5th grade it's a w(rap) reconstruction to great depression (1)assets.flocabulary.com/pdfs/its-a-wrap-reconstruction-great-depressi… · Find the information within the sources (write

Potential Topics:

If you find another topic that interests your group more, you must receive teacher approval of your topic BEFORE moving forward.

1.Jim Crow 2.Wilber Wright 3.Orville Wright 4.G.W. Carver 5.A.G. Bell 6.Thomas Edison 7.Samuel Morse 8.T. Roosevelt 9.G.A. Custer 10.Crazy Horse 11.Sitting Bull 12.Andrew Carnegie 13.John D. Rockefeller 14.C. Vanderbilt 15.J.P. Morgan 16.Samuel Gompers 17.Jane Addams 18.W.E.B. DuBois 19.Carrie C. Catt 20.Susan B. Anthony 21.Alice Paul 22.Amelia Earheart 23.Woodrow Wilson 24.Archduke Franz Ferdinand 25.Gavrilo Princip 26.Langston Hughes 27.Louis Armstrong 28.Henry Ford 29.Charles Lindbergh 30.Al Capone 31.Duke Ellington 32.Woody Guthrie

Your topic: ______________________________________ Teacher’s Signature:_______________________________ Group members’ signatures: _________________________________________________________________________________________________

_________________________________________________________________________________________________

ELA Standards

Performance Standard: ELACC5W2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Performance Standard: ELACC5W4

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.


Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.


Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Performance Standard: ELACC5RI7

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Performance Standard: ELACC5RI9

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Social Studies Standards

SS5H2.b

Explain the work of the Freedmen's Bureau.

SS5H2.c

Explain how slavery was replaced by sharecropping and how African-Americans were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs.

SS5H2: Reconstruction

The student will analyze the effects of Reconstruction on American Life.

SS5E1

The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

SS5E1b

Explain how price incentives affect people’s behavior and choices (such as decisions to participate in cattle trails because of increased beef prices).

SS5G1

The student will locate important places in the United States.

SS5G1b

Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

SS5H3

The student will describe how life changed in America at the turn of the century.

SS5H3a

Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.

SS5H3b

Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).

SS5H3c

Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal.

SS5H3d

Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.

SS5H3e

Describe the impact of westward expansion on Native Americans; include the Battle of the Little Bighorn and the relocation of Native Americans to reservations.

SS5E2

The student will describe the functions of four major sectors in the U. S. economy.

SS5E2a

Describe the household function in providing resources and consuming goods and services.

SS5E4

The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.

SS5H4

U.S. From World War I to 1929

The student will describe U.S. involvement in World War I and post-World War I America.

SS5H4.a

Explain how German attacks on U.S. shipping during the war in Europe (1914 - 1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships, U.S. contributions to the war, and the impact of the Treaty of Versailles in 1919.

SS5H4b

Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile I(Henry Ford), and the airplane (Charles Lindbergh).

SS5H5

The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.

SS5H5a

Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.

SS5IP1.b Organize items chronologically.

SS5IP1.e Identify main idea, detail, sequence of events, and cause and effect in a social studies context.

SS5IP1.fIdentify and use primary and secondary sources.

SS5IP1.k Draw conclusions and make generalizations.

SS5IP1.n Formulate appropriate research questions.

SS5IP1: Information Processing SkillsThe student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions.

Technology Standards Element: T3.b Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Element: T3.c Evaluate and select information sources and digital tools based on the appropriateness to specific tasks Element: T5.a Advocate and practice safe, legal, and responsible use of information and technology

Music Standards M5GM.5 – Composing and arranging music within specified guidelines a. Create rhythmic and melodic motives to enhance literature. b. Create simple songs using any of the following: quarter note, quarter rest, eighth note, half note, dotted half note, whole note, or text within an octave scale using simple meter. c. Arrange rhythmic and melodic patterns creating simple form, instrumentation, and various styles.

5th Grade: It’s a W(rap), Y’all!

Purpose:

• We are completing a review of the research process with a specific task in mind.

• Your task: You work for the website Flocabulary. Your job is to create a high-quality and engaging rap music video. Your driving question for this project is: How can we, as educational video creators, make a rap music video that teaches other students about these important people who changed the course of history? Your driving question should drive your research, in other words, it should always be in the back of your minds while you ar e researching and creating your projects.

• Attached you will find a list of potential topics. Your group of 2-4 must choose one important historical figure who was prominent in the United States and/or World History from Reconstruction to the Great Depression. You will research your topic, compose your rap, record your rap, and create a music video.

• Use the attached rubrics as your guide when completing your research and project.

Schedule:

Week 1- Week of 9/22: Introduction of Lesson and Task Definition

Week 2 – Week of 9/29: Information Seeking Strategies

Week 3 & 4 – Week of 10/6, 10/13: Location & Access

Weeks 5-7 – Weeks of 10/20, 10/27, 11/3 : Use of Information

Week 8-11 – Weeks of 11/10, 11/17, 12/1, 12/8: Synthesis

Week 12 – Week of 12/15: Presentation of Projects – Film Festival, Class Winners!

Week 12- Week of 1/6 : Evaluation

Big 6 Research Framework

#1 Task Definition:

1. What kind of final product are you expected to present to the teacher? • Is it a written report? • An oral presentation? • A poster? • Or something else?

2. Does it have to be a certain length, size, or duration of time? • Do you have any freedom of choice in how to present what you will learn?

3. What is the topic of the assignment? • Does your teacher give you the specific topic (subject) of your assignment? • Do you have any freedom to select a topic for yourself? • Do you have to create a thesis statement (take a position, make an argument) ? • Did the teacher give you a very general topic that you have to focus to a smaller topic?

4. What is the due date for your final product? • Are there any parts of the assignment due before the final due date (like a rough draft, notes, outline, etc.)? Helpful Hint: Get an assignment calendar and write any due dates in it. This will help you plan your time to get the assignment done by the due date. Most teachers will take off points from your grade for late work.

#2 Information Seeking Strategies

List all possible sources of information as a class. Remember to think outside of the box!

#3 Location & Access

Find the information sources (4 or more)

Find the information within the sources (write down web addresses, databases, page numbers in books).

#4 Use of Information

Read, view, or listen to the source.

Take notes.

Give credit to all sources. Include author, title, pages, URLs

#5 Synthesis (4 weeks)

Create your rap and accompanying video. Draft, revise, record!

#6 Evaluation

Check final project against the rubric.

Reflect on the quality of your class song and pictures.

Are you proud of your research and shared information? Are you proud of your rap and video? Is it ready to be shared with the rest of the world? Does it have a good shot of winning the contest or being published on the Flocabulary website?

#2 Information Seeking Strategies List all the places your group can think of where you could get information. Write them in the

space below. Think creatively!

#3 Location & Access Source #1 Database or Book Title:

Article Title (if available):

Author:

Where did you find this source (circle one)?

CDL a book in the LC a book from home magazine a website other (please specify)

Is this source?

print web

Page number(s) if available:

Source #2 Database or Book Title:


Author:



Is this source?

print web




Author:



Is this source?

print web




Author:



Is this source?

print web


Research Rubric

CATEGORY Expert Intermediate Novice Beginner Points

Research Questions

4 points 3 points 2 points 1 point ______/4

Wrote clear, creative and interesting questions which fit the topic.

Wrote clear questions which fit the topic.

Wrote some questions which did not fit the topic.

Wrote many questions which did not fit the topic.

Selection of Sources


Identified useful sources in many formats (books, magazines, electronic).

Identified mostly useful sources in many formats (books, magazines, electronic).

Identified a few useful sources in one or two formats.

Identified no useful sources in any formats.

Note-taking 4 points 3 points 2 points 1 point ______/4

Located and recorded information which answered all of the research questions.

Located and recorded information which answered most of the research questions.

Located and recorded a lot of information that did not answer the research questions.

Located and recorded incomplete information which failed to answer any of the research questions.

Organized neat, easy-to-read notes.

Organized notes and most were neat and easy to read.

Failed to organize notes effectively; many were messy and hard to read.

Did not organize notes; all notes were messy and hard to read.

Wrote all notes using own words and key facts.

Wrote most notes using own words and key facts.

Wrote some notes that were copied word-for-word from the source.

Copied most or all of the notes word-for-word from the source.

Sharing information


Presented all information in a clear and organized way.

Presented most of the information in a clear and organized way.

Presented information which was poorly organized or was difficult to understand some of the time.

Presented information which was poorly organized, hard to understand.

Listing Sources 4 points 3 points 2 points 1 point ______/4

Included all sources used and listed sources in the correct format.

Included most sources used and listed sources in the correct format.

Included most sources used, but some information was missing or incorrect.

Failed to include most of the sources used, and a lot of the information was missing or incorrect.

Music Video Rubric CATEGORY Expert Intermediate Novice Beginner Points

Topic/Content 4 points 3 points 2 points 1 point ______/4

Covers topic completely and in depth. Includes properly cited sources and complete information. Encourages viewers to know more.

Includes essential information with most sources properly cited. Includes enough elaboration to give viewers an understanding of the topic.

Includes some essential information with few citations and few facts.

Includes little essential information and one or two facts.

Technical Requirements


Shows excellent understanding of elements of medium including shot composition, sound recording, lighting and editing.

Good shot compositions, lighting, sound and accurate editing techniques.

Edited material contains no shaky footage, audio is clear, and is edited without jumps or "glitches".

Shaky camera shots, poorly recorded audio or carelessly edited.

Mechanics 4 points 3 points 2 points 1 point ______/4

Grammar, spelling, punctuation, and capitalization are correct. No errors in the text.

Includes 2-3 grammatical errors, misspellings, punctuation errors, etc.

Includes 3-4 grammatical errors, misspellings, punctuation errors, etc.

Includes more than 5 grammatical errors, misspellings, punctuation errors, etc.

Cooperative Group Work


Works well with others. Assumes a clear role and related responsibilities. Motivates others to do their best.

Works well with others. Takes part in most decisions and contributes fair share to group.

Works with others, but has difficulty sharing decisions and responsibilities.

Cannot work with others in most situations. Cannot share decisions or responsibilities.

Oral Presentation Skills


Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery.

Communicates ideas with proper voice projection. Adequate preparation and delivery.

Some difficulty communicating ideas, due to voice projection, lack of preparation, or incomplete work

Great difficulty communicating ideas. Poor voice projection. Little preparation or incomplete work.

From the list choose 2 topics and list them below. Then, go to our print encyclopedia or one of our online encyclopedias in CDL and do a search using your topics’ first and last names as your KEYWORDS. Under the Information, Ideas, and Questions column, list interesting things you learned, ideas your reading may have sparked, additional KEYWORDS, and further GREEN LIGHT questions you may have come up with.

Your GREEN LIGHT questions will drive your research and it’s part of your research rubric. Take the time to come up 4-5 GREAT GREEN LIGHT questions.

Possible Topics: Information, Ideas, Questions

Topic #1

Topic #2

Names: ________________________________________

“It’s a W(Rap)” Reconstruction to Great Depression- Pre-search

Get excited! You’re doing research on the topic YOUR GROUP chooses. Research should be fun; it’s kind of like being a detective.

Look at the list of topics on the last page, and narrow your choices down to TWO. After you do your pre-search you will have narrowed it down to ONE. Remember: this topic will be the focus of this project for 12 weeks. Make sure it’s someone who you really want to know more about.

Your Name: ________________________________ Date: ________________

“It’s a W(Rap)” CATEGORY

Capitalization

Conventions

Fluency

Ideas

Organization

Word Choice

Before you turn your paragraphs in…

□I have capitalized the first word of each sentence. □I have capitalized the names of people. □I have capitalized the names of months, days, and holidays. □I have capitalized the names of cities, states, countries, famous places, etc. (e.g. Appomattox, Gettysburg). □I have capitalized the titles of books, newspapers (e.g. The Liberator).

□My rap makes sense. □My rap’s stanzas have one main idea. □I used commas, periods, question marks, and exclamation points correctly. □My final draft is typed. □I have included a properly formatted bibliography using EasyBib at the end of my video and my typed lyrics sheet.

□My lines begin in different ways. □The meaning of each of my lines is clear. □My lines flow from one to another. □There are no incomplete thoughts.

□I used brainstorming and a concept map or outline to create and organize ideas. □My ideas are logically related to one another. □Ideas are written in my own words. □I understand my topic. □My rap is clear and focused. I stay on topic. □My details give the viewer important information.

□My rap is sequenced in a logical order. □My introduction is inviting. □I have a hook or chorus that repeats. □My ideas flow well and are clearly connected to one another. □I have a satisfying conclusion.

□Every word seems just right. □I used a lot of descriptive words (adjectives and adverbs). □I used strong action verbs (e.g. darted, exclaimed, pursued) . □I used synonyms to add variety. □I used some similes and/or metaphors.

RESPONSIBILITIES

□Did you do everything in the assignment and include all that was required for the music video? □Did you check your music video against the rubric? □Did you give credit to all your sources in a list at the end of your video? □Do you have a paper copy of your lyrics including an attached bibliography? □Would you be proud for anyone to see and hear your music video?

Keywords, Main Ideas, Questions Notes:

Summarize:

Topic:

Idea 1 w/ Details: Idea 2 w/ Details:

Idea 3 w/ Details: Idea 4 w/ Details: Feel free to add more idea boxes if you have more notes to take.

Mind Mapping Notes

If you have more notes, add them to the bottom of this page, or flip the page over.

I. -----------------------------------------------------------------------------------------------

A. -----------------------------------------------------------------------------------------------

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B. -----------------------------------------------------------------------------------------------

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C. -----------------------------------------------------------------------------------------------

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II. -----------------------------------------------------------------------------------------------

A. -----------------------------------------------------------------------------------------------

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B. -----------------------------------------------------------------------------------------------

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C. -----------------------------------------------------------------------------------------------

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III. -----------------------------------------------------------------------------------------------

A. -----------------------------------------------------------------------------------------------

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B. -----------------------------------------------------------------------------------------------

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Outlined NotesMajor Topic:

C. -----------------------------------------------------------------------------------------------

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Rap Rough Draft: This page should be used for writing your rough draft rhymes. It’s a ROUGH DRAFT, so cross-outs are fine. Your rap should be between 1 and 2 minutes long. As you write, practice each line to make sure you have THE FLOW! Tell an interesting story. Remember, this is your job! You can use the front and back of this paper. Ask Mrs. Kindschy if you need more paper to compose your masterpiece!

Evaluation:

Which video was your favorite and why?

Remember to include the group members’ names and the subject of their video. We will submit class favorites to the folks at Flocabulary. They will choose the overall winner and feature it on their blog!

WOW!

Documents

5th grade it's a w(rap) reconstruction to great depression (1)assets.flocabulary.com/pdfs/its-a-wrap-reconstruction-great-depressi… · Find the information within the sources (write