1. The Early Years Project Ex.
Bateman
December 2012

2. Overview
Each group will be developing a ppt presentation for class notes covering a topic
Clearly explain the background/context of each topic
Clearly explain the content of each topic
Clearly explain the impact of the topics
Present the information in an engaging manor (pictures, maps, videos, ect.)
Content is thorough, accurate, and relevant

3. Overview Continued Groups of two One ppt per group
Projects must be submitted by the end of class Thursday
Class conduct while working on the project will determine the due date.
Students should be focused and engaged on the project, failure to do so will result in participation loss and less time to work on the project.

4. Rubrics A – Knowing and Understanding
Demonstrate knowledge and understanding of subject
B – Investigating
Clear focused research question
Follow an action plan
C – Thinking Critically
Analyze and evaluate a range of sources in terms of OPVL
Make connections between information to make valid, well-supported arguments

5. Investigating Formulates a clear and focused research question
Follows an action plan to investigate a research question
Effectively addresses the research question

6. Research Question? Should be: Ex.
An interesting general topic
Relevant
Focused and specific
Researchable
Ex.
Unfocused: What is the effect on the environment from global warming?
Focused: How is glacial melting affecting penguins in Antarctica?
Too simple: How are doctors addressing diabetes in the U.S.
Appropriately Complex:  What are common traits of those suffering from diabetes in America, and how can these commonalities be used to aid the medical community in prevention of the disease?

7. Action Plan
The stages that the student follows in order to complete the investigation
What?
Where?
When?
Who?
Delegates and constructs an overview for the actions to be completed to complete the activity

8. Origin Purpose Values Limitations
Your Guide to OPVL
You’ll be doing this for your Historical Investigation

9. Evaluating Sources Not everything you hear is true Would you trust:
Your best friend’s diary?
Voldemort’s personal diary?
A television commercial?
A book written by Darth Vader?
A Nazi newspaper?

10. Sources can be Sources can be: Books Videos Newspapers Pictures
Diaries
Clothes or other objects
Anything that tells you more about a time or place!!!

11. Origin What is the source?
Capture of Saarbrucken. GIs of 70th Div seen with Nazi flag and portrait of Hitler. 22 Mar Photo: Corbis.
What is the source?
Who created it?
Who is the author?
When was it created?
When was it published? (Put out there for the public)
Where was it published?
Who is publishing it?
Is there anything we know about the author that is relevant to our evaluation

12. Purpose Why is the source?
Capture of Saarbrucken. GIs of 70th Div seen with Nazi flag and portrait of Hitler. 22 Mar Photo: Corbis.
Why is the source?
Why does this document exist?
Why did the author create this piece of work? What is the intent?
Why did the author choose this particular format?
Who is the intended audience? Who was the author thinking would receive this?
What does the document “say”?
Can it tell you more than is on the surface?

13. Value How is the source useful?
Capture of Saarbrucken. GIs of 70th Div seen with Nazi flag and portrait of Hitler. 22 Mar Photo: Corbis.
How is the source useful?
What can we tell about the author from the piece?
What we tell about the time period from the piece?
Under what circumstances was the piece created and how does the piece reflect those circumstances?
What can we tell about any controversies from the piece?
Does the author represent a particular ‘side’ of a controversy or event?
What can we tell about the author’s perspectives from the piece?
What was going on in history at the time the piece was created and how does this piece accurately reflect it?

14. Limitations What can’t the source tell us?
Capture of Saarbrucken. GIs of 70th Div seen with Nazi flag and portrait of Hitler. 22 Mar Photo: Corbis.
What can’t the source tell us?
What part of the story can we NOT tell from this document?
How could we verify the content of the piece?
Does this piece inaccurately reflect anything about the time period?
What does the author leave out and why does he/she leave it out (if you know)?
What is purposely not addressed?

15. II. Sample “OPVL” Paragraph
The origin of this source is a journal that was written by _________ in ________ in _______. Its purpose was to _________________ so _________________. A value of this is that it gives the perspective of ________________________. However, a limitation is that __________, making ______________________.

16. Example of Early Years Project
Bateman
December 2012

17. Slide 1: Research Question
Assessed using Criterion B
Research question should be clearly stated on the first slide

18. Slide 2: Action Plan Assessed using Criterion B
Your action plan should be clearly stated on the second slide of your presentation.

19. Body Slides: Content of Project
Assessed using Criterion A
Uses humanities terminology in context
Demonstrates knowledge and understanding of content

20. Final Slides: OPVL / Bibliography
Assessed using Criterion C
OPVL of each source used
Bibliography
MLA Citation