This document outlines the requirements for an 8th grade social studies exit project. It includes 3 main components: research, a written paper, and an oral/graphic presentation. Students must choose a topic related to the 8th grade social studies curriculum, develop a research question, and conduct research using at least 3 sources. They are then required to write a paper answering the research question and demonstrating their understanding of the topic. Finally, students will create an oral presentation with a visual aid to present their findings to their classmates. The document provides guidelines and examples for completing each step of the process.
Grade 7. History -5. architecture as the powerNavya Rai
There were two kinds of structures made during the 8th and 18th centuries.
First were meant for kings and their officers themselves such as forts, palaces, garden residences and tombs.
The second were structures meant for public activity such as temples, mosques, tanks, wells, caravanserais and bazaars.
Rich merchant also built temples, mosques and wells for public use and havelis for themselves.
Microsoft Excel is a productivity tool that organizes data for easier computation and presentation. It contains tools like worksheets, workbooks, and commands to format, insert objects, customize page layout, add formulas, sort and filter data, and review worksheets. The various menus and their toolbars allow the user to fully utilize the program. Tooltips provide hints on the functions of command buttons to help the user navigate the spreadsheet without memorizing each button.
The document summarizes life in the three main regions of colonial America: New England, Middle, and Southern colonies. It describes the reasons for settlement, including religious freedom, economic opportunities, and land ownership. The New England colonies attracted those seeking religious freedom and consisted of small family farms and fishing. The Middle colonies had a mix of religious and economic motivations and included farming, factories, and trade. The Southern colonies were founded primarily for economic reasons, centered around large plantations that relied on slave labor to grow cash crops like tobacco.
The document discusses the history and uses of the internet. It notes that the internet started in the 1960s during the Cold War as a network called ARPANET connecting computers in the US and Russia. The internet allows computers around the world to connect through various communication resources like phone lines, fiber optics, and satellites. Some key uses of the internet include accessing information, conducting business, online gaming, communication through chatrooms and messaging, and social networking. Services provided over the internet include the World Wide Web, email, and social media platforms.
1 tracing changes through a thousand yearsMahendra SST
This document provides an overview of changes in India from approximately 700 CE to 1750 CE. It discusses how maps of India changed significantly over this thousand-year period as information improved. New social and political groups emerged during this time taking advantage of economic opportunities. Religions like Hinduism and Islam saw major developments as beliefs evolved with changes in social organization. Historians study this period using sources like manuscripts, coins, inscriptions and architecture, though manuscripts pose challenges due to copying errors over time.
The document defines the Internet and its history, basic services like email, file transfer, and telnet. It describes the World Wide Web and how hyperlinks connect web pages. Web browsers allow users to access these pages through a URL. Search engines help users locate information on the web through keyword searches and maintain databases of web page content and relevance scores. The Internet provides communication, software and information sharing, as well as commercial uses like online shopping and customer support.
Postive & Nagetive impacts & Applications of computermanju rani
This document contains information about the positive and negative impacts of computers. It discusses how computers have positively impacted learning, social behavior, personal and professional lives, and society by providing access to information, opportunities for communication and social networking, and automation of tasks. However, it also notes some negative impacts such as physical health issues from overuse, addiction potential, reduced social interaction, and data security risks. It concludes with examples of how computers are applied in fields like desktop publishing, marketing, project management, healthcare, manufacturing, research, robotics, communications, sports, and banking.
Grade 7. History -5. architecture as the powerNavya Rai
There were two kinds of structures made during the 8th and 18th centuries.
First were meant for kings and their officers themselves such as forts, palaces, garden residences and tombs.
The second were structures meant for public activity such as temples, mosques, tanks, wells, caravanserais and bazaars.
Rich merchant also built temples, mosques and wells for public use and havelis for themselves.
Microsoft Excel is a productivity tool that organizes data for easier computation and presentation. It contains tools like worksheets, workbooks, and commands to format, insert objects, customize page layout, add formulas, sort and filter data, and review worksheets. The various menus and their toolbars allow the user to fully utilize the program. Tooltips provide hints on the functions of command buttons to help the user navigate the spreadsheet without memorizing each button.
The document summarizes life in the three main regions of colonial America: New England, Middle, and Southern colonies. It describes the reasons for settlement, including religious freedom, economic opportunities, and land ownership. The New England colonies attracted those seeking religious freedom and consisted of small family farms and fishing. The Middle colonies had a mix of religious and economic motivations and included farming, factories, and trade. The Southern colonies were founded primarily for economic reasons, centered around large plantations that relied on slave labor to grow cash crops like tobacco.
The document discusses the history and uses of the internet. It notes that the internet started in the 1960s during the Cold War as a network called ARPANET connecting computers in the US and Russia. The internet allows computers around the world to connect through various communication resources like phone lines, fiber optics, and satellites. Some key uses of the internet include accessing information, conducting business, online gaming, communication through chatrooms and messaging, and social networking. Services provided over the internet include the World Wide Web, email, and social media platforms.
1 tracing changes through a thousand yearsMahendra SST
This document provides an overview of changes in India from approximately 700 CE to 1750 CE. It discusses how maps of India changed significantly over this thousand-year period as information improved. New social and political groups emerged during this time taking advantage of economic opportunities. Religions like Hinduism and Islam saw major developments as beliefs evolved with changes in social organization. Historians study this period using sources like manuscripts, coins, inscriptions and architecture, though manuscripts pose challenges due to copying errors over time.
The document defines the Internet and its history, basic services like email, file transfer, and telnet. It describes the World Wide Web and how hyperlinks connect web pages. Web browsers allow users to access these pages through a URL. Search engines help users locate information on the web through keyword searches and maintain databases of web page content and relevance scores. The Internet provides communication, software and information sharing, as well as commercial uses like online shopping and customer support.
Postive & Nagetive impacts & Applications of computermanju rani
This document contains information about the positive and negative impacts of computers. It discusses how computers have positively impacted learning, social behavior, personal and professional lives, and society by providing access to information, opportunities for communication and social networking, and automation of tasks. However, it also notes some negative impacts such as physical health issues from overuse, addiction potential, reduced social interaction, and data security risks. It concludes with examples of how computers are applied in fields like desktop publishing, marketing, project management, healthcare, manufacturing, research, robotics, communications, sports, and banking.
Collaboration and team content developmentJustineMark1
This module discusses collaboration and team content development. It introduces roles for collaborative web development teams, including project manager, web strategist, content specialist, web designer, developer, and inbound marketer. It also discusses platforms for collaboration like Google Apps, Google Docs, Google Sheets and Google Slides. Lastly, it lists additional applications that can be used for collaboration like Prezi, Slideshare, Mind Meister, Dropbox, Amaya, IM Creator, Wix, and Evernote.
This document discusses developing an ICT project for social change. It outlines objectives of identifying a local issue that can be addressed through an ICT project, analyzing how target audiences will respond, and integrating multimedia to enhance user experience. It also discusses principles of visual design using infographics, including presenting data through graphs and comparisons, and simplifying complex topics. Guidelines are provided for creating effective infographics, such as using creativity, simplicity, graphics and making the content shareable.
This document discusses online tools and platforms for developing educational content. It provides examples of various online tools for presentations, cloud computing, mapping, file management, social media, and web page creation. It also covers basic principles of web design such as using readable fonts, high quality graphics, colors, white space, and ensuring the site is accessible on different devices and connection speeds. Key online platforms mentioned include Prezi, Google Drive, Dropbox, Facebook, Twitter, Instagram, Wikimapia, Google Maps, and Wix.
This document discusses various topics related to information and communications technology (ICT) including technological convergence, web 2.0 and user participation, online safety and security, ethics guidelines for computer use, steps for online research, digital file formats for images and text, and online platform tools for developing ICT content. Specifically, it addresses how technology allows access to different file formats using one device, how users can contribute and collaborate online, principles for safe and ethical computer use, procedures for contextualized online searches, common image and text file types, and blogs as an online publishing platform.
Contextualized online search and research skillAngela Giva
This document discusses online research skills and strategies for students. It defines online search as the process of interactively searching databases and retrieving requested information from online sources. The document then provides six strategies to help online students produce stronger research: contact a librarian for help, over-cite sources to avoid plagiarism, use Google and Wikipedia early in the research process, do not rely solely on web sources, understand the professor's citation format expectations, and understand why research projects are assigned.
The document discusses the importance of regularly updating website content and collecting user feedback. It provides tips for updating content, such as defining goals and inventorying current content. Google Forms is recommended as a free and easy way to create online surveys and feedback forms. Instructions are given on how to create, share, and view responses to forms in Google. Collecting user feedback from website users is emphasized as important because it comes directly from those interacting with the site.
Data can exist in different formats, known as data types. The main data types are text, numbers, dates, currency, and images/sounds. For computers to process analog data, it must first be converted into digital format using analog to digital converters. Databases organize data into tables containing records with fields, and can be either flat file or relational databases.
This rubric outlines the grading criteria for a World War II timeline assignment. Students will be penalized 10 points for each day the final essay is late and will lose 35 points for copying content from the internet. The student's total points will be multiplied by 5 to calculate the final grade. The rubric evaluates mechanics, information, pictures, events in order, and source tracker criteria on a scale of 0-4 points.
National History Day (NHD) is an educational program that engages middle and high school students in historical research and project-based learning. Students research a historical topic related to an annual theme and present their findings in one of five categories: exhibit, documentary, paper, performance, or website. Students compete at the district, state, and national levels. The benefits of NHD include making history engaging and relevant for students, teaching important research and critical thinking skills, and providing opportunities for creative expression and scholarship.
This document provides an overview of concepts related to participation in physical activity including play, leisure, recreation, outdoor and adventurous activities, sport, and physical education. It discusses characteristics and objectives of each concept. It also addresses topics like risk, challenges in different environments, definitions of sport, categories of sport, benefits of physical activity, and opportunities for participation across different sectors.
People first arrived in North America from Asia via the Bering Land Bridge, migrating south over time. Pre-Columbian America had many diverse native cultures that developed different ways of life based on their environments and resources, as seen in the housing, clothing, and farming styles of groups like the Plains Indians, Northwest Coast Indians, and Eastern Woodlands tribes. Archaeologists study the ruins of ancient civilizations as primary sources to understand pre-contact cultures, relying on artifacts, structures, and documents from the time period.
Science Fair Research Paper: Tooth DecayTrek NoGeek
Tooth enamel is the hardest substance in the human body but can be destroyed by acid and plaque buildup, leading to tooth decay. Foods and drinks with a pH level below 5.5 can cause erosion and decay, as the acid demineralizes enamel. Children are especially at risk of early decay due to bottle feeding with sugary liquids and lack of brushing. Frequent acid exposure from foods and drinks damages enamel over time if the mouth does not have enough time to neutralize acidity through saliva and remineralize enamel. Maintaining good oral hygiene through brushing and regular dental checkups can help prevent tooth decay.
Social studies fair research project 7th gradeSheree Caminita
This document outlines the requirements for a 6th grade social studies research project. Students must research a non-fiction topic related to their social studies curriculum that they want to learn more about. They will write a research paper with sections like an abstract, body, and conclusion. Students will also create a physical display board and give a speech to present their project. The project counts as three test grades and is mandatory for all honors classes. Drafts and final papers are due on specified dates.
The document provides guidance for students completing a project as part of their S4 History course. It outlines that students must research and produce a project on a topic of their choosing. For those doing a National 4 course, their entire grade will be based on this one project, while for National 5 students the project will be completed under exam conditions along with a final exam. The document provides suggestions for choosing a topic and questions formats, conducting research, planning the project, and the required sections and content. It also includes example topics, factors to consider, and grading instructions for assessing the project.
1. The document provides guidance on selecting and narrowing down a research topic. It emphasizes that the topic should be of interest to the researcher so their enthusiasm comes through.
2. Several criteria are listed for evaluating potential topics, such as whether it will appeal to readers, offer a new perspective, and be of lasting significance.
3. The process of narrowing a topic involves considering its aspects, components, relationships, and types to focus the scope in a manageable way. Outlining the topic in stages and justifying its importance helps define the direction of the research.
This document provides guidelines for students on how to conduct research. It outlines the 7 steps of the research process which include choosing a topic, developing guiding questions, finding answers through research, organizing findings, presenting findings, receiving feedback, and reflecting on what was learned. It provides information on different sources students can use for their research such as websites, books, experts, and libraries. It also includes examples and worksheets to help students through each step of the research process.
This document provides an overview and schedule for an introductory media studies course. It outlines the course assignments, including writing workshops and a final analytical essay. The final essay will incorporate revised assignments from the semester and require an introduction, conclusion, and transitions. Students will receive feedback on a first draft from peer review before submitting the final version. The essay will follow APA style and demonstrate understanding of course materials. The grade breakdown allocates most points to essay structure, argumentation, and peer review activities.
Unit 6.3: Non-Fiction Study: Newspapers and Current Events
News Article presentation from: http://www.prdaily.com/Main/Articles/The_elements_of_a_good_headline_18114.aspx
I DO NOT OWN THE NEWS ARTICLE PRESENTATION PART.
This document outlines the agenda and targets for a journalism class. The first class will include introductions, an overview of what students need for class, and a video on what constitutes news. The goals are for students to learn what news is, how it is reported and accessed, and how news is categorized. Subsequent classes will cover news writing basics like story structure, attribution style, and current events. The document provides links to resources on journalism principles and examining news stories. It establishes an understanding of why news is called the "first draft of history."
This document provides guidance on choosing a topic for a history project. It emphasizes working as a team, considering interests and available resources, and developing a narrow and researchable topic. Examples show how to refine a broad topic into a more focused one and formulate a research question. Effective time management is also discussed, such as setting interim deadlines and doing early work to avoid procrastination. Overall, the document offers advice to help students get prepared and make good decisions for their history project adventure.
Collaboration and team content developmentJustineMark1
This module discusses collaboration and team content development. It introduces roles for collaborative web development teams, including project manager, web strategist, content specialist, web designer, developer, and inbound marketer. It also discusses platforms for collaboration like Google Apps, Google Docs, Google Sheets and Google Slides. Lastly, it lists additional applications that can be used for collaboration like Prezi, Slideshare, Mind Meister, Dropbox, Amaya, IM Creator, Wix, and Evernote.
This document discusses developing an ICT project for social change. It outlines objectives of identifying a local issue that can be addressed through an ICT project, analyzing how target audiences will respond, and integrating multimedia to enhance user experience. It also discusses principles of visual design using infographics, including presenting data through graphs and comparisons, and simplifying complex topics. Guidelines are provided for creating effective infographics, such as using creativity, simplicity, graphics and making the content shareable.
This document discusses online tools and platforms for developing educational content. It provides examples of various online tools for presentations, cloud computing, mapping, file management, social media, and web page creation. It also covers basic principles of web design such as using readable fonts, high quality graphics, colors, white space, and ensuring the site is accessible on different devices and connection speeds. Key online platforms mentioned include Prezi, Google Drive, Dropbox, Facebook, Twitter, Instagram, Wikimapia, Google Maps, and Wix.
This document discusses various topics related to information and communications technology (ICT) including technological convergence, web 2.0 and user participation, online safety and security, ethics guidelines for computer use, steps for online research, digital file formats for images and text, and online platform tools for developing ICT content. Specifically, it addresses how technology allows access to different file formats using one device, how users can contribute and collaborate online, principles for safe and ethical computer use, procedures for contextualized online searches, common image and text file types, and blogs as an online publishing platform.
Contextualized online search and research skillAngela Giva
This document discusses online research skills and strategies for students. It defines online search as the process of interactively searching databases and retrieving requested information from online sources. The document then provides six strategies to help online students produce stronger research: contact a librarian for help, over-cite sources to avoid plagiarism, use Google and Wikipedia early in the research process, do not rely solely on web sources, understand the professor's citation format expectations, and understand why research projects are assigned.
The document discusses the importance of regularly updating website content and collecting user feedback. It provides tips for updating content, such as defining goals and inventorying current content. Google Forms is recommended as a free and easy way to create online surveys and feedback forms. Instructions are given on how to create, share, and view responses to forms in Google. Collecting user feedback from website users is emphasized as important because it comes directly from those interacting with the site.
Data can exist in different formats, known as data types. The main data types are text, numbers, dates, currency, and images/sounds. For computers to process analog data, it must first be converted into digital format using analog to digital converters. Databases organize data into tables containing records with fields, and can be either flat file or relational databases.
This rubric outlines the grading criteria for a World War II timeline assignment. Students will be penalized 10 points for each day the final essay is late and will lose 35 points for copying content from the internet. The student's total points will be multiplied by 5 to calculate the final grade. The rubric evaluates mechanics, information, pictures, events in order, and source tracker criteria on a scale of 0-4 points.
National History Day (NHD) is an educational program that engages middle and high school students in historical research and project-based learning. Students research a historical topic related to an annual theme and present their findings in one of five categories: exhibit, documentary, paper, performance, or website. Students compete at the district, state, and national levels. The benefits of NHD include making history engaging and relevant for students, teaching important research and critical thinking skills, and providing opportunities for creative expression and scholarship.
This document provides an overview of concepts related to participation in physical activity including play, leisure, recreation, outdoor and adventurous activities, sport, and physical education. It discusses characteristics and objectives of each concept. It also addresses topics like risk, challenges in different environments, definitions of sport, categories of sport, benefits of physical activity, and opportunities for participation across different sectors.
People first arrived in North America from Asia via the Bering Land Bridge, migrating south over time. Pre-Columbian America had many diverse native cultures that developed different ways of life based on their environments and resources, as seen in the housing, clothing, and farming styles of groups like the Plains Indians, Northwest Coast Indians, and Eastern Woodlands tribes. Archaeologists study the ruins of ancient civilizations as primary sources to understand pre-contact cultures, relying on artifacts, structures, and documents from the time period.
Science Fair Research Paper: Tooth DecayTrek NoGeek
Tooth enamel is the hardest substance in the human body but can be destroyed by acid and plaque buildup, leading to tooth decay. Foods and drinks with a pH level below 5.5 can cause erosion and decay, as the acid demineralizes enamel. Children are especially at risk of early decay due to bottle feeding with sugary liquids and lack of brushing. Frequent acid exposure from foods and drinks damages enamel over time if the mouth does not have enough time to neutralize acidity through saliva and remineralize enamel. Maintaining good oral hygiene through brushing and regular dental checkups can help prevent tooth decay.
Social studies fair research project 7th gradeSheree Caminita
This document outlines the requirements for a 6th grade social studies research project. Students must research a non-fiction topic related to their social studies curriculum that they want to learn more about. They will write a research paper with sections like an abstract, body, and conclusion. Students will also create a physical display board and give a speech to present their project. The project counts as three test grades and is mandatory for all honors classes. Drafts and final papers are due on specified dates.
The document provides guidance for students completing a project as part of their S4 History course. It outlines that students must research and produce a project on a topic of their choosing. For those doing a National 4 course, their entire grade will be based on this one project, while for National 5 students the project will be completed under exam conditions along with a final exam. The document provides suggestions for choosing a topic and questions formats, conducting research, planning the project, and the required sections and content. It also includes example topics, factors to consider, and grading instructions for assessing the project.
1. The document provides guidance on selecting and narrowing down a research topic. It emphasizes that the topic should be of interest to the researcher so their enthusiasm comes through.
2. Several criteria are listed for evaluating potential topics, such as whether it will appeal to readers, offer a new perspective, and be of lasting significance.
3. The process of narrowing a topic involves considering its aspects, components, relationships, and types to focus the scope in a manageable way. Outlining the topic in stages and justifying its importance helps define the direction of the research.
This document provides guidelines for students on how to conduct research. It outlines the 7 steps of the research process which include choosing a topic, developing guiding questions, finding answers through research, organizing findings, presenting findings, receiving feedback, and reflecting on what was learned. It provides information on different sources students can use for their research such as websites, books, experts, and libraries. It also includes examples and worksheets to help students through each step of the research process.
This document provides an overview and schedule for an introductory media studies course. It outlines the course assignments, including writing workshops and a final analytical essay. The final essay will incorporate revised assignments from the semester and require an introduction, conclusion, and transitions. Students will receive feedback on a first draft from peer review before submitting the final version. The essay will follow APA style and demonstrate understanding of course materials. The grade breakdown allocates most points to essay structure, argumentation, and peer review activities.
Unit 6.3: Non-Fiction Study: Newspapers and Current Events
News Article presentation from: http://www.prdaily.com/Main/Articles/The_elements_of_a_good_headline_18114.aspx
I DO NOT OWN THE NEWS ARTICLE PRESENTATION PART.
This document outlines the agenda and targets for a journalism class. The first class will include introductions, an overview of what students need for class, and a video on what constitutes news. The goals are for students to learn what news is, how it is reported and accessed, and how news is categorized. Subsequent classes will cover news writing basics like story structure, attribution style, and current events. The document provides links to resources on journalism principles and examining news stories. It establishes an understanding of why news is called the "first draft of history."
This document provides guidance on choosing a topic for a history project. It emphasizes working as a team, considering interests and available resources, and developing a narrow and researchable topic. Examples show how to refine a broad topic into a more focused one and formulate a research question. Effective time management is also discussed, such as setting interim deadlines and doing early work to avoid procrastination. Overall, the document offers advice to help students get prepared and make good decisions for their history project adventure.
News Literacy Lesson: Page One Meeting (The News Literacy Project)PeterNLP
This presentation is used by trainers from the News Literacy Project to explain what news judgment is, why it's a powerful driver of critical thinking in the classroom and how to teach it using one of NLP's lessons.
This document provides guidance for students on completing a senior research paper and project. It outlines the process for choosing topics, conducting research, taking notes, writing drafts, and formatting papers. Specific requirements are included for a first research paper that must be 5 pages, use MLA format, and include 10 parenthetical citations. The senior research project requires 7 components: a position paper, research paper, interview, and choices across multimedia areas. Students are advised to carefully follow the guidelines and seek help from the instructor.
Invention and OrganizationThis week’s assignment is intended t.docxnormanibarber20063
Invention and Organization
This week’s assignment is intended to help get you started on the persuasive essay we will be working on throughout the remainder of this course. Before getting started on this assignment, it might be beneficial for you to read the criteria for the Week Six Persuasive Essay.
For this week, we will be practicing topic selection and outlining. Because this is preparation for next week’s persuasive essay, you will need to start by picking a topic that is persuasive. This topic must meet the following criteria:
· Arguable (are there at least two logical, yet opposite ways to look at the issue? Are there at least two sides?)
· Solvable (i.e. avoid religious, moral, or politically charged topics)
· Manageable (keep your topic focused and specific)
Think of a specific problem or issue that you are interested in researching and writing an essay about. This issue should be argumentative in nature, so the topic that you choose should have an equally valid opposing viewpoint.
An example of an appropriate topic would be this:
A specific community is debating an ordinance banning the ownership of pit bulls. Some residents agree that pit bulls should be banned, while others disagree with this position (there is plenty of research to back up either side of the argument).
Your job from there will be to explore the issue, look at both sides of the argument as completely as you can, and take a side. Your essay will be an attempt to convince others to join you in your decision.
Directions
1 Look up and read the following article in the EBSCOhost Database:
2 Step-by-step through the writing process. (2007). Writing, 30. 1-8.
3 (Note: You do not need to answer any of the questions from the reading in your assignment).
4 Read and respond to EACH of the following questions and submit them and your outline in a single document (both parts must be completed).
Part One: Topic Search
For the first part of this assignment, consider the following three questions:
1 What issue or problem would you like to write about? Illegal Immigration
2 Choose a side. What is your view on the issue? What is the opposing view? I oppose having a direct pathway for illegal immigrants to US citizenship
3 What specific change might fix this issue? Enforce current policies and laws that are in place
Then, freewrite for 10-15 minutes about the topic you have chosen. Share all of the reasons you can think of for why your problem needs to be fixed. Do not worry about grammar, spelling, or format. Do not edit. Write what comes to mind. Do not research yet. If you are stumped and cannot write what you know for 10-15 minutes, go back to #1 and start with a new topic.
Part Two: The Outline
Draft an informal outline for your upcoming persuasive paper. Do not include quotations or paraphrased material. Your outline should be built from your current knowledge of the topic. You can refine this later when you conduct your research.
Basic Outline for a Five Paragrap.
This document provides guidance for students completing a small scale research project (SSRP) as part of an A2 Film Studies course. It outlines the components of the SSRP, which are a research catalogue and presentation script. It describes various topics students can choose for their research, such as studying a star/performer, genre, auteur, social/cultural issues, gender, ethnicity, institutions, or technology. The document then gives examples and helps students brainstorm initial topic ideas. It provides direction for refining topics, referencing research, and finding relevant sources to answer their research question.
This document discusses the importance of writing a clear thesis statement for a research paper. It notes that a good thesis should be persuasive, defendable with evidence, and present an argument rather than just an opinion. It should not be too broad or open-ended, and should predict the major divisions of the paper. The document provides examples of strong and weak thesis statements and outlines the key components of developing an outline to organize the paper.
This document outlines two potential project titles for a Jewish Studies class and provides guidance for students and teachers. The first project involves examining Jewish resistance during the Warsaw Ghetto Uprising of 1943. The second project examines how Denmark protected its Jewish citizens during the Holocaust. The document provides learning outcomes and topics for each project from the syllabus. It offers resources for research and suggests ways students can present their findings, keeping within the learning outcomes. Teachers are advised to discuss the project titles and success criteria with students using principles of assessment for learning. Questions on the exams will address what students learned from their projects.
This document outlines two potential project titles for a Jewish Studies class and provides guidance for students and teachers. The first project involves examining Jewish resistance during the Warsaw Ghetto Uprising of 1943. The second project examines how Denmark protected its Jewish citizens during the Holocaust. The document provides learning outcomes and topics for each project from the course syllabus. It offers resources for research and suggests students focus on the learning outcomes. Assessment questions will relate to the projects and evaluate skills like research, reflection, and communication developed by students. Teachers are advised to clarify expectations and involve students in setting success criteria.
This document outlines 10 steps for writing a research paper: 1) Select a subject, 2) Narrow the topic, 3) State the thesis, 4) Create a preliminary bibliography, 5) Prepare an outline, 6) Take notes, 7) Create a final outline, 8) Write a rough draft, 9) Edit the draft, 10) Write the final draft including citations and bibliography. Key steps include narrowing the topic, forming a thesis, taking notes to support the thesis, outlining to organize notes, and revising through multiple drafts.
This document provides guidance on choosing an argumentative topic for a 3000 word paper. It suggests picking a topic that is interesting and important, on which people disagree, and can be narrowly focused. Some example types of argumentative topics are taking a stand on a controversy, evaluating something, or proposing a solution. The document also provides sources for finding topic ideas, such as academic interests, news sites, and discussing topics with professors. Students are warned to avoid topics that are too technical or require too much specialized research.
This document provides guidance on choosing an argumentative topic for a 3000 word paper. It suggests picking a topic that is interesting and important, on which reasonable people could disagree. Examples of argumentative topics include taking a stand on a controversy, evaluating a policy or program, proposing a solution, or arguing a particular interpretation of something. The document also provides sources for finding topic ideas, such as current events, academic interests, and opinion sections of news websites. It warns against topics that are too technical or rely solely on personal experience.
This document provides guidance on choosing a topic for a U.S. history paper. It emphasizes selecting a topic of interest and understanding terminology. Keywords are important for research. Background research in various sources provides context. Narrowing the topic ensures it is manageable. Sources should be evaluated for relevance and reliability. Developing a clear thesis statement that answers the research question is essential.
Similar to Grade 8 social studies exit project (20)
This document provides information about continents, oceans, and map features. It lists the seven continents of Asia, Africa, North America, South America, Australia, Antarctica, and Europe. It also names the five oceans of Pacific, Atlantic, Indian, Arctic, and Southern. The document describes key map features including the compass rose, scale, legend, and locator map. It defines absolute and relative location, noting that absolute uses longitude and latitude while relative describes one location in relation to another.
This document provides an overview of key map features such as the title, compass rose, scale, legend, and locator map. It also defines different types of location, including absolute location which uses longitude and latitude to pinpoint one exact position for any place, and relative location which describes how a place is located in relation to another location.
The document outlines a rubric for evaluating student work or tasks on four levels from 1-4. A level 1 evaluation means the task was incomplete or showed little effort. A level 2 evaluation means at least two parts of the task were not addressed and showed a moderate level of thought. A level 3 evaluation means at least one part was not addressed but showed a great deal of thought. A level 4 evaluation means all parts of the task were addressed and showed a high degree of sophistication.
The document outlines a rubric for evaluating student work or tasks on four levels from 1-4. A level 1 evaluation means the task was incomplete or showed little effort. A level 2 evaluation means at least two parts of the task were not addressed and showed a moderate level of thought. A level 3 evaluation means at least one part was not addressed but showed a great deal of thought. A level 4 evaluation means all parts of the task were addressed and showed a high degree of sophistication and thought.
A student completed a wiki project on a specific topic at level 4. This level requires creating an in-depth page with fully original writing exploring the topic. The content included accurate information and insight. The student peer-edited a minimum of four other pages and had no spelling or grammar mistakes.
This document outlines the grading criteria for a comic strip project on a constitutional amendment. Students will receive a higher grade if their comic has more panels, fully exemplifies the amendment's ideal through an appropriate storyline, and contains no spelling or grammar mistakes. Comics with fewer panels, a partial reflection of the amendment, or several errors will receive a lower grade.
A student completed a wiki project on a specific topic at level 4. This level requires creating an in-depth page with fully original writing exploring the topic. The content included accurate information and insight. The student peer-edited a minimum of four other pages and had no spelling or grammar mistakes.
This document provides grading criteria for a social studies project on creating a Twitter profile for a historical figure. Students will be graded on how accurately their tweets reflect the actual thoughts and experiences of the figure during the event being portrayed, as well as ensuring the tweets are in chronological order. Higher grades require more tweets to be historically accurate and appropriately reflect the figure based on what was studied in class. The document also lists relevant Common Core State Standards and provides feedback on areas for improvement.
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1. The document provides instructions and criteria for a social studies project to create a historically accurate Facebook profile for a historical figure.
2. It includes a rubric to assess different components of the profile for accuracy, including friends, groups, ads, posts/updates, and how well they meet common core standards.
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The document provides a rubric for grading argument essays, with criteria in four levels for assessing the position statement, opposing position, use of facts, and inclusion of an introduction and conclusion. The highest level "4" is for essays that fully take a position and support it against the opposing position with relevant facts, while lower levels have less complete or weaker position statements, supports, or inclusion of necessary components.
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This document outlines the requirements for an 8th grade social studies exit project consisting of three parts: a research paper, presentation, and graphics. Students must choose a topic related to World War 1, World War 2, or the Progressive Era to research. They then develop a focused research question, conduct research using at least three sources, and write a 6-page paper presenting their findings. Finally, students create a 5-10 minute presentation to teach classmates about their topic, supported by a visual graphic such as a poster, diagram, timeline, or technology-based presentation.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. -1-
Grade 8 Social Studies Exit Project
Student Handbook
School Year 2010-2011
Mr. Westcott
Brief Overview
This handbook is designed to help you with the planning, writing, organizing, and
presentation of your eighth grade social studies exit project. The exit project assesses
your ability to formulate questions, research various topics, organize your thoughts,
create appropriate visual aids, and present your ideas before an audience of your peers.
Each step in this process will be outlined in the guidebook as well as in different
activities we will engage in during our class sessions. Think of this project as an
opportunity to show your classmates, teachers and most importantly, yourself how much
you have grown academically throughout this school year.
There are 3 components to the Exit Project.
• Research: You will select a topic from the curriculum that you are interested in
and would like to learn more about. You will narrow your focus to a very specific
topic and will research that specific topic in greater detail.
• Written: You are responsible for organizing your thoughts and research in a
structured format that shows your instructor that you completely understand your
chosen topic.
• Presentation:
o Oral: The presentation that you create will emphasize the communication
skills that you have developed and the ability to convey complex thoughts
to a larger audience.
o Graphic: The creation of a visual aide that brings life to your oral
presentation.
Inside this handbook
Choosing a topic and formulating your research question………………Pages 2-4
Component #1 – Research…………………………………………….…Page 5
Component #2 – Written paper…………………………………….……Pages 6-7
Component #3 – Oral/Graphic presentation……………………….…….Pages 8-9
Summary/Steps……………………………………………………..……Page 10
Checklist……………………………………………………………..…..Page 11
Intent Form………………………………………………………………Page 12
Due Dates………………………………………………………………..Page 13
2. -2-
Choosing a topic
Your FIRST step is to choose a topic that sparks your interest. It is important to
remember that you are only allowed to focus your research around one topic. Choose
wisely. It makes sense to review a few topics before you make your final selection.
Once you have made your choice, submitted your intent, and begun your work it is
very difficult to change your topic.
Take a look at some of the following units from 8th grade social studies. Below each
unit are bullets with more specific topics. If you are interested in the Progressive Era
you would look at the entire era and look for a specific topic from that era. You can
choose from one of the sub-topic listed below, but you are not limited to these and
should feel free to investigate any sub-topic you choose.
The Period of Reconstruction
• The provisions of the Fourteenth Amendment
• The provisions of the Fifteenth Amendment
• Groups that dominated southern politics during Reconstruction
• African-Americans in the South lose rights
Westward Expansion
• Settlers flooded to the West
• Miners looked for gold and silver
• Railroad builders crossed the continent with rail lines
• Native Americans were driven from their homelands
The Progressive Era
• Americans worked to fight corruption in government
• Americans fought to reduce the power of big business
• Muckrakers work to expose corruption and unfair business practices
• Women’s Suffrage Movement
• African-Americans fighting for constitutional rights
• National Association for the Advancement of Colored People (NAACP) is
formed.
• The Triangle Shirtwaist Factory Fire
The Rise of Industry and Unions
• Child Labor
• Numerous new inventions
• Railroad expansion
• Rise of corporations
3. -3-
Immigration and the Growth of Cities
• Immigration boom in the late 1800s
• Improvements in public education during the late 1800s
• Cities grew in the late 1800s
• The Ellis Island experience
Empire Building
• Imperialism by the US during the 19th century
• Cause and Effect of the Spanish American War
• United States’ relationship with Latin America
• Roosevelt Corollary to the Monroe Doctrine
World War 1
• Events that triggered World War 1
• United States enters the War
• War of attrition (trench warfare, stalemate)
• President Wilson’s plan for peace
The Roaring Twenties
• Growth of the economy in the 1920’s
• Prohibition
• Jazz Age
• Harlem Renaissance
• Obstacle faced by African Americans in northern cities
The Great Depression
• Stock Market Crash
• New Deal Programs
• The Dust Bowl
• Global Effects
World War II
• Roles of dictators in Germany, Russia, and Italy
• Events that triggered World War II
• U.S. enters the war
• Specific victories that turned the war in favor of the allied forces
• The Home Front
• Atomic Bombs and how they affected the people of Japan
• Nuremberg Trials
• Tuskegee Airmen
• Concentration Camps
4. -4-
The Cold War
• Causes and Effects of the Korean War
• Vietnam War
• Cuban Missile Crisis
• Berlin Wall
• Iron Curtain comes down
Civil Rights Movement
• Jim Crow Laws / Segregation
• Student Non-Violent Coordinating Committee
• Southern Christian Leadership Conference
• National Organization for Women
• American Indian Movement
• Migrant Farmers Union
• Black Panther Party
• Nation of Islam
Supreme Court Decisions
• Plessy v. Ferguson
• Brown v. Board of Education
• Marbury v. Madison
• Bakke v. CA
• Haszelwood School District v. Kuhlmeier
The USA Today
• Desert Storm/ Persian Gulf Conflict
• Global War on Terror
• Living with Terrorism
• Decline of American Economy
• The Conflict in Iraq
5. -5-
Component One: Research
Choosing a Topic:
• Your options for a topic are almost limitless. Within the social studies curriculum
for 7th and 8th grade you have studied the growth of a new nation. From the birth
of this country to now there have been hundreds of events and thousands of
leaders that shaped US and world history. You will be able to choose any aspect
of US history for your exit project.
• Think about something you are interested in and want to learn more about. Use
the interest you have on the topic to motivate you during the planning and
presentation of your topic.
Creating a Research Question:
• You have chosen your main topic. Your next task is to narrow the topic by
focusing on a specific aspect of the broad topic.
o EXAMPLE: My main topic is World War I and I will focus on the events/
problems that triggered WWI
• Now you will have to pose a question focusing on a specific aspect of your topic
that will guide your research.
o EXAMPLE: The main topic is World War I. The specific part of WWI
you will focus on is the events/problems that triggers the war. The
research question might be: What were the underlying problems that
triggered the outbreak of World War 1?
o Remember that a research question addresses an issue, problem, or
controversy and is generally answered with a conclusion, otherwise known
as a thesis.
Conducting your Research:
• There are many tools that can be used while researching your topic. Books,
magazines, encyclopedias, almanacs, and the internet can all lead you toward the
information to bring your exit project to life.
• Important suggestions:
o Don’t just rely on the internet.
o Use multiple sources of information.
o Include primary and secondary sources
• While conducting your research, be sure to record your sources of information.
You will have to organize your sources of information into a bibliography. YOU
MUST HAVE AT LEAST 3 DIFFERENT SOURCES OF INFORMATION.
o For each source you will need:
Title and author
Date of Publication and City of Publication
6. -6-
• Remember your research question. This is your guide to your exit project. If
your research does not connect to your question than you are moving in the wrong
direction.
Component Two: Written Paper
Once you have completed your research and gathered all of your information you will
write a research paper.
The first question that students usually ask is “How long does the paper have to be?” The
answer is “As long as it takes for you to fully answer your research question and
demonstrate that you completely understand your chosen topic”.
The format for your paper is as follows:
Page 1 – Title page. Here you should write your topic and include your name and class.
You can include a picture on your title page if you would like to make it more visually
appealing but you do not have to add a picture.
Page 2 – On the center of the page write your research question. That’s the question you
developed at the beginning of the Exit Project process when you selected your topic. It’s
the question that guided all of your research.
Pages 3-… Here’s where you answer your research question and demonstrate your
understanding of the topic. The paper should be typed, double-spaced, and using the
Times New Roman font with a font size no larger than 12.
Last page – this is your bibliography. List ALL the sources that you used for your
research. Remember you MUST use AT LEAST 3 different sources but you are
encouraged to use as many as you need.
When you have finished your first draft you should ask a friend, family member, or other
adult to read over your paper using the rubric on the next page to see if you have fully
met all of the requirements. Don’t wait until you’ve submitted the paper to see your
grade. Make sure you look at the rubric and assess your own work before turning in your
final project. You should have a good idea of your grade BEFORE you turn it in.
7. -7-
Written Component Rubric
4 3 2 1
EXCEEDS MEETS APPROACHES BELOW
STANDARD STANDARD STANDARD STANDARD
Fully answered Answered the Partially answered the Did not answer
the research research question research question. the research
question. with some factual question.
errors.
Carefully Good overall Satisfactorily organized Poorly organized
organized structure
Clearly displays Shows some Shows little Shows no
personal personal understanding of understanding of
understanding of understanding of historical impact. historical impact.
historical impact. historical impact. Supports few opinions. No evidence of
Supports Partially supports support for
opinions. opinions. opinions.
Demonstrates an Good understanding Many grammatical Grammatical
excellent of written English, errors. errors make it
understanding of some grammatical impossible to
written English: errors. understand
grammar,
punctuation and
sentence
structure.
Uses multiple Uses several Uses few sources of Shows no
sources of sources of information, ineffective evidence of
information in information in use of research materials. research. No
developing an developing an No evidence of using bibliography.
accurate written accurate written sources listed.
project. Excellent project. Contains
bibliography. bibliography.
Displays evidence Displays evidence Displays little evidence Displays no
of mastering of major issues of understanding major evidence of
major issues issues understanding
major issues.
8. -8-
Component Three: The Presentation
Remember the presentation component has two parts. Some visual component as well as an oral
presentation you will make to your class. You will share what you have learned during the completion of
your project to your peers. You should be prepared to give a presentation to your class approximately 10
minutes in length. You will present your visual component and explain what you have learned.
Part One: The Visual Component
You will create a visual representation that would best complement your written component and can be
effectively used in your oral presentation. The graphic component is not measuring your artistic talents but
showing your understanding of the many dimensions and elements of your topic.
When thinking about the graphic component you should ask yourself the following questions:
• What information or symbols will I include?
• What materials will I use to create my graphic?
• What kind of research do I need to do to prepare to create my graphic?
• Does my graphic support the ideas expressed in the other parts of my project?
• How will I use this graphic in my oral presentation?
Suggestions for Visual Component:
• Design posters, photocopy pictures from a book, draw a picture or characters representing your
topic, create a portrait, painting, or political cartoon. Draw a map, timeline, or graph. Take
photographs or pictures illustrating a part of your topic.
This is one of the many opportunities to be creative. Come up with as many ideas as possible and make
them fit within your topic. Think of something that will truly represent your overall theme.
Visual Component Rubric:
4 3 2 1
EXCEEDS MEETS STANDARD APPROACHES BELOW
STANDARD STANDARD STANDARD
Graphic Graphic representations Some inaccuracies and Extraneous and
representations are are included that irrelevant graphics used. inaccurate graphics
included that strongly generally support ideas/ with little relevance;
support opinions no graphics.
ideas/opinions
Shows much Shows evidence of Shows little evidence or some Shows little or no
evidence of research research and evidence of research evidence of research.
and conclusions conclusions drawn.
drawn
Reflects a deep Reflects an Reflects a beginning Shows no
understanding of the understanding of the understanding of the topic; understanding of the
topic; essential topic; essential essential questions are topic; no attempt to
questions/ideas are questions/ideas are unclear. answer essential
clearly addressed slightly vague. questions.
Graphics are Display is mostly Display is somewhat Graphics are poorly
organized and shown organized in logical organized. organized and
in a logical, ways. difficult to
sequential manner. understand.
Graphics are Graphics are used in Little use of graphics in oral Graphics are not used
effectively used in oral presentation. presentation. in oral presentation.
oral presentation.
9. -9-
Part Two: The Oral Presentation
This final section will include all aspects of your research and the many facts that you find relevant to your
topic. It is your responsibility to synthesize (bring together) all the different things you learned and
organize them in a way that will captivate your audience and show that you truly understood your topic.
Keys to Preparing an Oral Presentation
• Know your subject matter
o Review your written component for the major facts and supporting evidence that you
want to share. Check your facts and be prepared for questions.
• Develop a Theme
o All presentations are designed with a single purpose. Your purpose is to present your
findings on your research question. Make sure your audience knows your question.
• Prepare Your Script
o Don’t read word for word; instead use 3x5 cards as notes to guide you.
o Be sure to have an opening, body, and summary
• REHEARSE! REHEARSE!! REHEARSE!!!
• Presentation
o Speak slowly, clearly and with authority.
Types of Presentations:
The type of presentation is up to you!! You can write a speech, create a power point, or perform a
monologue. The options are endless. Once again be creative.
Oral Presentation Rubric:
4 3 2 1
EXCEEDS MEETS STANDARD APPROACHES BELOW
STANDARD STANDARD STANDARD
Effective use of Uses graphic Has graphic, but makes little No graphic.
graphic component component or no reference to it.
Displays mastery of Good understanding of Ideas are somewhat unclear, Ideas are vague,
English language English language many grammatical errors. impossible to
through clear demonstrated clearly comprehend because
communication of through clear of poor grammar and
ideas. Very few communication of communication.
grammatical errors. ideas, some
grammatical errors.
Presentation logically Good presentation Some ideas not well Most ideas not
developed, with connecting ideas, connected or developed, many connected or
definitions and several examples, some inaccuracies. developed, details and
examples, accurate inaccuracies. facts completely
details. inaccurate.
Fully engages the Engages the audience Does not engage audience Does not engage
audience, excellent most of the time, most of the time, has poor eye audience, makes not
eye contact, explains generally maintains eye contact, reads presentation. eye contact, reads to
presentation, does not contact, mostly audience or fails to
read to audience explains. complete presentation.
Fully addresses Somewhat addresses Does not address some major Fails to address any
major themes and has major issues and issues and has little sense of major issues and has
a well developed develops a sense of closure. no sense of closure.
sense of closure closure.
10. - 10 -
Summary:
The 8th Grade S.S. Exit Project has three components.
1. Research – pick a topic, generate a research question, and gather information
(from at least 3 sources) to help answer your question.
2. Paper – write a research paper that fully answers your research question and
demonstrates your complete understanding of your topic. Typed, double-spaced,
Times New Roman, Size 12 font.
3. Presentation – create some visual to complement your paper and then use your
visual as well as your knowledge to present what you have learned to your
classmates.
Note: If you decide to do a PowerPoint presentation for your presentation you can
incorporate your visuals into your PowerPoint presentation.
STEPS:
Step One: Decide on which large topic you are interested in (WW1, WW2, Civil Rights
Movement, Progressive Era, etc.)
Step Two: From within that large topic decide which smaller, specific topic you would
like to learn more about (For example, if you’re interested in WW2 you might be
interested in what factors led to the USA getting involved in the war.)
Step Three: Generate a research question to guide your research. Your research question
is what you will answer in your paper. (For example, if you chose The Progressive Era as
your big topic, and focused on reforms that were made in the workplace to make workers
safer then your research question might be, “What were some of the ways that people
were able to effect change and reforms in the workplace?”)
Step Four: Now that you have your research question, start researching. Look for
information that helps you answer your question. Collect information and take notes.
Remember to keep track of where you found your information you’ll need that for your
bibliography.
Step Five: Write your paper.
Step Six: When you finished your paper create a visual component. (For example, if you
researched trench warfare during WW1 you might want to create a model of what the
trenches looked like, or a poster/picture of what they looked like so when you present
your information your classmates can see what you are describing)
Step Seven: Present your information to your class. Show them your visual and “teach”
them what you have learned.
11. - 11 -
Exit Project Checklist
• Planning: Did you…
o Choose a topic or problem that interests you?
o Identify the questions that need to be answered?
o Identify information sources?
o Decide on how you could expect to present your findings?
• Seeking and Choosing Information: Did you…
o Explore different sources of information (e.g. internet, library,
community)?
o Locate information in a variety of formats (e.g., books,
newspapers, music)?
o Evaluate the information? Was it relevant, current, free of bias,
and reliable?
o Keep clear notes of your information?
• Connecting and Organizing Information: Did you…
o Review the topic and question to ensure you are on the right
track?
o Summarize the information in your own way?
• Producing New Information: Did you…
o Finish your product?
o Return to polish your product after leaving it for a while?
o Edit and revise as needed?
• Judging: Did you…
o Evaluate at frequent intervals while you were researching and
preparing your product?
o Refer to the rubrics to make sure you were doing everything
that was required of you?
o Get feedback from others?
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8th Grade Social Studies Exit Project
Intent Form
This form needs to be filled out, signed by you and your
parent/guardian, and approved by your teacher BEFORE you start
working on your project. Once you have decided on your main
topic, specific area of focus, and research question, and have been
approved you may not change your topic or question without
permission. Please choose you topic/subtopic/research question
carefully. Once we begin this process it will be very difficult to
change your area of focus.
Name: ____________________________________________
Class:_____________________________________________
Main Topic: _________________________________________
Specific Area of Focus:__________________________________
Research Question: _____________________________________
Student Signature:_______________________________________
Parent’s Signature:______________________________________
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Teacher Approval:______________________________________
Due Dates
These are the dates that the various components of the Exit Project are due. I have built-
in a number of deadlines to keep you focused and on-task. This project is definitely NOT
a project you can put together at the last minute and you should really be working on
researching, organizing, writing, and creating your presentation regularly over the course
of the next few months. I will use these deadlines to periodically check your progress to
make sure you aren’t falling behind.
January 6, 2011 – Your completed and signed Intent Form is due. It should
be in a two-pocket folder along with your Exit Project Handbook. I will be
checking for folders and collecting forms on Thursday, January 6th.
I will return your Intent Form on January 11th. If your
topic/subtopic/research question is approved you should start your research.
If your topic is not approved for some reason I will meet with you to refine
your topic/subtopic/research question.
February 10, 2011 – I will be collecting your Exit Project folders. If you
have been doing regular research since January 11th there should be evidence
of your research in the folder. Evidence of research does not simply mean a
number of pages printed from Wikipedia or other website. I should see that
you have been reading what you’ve collected and your research should
include notes you’ve written, important information highlighted, etc.
March 3, 2011- A rough draft of the beginning of your paper is due. The
rough draft should include your title page, research question, and the
beginning of your answer. I will look over your rough draft and let you
know if you are on the right track. I will make suggestions on how you can
improve your work.
Between March 3 and May 5th when the FINAL paper is due there may be
periodic checks of the drafts of your papers.
April 28, 2011 – Your final paper is due. It must include ALL parts. Title
page, research question page, written answer to your research question, and
the bibliography.
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May 26, 2011 – Presentations are due and students will begin presenting
their information to the class.