BLACK HISTORY MONTH RESEARCH PROJECT
DESCRIPTION 

By the end of this project, you will have researched a famous Black American, used technology resources to write at least a 250 word report about that person, and create a Power Point presentation to share with your classmates. This process should involve all of the steps of writing.

RESEARCH PAPER RUBRIC

GRAMMAR  & SPELLING   _____/25 pts. 

  •  Punctuated correctly
  • Spelling errors are minimal
  • Correct grammar
NEATNESS   _____/25 pts.
  • Neat cover-picture, name of person, your name
  • Neat handwriting (cursive) in pencil or typing (1 1/2 spacing)
  • Nice appearance-1 and 1/2 in. spacing, etc. (found under format paragraph in Word)
CONTENTS   _____/25 pts.
  • Interesting Introduction/5 pts. (Why is this person important?)
  • Conclusion/Reflection/5 pts.
  • Sequenced by time order and includes accomplishments/15 pts.
ACCURATE & INTERESTING  _____/ 25 pts. 
  • Information is accurate
  • Report is told in your own words/voice
  • Told like a story, not just a list of facts 
  • List the resources-5 points (at least three)
    *This is worth three daily grades!
POWER POINT RUBRIC

POWER POINT BASED ON RESEARCH PAPER WILL NEED TO INCLUDE THE FOLLOWING ITEMS:

  • An image from the Internet   _____5 pts.
  • Include at least five slides   _____ 10 pts.
  • Coordinate the colors, font that is used   _____ 5 pts.
  • Use sound and movement to support the information__ 5 pts.
  • Use a bullet that is not default   _____ 5 pts.
  • Follow the five by five rule (five words by five lines) as closely as possible ___10 pts.
  • Uses the PowerPoint as an outline only _____10
INFORMATION THAT NEEDS TO BE INCLUDED:
  • Brief life story in sequence  _____ 10 pts.
  • Major accomplishments and awards _____ 20 pts.
  • Your personal reflection about his/her importance  _____ 5 pts.

PRESENTATION OF POWERPOINT

  • Take turns speaking and running the PowerPoint  _________5 pts.
  • Add additional information than what is on outline (notecards may be used ____10 pts. 

The students listening will be asked to sum of the main accomplishments.  The audience is encouraged to ask questions.

    Extra credit for sharing the work ____pts.

REMEMBER, THE INFORMATION THAT IS GIVEN IN POWER POINT SHOULD BE IN OUTLINE FORM.  YOU ARE USING THIS POWER POINT AS A GUIDE FOR YOUR ORAL PRESENTATION.
 
RESEARCH PAPER TASK: 

The student will research one Black American to write a research paper about this person.  The student will need to research at least three resources, at least one of the resources will need to be an Internet site.  The student will need to read the material first and then take notes in their own words.  After the notes are taken from all resources the student will need to combine the information to write a paper in time sequence about their Black American's life.

Click here for a notes outline created on Microsoft Word.

POWER POINT TASK: 

The student will need to create a Power Point presentation using the researched information of their Black American that will be in an outline form.  It is to be used as a guide for their oral presentation.

ANDERSON, MARION  BANNEKER, BENJAMIN BARTHE, RICHMOND BETHUNE, MARY JANE MCLEOD BOLIN, JUDGE JANE BUNCHE, RALPH BURLEIGH, HARRY T. CAMPBELL, WILLIAM CARVER, GEORGE WASHINGTON DOUGLAS, AARON DOUGLASS, FREDERICK DREW, CHARLES DUBOIS, DR. WILLIAM EDWARD BURGHARDT ELLINGTON, DUKE FAUSET, JESSIE GIBSON, ALTHEA

HANDY, WILLIAM CHRISTOPHER (W.C.)

HUGHES, LANGSTON JACKSON, JESSE JOHNSON, JAMES WELDON KING, MARTIN LUTHER JR.  LOCKE, ALAIN MARSHALL, THURGOOD MORGAN, GARRETT A. MULZAC, CAPTAIN HUGH OWENS, JESSE PARKS, ROSA POWELL, COLIN

RANDOLPH, ASA P.

ROBESON, PAUL ROBINSON, JACKIE RUDOLPH, WILMA TRUTH, SOJOURNER TUBMAN, HARRIET

WASHINGTON, BOOKER T.

WILLIAMS, PAUL

WINFREY, OPRAH

WOODS, TIGER

WOODSON, DR.CARTER G.

 

PROCESS: 

Research Project:

First Step:

The students will use the Internet sites listed for their initial research.  They will read the information first.  Then, they will use the worksheets provided to take notes, not sentences.  This process will be repeated for their additional Internet sites, encyclopedias, etc.  This will take approximately three to four class periods.  (Some of the researching could be assigned as homework.)

Second Step:

The students will then need to reread their notes.  Then, they will create an outline of the sequence of events of their person's life.  Then they will use their notes to add details and they write the report in theiir own words.  It may be hand written or typed.  Follow the requirements of the report as listed in the rubrics above. Time spent in school vs. homework time will vary.

Power Point:

First Step:

The students will use the information from their reports to create at least five Power Point slides.  Copies of the layout format of the slides will be handed out to map out their Power Point.  Notes may be taken to guide their presentation. This should take approximately one class period.

Second Step:

The students will then use the computer to create a Power Point with the criteria as mentioned above.  Time will vary depending on previous experience with Power Point.

LEARNING ADVICE: 

We would suggest partnering the students with the same black American for their research.  We would partner them with someone with a different reading level to help with the reading of encyclopedias.  They would each create their own report and take their own notes.

We would also suggest having the students work with a partner on the Power Point.

  Fifth Grade Standards covered with these projects:

Language Arts

Writing Standards:

  • use reference tools to retrieve and manage information. (example: interactive software, CD ROM, video materials, Internet)
  • draw inferences, conclusions, or generalizations about text and support them with textual evidence and experience.
  • compare information about one topic found in different selections or texts.
  • use various resources to acquire information for different purposes. (example: preparing a report)
  • write to inform, to entertain, or to provide explanations to specific audiences
  • write to synthesize information from a variety of sources related to specifiwrite to organize information according to category, situation, issue, or topicc issues
  • use technology to share written work with others and to receive feedback. (example: e-mail, Internet)
  • confer with others to revise writing coherence, transitions, and logic
  • edit for capitalization, punctuation, and spelling. (example: proper adjectives, quotation marks, commas, commonly misspelled words)
  • use technology for revising and editing. (example: word searches, thesaurus, outlining packages, spell/grammar check)
  • revise manuscripts to improve effectiveness. (example: sentence structure, complete sentences)

Listening Standards:

  • distinguish between fact and speaker opinion
  • summarize information gathered in group activities
  • paraphrase the communication of others to clarify the intended message

Speaking Standards:

  • exchange information in various formal and informal settings.
  • communicate various messages clearly, precisely, and effectively.
  • choose grammar and sentence structures appropriate to the audience and purpose
  • choose the appropriate volume, inflection, rhythm, and pace to emphasize key ideas and areas of importance
  • use visual aids and graphic representations to reinforce and supplement main ideas and information.
  • select appropriate technology tools to enhance communication effectiveness.
  • select various presentation strategies to support delivery. (example: speaking notes, memory aids)

History Standards

  • (Some of the following people will be covered) describe key events, and identify causes and effects of the Civil War and Reconstruction in terms of social, economic, and philosophical differences between the North and the South as embodied in the Lincoln/Douglas debates; events leading to secession and war; prominent leaders of the North and South such as Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and Harriet Tubman;