The Search for Meaning Cameron Hinton Chris Ray and Wesley Schneider

Due Date: March 24th, 2014 Introduction Our world was a turbulent place between 1914 and 1945. A few of the catastrophic events that wrote history was WWI, The Great Depression, WWII, and The Holocaust. All of these events were tied together in some way, and some of the stories can be tied to Georgia. There has also been a lot of literature emerge about this time period. One of the most widely read books are The Diary of Anne Frank and the struggles of the Holocaust. Essential/Driving Research Questions --How can I demonstrate the relationship between Georgia, WWII, and The Diary of Anne Frank? Standards 8th Grade Georgia History 1. (GPS) (8SS_A2007-6b)- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 2. (GPS) (8SS_B2007-13)- compare similarities and differences 3. (GPS) (8SS_B2007-14)- organize items chronologically 4. (GPS) (8SS_B2007-15d)- Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 5. (GPS) (8SS_B2007-15e)- Gather relevant information from multiple print and digital sources, using search terms effectively assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 6. (GPS) (8SS_B2007-16)- distinguish between fact and opinion as used in informational/explanatory text 7. (GPS) (8SS_B2007-16c)- Distinguish among fact, opinion, and reasoned judgment in a text. 8. (GPS) (8SS_B2007-16d)- Write informative/explanatory texts, including the narration of historical events, by using appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. 9. (GPS) (8SS_B2007-16e)- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 10. (GPS) (8SS_B2007-16g)- Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 11. (GPS) (8SS_B2007-16h)- Gather relevant information from multiple print and digital sources, using search terms effectively assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 12. (GPS) (8SS_B2007-18)- identify and use primary and secondary sources 13. (GPS) (8SS_B2007-19)- interpret timelines

14. (GPS) (8SS_B2007-23)- write arguments, informative/explanatory text that draw conclusions and make generalizations 15. (GPS) (8SS_B2007-26)- formulate appropriate research questions 16. (GPS) (8SS_B2007-28)- check for consistency of information 17. (GPS) (8SS_H2007-40)- describe the impact of World War II on Georgias development economically, socially, and politically 18. (GPS) (8SS_H2007-40c)- analyze the impact of the Holocaust on Georgians

Standards
8Th Grade Language Arts

1. (CCGPS) (8LA_B2012-12/ELACC8RI3) analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories) 2. (CCGPS) (8LA_B2012-15/ELACC8RI6) determine an authors point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints 3. (CCGPS) (8LA_B2012-16/ELACC8RI7) evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea 4. (CCGPS) (8LA_B2012-18/ELACC8RI9) analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation 5. (CCGPS) (8LA_C2012-25/ELACC8W6) use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others 6. (CCGPS) (8LA_C2012-28/ELACC8W9) draw evidence from literary or informational texts to support analysis, reflection, and research 7. (CCGPS) (8LA_D2012-31/ELACC8SL2) analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation 8. (CCGPS) (8LA_D2012-34/ELACC8SL5) integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest

Computer Applications We will be making a Prezi presentation and a website. Visual Representation We will be making a poster. Group Member and Job Assignment Cameron Hinton- will be creating the Prezi Presentation and the World War II information page on poster Wesley Schneider- will be creating the website and the Georgia information page on poster Chris Ray- is in charge of creating the poster and will be creating the Diary of Anne Frank information page on poster

References (MLA Format) Works Cited Berenbaum, Michael. "Anne Frank." Encyclopaedia Britannica. Encyclopaedia Britannica Online Academic Edition, n.d. Web. 17 Mar. 2014. <http://www.britannica.com.proxygsusgwi.galileo.usg.edu/EBchecked/topic/217168/Anne-Frank>. "Bergen-Belsen." Encyclopaedia Britannica. Encyclopaedia Britannica Online Academic Edition. Encyclopdia Britannica Inc., 2014. Web. 23 Mar. 2014. <http://www.britannica.com.proxygsusgwi.galileo.usg.edu/EBchecked/topic/61734/Bergen-Belsen>. "Holocaust." Daily Life through History. ABC-CLIO, 2014. Web. 23 Mar. 2014. "Miep Gies." Britannica Book of the Year, 2011. Encyclopaedia Britannica Online Academic Edition. Encyclopdia Britannica Inc., 2014. Web. 23 Mar. 2014. <http://www.britannica.com.proxygsusgwi.galileo.usg.edu/EBchecked/topic/1668118/Miep-Gies>.

Rubric

Visual Presentation Rubric

Organization
Below Basic 5 points Presentation is not sequential or logical and it may be hard for the audience to understand the purpose Presenters have only a basic understanding of the content and do not develop reasonable conclusions. Did not answer the essential question. Basic 10 points Presentation may not be sequential or logical but the audience understands the purpose Presenters show a basic understanding of the content but do not develop reasonable conclusions. Answered the essential question with little depth. Good 15 points Presentation is sequential, logical and audience understand the purpose Excellent 20 points Presentation is sequential, logical and effectively conveys the meaning and purpose to the audience

Knowledge

Presenters demonstrate a firm grasp of the content and generalize reasonable conclusions. Answered the essential question adequately

Presenters demonstrate an indepth understanding of the content and provide valid and/or reasonable conclusions. Answered the essential question thoroughly

GraphicsVisual and Technology Visual Product

Graphics do not directly relate to the topic OR detract from the presentation The presentation is not engaging or effective or does not make use of available technology effectively and has errors or bugs that detract from its effectiveness The document does not demonstrate adequate research, most of which may be unreliable and has not been formatted in MLA format

Most graphics relate to the topic and presentation

All graphics and content are related to the topic and most make it easier to understand the presentation The presentation is engaging, effective, utilizes available technology effectively but may have errors or bugs that detract from its effectiveness

All graphics are related to the topic and make it easier to understand the presentation and support the essential question The presentation is engaging, effective, utilizes available technology effectively and is free of errors / bugs

Resource Page, Works Cited

The presentation may not be engaging or effective but utilizes available technology but has errors or bugs that detract from its effectiveness The document does not demonstrate adequate research, some of which may be unreliable and has been formatted in MLA format

The document reflects adequate research. Most of which is reliable and has been formatted in MLA format

The document reflects wide ranging research show use of reliable resources and has been formatted in MLA format and may be annotated