Day in the Life Project Elements Steps to complete for your project.

Dates Date Assigned: 8/26 Date Due: 12/7

Specifics For this project students will work in groups to produce an informational display about what life was like for people living in a certain culture at a certain time. Students will work together to create the overall presentation but each student will also be responsible for his/her own portion and thus will be graded both as a group and individually. Time will be given in class for students to do some work but some work will also need to be completed outside of class. This project will include both a physical aspect and a written aspect. Projects will be presented to the class and displayed for the whole school.

Topics Ancient Egypt; Ancient Greece; Roman Empire; Middle Ages; Renaissance; Mayan Empire; Aztec Empire; Incan Empire

Individual Responsibilities Students can choose from the following topics to focus on (not all topics need be covered). For specific requirements, see “Individual Project Components” below. Medicine/disease/health Military/weapons Architecture/household life (furniture, habits, living conditions, etc.) Art/literature/music/entertainment/fashion Inventions/’technology’/discoveries Religion Government/money/laws Another topic as approved by teacher

Group Responsibilities Students will need to work together to produce some aspects. The group PPT presentation (a combination of the individual PPTs – must show a cohesive theme) Food (students will need to create/cook/prepare a dish from their chosen time period – with the teacher’s assistance) The group portion of the project will account for a separate grade. Students will be given time in class to complete much of this project. Individual effort and the ability to work with group members will contribute to the overall group grade achieved. Any concerns about the group grade should be addressed to the teacher as they occur.

Infographic (detailed information with pictures) o This will take the form of a poster or tri-fold board. o It must include well-chosen pictures that clearly explain the content and which are presented in such a way as to educate the viewer. o Students should keep in mind that this is a poster so large fonts, clear pictures, easy to read information, neatly presented information (i.e. typed not hand written), etc. should be used. o Additionally, color and style are a must in order to catch and hold the viewer’s attention. o Since this poster will be displayed, students should also consider the physical construction (i.e. pictures etc. should be attached securely and such). o Information should be included to explain content to the viewer. Information should be free of spelling and grammatical errors. Any referenced information must be properly cited (this can be done with numbers and footnotes to a bibliography card at the bottom of the poster). o The amount of information should reflect the intent of the student – what they want the audience to learn about the topic. Key terms, definitions, examples, explanations, descriptions, process outlines, etc. should be used. However, students should keep in mind that this is a visual artifact and too much information can overwhelm a viewer. Short bursts, lists, and short paragraphs should all be included. o This infographic will account for 25% of the student’s individual grade.

Physical Artifact o This artifact should represent a key aspect of the student’s topic. o It should be constructed by hand (by the student). o It should reflect preplanning and effort in construction. o Students must get teacher preapproval for their artifact by November 2. o This artifact will account for 25% of the student’s individual grade. o Some suggestions: § A replica/model of the Hanging Gardens of Babylon § A replica/model of the Colosseum § A replica/model of an Egyptian tomb § A paper mache Incan mask § A paper mache Greek amphora with painted scenes § A diorama of a 15th century British castle

A PPT presentation explaining their topic (part of the group PPT) o The PPT should mimic the one done for the Egypt project (see rubric from that project). o It must contain pictures and information. o While much of the information should be delivered orally by the student during presentations, students should also keep in mind that these PPTs will be shown during the display of their projects (in the cafetorium) and thus should include enough key ideas in writing that viewers can follow along. o This PPT will be combined with the other group members’ PPT to create one large topic overview. Students should decide on the PPT theme as a group to ensure continuity. o Students will present their portions of the PPT to the class for a presentation grade. o This PPT will account for 25% of the student’s individual grade.

A write-up about what they have learned o This report will mimic the one done for the Egypt project (see rubric from that project). o Proper MLA formatting and referencing must be followed. o A balance of cited material and personal reflection must be included. o Outlines and rough drafts for this report will be required (due dates to follow). o This report will account for 25% of the student’s individual grade.

Scoring Individual Part = a Project grade (30% overall) Group Part = 2 quiz grades (10% overall x 2)

Students must use a minimum of 4 approved sources. Sources

Students should be able to do the following: Create informative compositions geared to present and discuss ideas or concepts through selection and analysis of source-based support. Select relevant and well-researched source material to supplement background of topic, to support thesis, and/or to add to overall effectiveness of composition. Select and employ transitive phrases and sentences to create a sense of flow and overall organization. Write in an appropriate register for academic purposes, keeping in mind targeted audience. Utilize appropriate MLA in-text citations, Works Cited page, and bibliography. Present work in appropriate format, finalized to the standard for a marked assessment.

Plagiarism Students must use appropriate MLA referencing. Any instances of alleged 'intentional' cheating will result in an automatic zero without the possibility of redo. Any instances of mistaken referencing will be given the opportunity for correction prior to the Final Draft. It is the responsibility of the student to ensure that he/she is using all possible resources to do proper MLA: teacher, tutoring, class notes, OWL at Purdue, EasyBib, other approved resource, etc.OWL at PurdueEasyBib

Step 1

List addresses for all your articles in an email and send to your teacher for review.

Step 2

Print out your articles and highlight key information.

Step 3

Artifact Decide what you will make for your artifact. Email idea to teacher for approval. o This artifact should represent a key aspect of the student’s topic. o It should be constructed by hand (by the student). o It should reflect preplanning and effort in construction. o Students must get teacher preapproval for their artifact by November 2. o This artifact will account for 25% of the student’s individual grade. o Some suggestions: § A replica/model of the Hanging Gardens of Babylon § A replica/model of the Colosseum § A replica/model of an Egyptian tomb § A paper mache Incan mask § A paper mache Greek amphora with painted scenes § A diorama of a 15th century British castle

Step 4

Source Cards You need 1 source card for each article – make copies as needed. remember to also click ‘yes’ on easybib to include the URL

( ) Works Cited Entry: use to create an entry; remember you might have to add some of the information yourself; remember to also click ‘yes’ on easybib to include the URL In-text Citation: create the appropriate citation and write here  Source Cards Number your sources for easy reference #

Step 5

determine the subtopics of your paper Subtopic 1 The basics: an overview of the TD – all the background information needed to understand the topic Subtopic 2Subtopic 3 Past: what happened to threaten the TD in the past (farmers and disease); what the results were for the TD Present: what are the breeding programs, where, what do they do, etc. Subtopic 4 Future: what does the future hold, what still needs to be done, what can people do, etc.

determine the subtopics of your paper Subtopic 1Subtopic 2Subtopic 3Subtopic 4 Subtopics

Step 6

Write a thesis statement THESIS First killed by farmers and then hit by a targeted strain of cancer, the Tasmanian Devil is a species near the brink of extinction; they are in need of special breeding programs by governments and zoos from around the world in order to ensure their survival.

Preliminary Thesis Statement (fill in below; remember you want to mention each one of your subtopics, in order, in your thesis) Thesis Statement

Step 7

Information Cards You need 1 Information Card for each piece of information – make copies as needed. You need a minimum of 12 information cards.

Source #_________; Card #_________ Copy & paste directly from your article to this box (do NOT use your own words – this will help ensure that you are not plagiarizing later) Information Cards

Step 8

Pictures Collect pictures for your poster. It would be best if your poster was a large, trifold display. With information, probably ~10 big pictures would be appropriate. Email pictures to teacher for printing or print out yourself.

Step 9

Read through your ICs and arrange them into a coherent order. Use the arrathe ngement function at bottom of the PPT (the 4 squares) then you can just drag them around. Print out many slides on 1 sheet to use as a guide when writing your outline.

Step 10

Write a structured outline. At this stage you want to concentrate on your body paragraphs. This is a sample – you might have a different number of Subtopics or Key Ideas (copy and paste as necessary). Your Key Ideas could be ideas from your brain or common knowledge. Your Evidence is info you have directly copied, paraphrased, or summarized from a source. Remember you don’t need evidence for every key idea but it is good to have. Intro Body Subtopic 1 Key Idea A Key Idea B Evidence 1B Subtopic 2 Key Idea A Evidence 2A Key Idea B Evidence 2B Evidence 2Bb Key Idea C Key Idea D Evidence 2D Subtopic 3 Key Idea A Key Idea B Evidence 2B Key Idea C Conclusion Use the OUTLINE worksheet on the website to complete this. Outline

Step 11

Write Your Rough Draft (remember you want to mention each one of your subtopics, in order, in your thesis – you might not have many changes to make) Add this to your Word doc outline. Rough Draft

Print and submit to TurnItIn. Rough Draft

Step 12

MAKE the corrections/changes! DO IT! NO, REALLY! I MEAN IT! I’M NOT JUST SAYING THIS! I WANT YOU TO DO IT! DO IT! Corrections

Print and submit to TurnItIn. Final Draft

Step 13

Fix any remaining mistakes!!! Print and attach to original; highlight changes; submit to TurnItIn. Revision

Sources http://blogs.hbr.org/2012/01/the-business-case-for-reading/ http://animals.nationalgeographic.com/animals/mammals/tasmanian -devil/ http://animals.nationalgeographic.com/animals/mammals/tasmanian -devil/ http://www.goodreads.com/about/us Simple listing of websites for sources is fine for a ppt geared for teaching purposes

Day in the Life Project Elements Steps to complete for your project.

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