"Greatest Event"

• This project has BOTH a PowerPoint component AND a typed paragraph component (see the May 18-19 lesson for a table about the differences)
• Hard copies of PowerPoint slides and typed paragraphs (with References page attached) due before or on June 9
• Save all PowerPoint work as file type "1998 to 2003" DO NOT SAVE AS 2007 (Vista)
• List of event choices
• All student work can be saved to the "T:" drive on the school server. Simply save all research and PowerPoint data in your own folder under T: then the "Public" folder, then "RRice_Students", then select your class period
• For practice and final presentations, have your PowerPoint on a jump (USB) drive OR on the T: drive (public server)
• Practice presentations Fri May 29 and Mon June 1 (REQUIRED  FOR  EACH  GROUP)
• Final presentations Tues-Fri June 2-5

 

 

 

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Tues-Fri June 2-5

 

Presentations

 

Volunteer groups first, followed by random selection

 

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Fri and Mon, May 29 and June 1

 

DUE: Nothing in writing

HOMEWORK: Prepare for final project presentation

 

IN CLASS: 

"Dress rehearsal day"

EVERY GROUP gives a quick rehearsal presentation as a warm-up to the real thing

AUDIENCE MEMBERS listen carefully to notice any gaps in the presentation content 

 

Groups assess what changes need to happen between today and final presentations (next class)

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Wed-Thu, May 27-28 

 

DUE:   

 

• Paragraphs with in-text (parenthetical)  citations
• References page

 

 

HOMEWORK: 

Complete the PowerPoint (must be completed outside class time)

Come next class ready to give a practice (rehearsal) presentation

 

IN  CLASS:

 

Take your draft paragraphs and read through them OUT  LOUD. Choose someone to TIME  how long it takes to read the paragraphs. These paragraphs will be the basis for your presentation.

 

1. Determine what the title will be of your project. Use the template "TOPIC:  Comment" For example: "September 11:  Attack on America" or "AIDS:  A  Crisis that Touched a Nation" or "President Reagan Shot:  A Moment that Changed Protection Forever"
2. Determine what information from the summary of what happened will be in your presentation. You need three to five slides of summary information, and each slide should have three bullet points, MAX (because of font size) HINT:  DO  NOT  DIRECTLY COPY YOUR PARAGRAPH INFORMATION ONTO YOUR SLIDES. USE SUMMARIZING SKILLS INSTEAD.
3. Imagine what pictures will best capture the various aspects of your topic. Use photos that allow you to expand on the event and its relevance, not simply, "This is a picture of New Orleans after Hurricane Katrina."  That's boring. Be able to point your audience to details in the photo and explain why those details are interesting. "This is a picture of New Orleans after Hurricane Katrina. In this photo are three important things to notice ..."
4. Determine your arguments for why the event is significant/important in the history of the U.S.
5. Count the total number of different sources that are cited in your paragraphs. NOT  the total number of citations - just the total number of different sources you are using, based on your in-text citations
6. Ensure that the number of sources on your "References"  page matches the number of sources mentioned in your paragraphs

 

On a separate piece of paper you will turn in today:

1. Names of all group members
2. Event chosen
3. Year event took place
4. Category of event (sports, politics/government, medicine, arts/entertainment, daily life, etc.)
5. Estimated duration of presentation (based on your timing today)
6. Title of project
7. Bullet points for summary slides (as many as necessary; write the exact wording as you think it will appear in the presentation)
8. Bullet points for relevance/significance/importance slides (as many as necessary; write the exact wording as you think it will appear in the presentation)
9. Description of each photo you want to use, AND  the importance/relevance of each photo. "We want a photo like this because ..."
10. Who has been assigned each segment of your report (Example:  John wrote the summary. Sally chose the photos and wrote up why they were important. Peter came up with two of the arguments for why the event is important, and John came up with the other one."

 

TURN  IN  YOUR  WORKSHEET  BY  THE  END  OF  CLASS

 

NEXT CLASS: REHEARSAL PRESENTATIONS!!! BE READY, IT'S FOR CREDIT!

 

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Fri and Tue, May 22 and 26 (Monday is Memorial Day)

 

THIS IS THE LAST DAY USING CLASS TIME FOR RESEARCH AND DATA-GATHERING 

• Period 4 meet in library
• Period 5 meet in library

 

DUE:

• Show the teacher your paragraph work on the overview and impact of the event
• BY THE END OF CLASS: 
  • Show the teacher you know how to use in-text (parenthetical) citations to give credit to your sources in your paragraph
  • Show the teacher a "References" page (aka "Bibliography" or "Works Cited") you've been working on

HOMEWORK:

• Make finishing touches to the paragraphs. Double-check the accuracy of all in-text citations
• Assign a group member to take control of the paragraph discussing the event's significance/importance/impact/relevance.
• Bring your "References"  page next class
• Bring a DRAFT of ALL paragraphs next class (with in-text citations, of course).

 

IN CLASS:

 

Continue researching and gathering data on the significance/importance of the even you've chosen

 

Take a few moments to review the requirements for an APA style "References" page (it's your page of bibliographic information)

Take all the bibliographic information you've gathered for all sources you intend to use, and make a "References" page using an online tool such as "Citation Maker" - BE SURE TO CHOOSE APA FORMAT!

 

Show the teacher your work as described under what's "DUE" above.

 

The HOMEWORK  to prepare for next class is VERY  IMPORTANT for your in-class activity 

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Wed-Thu, May 20-21

 

• Period 4 meet in Career Center computer lab
• Period 5 meet in library

 

DUE: SHOW  THE  TEACHER the following items by the END  OF  CLASS:

• Your notes from web and book resources you've been saving in MSWord
• Your source information you will use toward your "References"  (aka "Bibliography"  or "Works Cited")  page

 

HOMEWORK:  Assign responsibilities in your group: have someone take over the section of the report that covers what the event was - the "story" of what happened, and assign someone else to explore how it impacted the United States. Develop these sections into TWO full paragraphs. Because you used sources, include in-text (parenthetical) citations! SHOW  THE  TEACHER  this work next class!

 

IN CLASS: 

 

Continue to research the event and its impact. Today, focus on the impact and relevance the event had on U.S. citizens and U.S. government policy. Questions to help you:

• How did people change their attitudes or behaviors because of this event? 
• Did the U.S. government or the states make policy changes, such as laws, in response to this event?
• What area of life (politics, sports and leisure, science, education, foreign policy, health/medicine, etc.) did this event most impact?
• How do we see the effects of this event even today?

 

AS YOU GATHER DATA and compose paragraphs, remember to GIVE CREDIT TO YOUR SOURCES with a simple IN-TEXT  CITATION: Using Parenthetical Citations (aka "In-Text"  citations)

 

Paraphrase vs. Summary

 

q       Paraphrase - When you want to write something in your own words and keep what you write about the same length as the original. You paraphrase when you must write a paper for a class, and the information you find is what you want, but the writing doesn’t “sound” like you. To use the information and make it sound like you, you write the original using your own words. Paraphrasing is not copying.

q       Summary – When you want to write just the most important information and write in your own words. You summarize when you just need the main ideas from the book, article, or web page. You read the original very carefully, and when you decide what the most important information is, you write – in your own words – that information in sentences. Summarizing is not copying.

 

Use PARAPHRASE and SUMMARY in your paragraphs when you want to incorporate information from your sources! 

 

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Mon-Tue, May 18-19

 

• Period 4 on Monday meet in the library (it's reserved)
• Period 5 on Tuesday meet in the career center computer lab (it's reserved)

 

DUE: Civil rights video questions

HOMEWORK: Continue searching for good sources of information on your topic of choice - remember to look out for BIAS in your sources!

 

IN CLASS:

 

Introduction to the concluding unit of study:  "The Greatest Event"  research project

 

PowerPoint Requirements (per handout given in class)

Typed Paragraph Requirements

Title slide Four pictures shown in the course of the presentation each photo referenced w/ bibliographic info each photo 5x7 size, min. Summary of the event AND how it impacted the U.S. (3-5 slides) Arguments for why this is a significant/important event (3 slides) "References" slide with bibliographic info from all sources, APA format   PowerPoint presentation will be printed and submitted -- Print slides as SIX PER PAGE

Title page (APA style header, etc.) One paragraph summarizing the event (with in-text citations for sources) One paragraph explaining the impact of the event (with in-text citations for sources) On U.S. citizen behaviors/attitudes? U.S. laws? On U.S. policy w/ other nations? One paragraph with 3 arguments (to explain how it's significant/important) (also includes in-text citations for sources, if necessary) One "References" page w/ bibliographic info (in APA format, of course)

 

 

PLEASE NOTE: Each class only gets 2.5 days in the library for research! All other research and composition work must be accomplished OUTSIDE class time.

 

Presentation on how to be aware of (and avoid)  using sources that show BIAS

 

GO FOR IT! Research your event of choice:

• Open two Word documents. In one, save bibliographic information as you use different sources (that way you don’t have to go back and find sources later). In the other, copy/paste useful phrases and sentence “chunks” for use in the paragraph that gives an overview of the event and the paragraph that provides analysis of the impact/relevance of the event.
• DO NOT use Wikipedia or other “cheap” web sites – dig for sites that take a balanced approach to real reporting and analysis. Don't rely on blogs or just one person's opinion.  

BY  THE  END  OF  CLASS:  

• Names of students in each group (of two or three preferred - "singletons"  allowed but discouraged) given to teacher
• Topic choice given to teacher
• Three good resources found in print or electronic format (show the teacher)
• Notes taken in MSWord and stored on the school's Public server T: drive under "RRice_Students"

 

 

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Thu-Fri, May 14-15

 

DUE:

• "TKM and Socratic Seminar Final Exam" responses

 

HOMEWORK:

• Video viewing questions (as described below)

 

IN CLASS:

 

Watch the remainder of the civil rights video

 

QUESTIONS FOR VIDEO due at the start of next class:

1. Make a timeline of at least fifteen (15) events that occur in the course of the film
2. What do you think the film makers want viewers to learn or take away from this film? Explain and support your answer by pointing to details in the film. (5 or more sentence response).
3. Many in the film face challenges. What is the greatest challenge in the film? Why is this challenge the most significant? (3 or more sentence response).

 

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Tue-Wed, May 12-13

 

DUE: Nothing

HOMEWORK: 

• Start work on the timeline assignment related to the Civil Rights video 
• Complete the "TKM and Socratic Seminar Final Exam" responses DUE NEXT CLASS

 

IN CLASS: 

 

PART ONE: 30 minutes of work time: 

• Review the handout "TKM and Socratic Seminar Final Exam" verbally
• Work time on generating ideas for the three parts of the exam
• ANNOUNCE: Students are expected to share ideas, yet each student will turn in his/her own work next class

 

PART TWO: Video viewing with questions

QUESTIONS FOR VIDEO (due the class AFTER the video is finished):

1. Make a timeline of at least fifteen (15) events that occur in the course of the film
2. What do you think the film makers want viewers to learn or take away from this film? Explain and support your answer by pointing to details in the film. (5 or more sentence response).
3. Many in the film face challenges. What is the greatest challenge in the film? Who faces it, and why is this challenge the most significant? (3 or more sentence response).

 

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 Mon, May 11

 

DUE: Nothing

HOMEWORK: None

 

IN CLASS: Our last Socratic Seminar