Moment in Time - Schedule of Speeches
Break and Lunch will be under the oak
Phase I: Finding a Focus, picking the moment:
The outcome of the student speech should include 3 distinct parts.
1. WHAT IT IS
The exact moment - Bare witness
2. WHAT IT WAS
The history that led up to this event - the movement, chronology
3. WHAT IT WILL BE
The present and future outcome = Conclusion
The goal will be to take the audience to that exact moment in time during their speech and relive it. Students should dress, act, and articulate to create a mood for the audience that recreates the events the student eye witness describes. Then students take this opportunity to reflect on the past while shaping and creating a future in their vision.
Brainstorming will take place in class. Students will be encouraged to examine issues they feel connected to in a meaningful way. There will be no partners although students should share research, students will practice/prepare with each other, and much of this will be done in class so students can use the physical resources that are readily available including peer editing and teacher support.
The outcome of the student speech should include 3 distinct parts.
1. WHAT IT IS
The exact moment - Bare witness
2. WHAT IT WAS
The history that led up to this event - the movement, chronology
3. WHAT IT WILL BE
The present and future outcome = Conclusion
The goal will be to take the audience to that exact moment in time during their speech and relive it. Students should dress, act, and articulate to create a mood for the audience that recreates the events the student eye witness describes. Then students take this opportunity to reflect on the past while shaping and creating a future in their vision.
Brainstorming will take place in class. Students will be encouraged to examine issues they feel connected to in a meaningful way. There will be no partners although students should share research, students will practice/prepare with each other, and much of this will be done in class so students can use the physical resources that are readily available including peer editing and teacher support.
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Phase II: Organization (will be done individually, started in class and finished for homework)
1. Students will create and organize a research folder (digital or physical).
2. Students will use the folder to hold finished work as well as collected research.
In class we will be reviewing how to label the folders etc and were to place all research. Students need to keep a working bibliography page and running endnotes on the final speech using proper citation format as in prior social studies projects.
It will have 3 parts - What it is, what it was, what it could be
Phase III: Research Students then begin to gather research on the various aspects of their chosen moment. Student must gather information from the following types of sources. It is required that each student have research from the categories below.
No Wiki or other search engine sites like ask.com
1. Reference book (must be an actual book – not a website, ebooks are acceptable)
2. Primary sources, Speech, photographs, documents, quote and/or interview (check Library of Congress, National Archives or Gilder Lehrman)
3. Secondary source (Check newspapers, magazines, biographies – online or in hard copy)
Minimum Research – 2 Reference Books, 3 Primary, 2 Secondary
1. Students will create and organize a research folder (digital or physical).
2. Students will use the folder to hold finished work as well as collected research.
In class we will be reviewing how to label the folders etc and were to place all research. Students need to keep a working bibliography page and running endnotes on the final speech using proper citation format as in prior social studies projects.
It will have 3 parts - What it is, what it was, what it could be
Phase III: Research Students then begin to gather research on the various aspects of their chosen moment. Student must gather information from the following types of sources. It is required that each student have research from the categories below.
No Wiki or other search engine sites like ask.com
1. Reference book (must be an actual book – not a website, ebooks are acceptable)
2. Primary sources, Speech, photographs, documents, quote and/or interview (check Library of Congress, National Archives or Gilder Lehrman)
3. Secondary source (Check newspapers, magazines, biographies – online or in hard copy)
Minimum Research – 2 Reference Books, 3 Primary, 2 Secondary
Phase IV: Proposal 3 minute speech & visual
1. Students will create 1 essential question that they intend to answer in a 3 minute speech. Then the student will bullet out a few ideas of possible answers to the question. The point of this question is to identify the event (take us to that moment), demonstrate understanding of the historical significance of the event (the history behind the event) and its impact on the shaping of culture (the future after).
2. Students will write 2 paragraphs to accompany their visual. The goal of including written work with a visual is to create a caption much like you would find at a museum. Give your work a title. We will print these paragraphs in a uniform font to give it a gallery look. They will be due close to the final project due date.
Paragraph 1 = Why you created what you made, why you chose the materials, why you picked the colors, what made you think of the idea to create that item, what inspired you, what made you wonder, what were you feeling when you did it.
Paragraph 2 = what do you want others to feel when they look at your work, what do you want people to see, to think, to wonder, why is this work important, what is is supposed to accomplish, what impact does it make, is there a greater message, does it have a larger audience, what should the audience pay attention to
3. Students will be required to create a draft of a rubric that the grading teacher will use to assess the final product.
Suggestions but limited to:
Digital Model, Physical Model, Sketch up, Map building, Virtual tour, Reenactment, Diary, Interview, Monument, Fiction, Narrative, Timeline, Glogster, Animoto, Voki, Comic, Website, Write a Song, Rewrite lyrics, Music Video, Or Combinations of this list PechaKucha 20x20 video
Scroll down for the rubric used for the speeches. Students will need to create their own rubric specific to their personal visual project. It should have 5 criteria on a scale of 1-4. As you can see from the example, the quality and score improves as you move from the right column to the left.
Rubric maker: http://rubistar.4teachers.org/index.php
1. Students will create 1 essential question that they intend to answer in a 3 minute speech. Then the student will bullet out a few ideas of possible answers to the question. The point of this question is to identify the event (take us to that moment), demonstrate understanding of the historical significance of the event (the history behind the event) and its impact on the shaping of culture (the future after).
2. Students will write 2 paragraphs to accompany their visual. The goal of including written work with a visual is to create a caption much like you would find at a museum. Give your work a title. We will print these paragraphs in a uniform font to give it a gallery look. They will be due close to the final project due date.
Paragraph 1 = Why you created what you made, why you chose the materials, why you picked the colors, what made you think of the idea to create that item, what inspired you, what made you wonder, what were you feeling when you did it.
Paragraph 2 = what do you want others to feel when they look at your work, what do you want people to see, to think, to wonder, why is this work important, what is is supposed to accomplish, what impact does it make, is there a greater message, does it have a larger audience, what should the audience pay attention to
3. Students will be required to create a draft of a rubric that the grading teacher will use to assess the final product.
Suggestions but limited to:
Digital Model, Physical Model, Sketch up, Map building, Virtual tour, Reenactment, Diary, Interview, Monument, Fiction, Narrative, Timeline, Glogster, Animoto, Voki, Comic, Website, Write a Song, Rewrite lyrics, Music Video, Or Combinations of this list PechaKucha 20x20 video
Scroll down for the rubric used for the speeches. Students will need to create their own rubric specific to their personal visual project. It should have 5 criteria on a scale of 1-4. As you can see from the example, the quality and score improves as you move from the right column to the left.
Rubric maker: http://rubistar.4teachers.org/index.php
Phase V: The Finale
SPEECH (3 minutes - 3 paragraphs & citations, work cited)
The speech should be written in a 3 paragraph format which answers the essential question that was pre-approved by the teacher.
1st - What it is (the moment in time)
2nd - What it was (the history behind the event)
3rd - What it could be (the future )
It is required that each student turn in a fully written 3 minute speech to the teacher prior to the performance date that includes citations in proper endnote format and includes a work cited page.
It is NOT expected that the student will 100% follow the scripted speech on the day of the performance but instead will use it to practice, practice, practice, and try to be as close as possible. Each student will be allowed to use a 150 word cheat sheet during the actual performance of the speech. It is recommended that it be in the form of an outline and use color coding to emphasize inflection and main ideas.
VISUAL (self standing - 2 paragraph caption & rubric)
As a reminder, please remember that all visuals must be free standing and be able to be able to work student free. Meaning, all I would have to to is example the work my self either in physical form or by clicking a button. If you will be needing to borrow a device for display, you may be asked to turn your project in early so that adequate preparations can be made for presentation day.
SPEECH (3 minutes - 3 paragraphs & citations, work cited)
The speech should be written in a 3 paragraph format which answers the essential question that was pre-approved by the teacher.
1st - What it is (the moment in time)
2nd - What it was (the history behind the event)
3rd - What it could be (the future )
It is required that each student turn in a fully written 3 minute speech to the teacher prior to the performance date that includes citations in proper endnote format and includes a work cited page.
It is NOT expected that the student will 100% follow the scripted speech on the day of the performance but instead will use it to practice, practice, practice, and try to be as close as possible. Each student will be allowed to use a 150 word cheat sheet during the actual performance of the speech. It is recommended that it be in the form of an outline and use color coding to emphasize inflection and main ideas.
VISUAL (self standing - 2 paragraph caption & rubric)
As a reminder, please remember that all visuals must be free standing and be able to be able to work student free. Meaning, all I would have to to is example the work my self either in physical form or by clicking a button. If you will be needing to borrow a device for display, you may be asked to turn your project in early so that adequate preparations can be made for presentation day.
Speech Rubric
Moment in Science and Technology
Your final science project will relate to your Moment in Time Project. Ask yourself how science or technology impacted your historical event. Then craft a question about that science or technology to guide your research which will result in a research paper of between 750-1250 words including an abstract of no more than 150 words.