Persecution/Discrimination Project

Group member breakdown

 

As a group, you will decide how to split up the responsibilities for the project.  Each group member must agree to this breakdown of responsibilities.  The responsibilities are grouped in order to maximize group efficiency, productivity, and understanding.

 

 

Group Member #1: 

 

o  For paper—Who is the group in history?  What events or feelings fueled this genocide/persecution? ~1 page

o  Timeline of events concerning the genocide/persecution

 

         I agree to perform the above responsibilities: ­________________________________

 

 

Group Member #2:

 

o  For paper—Choose a person who was involved in the genocide/persecution in some way and describe his/her contributions (positive or negative). ~1 page

 

o  A (one paragraph) biography of a famous person involved with the genocide/persecution in some way and a picture of him/her

 

         I agree to perform the above responsibilities: ­________________________________

 

 

Group Member #3:

 

o  For paper—What was the outcome of the persecution/genocide?  How many people died?  What was done to try and stop/deter/punish the persecutors (outside aide from other countries)? ~1 page

 

o  A map of the land where the persecution/genocide took/takes place

 

         I agree to perform the above responsibilities: ­________________________________

 

 

Group Member #4:

 

o  For paper—What are the immediate and long-term effects (political, economic, and social) the persecution/genocide has had on society? ~1 page

 

o  A quiz for the rest of the class based on the information you provided in your presentation

 

I agree to perform the above responsibilities: ­________________________________

 

 

 

 

 

 

 

Intro to Lit

Spring 2005

 

Persecution/Discrimination Research Paper and Presentation

Assignment Sheet

 

 

            As we read Night and discuss the Holocaust, it is imperative to know that other groups and peoples in our history were, and continue to be, persecuted.  There is no one group whose pain and anguish could be weighed as more significant or devastating than anotherŐs.  Persecution is horrible, barbaric, and painful no matter what the cost.

            For this assignment you, in a group of about four people, will be asked to research and analyze a particular group of people that was persecuted in our history. (These might include the Holocaust, the Armenian genocide, and the Native American genocide, etc.) Resources about historical genocide include (http://www.genocidewatch.org/genocidetable.htm) and (http://www.ppu.org.uk/genocide/g_genocide_intro.html).

Groups will research the genocide, focusing on first-hand accounts of the events, from the perspectives of both victims and aggressors. Groups should determine the answers to the following questions, focusing on the differences in points-of-view between various accounts, both primary and secondary:

In other words, these are the items that must be covered in your research paper and presentation.

1.    What was the impetus or reason for the genocide (e.g., desire for political power, religious persecution, etc)?  (Because they were Jews is not an answer. What was the real reason?)

2.    What groups were involved, both as victim and aggressor? 

3.    Identify any famous person who is part of the group and why (small biography on him/her)

4.    What was the duration of the genocide?

5.    What was the death toll of the genocide?

6.    Were there particular events during the genocide in which a greater number of people died?

7.    Were people simply killed, or were they tortured as well?

8.    How did the aggressors feel about their role (e.g., did they see themselves as "just following orders", as morally justified)?

9.    How were the lives of the survivors affected?

10. How did the international community respond to the genocide?

11. A conclusion that analyzes the entire situation and courses of action- What could have been done differently?- Did you agree with what was done?- How could death been avoided?

12. A note of dedication to the people lost because of persecution

 

 

These are the items that must be included in the final product:

            1. a four page paper that covers the above  (every person must participate equally-

including title page and bibliography—thus each person will write a mini-research paper, covering one aspect of the persecution, in about 1-2 typed pages.)

            2. a map of the land from which the persecuted group came

            3. a timeline of events of persecution (at least 10 events)

            4. a picture of one of the famous/renowned people from the persecuted group

            5. a quiz created on your presentation (5 questions only—3 review or comprehension

questions, 1 critical thinking question, and 1 analytical question that prompts

students to reflect on the personal accounts provided in the paper/presentation)

After conducting research and writing their research paper, each group will give a 7-10 minute informative speech based on their topic and group.

The informative speech must include the following:

*Participation/speaking from each group member  (see rubric)

*a speech outline

*a quiz created on your presentation   (5 questions only—see above)

*a visual aid (poster, PowerPoint presentation, etc.) which includes the following:

*a map of the land from which the persecuted group came

                        *a timeline of events of persecution   (at least 10 events)

                        *a picture of one of the famous/renowned people from the persecuted group

 

The grade breakdown is as follows:

THE PRODUCT                                           THE PRESENTATION

__                                                                   __
100     4 page research paper                   20       group participation/on task

__                                                                   __

20       map of land                                       70       group presentation (preparation,

organization, transitions, outline, sources, visual aid, time, presence--eye contact, volume, 

professionalism etc.)          

__

20       timeline of events                           

__                                                                  

10       picture of famous person

__                                                                  

10       quiz on your presentation 

 

____

250 total points                                          

 

 

Have fun.  Seek to be informed.  Good luck!

Note: The 4-page research paper will later be inserted as a chapter in a "History of Genocide" textbook that the class publishes.

Intro. to Lit., Fall 2004

Informative Speech Rubric

Group Names: _____________________________           _____________________________

                                    _____________________________        _____________________________

Period: ___________

Use the following guidelines when preparing your informative speeches!  You must put your name and period on this sheet and hand it to your teacher when you are called to give your speech.  Do not lose this sheet!

Component                              10                        8                     6                           4               2                             0 

Preparation and Practice

 

You practiced outside of class and used your time given in class to research and work.

 

Minimal practice and preparation time.

Very little practice or preparation time.

Organization

 

You worked hard to put together an interesting speech that you and your audience can follow.

 

Thoughts seem jumbled—you get lost a few times.  A bit hard to follow.

Thoughts are all over the place!  No organization.

Notecards and Outline

 

3x5 notecards have only words and phrases. 

Typed outline is complete and detailed.

 

Notecards have too much written. 

Outline is not complete.

No notecards.

No outline.

Sources and Information

 

At least 3 sources are cited. 

Speech is packed full of facts, quotes, and well-researched information.

 

Only 2 sources—speech is lacking information.

Very little information.  No sources cited.

Presence

 

Speakers stand straight.  No use of podium or word fillers--no fidgeting, gum chewing, or slouching

Makes eye contact

Speaks loudly and clearly

Some fidgeting/ bad posture

Little eye contact

Quiet or muddled voice

Many distracting habits

No volume

No eye contact

Visual Aid

 

Clear and catchy visual that is used during and connects to speech, helping audience to understand info.  Easy to see.

Visual lacking in quality, not used well, and/or hard to see

No visual aid

Time

 

Speech is at least 8-10 minutes long

5-7 minutes long

0-4 minutes

 

Group Planning -- Research Project:   Persecution/Discrimination Research Project

 

Student Names:     ____________________________________________________________________

40 points total

 

Components

5

4

3

2

Ideas/Research Questions

Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.

 

Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.

 

Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.

 

Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.

 

Delegation of Responsibility

Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.

 

Each student in the group can clearly explain what information s/he is responsible for locating.

Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.

One or more students in the group cannot clearly explain what information they are responsible for locating.

Plan for Organizing Information

 

Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

 

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

 

Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

 

Quality of Sources

Researchers independently locate at least 3 reliable, interesting information sources for EACH of their ideas or questions.

 

Researchers independently locate at least 3 reliable information sources for EACH of their ideas or questions.

Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

 

   

Final Draft will graded on STATE WRITING RUBRIC  (60 points)

Focus                 Support              Organization              Integration                   Conventions

15 points             15 points             15 points                       8 points                          7 points

 

Persecution/Discrimination Group Project

Research Plan

 

Names: 1.__________________             3. ______________________       5. ______________________

             2. __________________            4. ______________________

 

 

1. What is your research topic (genocide, persecuted group, etc.)?

Plan A:                                                                         Plan B:

 

 

 

 

2. Describe what you know about your topic.

Plan A:                                                                         Plan B:

 

 

 

3. Decide roles and duties for each group member:

a.     Mini-research paper & Presentation speaking roles (everyone must write & speak)          

i.    Introduction & Conclusion                                                                 _________________

ii.  History of genocide                                                                           _________________

iii. Famous person / biography & other survivors                                _________________

iv. International communities response & outcome of persecution     _________________

v. Dedication                                                                                         _________________

 

b.     Visual Aid

i.    map                                                                                                 _________________

ii. timeline                                                                                             _________________

iii. picture                                                                                             _________________

iv. quiz                                                                                                 _________________

             (The quiz must be a typed handout, approved by Ms. Grunloh by 3/2.  The quiz

must be at least 5 questions.  You and your group should decide the type of questions & how it will be graded.  On the day of your presentation, you will turn in a copy of questions & answers to me.  However, each group member should also have a copy of the key because your group will grade the class quizzes and turn them into me graded.)

 

4. There are a lot of different items due for this project, so start setting deadlines and assigning tasks to everyone.  Of course, everyone must help if one group member needs help, falls ills, etc.  This is a GROUP grade.  If one group member did not get something done, it affects your grade, too, so help everyone out and check to make sure the product is of quality!

a.     Every member must turn in their OWN notecards (10 for each source).

b.     A speech outline for the whole group will be due.  Everyone must write his/her own part, though.

 


SET A DATE!!!!!

 

Time for group to best meet: ____________________________________________________

What dates/times we will meet outside of class to finish the project?

 

____________________                _______________________          ______________________