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20s and 30s Project Sheet

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20s and 30s Project Sheet Powered By Docstoc
					                                                    Boom-Bust-Recovery:
                                               Documenting the 1920’s and 30’s

Introduction:
The Twenties and Thirties were a dynamic period of boom and bust in American history. In the 1920s, Americans were discovering a
new consumer culture. Our country was enjoying unprecedented prosperity and economic growth and undergoing social
experimentation. By the 1930s, an overwhelming portion of our population learned about poverty in a very personal way. Over
these years, the elusive American Dream appeared almost within reach, vanished from the hands of many, and experienced a
variety of reinterpretations.

The Scene:
Welcome young curators! Springfield Township is pleased to announce a new museum to open this year— here in lovely downtown
Erdenheim! You have the opportunity to create a Smithsonian-like exhibit focusing on your area of historical specialty - the 1920s
and 1930s. Museum director Ashley Fusarelli is very particular about historical accuracy and aesthetics. Your exhibit must
authentically represent the period to museum visitors. Using artifacts, news stories, and images, it must creatively draw the
attention of all museum-goers! It must also engage them; therefore, you must create a dynamic presentation that captures the
attention of viewers while educating them on your specific topic.

The Exhibit:
Your exhibit should be in the form of a tri-fold board or display stand that is both appealing to the eye, catches your audience's
attention, and educates museum visitors in an informative way. Additionally, your museum exhibit must contain an interactive
element that allows the viewer to interact with your display. Beyond these requirements, you are free to create as you wish. Please
include the following somewhere in your final product:

       Authentic and relevant historic photographs. These must come from accredited sources online and in print. A good place
        to start is AP Photo Archive.You may also try the Library of Congress Photo Stream on Flickr, and Copyright-friendly images
        and sound. Much more is also available on our Decades Pathfinder.
       News clippings. Two good sources for these are ProQuest Historical Newspapers and Time Magazine Archive.
       Artifacts. These might include: posters, drawings, political cartoons, representations of clothing/fashion, buttons, graphs, a
        speech, legislation, advertisements, etc.
       Interactive Content. Let your creativity shine through! In the past, students have used various techniques to make their
        exhibits accessible to their audience on a personal level. We'll discuss the various options that you have in class.
       Label and cite (correctly) every artifact, photograph, and document AND annotate each. Sample below:
        Title of Picture, Artifact, Article                                                       Date
        (This should match the title in your works cited page)                                    (If no date use: c.1920s, c.1930s)

        2-5 sentences summarizing who or what the image/article/artifact is and its relevance to your topic and the display. This label functions as a description
        for those who did not do the research on this topic you did. What would a viewer need and want to know to understand your display. This info comes from
        your research and will be documented in the works consulted page.

        <www.address.org> or Book Title


       If asked, you should be able to present museum director Fusarelli with a rationale for the inclusion of every artifact and
        image in your exhibit. Make sure every item you select presents a message in a meaningful way.
       On the day of the museum, students will dress either relevant to topic or in business attire.
       Interactive elements are genuine and not a gimmick. No food related elements without prior approval.

Grading Criteria:
Projects are evaluated on the basis of historical accuracy, evidence of preparation and creativity, and overall appearance. Note that
sources are due on the day the project is presented and are part of the grading process. Post your sources in the appropriate place
on the wiki. See the attached rubric for specifics.
The Process:

Library Research Day 1: Use at least one book source and one internet source from the “Doing the Decades” collection to collect
background information on your chosen topic. Type a detailed explanation (1-3 paragraphs) that summarizes the information and
ideas you will need to portray in your display. This should include basic information like who or what the topic is about, when and
where it was prominent, and why it is significant enough to be displayed. Formulate and propose a display theme - how will you
present your display and what interactive elements you can include. Cite your book and internet sources on the same page.

Library Research Day 2: Begin to use copyright-friendly image generators (AP Photo Archive, Wikimedia commons), to gather news,
photos, and artifacts about your topic. Do not forget to document sources as you go. You should “inventory” each as you go along,
so you track which requirements you are meeting. I will collect a copy of this inventory, with citations, at the end of the day. Be
sure to save it so you can add to it with each library visit! Remember, you need 10 Historic Photos, 5 News Clippings, and 5 Artifacts!

Library Research Day 3: Continue above…again, I will collect your expanded inventory list at the end of the day.

Library Research Day 4: You should have collected all of your images at this point. Today should be used typing your labels for
each. Include a citation, date, and annotation. If you did this as you completed your research, you should work on your interactive
activity. (Suggestions: Crossword, comprehensive writing prompt, true-false questions, guided note-taking, timeline or scavenger
hunt to be completed by viewing your display, and listening to your presentation, google doc survey/quiz, etc)

                                                                                        th
Library Research Day 5: The library has been reserved but may not need to be used a 5 day.

Resources:
Textbooks: A History of the US, The Americans, American Nation, America-Pathways
Library Books: Biography Section, Reference Section, Art Section, History (970’s) Section
Online Lessons: Ms Fusarelli’s 20s and 30s Museum Resource Link (25+ educational links)!
Catalogs and Databases: ProQuest Historical Newspapers, Student Resource Center Gold, Literature Resource Center, Biography
Resource Center, ABC-CLIO American History, AP Photo Archive, Beyond Books, Curriculum Resource Center, Wikimedia Commons
STHS MLA Citation Guide & Noodletools

20’s and 30’s Project Topic List:
    The Communist Threat: Red Scare / Palmer Raids / Sacco & Vanzetti
    Nativism / Immigration Quotas / the New KKK
    The Red Summer: Race Relations Following World War I
    Politics: Presidential Administrations and Scandals
    A Modern Woman: Flappers / the 19th Amendment / Criticism
    African American Advancement: Harlem Renaissance / Marcus Garvey / UNIA & NAACP
    Entertainment: Vaudeville, Hollywood, Fads & Amusements
    The Jazz Age: It's History and Impact on the Cultural Landscape & its influence on multiple art forms
    Art & Architecture: Growth and the Elements of Design
    Sports Celebs / 1920s Heroes / Their Impact on Society
              Charles Lindbergh / The Lindbergh Baby Kidnapping
              Amelia Earhart / Accomplishments and Tragedy
    Prohibition and the Rise of Organized Crime
    The Lost Generation
    Fundamentalism: The Teaching of Evolution/The Scopes Trial and the Rural-Urban Divide
    Technological Advancement: New Household Appliances and Their Impact on Society
    Henry Ford / New Production Methods, the Model T, and Its Impact on American Life
    The Growth and Use of Advertising and Marketing
    The Birth, Growth, and Impact of Radio
    The Stock Market Crash: Factors Behind the Economic Boom and Bust
    Depression Life: Hoovervilles / Homelessness / Impact on the American Family
    Rural America: Farmers, Migrant Workers, and the Dust Bowl
    Minorities and the Depression / The Scottsboro Boys
    FDR, the New Deal(s), and Its Critics
                                               1920s and 1930s Museum Display Rubric

Category         Ten(10)                     Nine(9)                   Eight (8)                  Seven(7)                   Incomplete(0-6)
                 Utilized all library time                                                                                   Little class time was
                                             Used time well during     Used some of the time      There was some focus
Use of Class     effectively. Sought                                                                                         spent on working on
                                             each class period.        well during each class.    on getting the project
Time             teacher and librarian                                                                                       the project. Much time
                                             Usually focused on        Usually focused on         done during class time.
                 help. Focused on                                                                                            was spent conversing
                                             getting the project       getting the project        Often distracted others
                 getting the project                                                                                         with others, playing
                                             done and never            done but occasionally      or used computers for
x1               done. Never distracted                                                                                      with the computers, or
                                             distracted others.        distracted others.         other purposes.
                 others.                                                                                                     as a distraction.
                 The display is              The display is
                                                                       The display is             The display is not
                 attractive, well-           attractive and well-
                                                                       somewhat organized         organized or the items     Display appears to have
                 organized, and              organized. The items
Physical Display                                                       yet attractive. The        are not securely           been thrown together
                 commands attention.         are neatly secured and
                                                                       items are securely         attached to the display.   at the last minute. Little
                 The items are neatly        attached to the
                                                                       attached to the display.   The title is too small     creative effort has been
                 secured and attached to     display. Title
x1                                                                     Title describes the        and/or does not            used to draw attention
                 the display. Title is       describes the content
                                                                       content and can be         describe the content of    to content.
                 creative and can be         and can be read from
                                                                       read from 3 ft. away.      the display well.
                 read from 6 ft. away.       6 ft. away.
                 Interactive
                                             Interactive               Interactive                Interactive
                 presentation is clever                                                                                      Presentation is
                                             presentation is           presentation is            presentation is
                 and engaging to                                                                                             completely irrelevant
Presentation                                 thoughtful and            included but maintains     included but fails to
                 audience. Student                                                                                           to the subject matter
(Knowledge +                                 demands some              minimal interactivity      engage the audience in
                 effectively used                                                                                            and fails to engage the
Interactivity)                               attention. Student        with audience.             a meaningful way.
                 presentation to                                                                                             audience. Presentation
                                             presentation conveys      Presentation conveys       Presentation conveys
                 creatively convey                                                                                           shows little knowledge
                                             proficient knowledge      adequate knowledge         only basic knowledge
                 complete knowledge                                                                                          or understanding of the
x3                                           and understanding of      and understanding of       and understanding of
                 and deep                                                                                                    topic and the time
                                             the topic and time        the topic and time         the topic and time
                 understanding of the                                                                                        period.
                                             period.                   period.                    period.
                 topic and time period.
                 The display meets or                                                             The exhibit is missing     Little effort was made
                                             The display meets all     The display meets
Required         exceeds all                                                                      several required           to include required
                                             requirements.             most requirements.
Elements         requirements. Artifacts,                                                         elements. Artifacts,       elements. Artifacts,
                                             Artifacts, documents,     Artifacts, documents,
                 documents, and                                                                   documents, and             documents, and
                                             and photographs           and photographs
                 photographs                                                                      photographs                photographs are
                                             demonstrate a good        demonstrate an
x2               demonstrate a strong                                                             demonstrate minimal        missing or demonstrate
                                             research effort.          adequate effort.
                 research effort.                                                                 research effort.           no research effort
                                             Each item has a label
                 Each item has a neat                                  All items are labeled      Not all items are
Labels                                       and annotation                                                                  Little or no attempt was
                 label and annotation                                  but fail to give a         labeled or not all items
                                             describing the                                                                  made to label or
                 describing the                                        complete annotated         have an annotated
                                             significance (time                                                              include annotated
                 significance (time, date,                             description of their       description of their
x1                                           date, description) of                                                           descriptions.
                 description) of the item.                             significance.              significance.
                                             the item.
                 There are no                There are one or two      There are three to five    There are six to eight     There are more than
Grammar
                 grammatical errors on       grammatical errors on     grammatical errors on      grammatical errors on      eight grammatical
                 the display or in the       the display or in the     the display or in the      the display or in the      errors on the display or
x1
                 presentation.               presentation.             presentation.              presentation.              in the presentation.
                 All borrowed graphics,      Borrowed graphics,        Borrowed graphics,         Borrowed graphics,         Works page does not
                 photographs, artifacts,     photographs, artifacts,   photographs, artifacts,    photographs, artifacts,    include all items OR
Documentation    documents, and              documents, and            documents, and             documents, and             student fails to
                 information are             information are listed    information are listed     information are listed     adequately utilize
                 correctly listed on a       on a Works page with      on a Works page with       on a Works page with       credible sources for
x1               Works page. All works       slight errors. Most       several errors. Only       numerous errors. Few       information.
                 are from a credible         works are from a          some works are from a      works are from a
                 source.                     credible source.          credible source.           credible source.           No Works page = “0”

				
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