Twentieth+Century+Project

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===For the next few weeks we will be working on an independent study project of A Year in the Twentieth Century. During this project you will become the class expert on your chosen year and create a 12 to 15 minute class presentation using Google Slides to share your learning with your classmates. It is your goal to give your audience a taste of what it would have been like to have lived in your year. Yo will need to gather information in topics such as news, music, entertainment, sports science and technology, fashion prices and any thing else that made the year what it was.===

Have fun as you turn back the clocks and learn about life in a Year in the Twentieth Century!
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=Requirements and Expectations= The main purpose of this project is to provide your class with a general overview of a year in the 20 th Century. Along with the general overview, you will need to focus on a couple of major events that occurred during your chosen year. media type="youtube" key="j4JOjcDFtBE" height="377" width="504" align="center"

Select a Year
You are to select a year form the 20 th Century that you want to learn about. You are free to choose what ever year that you want but only one person will be allowed to do any specific year. These will be given out on a first come first served basis. Once you have selected your year, you will not be allowed to change it. I recommend that you spend some time doing some research before you make your selection. Although you are free to choose any year from 1901 to 2000, some years are more difficult than others. Check your email for a Google Form to make your selection. //**Due: Monday, March 13, 2017**//

Daily Progress Journal
While you are working on the project you will need to keep a record of your work. You will be sent a new Journal each Monday in Google Classroom. You are to fill out a brief, 3 or 4 sentences, summary of what yo accomplished each day. This will be graded as 25 points per week. I will also be keeping a record of those who are not on task and points will be deducted from your score. //**Friday, March 17, 2017**// //**Thursday, March 23, 2017**// //**Friday, March 31, 2017**// //**Friday, April 7, 2017**//

News Events
You are to create a list and brief description of news events from your year. It is important in you find the information now because this is the time you can do the research. You will not have time to go back and do the research when you are putting your slide show together. The paper you will get on Google Classroom is divided into World, Nation, State, and Local news events. It is difficult to find some of the local news. If you can't find any don't worry. It will not count against you. Remember to create your bibliographic entries while you are doing your research. It will make things easier for you that attempting to go back and create a bibliography. //**Due: Wednesday, March**// **15, 2017**

Music of the Year
What were people listening to on the radio or singing in your year? Find some of the music so your classmates can hear it. Remember to create your bibliographic entries! //**Due: Monday, March 20, 2017**//

That's Entertainment
What was entertaining the people in your year? What were they watching on TV or listening to on their radios? What were the popular plays on Broadway? What were the popular movies playing in the theaters? What books were being written and read in your year? Remember to create your bibliographic entries! //**Due: Wednesday, March 22, 2017**//

The Wide World of Sports
What was going on in the world of sports during your year? Who won the World Series or the Kentucky Derby? Was it an Olympic year? Tell the stories of the sports events that people would have been talking about. Remember to create your bibliographic entries! //**Due: Monday, March 27, 2017**//

Science/Technology/Fashion/Prices/Other
What were the new and exciting science and technology being used or invented in your year? What was in in the world of fashion? How much did it cost for people in your year to buy a loaf of bread, a gallon of gas or mail a letter? What other things were happening in your year that just don't fit into into any other category?This is the catch-all place for any other fascinating things you find out about your year. Remember to create your bibliographic entries! //**Due: Wednesday, March 29, 1017**//

Presentation Map
This is the plan of how your slideshow will flow. This does not have to be, and probably will not be exactly the way your final project comes out. This simply gives you the opportunity to think about how you want your project to go together. //**Due: Friday, March 31, 2017**//

Presentation
Your presentation is to last between 12 and 15 minutes. Because we are going to be on a time limit when we are doing presentations, we will not allow any presentations to go over 16 minutes. You are also expected to have personal knowledge about your year. Your presentation should be mostly from you and not read from a paper or rely completely on note cards. Some use of note cards is acceptable. You should also be careful of using fillers such as umm, ahhh, like, and OK. These quickly become annoying and your audience will lose interest. You will also need to speak in a loud clear voice so that everyone in the room will be able to hear your presentation. The presentation schedule will be determined by a drawing of position numbers. A final copy of the presentation schedule will be sent to you in Google Classroom. You are expected to present at your assigned time. Failure to do so will result i grades of zero being assigned in the visual and oral presentation sections. If you are absent on the day you are scheduled to present, you are to be prepared to go first on the day you return to class.
 * //Due://** //**Presentations will begin on Monday, April 10, 2017**//

[[file:ProjectGradingRubrics.pdf]] [[file:2017PresentationOrder.pdf]]
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=Standards= media type="youtube" key="Qj29TkHKxPk" height="380" width="508" align="center"

A1 - Researching and Developing Positions on Current Social Studies Themes

 * b. Determine the nature and extent of information needed.http://milfordushistory.wikispaces.com/Twentieth+Century+Project
 * c. Locate and access relevant information that includes multiple perspectives from varied sources.
 * d. Demonstrate facility with note taking, organizing information, and creating bibliographies.
 * e. Distinguish between primary and secondary sources.
 * f. Evaluate and verify the credibility of the information found in print and non-print sources.
 * g. Use additional sources to resolve contradictory information.
 * l. Use information ethically and legally.

E1 - Historical Knowledge, Concepts, Themes, and Patterns

 * b. Identify and analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States, and various regions of the world.
 * c. Trace and explain the history of democratic ideals and constitutional principles and their importance in the history of the United States and the world.
 * d. Analyze interpretations of historical events that are based on different perspectives and evidence.

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
 * a. apply existing knowledge to generate new ideas, products, or processes.
 * b. create original works as a means of personal or group expression.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
 * b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
 * d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
 * a. plan strategies to guide inquiry.
 * b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
 * c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
 * d. process data and report results.

===4. Critical Thinking, Problem Solving, and Decision Making=== Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
 * a.identify and define significant questions for investigation
 * b. plan and manage activities to develop a solution or complete a project.
 * c. collect and analyze data to identify solutions and/or make informed decisions.
 * d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
 * a. advocate and practice safe, legal, and responsible use of information and technology.
 * b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
 * c. demonstrate personal responsibility for lifelong learning.
 * d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

 * b. select and use applications effectively and productively

=Standards for the 21st Century Learner=

1.1 Skills

 * 1.1.1 - Follow and inquiry based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
 * Use prior and background knowledge as a context for new learning.
 * 1.1.3 - Develop and refine a range of questions to frame the search for new understanding.
 * 1.1.4 - Find, evaluate, and select appropriate sources to answer questions
 * 1.1.5 - Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
 * 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * 1.1.7 - Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
 * 1.1.8 - Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
 * 1.1.9 - Collaborate with others to broaden and deepen understanding.

1.2 Dispositions in Action

 * 1.2.1 - Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
 * 1.2.2 - Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
 * 1.2.3 - Demonstrate creativity by using multiple resources and creativity.
 * 1.2.4 - Maintain a critical stance by questioning the validity and accuracy of all information.
 * 1.2.5 - Demonstrate adaptability by changing the focus, questions, resources, or strategies when necessary to achieve success.
 * 1.2.6 - Display emotional resilience by persisting in information searching despite challenges.
 * 1.2.7 - Display persistence by continuing to pursue information to gain a broad perspective.

1.3 Responsibility

 * 1.3.1 - Respect copyright/intellectual property rights of creators and producers.
 * 1.3.2 - Seek divergent perspectives during information gathering and assessment.
 * 1.3.3 - Follow ethical and legal guidelines in gathering and using information.
 * 1.3.4 - Contribute to the exchange of ideas within the learning community.
 * 1.3.5 - Use information technology responsibly.

1.4 Self-Assessment Strategies

 * 1.4.1 - Monitor own information-seking process for effectiveness and progress, and adapt a necessary.
 * 1.4.2 - Use interaction with and feedback from teachers to guide own inquiry process.
 * 1.4.3 - Monitor gathered information, and assess for gaps or weakness.
 * 1.4.4 - Seek appropriate help when needed.

===Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge===

2.1 Skills

 * 2.1.1 - Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understanding, draw conclusions, and create new knowledge.
 * 2.1.2 - Organize knowledge so that it is useful.
 * 2.1.3 - Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigation.
 * 2.1.4 - Use technology and other information tools to analyze and organize information.
 * 2.1.5 - Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * 2.1.6 - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

2.2 Dispositions in Action

 * 2.2.1 - Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
 * 2.2.2 - Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.
 * 2.2.3 - Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
 * 2.2.4 - Demonstrate personal productivity by completing products to express learning.

2.3 Responsibility

 * 2.3.1 - Connect understanding to the real world.
 * 2.3.2 - Consider diverse and global perspectives in drawing conclusions.
 * 2.3.3 - Use valid information and reasoned conclusions to make ethical decisions.

2.4 Self-Assessment Strategies

 * 2.4.1 - Determine how to act on information (accept, reject, modify).
 * 2.4.2 - Reflect on systematic process, and assess for completeness of investigation.
 * 2.4.3 - Recognize new knowledge and understanding.
 * 2.4.4 - Develop directions for future investigations.

===Share knowledge and participate ethically and productively as members of our democratic society===

3.1 Skills

 * 3.1.1 - Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.
 * 3.1.2 - Participate and collaborate as members of a social and intellectual network of learners.
 * 3.1.3 - Use writing and speaking skills to communicate new understandings effectively.
 * 3.1.4 - Use technology and other information tools to organize and display knowledge and understandings in ways that others can view, use, and assess.
 * 3.1.5 - Connect learning to community issues.
 * 3.1.6 - Use information technology ethically and responsibly.

3.2 Disposition in Action

 * 3.2.1 - Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
 * 3.2.2 - Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
 * 3.2.3 - Demonstrate teamwork by working productively with others.

3.3 Responsibilities

 * 3.3.1 - Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as member of the community.
 * 3.3.2 - Respect the differing interests and experiences of others, and seek a variety of viewpoints.
 * 3.3.3 - Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
 * 3.3.4 - Create products that apply to authentic, real-world contexts.
 * 3.3.5 - Contribute to the exchange of ideas within and beyond the learning community.
 * 3.3.6 - Use information and knowledge in the service of democratic values.
 * 3.3.7 - Respect the principles of intellectual freedom.

3.4 Self-Assessment Strategies

 * 3.4.1 - Assess the process by which learning was achieved in order to revise strategies and learn more effectively in the future.
 * 3.4.2 - Assess the quality and effectiveness of the learning product.
 * 3.4.3 - Assess own ability to work with others in a group setting by evaluation varied roles, leadership, and demonstrations of respect for other viewpoints.

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