Tom Daccord's Sample Technology Projects
1920s Multimedia Magazine Project
Students create a multimedia magazine that covers aspects of culture, politics, arts, music, and lifestyles from the 1920s
Instructions:Your job as a class is to create a magazine covering aspects of culture, politics, arts, music, lifestyles and the like from the 1920's. In small groups you will create a magazine whose content is reflective of the time period. Your magazine will be published and you will each receive a copy.
There are two basic parts:
- individual editorial -- 75 points (1-2 pages per editorial)
- design & production of magazine section-- 25 points (editorial and ad placement/design; titles, headings, etc.)
Schedule: fri. -- magazine analysis/ research
weekend -- research/organize editorial
tues. –- design and layout of magazine section in class
thurs. --rough editorial due/design and layout of section in class
fri. -- final editorial due/finish design and layout of magazine
**bonus points to those who design front cover of magazine
Topics & Groups
Prohibition & Smuggling
"New Woman" and Flappers
Scopes Trial & Fundamentalism
Jazz & Harlem Renaissance
Sports & Movie Stars
Big Business & Politics
Step One: Preliminary Web Research
http://www.besthistorysites.net/USHistory_Roaring20s.shtml
Begin to research web sites on the 1920s and focus on pages that present information on your topic. Spend 30-40 minutes visiting sites and learning more about your topic. Use Google Advanced Search techniques to help you locate additional information on the Internet.
Tomorrow in class you and your partner will decide who will be the "traditionalist" and who will be the "modernist."
Step Two: Magazine Analysis/ Print & Web Research
Today in class you and your partner will decide who will be the "traditionalist" and who will be the "modernist." (The "New Woman" group will have either two traditionalists or two modernists.)
Also, you will examine magazines from the 1920s. Try to figure out what their target audience is. You will do this by looking at the type of ads, departments, articles, and, if available, the reader responses in such things as "Letters to the Editor." In this analysis or the audience , consider such factors as:
- the education level required to read the articles
- the hobbies or interests of the audience
- the political slant (conservative or liberal)the economic class of the reader sample ad analysis: http://www.howhist.com/sample.htm
sample ad analysis: http://www.howhist.com/sample.htm magazines: http://www.cyber-heritage.co.uk/women/ http://www.arts.uwaterloo.ca/ENGL/courses/engl208c/1920.htm http://www.eyewitnesstohistory.com/snpmech4.htm http://www.loc.gov/exhibits/treasures/tr11c.html
weekend: Continue to research topic using Google's Advanced Search
Step 3: Collecting & Gather Support
Gather as many details to convince others about your opinion. (Facts or evidence, written statements from sources or authorities in the subject (experts), comparisons to similar situations to support your argument, pictures or images that strengthen your argument, be able to counter argue your opponents on this issue.)
Remember to brainstorm before you write the first draft
- Body should have clear and accurate details and examples.
- Give strong arguments in beginning of editorial and at the end.
- Show the opposing arguments and their weaknesses.
- Offer a solution at the end. Do not be wishy washy.
- Stick to your argument or opinion. Your editorial should be clear and forceful.
- Avoid attacking others, do not preach, paragraphs should be brief and direct. Give examples and illustrations (quotes give strength).
An effective ending to an editorial is to state or to restate the thesis, then leave the reader with a little something extra: a call to action, a vision of the future, food for thought, etc.
Let's examine this editorial to learn techniques and strategies for writing your own editorial.
http://memory.loc.gov/cgi-bin/ampage?collId=amrlgs&fileName=na2page.db&recNum=5
Word Tips for Section Layout
Margins & Font
top, bottom 1"
left, right 1.25"
Times N ew Roman, 10
Instructions for creating columns (two columns is plenty)
-Click button on top toolbar with image of two green columns
-Drag mouse over the number of columns you want to create (highlighted in blue.) Dragging the mouse to the right will increase the number of columns you can create.
-Once you have the number of columns you want selected, click and the columns should be created
Text Wrapping around Inserted Images
Wrap text around a picture or drawing object
1. Select the picture or drawing object.
2. On the Format menu (which should pop up, NOT from the top toolbar), click the command for the type of object you selected — for example, AutoShape or Picture (use “Picture” for inserted images — and then click the Layout tab at top of the new menu box.
3. Choose the wrapping style you want to apply.
For help on an option, see Text wrapping options.
Step Four: Draft Editorial
Your task is to write a magazine editorial on your assigned topic. You must write from either a liberal or conservative point of view (circa 1920s). Keep in mind that you and your partner must have opposing points of view! Your draft of 1500 words or less is due Wednesday. It must be available in electronic format, preferably in Word.
**Make sure that your editorial makes specific reference to people/places/events/issues etc. of the 1920s. I am looking for evidence of solid research of your topic via 1920s.
**You need to cite borrowed ideas and quotes.
Step Five: Final Editorial
Your task tonight is to improve your own editorial and comment on your partner's blog posting. One, study the editing and comments your partner made in regards to your editorial in class today and work on ways of improving it. Two, in your role as a liberal or conservative, comment on the editorial posted by your partner at his/her blog. Make clear your agreements or disagreements with her/his ideas and opinions, but do so without harshness or hostility. A paragraph will suffice.
Step Five (for Friday): The final editorial and your magazine section are due Friday by 3:15. You can use both Thursday and Friday's class to complete both these tasks. But, please don't leave big technical tasks to the last day. (If there is a last-minute glitch I may not be able to help you in time.) You should be more-or-less done with your magazine production by the end of class tomorrow and be able to focus on revising your editorial and "resource sheet" (see below) as needed tomorrow night.
Sample: The Hidden Agenda of Prohibition -- John P.
http://nobles.typepad.com/john_phillips/
Word Tips U.S. History Magazine Project
Instructions for creating columns (two columns is plenty) -Click button on top toolbar with image of two green columns -Drag mouse over the number of columns you want to create (highlighted in blue.) Dragging the mouse to the right will increase the number of columns you can create. -Once you have the number of columns you want selected, click and the columns should be created
Text Wrapping around Inserted Images Wrap text around a picture or drawing object 1. Select the picture or drawing object. 2. On the Format menu (which should pop up, NOT from the top toolbar), click the command for the type of object you selected — for example, AutoShape or Picture (use “Picture” for inserted images — and then click the Layout tab at top of the new menu box. 3. Choose the wrapping style you want to apply. For help on an option, see Text wrapping options.
Inserting Sound into Microsoft Word document: -You will first need to download the sound onto the computer and save it in the Shared folder. Once you have the sound saved on your computer: 1. On the Insert menu, point to HTML Object, and then click Background Sound. 2. In the Background Sound dialog box click Select, locate the sound you want to add, and click Choose. 3. In the Loop box, click the number of times you want the sound to repeat. If you want it to loop continually while the Web page is open, click Infinite.
"A Day in the Like of a Hobo"
This interdisciplinary creative writing/historical simulation activity calls on students to research the plight of homeless teenagers during the Great Depression and then create their own fictionalized account of a day in the life of a Hobo. Students post their story on their blog and read each other's work. Students comment by stating what they liked about the story they read -- and what made it seem authentic. The blogs provide a public form to present and share student work. Students are then interviewed in character and recorded as part of a "1930s Radio Show" podcast.
In this assignment you are to write from the perspective of a Hobo who is "riding the rails." Use your knowledge of the period and your creativity to create a story (500-1000 words) about a day in your life as a Hobo.
Here are some questions to help guide your story:
How old are you? Where are you from and why have you left home? Are you traveling alone or with someone? Who? Why did he/she leave home? What possessions do you have? What are your plans? What are your concerns? How are you feeling, physically and emotionally? What happened to you today? What dangers have you experienced? What have you been eating? What are you wearing? What have you seen? How does what you see make you feel?
Excerpts from a past student story:
"When you’ve gotta worry ‘bout starvin’ and freezin’ to death you forget to keep track of what day it is, but I’d estimate today’s the 15th of December, year 1932. It took me near three weeks to get here. “Here” is Lancaster, California. I left home in Abilene, Kansas when Dadi told me he’d got word from Aunt Sarah in California. “Aunt Sarah’s got a place for you to stay with her and she’s found you a good job in a shop downtown Lancaster,“ he said. “You go put your things in the bag that I’ve left you upstairs and I’ll take you to the train in the morning. . .
I made quick friends with a hobo ‘bout my age named Jim. He warned me ‘bout the bulls and told me where the camps that made the best mulligan stew were on the way from Kansas to California. I spent ‘near three weeks ridin’ the rails, walkin’ on route 66 to get from station to station and stoppin’ at hobo camps in between. Pretty much ‘came a ‘bo myself . . .
Background Reading
Stories from the Great Depression: http://www.pbs.org/wgbh/amex/dustbowl/sfeature/eyewitness.html
Tales from the Rails Hobos -- At the height of the Great Depression more than 250,000 teenagers were living on the road: http://www.pbs.org/wgbh/amex/rails/sfeature/tales.html Weaver Dial: Battling the Bulls; Leslie E. Paul: I Was a Burden; Henry Koczu: Going to California; Norma Darrah: One Weary, Hungry Mile After Another; Gene Wadsworth: Losing a Brother; Berkeley Hackett: Feeling Like Tom Sawyer
Bumming in California http://newdeal.feri.org/fwp/fwp07.htm
School for Bums http://newdeal.feri.org/voices/voce02.htm
focus: What was it like to live during the Great Depression? What physical and emotional toll did the Great Depression take on Americans?
Turn in your editorial Thursday: 75 points. Your story will be posted on your blog and another student will leave a comment on the authenticity and creativeness of your faculty.
Blogging: A Day in the Life of a Hobo http://nobles.typepad.com/daccordus_history/
World War II & Cold War Politics 1945-1961
Cold War & Globalism, 1945-1961 Actively read pages 767-774 in your textbook
Be prepared to answer the following questions in class: What was the Cold War? How and why did it start? Was it inevitable?
These are terms that you should know and be able to incorporate in your answers: Cold War Third World From Allies to Adversaries Stalin’s aims v. U.S. needs “them” versus “us” “tough method” Poland/Hungary/Czechoslovakia Atomic diplomacy Nuclear arms race “iron curtain” UN Security Council Truman Doctrine
“From Stettin on the Baltic to Trieste on the Adriatic, an iron curtain has descended across the continent. Behind that line lie all the capitals of the ancient states of central and eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest, and Sofia, all these famous cities and the populations around them lie in the Soviet sphere and all are subject, in one form or another, not only to Soviet influence but to a very high and increasing measure of control from Moscow....Police governments are prevailing in nearly every case, and so far, except in Czechoslovakia, there is no true democracy.” Winston S. Churchill -from "Iron Curtain" speech
The Iron Curtain http://www.cnn.com/SPECIALS/cold.war/episodes/02/
1. Examine Interactive Map: Post-War Europe (Iron Curtain 1946) Click on “Iron Curtain” and read about Poland and West Germany
2. Read PRAVDA: Stalin’s “Iron Curtain” Response Your position: "Churchill's comments were inflammatory and unnecessary." Yes or no?
Governor of Alabama Press Release
You are the press secretary for the Governor of Alabama. You must write a press release to be sent to each newspaper, radio station and television station in Alabama which will explain what has happened in Birmingham. Consider all of the documents that you have read. What will you advise the Governor to tell the state?
Document 1."Telegram from L.H. Foster 05/13/63," Alabama Governor Wallace Administrative files, SG12655, folder 3, Alabama Department of Archives and History, Montgomery, Alabama. http://www.archives.state.al.us/teacher/rights/lesson3/doc1.html
Document 2. "Telegram from George Andrews 05/13/63," Alabama Governor Wallace Administrative files, SG12655, folder 3, Alabama Department of Archives and History, Montgomery, Alabama. http://www.archives.state.al.us/teacher/rights/lesson3/doc2.html
Document 3. "Telegram from NBC News 05/16/63," Alabama Governor Wallace Administrative files, SG12655, folder 6, Alabama Department of Archives and History, Montgomery, Alabama. http://www.archives.state.al.us/teacher/rights/lesson3/doc3.html
Document 4. "Telegram from Wallace to The President 05/13/63," Alabama Governor Wallace Administrative files, SG12655, folder 3, Alabama Department of Archives and History, Montgomery, Alabama. http://www.archives.state.al.us/teacher/rights/lesson3/doc4.html
Document 5. "Telegram from Mayor Boutwell 05/28/63," Alabama Governor Wallace Administrative files, SG12655, folder 5, Alabama Department of Archives and History, Montgomery, Alabama. http://www.archives.state.al.us/teacher/rights/lesson3/doc5.html
Document 6. "Documents on Human Rights in Alabama," Alabama Governor Wallace Administrative files, SG12655, folder 6, Alabama Department of Archives and History, Montgomery, Alabama. http://www.archives.state.al.us/teacher/rights/lesson3/doc6.html
The Vietnam War
The Tumultuous Sixties
Read the following oral histories:
Lt. Col. William Babcock http://www.stg.brown.edu/projects/1968/narrators/B.BABCOCK.html
Agnus Doody http://www.stg.brown.edu/projects/1968/narrators/A.DOODY.html
Naomi Craig http://www.stg.brown.edu/projects/1968/narrators/N.CRAIG.html
Imagine that you are college-age and living in New England in the late sixties. Describe your reactions to events in 1968 and what actions you take as a result.
Consider the following questions: Do you oppose the Vietnam War? Why or why not? Are you in college to escape the draft? If you were drafted would you go to Vietnam or escape to Canada? How do you feel about the My Lai incident? Who would you vote for in the 1968 election? Why? What is your reaction to the 1967 riots and the assassination of Martin Luther King? Are you a protester? Are you a hippie?
Write your answer in your blog: www.typepad.com
http://nobles.typepad.com/caitlin_cassidy/
HHC Visual Evidence Project, May 2004
Project Purpose: The HHC project is designed for several purposes: 1. To provide students with a culminating opportunity to research, select, interpret and present historical and visual evidence in areas related to their coursework. 2. To teach skills of information literacy, iMovie and presentation. 3. To provide a group learning experience that asks students to collaborate on research projects, and then to be responsible for each others work. 4. Provide a body of evidence that helps students review for the final exam.
Project Description: Each HHC section will be divided into four or five groups of three or four students. Each group will be assigned to one of the following subject areas: (1) Mesopotamia and Egypt (2) Greece (3) Rome (4) Renaissance/ Reformation Europe
*Next class you will be asked to rank these in order of preference.
The instructor will provide each group a cluster of linked questions. Each group member will be responsible for researching and writing a five-page essay in response to one of these questions. Each student will then research and interpret visual or cultural sources that accompany, complement and illustrate their paper. In groups, the students will then incorporate their visual and cultural sources into a group slide presentation with a companion audio track. Groups will then present and defend their slide/audio shows to the class. Students will draw on these papers and shows for the final exam.
Project Assessment: Students will be assessed for the following components of the project: 1. Research Check #1: relevant course materials, reference and background sources. 2. Research Check #2; focused secondary sources, scholarly secondary sources, primary sources, visual/cultural sources. 3. Research and writing of five page paper in response to individual questions. 4. Selection, research, and interpretation of visual sources related to papers. 5. Slide show and accompanying video track 6. Presentation and defense of papers and slide shows. 7. The slideshows and papers will then be used as material and review for the final exam. *Both the process and the final products (essay, presentation) will be graded, for a total of 150 points.
Here are important guidelines and tips for your imovie project: -15 minute maximum with introduction, body (main content), concluding assessment/activity -1 minute narration per slide in body - discuss/analyze images you present in body - use introduction to establish theme of show, stimulate interest in it, and establish significance of topic - use concluding assessment/activity to confirm viewer's understanding and absorption of lesson - use your imagination and creativity for getting lesson across to viewers in an engaging way - tech effects should enhance, not detract from, learning - prepare script or notes before recording narration - record narration in a quiet area away from background noises - might be easier to record audio and then adjust images - make sure text on slides is clear and easy to read - limit use of Ken Burns effect; it slows rendering significantly! - save to File Server at end of class - saving takes time; plan accordingly - be prepared to answer questions at end of your presentation
U.S. Research Project 2005
Project Purpose: The U.S. project is designed for several purposes: 1. To provide students with a culminating opportunity to research, select, interpret and present historical evidence in an area related to 20th century United States history. 2. To teach research methodology skills. 3. To provide an authentic learning experience that allows students to simulate the activities of a professional historian.
Project Description: Each student will research and write a ten-to-twelve page essay (double-spaced; 10 or 12 font) on a 20th century topic of the student's choosing. Each student will formulate an appropriate, analytical-based historical question that will be the foundation of the essay. Everyone will research and interpret primary and secondary sources that accompany, complement and perhaps illustrate their essay. Each student's formal essay response to his/her historical question should be accompanied by a "working" bibliography and parenthetical citations.
Bibliography: You will produce a bibliographical list of "Works Consulted." You should follow the format in the MLA handbook. Multiple copies are available in the library or you can consult the following brief guide: http://mciu.org/~spjvweb/mla.html -scroll down the page for examples
Citations: For citations you will follow the MLA parenthetical format. Please consult the following guide: http://leo.stcloudstate.edu/research/mlaparen.html
Sources: There is no "correct" number of sources, because every topic will have a different focus. The following is a rough guideline: 3-5 reference sources (general books / encyclopedias / web sites) 5-8 focused secondary sources (specialized books / scholarly articles ) 10-15 primary sources ( letters/interviews/photos/newspaper reports/autobiographies)
Library There is a U.S. History Project library "pathfinder" at: http://www.nobles.edu/home/content.asp?id=1743 -you need to be logged into the nobles.edu community pages to access it.
You can use the Browse feature of the Putnam Library Catalog to "skim" the Putnam collection: http://library.nobles.edu/noblegreen/default.asp
Note: You will need a notebook or laptop to record information on the sources you uncover.
Project Assessment: Students will be assessed for the following components of the project: 1. Research Check #1: Meeting to Discuss Historical Question and Review Working Bibliography (10 points) 2. Research Check #2: Meeting to Discuss Primary Sources and Review Working Bibliography (20 points) 3. Research Check #3 -- Meeting to Review Rough Draft (30 points) 4. Essay (100 points) and Bibliography Due (40 points)
*Both the process and the final product (essay + bibliography) will be graded, for a total of 200 points.
Research Strategies #1
Your objective is to craft a formal analytical essay which is based extensively on primary sources. The key to successful research for this project is to adopt a thoughtful and broad-based strategy:
1. You need to do background reading to find out ways you can narrow or shape your topic; create an effective vocabulary list for searching; learn key events, dates, places, etc. about your topic; identify sources for further research. Here are several ways of doing this:
a. Consult a history web portal such as: http://besthistorysites.net/index.shtml -explore recommended sites and follow their links to other sites
b. Use the Browse feature of the Putnam Library Catalog to "skim" the Putnam collection for materials to read: http://library.nobles.edu/noblegreen/default.asp - search by title, subject, etc and use a variety of keywords; eg. 1920s = Jazz Age = Roaring 20s)
Look for materials that can be loaned from other libraries: Boston Public Library Catologue http://www.bpl.org/catalogs/index.htm
Minuteman Library Catalogue http://www.mln.lib.ma.us/ c. Use Google's Advanced Search function to find education-oriented web sites on a topic. For five quick tips to using Advanced Search see the attached document.
d. Go to Putnam Library and consult the Library of Congress Subject Headings. The LCSH subject headings can provide you with topics of interest and be used as keywords to search for print and electronic sources.
e. Consult the Sample Reference Sources listed at the U.S. History Project library "pathfinder." Many of these books are in the glass room in Putnam. http://www.nobles.edu/home/content.asp?id=1743 -you need to be logged into the nobles.edu community pages to access it.
Special Report: The Fate of Jerusalem
Task: You are a foreign policy advisor to the American Secretary of State, Colin Powell . You have been instructed to prepare a brief 3-5 page report that explains why both Israelis and Palestinians lay claim Jerusalem. At the end of your brief you are also to make a recommendation for a resolution of their competing claims. You report needs to be well grounded in both ancient and modern history. -Due Monday, December 15
Weekend Homework: a. City of God -Actively read the handout -Write a concise summary in your own words (around 1 page) b. MIDEAST: Land of Conflict http://www.cnn.com/SPECIALS/2003/mideast/ (Issues) Jerusalem Jewish Settlers/Palestinian State (History and Culture) Timeline
c. The Israeli-Palestinian Conflict http://www.washingtonpost.com/wp-dyn/world/issues/mideastpeace/ click on: "One Land, Two Peoples" for interactive guide
For information regarding possible scenarios for control over Jerusalem go to: Middle East Conflict: Jerusalem http://www.megastories.com/mideast/solutions/index.htm
-take the interactive tour of Jerusalem and focus on the Old City -offers five possible ways to split up the Holy City
Also, attached is a student PPT on Jerusalem.
Beacon Hill Photo Scavenger Hunt Rules
- Each group must consist of three/four students from the same section
- Each group will have one digital camera, one scavenger hunt list, and one record sheet
- Each group will have approx. 30 minutes to accomplish the hunt. Groups who are late to the return spot will be penalized 1 point every two minutes.
- Groups need to photograph each of the design elements or other items described on the list. Each photograph must be recorded on the record sheet, or creating the final PhotoPage will be very difficult.
- Each photograph MUST be from a different building. Cheating will result in disqualification, and you will really irk your teachers.
- Once you take a picture, record the picture number, design element and address.
- At our next class meeting (9th period for Justin’s group, Wednesday for Louis’ group) each group will download and organize their photos for submission.
- Each correctly labeled photograph will be worth one point. In the event of a tie, the collection of photographs of the highest quality will be judged the winner.
- Prizes will be awarded to the best group. The prizes will be really great.
Beacon Hill Photo Scavenger Hunt List
Each photo must be from a different building:
A column or pilaster from the Doric Order
A column or pilaster from the Ionic Order
A column or pilaster from the Corinthian Order
A balustrade
A pediment
A cornice
A cupola
An arch inspired by Roman arch/triumphal arch
A wrought iron fence
A fan window/Palladian window
A building done by Charles Bulfinch
A building done by Alexander Parris
Centering stone over a window
A building which was free standing, but is now part of row housing
Row houses built in the 19th C
A historical marker plaque
Building with horizontal white lines
Church in the Federalist style
A 20th century building with Federalist design elements
A view of the Charles from Beacon Hill
A photograph taken from 1630 shore of the Charles
Neoclassical design without red brick
A wooden house in the neighborhood
Any garden area or small green-space
A slim stone chimney on the edge of a roof
A 20th C. house on Beacon Hill with no federalist elements
Your whole group in front of a house you like
A unique detail on a house
A Beacon Hill native
A Beacon Hill dog
Fan Window
Palladian Window
Sarajevo Times Newspaper Project
In January of 1993, two negotiators, Lord David Owen representing the European Union and Cyrus Vance representing the United Nations, presented to the warring parties in Bosnia the Vance-Owen Peace Plan. This plan called for the division of Bosnia into 10 separate cantons, or provinces. Each national group, the Serbs, Croats and Muslims would control three provinces and the tenth, Sarajevo, would remain multi-ethnic. Provinces would be connected by a weak central government and power would largely rest within the provinces.
You represent the editorial board of a newspaper in Sarajevo, and you have decided to prepare a special section for March 1, 1993, which was the day negotiations on the Vance-Owen planned resumed after a break in the talks in February. Your job is to create a special section for your daily paper dedicated to a discussion of the Vance-Owen plan. This section should be a combination of News Articles and Editorials, and these two parts should be clear and distinct from one another.
News Articles should be descriptive and, as much as possible, objective. Editorials should present arguments and opinions.
Each group should immediately elect an Editor-in-chief and a Layout Editor. The Editor-in-chief should act as the group leader and coordinator and the Layout Editor should take final responsibility for the layout of the paper. (If you took a leadership role in the Israel/Palestine Simulation, please don’t take one here.)
Next, you’ll have to decide what you would like your paper’s audience to be? Serbs? Croats? Muslims? Do you want to try to appeal to a multi-ethnic spectrum?
Finally you will need to divvy up writing assignments and get to work. Possible writing topics are on the next page, or you can think up your own. Each person is responsible for writing 600 words. This can be in one longer article or two shorter ones.
Possible Article Topics-
- A history of the War in Bosnia up until this point
- The basics of the Vance-Owen peace plan- what is being proposed
- Responses of major Bosnian leaders to the peace plan
- Responses of the US and European leader to the peace plan
- Biographies of major figures involved
- Anything else that you can think of
Possible Editorial Topics.
1. Why the Vance-Owen plan will lead to peace…
2. Why the Vance-Owen plan will fail…
3. A proposal for a better alternative to the Vance-Owen plan
4. Why certain leaders should or should not support the plan
- Winners and losers in the plan
- Political Cartoons. (contrary to the expression- a picture is only worth 200 words in this assignment)
- Letters to the editor from individual citizens
- Anything else that you can think of
Visuals
Articles and editorials should be accompanied by images, charts, maps and other visuals. Each group is responsible for providing the citation information for the images used throughout the entire paper.
Grading Criteria
The whole project is worth 75 points.
50 points- Article or editorial (Note, if you choose to write two shorter articles, please tell me how much you would like each to be worth. The total should be 50)
25 points- Group grade for layout, creativity and proof-reading.
Excellent articles will do the following:
- Provide background for understanding the significance of the Vance-Owen plan
- Be based on accurate information and present this information clearly
- Tell a story with specific historical details
Excellent editorials will do the following:
- Present an argument that either supports or rejects the plan, or makes some argument about the plan
- Base this article on specific, accurate evidence
Excellent Newspapers will be carefully proofread, have a variety of material, and be thoughtful, creative, and attractive.
Citation:
Although this is a newspaper, we will use a parenthetical citation for any ideas or words that are borrowed from another source. Each writer will submit to me a separate works cited, not included in the newspaper itself.
Sources:
As per usual, you should draw extensively on the course materials we have used thus far to understand this peace plan.
Web sources about Vance-Owen are limited, although there are some very helpful maps to be found.
Most of your additional information should come from a Lexis-Nexis search of articles written during this time period. We will cover the use of Lexis-Nexis in class.
Due Dates:
3/6- 800 Word Rough Draft Due
3/8- 600 Word Edited Draft Due and Works Cited due,
3/9- Final Newspaper (and Images Works Cited) printed by the end of the period
