19 Ways For Showing What You Learned

Civil War Research Project

Next week, we'll start our individual research projects.  These will involve two class periods for research, then one/two class periods for creating your final product. You will have a choice of what your final product will be!  Look at my post "19 Ideas For Sharing What You Learned."  If you need some other ideas, come talk to me. The idea is that I want YOU to have the freedom to show me the content however you'd like (remember the different ways we presented our reading book project 1st semester).  I want you to be creative and figure out the best way for you to include the details necessary.  We will go over the grading rubric together in the next few days.

Below are the terms from which you will choose.  I prefer to not have a lot of people doing the same term, so we'll assign terms together.  You should have four or five preferences that you think you want to study, in case one or more are selected before it's your turn.

Gettysburg (Battle)	Antietam (Battle)	Shiloh (Battle)	Rifles of the Civil War	Gatling Gun
Monitor and Merrimack	Andersonville (POW Camp)	Field Nurses	Medical Practices	Food of War
Ulysses S. Grant (General)	William Sherman (General)	Robert E. Lee (Southern General)	Stonewall Jackson (Southern General)	Jefferson Davis (Southern President)
George McClellan (General / Presidential Runner Up)	John Wilkes Booth (Assassination of Lincoln)	Anaconda Plan	Election of 1864	Civil War Photography
Civil War Conscription / Draft	African American Soldiers	Life on the Home front	Spies of Civil War
Emancipation Proclamation	Civil War Amendments	Sherman’s March to the Sea	Fife & Drum / Drummer Boys	Battle/Siege of New Orleans (Civil War)

8th Grade Graduation/Celebration Survey

Remember: THIS IS WHAT EVERYONE WILL SEE. Double check spelling and content, it will be right next to a picture of your face during graduation.

Link to Survey

Map Paragraph Instructions

Your expository (intended to explain or describe something) paragraphs should be FULLY DEVELOPED.  That means they answer all the important questions and probably be 6-8 full sentences long.  Imagine that each paragraph will take you about a minute to present (NOT READ) to the class. The options for your paragraphs are below: you can choose any combination you want.

1. You can write a paragraph about each invention or industry that you included on your map.  You should include:

What it is, when it was invented, who invented it, WHY does it matter, why did you place it where you did, HOW the invention shaped American industry/society, etc.

2. You can write a paragraph about natural features, like waterways or mountain ranges.  You can include why they were important to the migration of people in the country, how they influenced the development of our nation, difficulties and/or benefits they provided people back then, etc.

3. You can write a paragraph about states/territories.  How did a state become a state? If writing about a particular state, include how/why it became a state and why was that important? What was a territory and how was it different from a state? Who was in control of that particular territory and how were rules/laws different?

Individuals MUST write AT LEAST two paragraphs, groups of 2 must write AT LEAST 4 paragraphs.  AT LEAST means AT LEAST!

Map Speech Scoring Guide

Content Standard 8.SL.02

1 2 3 4 5 6

Main ideas stand out

Details support main idea

Student knows information

Appropriate for audience

Organization _ Standard 8.SL.04

1 2 3 4 5 6

Easy to follow

Clear and logical sequence

Effective beginning, middle

Conclusion stated and valid

Transitions flow smoothly

Language Standard 8.SL.04

1 2 3 4 5 6

Expressive, Accurate word choices

Proper grammar is used

Humor, imagery, metaphors, and similes are used when appropriate

Delivery Standard 8.SL.04

1 2 3 4 5 6

Has eye contact with audience

Appropriate speed, volume, energy – not dull listening for audience

Fluency in voice has not fillers

Body language does not distract

1860 Map Project

Use this link to see the instructions and the rubric.
https://docs.google.com/document/d/1Oz-QOoxBqbbM3Wn5gnkrecAczDQUFxoEm1AjS7ABMvQ/edit?usp=sharing

Below is an example of a finished map, except for the illustrations:

AVID Civil Rights Equity - Equality Presentation

The Venn Diagram Below should guide your research.  You are to learn about CURRENT Civil Rights / Equality / Equity issues in America.

Your presentation should include how Equality and Equity are related to each issue and how they both intertwine with Civil Rights issues in America today.

Finally, you need to include your opinion on the matter.  If you talk about 2 or 3 current issues in modern America, you need to include an "INFORMED" opinion about what we could do to rectify (make better) those situations.

They might be issues that apply to only one or a few states and you could use other states (that don't have the issues) as examples of what those states could do differently.  They might also be issues that apply to our entire country, the way a system or institution works, and you could use other countries as examples of how we could do things better/differently.

This should be a 2-3 minute presentation where you explore 2-3 modern civil rights issues, how they relate to equality AND equity, and finally, what we could do to make these issues better.



Some website that might help you are:
https://civilrights.org/issues/
https://www.usnews.com/topics/subjects/civil-rights
https://www.livescience.com/39300-why-america-needs-civil-rights.html
https://www.goodcall.com/news/racism-civil-rights-and-the-struggle-for-equality-still-issues-in-higher-education-today-04039

Sentence Frames

Click the Link Below for the Sentence Frames

Sentence Frames Link

Flow Chart Revolution Causes

The assignment was to create your own flow chart including the causes of the Revolution, all the way up to the Battle of Lexington and Concord.

One picture is an example of a flow chart and the other is a way to start your flow chart for the Rev. Causes.

Link to the Outsiders Final Project

This is mostly correct.  We changed a few things on the instructions in class, so if in doubt, check your hard copy.  Be sure to look at the rubric as well.

https://drive.google.com/open?id=0B8UDRc4PCjQoaGtpX3dHYjh1YVJaS1FZa3daeVkzVUZRTnlN

Link to THE OUTSIDERS Text

https://drive.google.com/open?id=0B8UDRc4PCjQoV1E0cTExYmdUeWVHYmoteUJxM28zYXFFVGZv

Final Colonies Project

We read, listened to, watched, and learned a great deal of historical content over the last seven weeks.  Your job is to find examples of the following themes from what we've studied.  It can be as far back as Columbus and Spain, or as recent as all of the English colonies being finalized and settled.  

You are to have one example of each of the following themes:

Cooperation, Conflict, Interdependence, perspective, and migration.  After you come up with an example for each of those, you are to choose three more examples (pick any of the 5 themes you want).

Once you have your 8 examples of themes, you are to do one of the following:

Create a comic-strip-like poster with an image explaining your example and 1-2 sentences in the box written properly as a brief explanation of what is happening.

OR

Write 8 paragraphs.  Each paragraph should be a detailed explanation of your example and why it applies to your theme (4-5 sentences long).

Crash Course Video Notes Link

Use this link to create yourself a copy of the document.  Name it "Crash Course Notes"

https://docs.google.com/document/d/17cBJGjaQQO1f-_fhUkIAk1ZMVPNlc8QWvMK7L3OmCDQ/copy

Typing Website for AVID

Use this link to sign up for an account on typing.com

http://www.typing.com/student/join#59F8F3316B156

Fall Words for Poem Core 1 / Core 2

Rubric for Colonial Narrative

Written Paper Language Arts Rubric  50 pts

	1	2	3	4	5
Sentence Fluency	Writing is very difficult to follow; incomplete sentences, rambling, or awkward	The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread.	The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread.	The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading.	The writing has an effective flow and rhythm. Sentences show high degree of craftsmanship. Consistently strong and varied structure that makes expressive oral reading easy and enjoyable.
Conventions	Demonstrates a lack of command of conventions: errors are frequent and severe and meaning is obscured	Demonstrates a partial command of conventions: frequent errors in usage may obscure meaning, inconsistent use of punctuation, capitalization, etc	Demonstrates adequate command of conventions: some errors in usage and sentence formation present nothing systematic, adequate use of punctuation, etc	Demonstrates solid command of conventions: minimal errors in sentence formation, punctuation, capitalization, spelling	Demonstrates exemplary command of conventions: few, if any errors in sentence formation, effective and consistent use of punctuation, capitalization, spelling

Written Paper Social Studies Rubric  50 pts

	1	2	3	4	5
Completeness of Content	Most topics were not addressed.	Role is minimally addressed, and most questions answered with  1 sentence about each.	Role is addressed and most questions answered with at least 2 sentences about each.	Role is fully addressed and all questions answered with at least 2 sentences about each.	Significant depth and devoid of errors.
Quality of Content	Most information has little or nothing to do with the main topic.	Minimal information clearly relates to the main topic. No details and/or examples are given.	Most Information clearly relates to the main topic. It  provides 1-2 supporting details and/or examples.	All information clearly relates to the main topic. It includes several supporting details and/or examples.	Significant depth and devoid of errors.

Final Colonial Narrative Assignment

Colonial Narrative Essay

You will research and develop an understanding of the role you have been assigned. Based off of what is discovered, you will construct a historical narrative with at least three fact based supporting details.

1) You will be assigned a role of a type of person in colonial society. a) Research and find answers to these questions for your narrative:

• i)  What was daily life was like for your role?
• ii)  What specific jobs/responsibilities did they have?

iii) Where did they fit into their community’s social structure?

2) Create a rough outline with your research and ideas BEFORE you start writing. a) Make sure you include at least three supporting facts with sources

• 3)  Using what you’ve learned in class and in research you will write a first or third person narrative essay.
• a)  You need to use factual dates from at least three reliable sources.
• b)  You need to cite ALL sources in a bibliography.
• 4)  You will be assessed on integrating your knowledge into a work of historical fiction and on conventions.

a) Remember to refer to the rubric as you are outlining, writing, and editing your narrative

Format:

Size 12 normal font

One to two pages 1.5 spaced

Approved internet sources are:

• .edu, .org., .gov, or britanica.com OR
• mvstudentblog.wordpress under the RESEARCH/Colonial tab

A Bibliography is a list of the sources you use in your writing and is REQUIRED at the bottom of your paper.

• *Snap&Read or EasyBib.com will help you create your MLA bibliographies