencontres” (one that was not already worked through in class). Student writes analysis, reaction, or critique, depending on which entry is selected and how the others were handled during in-class discussions.
5.3 Alternative essay topic: L’instrumentalisation: Servir du thé à la menthe? Faire des tatouages au henné ? Peut-on parler d’une instrumentalisation ?- c’est-à-dire une utilisation de l’action hospitalière ou cérémoniale qui permettrait d’atteindre des objectifs économiques, ou d’autres objectifs non-relatifs à la création de liens, mais qui risquerait de créer une confusion sur les principes de l’hospitalité ? Servez-vous d’exemples de la culture marocaine telle que nous l’avons regardée (ou d’une autre culture) pour explorer cette question
5.4 Fun evaluation – watch the Youtube video and see how many things you’ve heard of.