Decades of Discovery
Subject:
Objectives: Students will be able to conduct research and design multimedia illustrations of their findings. In their research, students will discover sociological aspects of different twentieth century decades based on their own interest. They will be able to identify differences between decades as well as key events, personalities, and images for each. The presentations as a whole will serve to supplement the standard curriculum with fun and entertaining information that will bring the people of each decade to life. Students will be able to present research and media in an informative, creative, and professional context, ultimately teaching and learning from each other.
Materials: Students need to have plenty of access to different means of research, including books, videos, and databases. Students must be prepared with the variety of materials essential to their own presentations (Term Project Checklist). Teacher needs to have presentation rubrics (Term Project Totals Worksheet).
Procedure:
Purpose: Students will learn to use different resources while learning more about topics that interest them. The topics they choose will be based on assigned decades, and should primarily cover material not covered in the textbook. This ensures that students will feel free to explore their own ideas and interests, while preventing “doubling up” on classroom content. They will learn supplemental information about each decade as they present their material to each other in class. Students will experience speaking in front of an audience to increase confidence and competency. Using technology, they will research, explore, and apply critical thinking to their own topics. They will also use technology to creatively design and teach different aspects of topics. They will showcase their work at the end of seven weeks.
Anticipatory Set: Remind students of the requirements each of them must complete for full credit on the presentations. This includes criteria listed for the presenting group as well as the observing group. The audience must complete and hand in all of the handouts from each group once all groups are done presenting their topics.
Questions to check for understanding: Throughout the semester, at least one class period each week should be dedicated to research or design in the library. Each week, students discuss what is expected of them for that week and the project as a whole. Questions should occur during each of these periods.
Modeling Activity: Throughout the semester the teacher should use at least one of each of the requirements from the project within their own lessons. This will ensure to students that the requirements can be met, as well as how they could be used or introduced in a presentation.
Guided Practice: Students create flowcharts for their presentations at least one week before their presentations so that any modifications or questions can be addressed beforehand. They practice their identified format in their groups.
Independent Practice: Students display their material to the class in ten to fifteen minute presentations. For full credit they must fulfill all of the criteria listed in their checklists (Term Project Checklist Worksheet).
Closure Activity: After all presentations are completed, students fill out an exit slip describing their favorite and least favorite part of the project. They also describe at least five things they learned from other presentations.