How did I Get Here?

Cameron Hinton Group Name: This is an individual project Due Date: April 28th, 2014 Introduction Do you know why you are here? Do you know what events led you to be living the life you lead today? This project will answer those questions. Be prepared to learn more about your family ancestry as you are taken back in time to find artifacts and dig deep into your origins. You will travel to the future where you will discover the fundamentals of dystopian and utopian societies. You will explore the present times and dwell further into the way you live today. Get ready to find out why you are here as you embark on a journey that will leave you in awe. Essential/Driving Research Questions What are the similarities and differences between a utopian and a dystopian society? Explain how the Civil Rights Era, the Cold War Era and Lois Lowrys The Giver are indicative of traits consistent with utopian and/or dystopian societies. Standards 8th Grade Georgia History 1. (GPS) (8SS_B2007-15) 15a - Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 15b - Write arguments focused on discipline-specific content by introducing claim(s) about a topic or issue, acknowledging and distinguishing the claim(s) from alternate or opposing claims, and organizing the reasons and evidence logically. 15c - Write arguments focused on discipline-specific content by providing a concluding statement or section that follows from and supports the argument presented. 15d - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 15e - Gather relevant information from multiple print and digital sources, using search terms effectively assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 2. (GPS) (8SS_B2007-16) 16a - Determine the central ideas or information of a primary or secondary source provide an accurate summary of the source distinct from prior knowledge or opinions. 16b - Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 16c - Distinguish among fact, opinion, and reasoned judgment in a text. 16d - Write informative/explanatory texts, including the narration of historical events, by using appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. 16e - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

16f - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 16g - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 16h - Gather relevant information from multiple print and digital sources, using search terms effectively assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 3. (GPS) (8SS_B2007-24) 24a - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 4. (GPS) (8SS_B2007-28) 28a - Write arguments focused on discipline-specific content by supporting claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. 28c - Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 5. (GPS) (8SS_B2007-21) 21a - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 21b - Write informative/explanatory texts, including the narration of historical events, by introducing a topic clearly, previewing what is to follow; organizing ideas, concepts, and information into broader categories as appropriate to achieving purpose; including formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 21c - Write informative/explanatory texts, including the narration of historical events, by developing the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. 6. (GPS) (8SS_B2007-22) analyze artifacts 7. (GPS) (8SS_J2007-42) 42a - examine major developments in civil rights and Georgias role during the 1940s and 1950s to include Herman Talmadge, Benjamin Mays, the 1946 governors race and the end of the white primary, Brown v. Board of Education, Martin Luther King, Jr. and the 1956 state flag 42b - analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960s and 1970s including such events as founding of the Student Non-Violent Coordinating Committee (SNCC), Sibley Commission, admission of Hamilton Homes and Charlayne Hunter to the University of Georgia, Albany Movement, March on Washington, Civil Rights Acts, election of Maynard Jackson as mayor of Atlanta, and the role of Lester Maddox 42c - discuss the impact of Andrew Young on Georgia 8th Grade Language Arts 1. (CCGPS) (8LA_B2012-12/ELACC8RI3) analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories) 2. (CCGPS) (8LA_B2012-15/ELACC8RI6) determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints

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(CCGPS) (8LA_B2012-16/ELACC8RI7) evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea 4. (CCGPS) (8LA_B2012-18/ELACC8RI9) analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation 5. (CCGPS) (8LA_C2012-25/ELACC8W6) use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others 6. (CCGPS) (8LA_C2012-27/ELACC8W8) gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation 7. (CCGPS) (8LA_C2012-28/ELACC8W9) draw evidence from literary or informational texts to support analysis, reflection, and research 8. (CCGPS) (8LA_D2012-31/ELACC8SL2) analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation 9. (CCGPS) (8LA_D2012-33/ELACC8SL4) present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation 10. (CCGPS) (8LA_D2012-34/ELACC8SL5) integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest Computer Applications Using technology, create a digital time capsule. (Family Tree Website NOT WEEBLY). Be sure to include artifacts (Photos, Video Clips, Audio Clips, Letters, Maps, Charts) that represent the technology and people of each era of our society. You may set your site up however you want but remember it should be well polished and extremely interactive. Visual Representation Draw a family tree. Include people, dates, events, their occupations and education levels and their experiences throughout our changing society. Research You must interview members of each side of your family. Ask them questions about what they remember about the Civil Rights Era and the Cold War Era. Ask about their education level and occupations that they have had and why did they change occupations over the years. Ask about different technologies that have been introduced or have disappeared during their lifetimes. Ask what factors were involved in your families decision to move to the Atlanta area. Ask if they know any information about family members that have passed away that you could include in your project. Using the internet, or other media sources look up details about anything you are not sure of. For instance if your grandfather told you that he used to love to listen to the Victrola and you have no idea what he was talking about, look it up and include a description and picture of it in your time capsule.

Rubric

Visual Presentation Rubric

Organization
Below Basic 5 points Presentation is not sequential or logical and it may be hard for the audience to understand the purpose Presenters have only a basic understanding of the content and do not develop reasonable conclusions. Did not answer the essential question. Basic 10 points Presentation may not be sequential or logical but the audience understands the purpose Presenters show a basic understanding of the content but do not develop reasonable conclusions. Answered the essential question with little depth. Most graphics relate to the topic and presentation Good 15 points Presentation is sequential, logical and audience understand the purpose Excellent 20 points Presentation is sequential, logical and effectively conveys the meaning and purpose to the audience

Knowledge

Presenters demonstrate a firm grasp of the content and generalize reasonable conclusions. Answered the essential question adequately

Presenters demonstrate an indepth understanding of the content and provide valid and/or reasonable conclusions. Answered the essential question thoroughly

GraphicsVisual and Technology Visual Product

Graphics do not directly relate to the topic OR detract from the presentation The presentation is not engaging or effective or does not make use of available technology effectively and has errors or bugs that detract from its effectiveness

All graphics and content are related to the topic and most make it easier to understand the presentation The presentation is engaging, effective, utilizes available technology effectively but may have errors or bugs that detract from its effectiveness

All graphics are related to the topic and make it easier to understand the presentation and support the essential question The presentation is engaging, effective, utilizes available technology effectively and is free of errors / bugs

The presentation may not be engaging or effective but utilizes available technology but has errors or bugs that detract from its effectiveness