Examples+-+Unit+4.7

Unit 4 Project: The New Republic** (Chapters 11-13) Time Period = 1800-1860 **
 * U.S. History
 * Unit Theme = Expansion

**Unit 4 Project Workspace Period 7**

__ **Directions** __**:** This document serves many purposes. 1. Place your **name** in one of the available spots. We will use this list in class to determine the order of presentations. 2. Record your **preliminary** **project topic** //. // 3. Replace your preliminary topic with a narrowed **research question/issue.** Let others know precisely what you are researching 4. Replace your research question/issue with a **learning** **objective** for your presentation. What //sp////ecifically// do you want your audience to be able to do after hearing your presentation. 5. List the type of **visual aid** that you will be using during your presentation. 6. I also need to know the title of your project and the type of higher level thinking you have chosen.

Visual Aid ** || OK || **Topic:** Samuel F.B. Morse 1.) Compare and contrast inventions during the time of expansion and decide whether Morse's telegraph or contributing inventions were more important to the Industrial Revolution. 2.) Be able to successfully signal and interpret basic Morse code. OK || **Topic:** How did Oregon become a state? OK || **Topic:** Edgar Allan Poe ok || **Topic:** Johnny Appleseed ok || **Topic:** John Brown ok || **Topic:** Child Labor in the textile mills
 * **Student Name** || **Step 1:** Preliminary Topic
 * Step 2:** Research Question/Issue
 * Step 3:** Objective(s) for the presentation
 * Step 4:** Add trigger words for higher level thinking tasks ||= ** Type of
 * 1 Andrew Vogel
 * Title:** Early Electronic Communication: Morse's Telegraph
 * Objective:**
 * Trigger Word (analysis):** Compare and Contrast
 * Trigger Word (evaluation):** Decide || PowerPoint ||
 * 2 Lydia Herman
 * Title:** Number 33: Oregon becoming a state
 * Objective:** For the students to be able to tell whether Oregon was a slave state or not and why it took so long for Oregon to become a state.
 * Trigger Word (analysis):** analyze
 * Trigger Word (evaluation):** ? || Poster ||
 * 3 || **Topic:** ?
 * Title:** ?
 * Objective:** ?
 * Trigger Word (analysis):** ?
 * Trigger Word (evaluation):** ? ||  ||
 * 4 Nita Tunga
 * Title:** Poe, More Than a Poet: Edgar Allan Poe
 * Objective:** Students should be able to identify the hardships of Poe's life.
 * Trigger Word (analysis):** Select
 * Trigger Word (evaluation):** Examine || PowerPoint ||
 * 5 || **Topic:** ?
 * Title:** ?
 * Objective:** ?
 * Trigger Word (analysis):** ?
 * Trigger Word (evaluation):** ? ||  ||
 * 6 Joe Ferari
 * Title:** Johnny Apple: Expander of Apples
 * Objective:** Objective: Student should be able to give similarities between Johnny Appleseed in folklore, and the real Johnny Appleseed.
 * Trigger Word (analysis):** Compare/Contrast
 * Trigger Word (evaluation):** Evaluate || PowerPoint ||
 * 7 Catrina Macri || **Topic:** Frederick Douglass
 * Title: Frederick Douglass; A Life Long Teacher**
 * Objective:** Explain Frederick Douglass' contributions to abolition.
 * Trigger Word (analysis):** analyze
 * Trigger Word (evaluation):** Evaluate || PowerPoint ||
 * 8 Jacqueline Tsai
 * Title:** A Different Perspetive: John Brown's Raid
 * Objective:** The student must be able to summarize what John Brown is famous for.
 * Trigger Word (analysis):** Classify (for some of the questions you must classify John Brown)
 * Trigger Word (evaluation):** Debate (some of the questions after the video) || PowerPoint ||
 * 9 Andrea Wisniewski
 * Title:** No Rest for the Weary: Diary of a Mill Girl
 * Objective:** The student should be able to comprehend the pros and cons of working in a mill
 * Trigger Word (analysis):** Choose (Is it worth working a mill)
 * Trigger Word (evaluation):** Construct (creating a fictional diary) || Multimedia Presentation ||
 * 10 || [[image:http://www.wikispaces.com/i/c.gif width="22" height="22" caption="Bold"]] ||
 * Bold ||

OK || **Topic:** Battle of the Alamo OK || **Topic:** Transcendentalism 2. Students should be able to imagine that if they were Thoreau today what would they do to improve our society. Students will create a sign stating how they will better our world or a design/logo for a cause they would create or support. ( I will put them together as a sort of class quilt of inspiring ideas) ok || **Topic:** Settlement of Utah by the Mormons ok || **Topic:** The Gold Rush ok || **Topic:** The life of a 49er ok || **Topic:** The Missouri Compromise: TheSlavery Agreement OK || **Topic:** The Famine in Ireland (AND ITS EFFECT ON THE US?) ok || **Topic:** Spirituals ok || **Topic:** Wealthy lifestyle on a plantation ok || **Topic:** Slavery (African American Lifestyle) ok || **Topic:** Cotton (How cotton was cleaned, cotton gin, cotton mill) ok || **Topic:** Nat Turner's Rebellion ok || **Title:** Train Tracks to Freedom: The Underground Railroad ok || **Topic:** The Hudson River Valley school of painters = **Period 7 Thinkspace:** =
 * [[image:http://www.wikispaces.com/i/c.gif width="22" height="22" caption="Bold"]] ||
 * Bold || || **Topic:**
 * Title:** ?
 * Objective:** ?
 * Trigger Word (analysis):** ?
 * Trigger Word (evaluation):** ? ||  ||
 * 11 Steve Helmeci
 * Title:** The Battle of the Alamo: The Truth is Often Lost?
 * Objective:** The students should be able to decide if the movie "The Alamo" is factual or not.
 * Trigger Word (analysis):** analyze
 * Trigger Word (evaluation): decide** || PowerPoint ||
 * 12 Brooke Blair
 * Title: Transcendentalism: An Era of Groundbreaking Thinkers**
 * Objective:** 1.Students should be able to identify at //**least**// __two__ leaders and/ or great thinkers of the Transcendental Movement and at **leas**t __two__ important individuals throughout history whom they have influenced.
 * Trigger Word (analysis):** Analyze
 * Trigger Word (evaluation):** Imagine/ Construct || PowerPoint ||
 * 13 Sam Hedin
 * Title:** Safe Refuge in an Inhospitable Land
 * Objective:** Students should understand what led the Mormons to Utah
 * Trigger Word (analysis):** ?
 * Trigger Word (evaluation):** ? ||  ||
 * 14 Conner Workman || **Topic: Inventions of the 1800's that changed American society**
 * Title: Influential Inventions of the 1800's: Changing Society One Invention at a Time**
 * Objective:** Students should be able to tell which invention does not belong
 * Trigger Word (analysis):** Analysis
 * Trigger Word (evaluation):** Dissect ||  ||
 * 15 Tyler Palombo
 * Title:** The California Gold Rush: Migration Towards the West
 * Objective:** The students should be able to name where the gold was found and where the first settlers came to California from?
 * Trigger Word (analysis): What were some motives behind going to California?**
 * Trigger Word (evaluation):** What would be your decision? || Power Point ||
 * 16 Tom Jasionowski
 * Title:** Life in the Gold Rush: no Sugarcoating it
 * Objective:** The students should be able to understand the life of a 49er and should be able to decide if they would survive being a 49er
 * Trigger Word (analysis):** Choose
 * Trigger Word (evaluation):** What are the Pros and Cons of the California Gold Rush for the Miners? || Brochure ||
 * 17 Bobby Stocker
 * Title:** ?
 * Objective:** ?
 * Trigger Word (analysis):** ?
 * Trigger Word (evaluation):** ? ||  ||
 * 18 Sophia Salib
 * Title:** The Famine In Ireland: How it Effected America
 * Objective:** students should be able to explain the impact of this event on America.
 * Trigger Word (analysis):**
 * Trigger Word (evaluation):** || Poster ||
 * 19 Sydney Halloran
 * Title:** The Composition Of Spirituals During Slavery
 * Objective:** Students should be able to explain spirituals and why they were created and taken so seriously to slaves.
 * Trigger Word (analysis):** ?
 * Trigger Word (evaluation):** ? ||  ||
 * 20 Madeline Walstra
 * Title:** The wealthy life on a plantation: It couldn't get much easier
 * Objective:** Students should be able to explain what it was like as a wealthy person living on a plantation.
 * Trigger Word (analysis):** compare
 * Trigger Word (evaluation):** choose and decide || PowerPoint ||
 * 21 Diana Freedman
 * Title:** Slavery: A Life of Hardships
 * Objective:** The students should be able to explain what the African Americans life was like during Slavery
 * Trigger Word (analysis):** Compare
 * Trigger Word (evaluation): Choose/Decide** || PowerPoint ||
 * 22 Eric Jones
 * Title: Cotton Kingdom: A Long Way For Cotton**
 * Objective:**To let the students know how cotton was first hand pciked to the cotton gin transformed into cotton mills wit expanded across the United sates.
 * Trigger Word (analysis):** ?
 * Trigger Word (evaluation):** ? || time line ||
 * 23 Jess Phillips
 * Title:** Nat Turner's Rebellion: An Uprising of Black Slaves
 * Objective:** For students to know why Nat Turner led the rebellion and to know what happened.
 * Trigger Word (analysis):** Analyze
 * Trigger Word (evaluation):** Imagine || Poster ||
 * 24 Breana Williams
 * Objective:** Students should be able to describe what the underground railroad was and how it contributed to the abolitionist cause.
 * Trigger Word (analysis):** dissect
 * Trigger Word (evaluation): Evaluate (consequences)** || PowerPoint ||
 * 25 Cezzane Shahsavand
 * Title:** The Hudson River Valley School of Art
 * Objective: The Students should be able to describe how the Hudson River Valley School for art is so unique to the people.**
 * Trigger Word (analysis):** Analyze
 * Trigger Word (evaluation): Evaluate** ||  ||

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