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