Tracks Beyond the Novel Project
Name ____________________
You will conduct a research project in which you closely examine an important component of the novel –
such as setting, political climate or culture – and connect it to actual events of historical significance.
While Louise Erdrich’s novel, Tracks, is considered a work of fiction, much of the content was garnered
from actual events.
Guidelines:
In groups of 4-5 people, you will create a 10-15 minute presentation in which you educate the class on the
specific component of the novel that was assigned your group. Some work-time has been scheduled
during class, but you are also expected to do additional work outside of class. You must work together to
ensure that you are prepared to present on your assigned day – no excuses. Whoever is present on the
date you are scheduled to present will do so. The only legitimate excuses for an absence are a sickness
accompanied with a doctor’s note or a major family emergency. If you are absent for one of these two
reasons you will still be allowed to complete the project; however, it will be in the form of a research
paper.
Criteria:
1. Main Ideas from Research:
 Present the main ideas you learned about your topic through researching. You are
responsible for teaching the class the essential information about your topic.
2. Connections to Tracks:
 Link the research to three or more specific events or passages in Tracks. You must
draw parallels and provide analysis discussing the connection between the novel and the
research materials.
3. Visual Aids:
 You are strongly encouraged to use a visual aid to communicate your main ideas and
connections to the class. Visual aids may include, but are not limited to: Power Point,
Prezi, poster(s), map(s), notes on the board, handout(s), etc. Please note that Power Point
presentations should be used to enhance the presentation – not just so that you have a
script to read from during the speech.
4. Discussion Questions:
 Ask the class two or more discussion questions about what they learned or what they
think about the information you presented. Questions should begin with “how” or “why”
and should promote multiple responses.
5. Works Cited Page:
 Show evidence of research on the topic and include a typed works cited page, which lists
three or more sources.
Project Topics:
Group 1: Research and present a general overview of the Ojibwe’s relationships with European Settlers
and their relationships with other tribes.
Group 2: Research and present a general overview of Native American Boarding Schools and the concept
of assimilation.
Group 3: Research and present a general overview of the major illnesses that threatened the Ojibwe and
the origins and cures of these diseases.
Group 4: Research and present a general overview the major treaties signed by the Ojibwe people and
the consequences of those treaties.
Group 5: Research and present the significant ceremonies and cultural information including the naming
ceremony, vision quest, the importance of manitous, totems, the peace pipe, proper mourning procedures.
Group 6: Research and present a biography on author Louise Erdrich.
Group 7: Research and present Native American traditions of storytelling, oral traditions, creation
stories, myths, and trickster tales.
Group 8: Read the short story, “Saint Marie”, by Louise Erdrich and present a summary and analysis of
the story.
Group 9: Read poetry by Louise Erdrich and other Native American authors and present a summary and
analysis of the major themes developed through the poems.
Content
Organization
Style and
Language
Minimal
-Demonstrates limited
understanding of the
research topic and its
connection to Tracks
-Responds to few or no
aspects of the chosen
topic
-Provides little detail,
development, and
support
-Reflects little
imagination, creativity,
and sensitivity
Basic
-Demonstrates partial
understanding of the
research topic and its
connection to Tracks
-Responds to some
aspects of the chosen
topic
-Provides some detail,
development, and
support.
-Reflects some
imagination, creativity,
and sensitivity
-Less than 8 minutes or
more than 17 minutes
-generally disorganized,
unclear, and/or
incoherent
Few of the following are
included:
-Introduction, body, and
conclusion
-Main ideas from
research
-3 or more connections
to Tracks
-Visual aids
-2 or more discussion
questions
- Correctly formatted
Works Cited page with 3
or more sources
-Presenter seems
lacking in preparation
and rehearsal.
-Eye contact is very
limited, and facial
expressions are
unvaried.
-Vocal variety, gestures,
posture, and
movements are limited
and/or distracting.
-Speech cannot be
understood, heard
and/or lacks fluency
throughout much of the
presentation.
Advanced
-Demonstrates
perceptive
understanding of the
research topic and its
connection to Tracks
-Responds to all aspects
of the chosen topic
-Provides substantial
detail, development,
and support
-Reflects deep
imagination, creativity,
and sensitivity
-8-9 or 16-17 minutes
-Partially organized,
clear, and/or coherent
Proficient
-Demonstrates
sufficient
understanding of the
research topic and its
connection to Tracks
-Responds to most
aspects of the chosen
topic
-Provides adequate
detail, development,
and support
-Reflects imagination,
creativity, and
sensitivity
-9-10 or 15-16 minutes
-Mostly well organized,
clear, and coherent
Some of the following
are included:
-Introduction, body, and
conclusion
-Main ideas from
research
-3 or more connections
to Tracks
-Visual aids
-2 or more discussion
questions
- Correctly formatted
Works Cited page with 3
or more sources
Most of the following
are included:
-Introduction, body,
and conclusion
-Main ideas from
research
-3 or more connections
to Tracks
-Visual aids
-2 or more discussion
questions
- Correctly formatted
Works Cited page with
3 or more sources
All of the following are
included:
-Introduction, body, and
conclusion
-Main ideas from
research
-3 or more connections
to Tracks
-Visual aids
-2 or more discussion
questions
-Correctly formatted
Works Cited page with
3 or more sources
-Presenter seems
somewhat prepared and
rehearsed.
-Eye contact and facial
expressions are limited
or unfitting.
-Vocal variety, gestures,
posture, and movements
are somewhat
ineffective.
-Speech is clear, distinct,
fluent, and loud enough
throughout some of the
presentation.
-Presenter seems
mostly prepared and
rehearsed.
-Eye contact and facial
expressions support
the purpose.
-Vocal variety,
gestures, posture, and
movements are
appropriate and
effective.
-Speech is clear,
distinct, fluent, and
loud enough
throughout most of the
presentation.
-Presenter seems wellprepared and wellrehearsed.
-Eye contact and facial
expressions enhance
the purpose.
-Vocal variety, gestures,
posture, and
movements are poised
and natural; they
enhance the
presentation.
-Speech is clear,
distinct, fluent, and loud
enough throughout the
presentation.
-10-15 minutes
-Consistently well
organized, clear, and
coherent