graphic masthead for C.J. Hooker Middle School

Roaring Twenties / Harlem Renaissance Project

Due Monday, March 3, 2008

Test Grade

Group Work Rubric

Presentation Rubric

The time after WWI was an era of cultural movements, music, art, and adventure. For this reason, the 1920’s are known as the Roaring Twenties. You will be completing a project involving researching a topic and then present it to the class. You will have three computer lab periods and a weekend to work on this 1920’s project worth a test grade. The project and the presentation will combine to create your total score. Topics will range from the worlds of sports, art, music, literature, movies, politics, law, biography, and many other topics.

You will work with an ASSIGNED partner to complete this project. You will be graded on your individual effort as well as your group work. It is possible that a grouping can end up with an A and an F as letter grades.

Utilize the links provided to help you complete your task.

Here is a list of projects you may complete:

Mobile – use a clothes hanger or some small sticks, hang strings down with images and information – present it to the class

Song – write, or revise an existing song with new lyrics and sing it

Dance – perform a dance with music from the time period and explain

Other performance – such as a scene from a play or movie and explain

Diorama – build a shoebox representation of your topic and explain

Advertisement – make an “authentic” advertisement about your topic and explain

News broadcast – create a news broadcast to present to the class

PowerPoint - explaining your topic (potentially mind-numbingly boring unless good effort is put forth)

Other – ask Mr. Redeker for approval

Politics and Normalcy	Movies	Harlem Renaissance
Sacco and Vanzetti Trial	Scopes Monkey Trial	Jazz
Organized Crime	Marcus Garvey	Literature
Shopping	Fads	Ku Klux Klan
Flappers	Aviation	Sports

Politics and Normalcy

http://www.tqnyc.org/NYC063369/people.htm

http://www.tqnyc.org/NYC063369/events.htm (Teapot Dome Scandal)

Sacco and Vanzetti

http://www.courttv.com/archive/greatesttrials/sacco.vanzetti/

http://www.law.umkc.edu/faculty/projects/ftrials/SaccoV/SaccoV.htm

Organized Crime

http://www.gangrule.com/

http://www.fbi.gov/libref/historic/history/lawless.htm

http://www.chicagohs.org/history/capone.html

http://www.1920-30.com/business/

http://www.1920-30.com/business/instalment-selling.html

http://www.fashion-era.com/flapper_fashion_1920s.htm

http://ehistory.osu.edu/osu/mmh/clash/NewWoman/newwoman-index.htm

http://faculty.pittstate.edu/~knichols/jazzage.html#flapper

http://www.1920-30.com/fashion/the-bob.html

http://www.geocities.com/flapper_culture/appeal.html

http://www.1920-30.com/movies/

http://www.filmsite.org/20sintro.html

http://www.eyewitnesstohistory.com/gish.htm

Charlie Chaplin

http://www.tqnyc.org/NYC063369/entertainment.htm

Scopes Monkey Trial

http://ehistory.osu.edu/osu/mmh/clash/Scopes/scopes-index.htm

http://www.courttv.com/archive/greatesttrials/scopes/

http://www.law.umkc.edu/faculty/projects/ftrials/scopes/scopes.htm

Marcus Garvey

http://www.tqnyc.org/NYC063369/people.htm

http://www.swagga.com/marcus.htm

Flagpole Sitting

http://www.badfads.com/pages/events/flagpole.html

Dance Marathons

http://www.wunderland.com/WTS/Renee/DanceMarathons.html

Dances

http://www.homesteadmuseum.org/jtt/1920s%20charleston.pdf

http://www.mixedpickles.org/jazzdance.html

Games

http://www.mahjongmuseum.com/brief.htm

Charles Lindbergh

http://www.1920-30.com/aviation/

http://www.charleslindbergh.com/

Amelia Earhart

http://www.ameliaearhart.com/home.php

http://www.ellensplace.net/eae_intr.html

Harlem Renaissance

http://findarticles.com/p/articles/mi_m0EPF/is_18_101/ai_82650370

http://faculty.pittstate.edu/~knichols/jazzage.html#harlem

http://www.levity.com/corduroy/harlem.htm

Jazz

http://lcweb2.loc.gov/ammem/wghtml/wghome.html

http://www.1920-30.com/music/

Louis Armstrong

http://www.time.com/time/time100/artists/profile/armstrong.html

http://www.satchmo.net/

http://www.redhotjazz.com/louie.html

F.Scott Fitzgerald

http://faculty.pittstate.edu/~knichols/jazzage3.html#lost

Langston Hughes

http://faculty.pittstate.edu/~knichols/jazzage3.html#harlem

Ku Klux Klan

http://ehistory.osu.edu/osu/mmh/clash/Imm_KKK/antiimmigrationKKK-index.htm

http://www.1920-30.com/sports/

http://www.law.umkc.edu/faculty/projects/ftrials/blacksox/blacksox.html

http://www.fsmitha.com/h2/ch15-7.htm

http://www.answers.com/topic/1920-in-sports

Group Work 1

	5	10	15	20	Score
Skill development for task	Assumes others will learn skill. Makes no effort to acquire expertise in skill.	Satisfied with general understanding of skill, but will not go for competence.	Will learn skill when it is necessary. Usually minimum competence to complete task.	Readily learns new skills as a matter of course. Seeks to extend the skill.
Creativity	Boundaries set by the fulfilling of minimum requirements. No personal input or attempt to enhance.	Has an occasional new idea, but little follow through. Products are completed in an acceptable form.	Has new ideas or ways of doing things, but may be reluctant to deploy. Products always well done for requirements	Formulates new ideas or new ways of doing things. Products exceed requirements in design and/or content.
Understanding of the process	Avoids teacher Sees task as burden to fill class time with no value. Sees group as free ride.	Sees task as burden, but is somewhat invested in process. Asks, "Do we have to �?" Sees teacher as task master.	Sees task as a school requirement to be filled, but sees some value in work. Sees teacher as evaluator and helper.	Sees opportunity in task for doing and learning. Sees value in the work. Sees teacher as colleague/mentor.
Intellectual contribution	Has little or no grasp of context. Sees task as isolated with no connection to past or future ideas.	Aware of overall context, but makes no connections on own. Can recite connections of others but rarely can support them.	Usually understands overall context of task and asks questions about context. Makes connections on own and "gets" those others make.	Understands overall context of the task. Contributes ideas and proposals. Extends connections to ideas past and future.
Effort	Actively avoids jobs when possible. Complains about others. Has large set of excuses.	Reluctantly does jobs when asked. Seeks easiest duties in group. Sometimes works to completion.	Willingly takes on jobs when asked. Works to completion. Will work long hours when required.	Volunteers for jobs no matter how difficult Always works to completion. Willing to work long hours.

Presentation 1

	5	10	15	20	Score
Clarity	No apparent logical order of presentation, unclear focus	Content is loosely connected, transitions lack clarity	Sequence of information is well-organized for the most part, but more clarity with transitions is needed	Development of thesis is clear through use of specific and appropriate examples; transitions are clear and create a succinct and even flow
Presentation Length	Greatly exceeding or falling short of allotted time	Exceeding or falling short of allotted time	Remained close to the allotted time	Presented within the allotted time
Content	Thesis is unclear and information appears randomly chosen	Thesis is clear, but supporting information is disconnected	Information relates to a clear thesis; many relevant points, but they are somewhat unstructured	Exceptional use of material that clearly relates to a focused thesis; abundance of various supported materials
Creativity	Delivery is repetitive with little or no variety in presentation techniques	Material presented with little interpretation or originality	Some apparent originality displayed through use of original interpretation of presented materials	Exceptional originality of presented material and interpretation
Speaking Skills	Monotone; speaker seemed uninterested in material	Little eye contact; fast speaking rate, little expression, mumbling	Clear articulation of ideas, but apparently lacks confidence with material	Exceptional confidence with material displayed through poise, clear articulation, eye contact, and enthusiasm