Westward Newscast

Newscast

Late Westward Expansion

1877-1900

What is this?

In place of a traditional multiple choice test, the Late Westward Expansion unit will be evaluated through a collaborative effort that will result in a 10-12 minute news broadcast or documentary about the West. Your group is expected to cover Native Americans, farmers, women settlers, and cowboy. The specific terms, concepts and ideas are the objectives for the unit listed below and handed out to you yesterday.

How am I supposed to do this?

In the past, groups have chosen specific roles like that of a newscaster who narrates and helps transition the stories along. Other group members take turns being interviewers and interviewees. For example, one group member interviews Sitting Bull about how the US government is treating Native Americans and Sitting Bull explains Sand Creek Massacre and Little Big Horn etc. Scripts should be memorized. A note card reminder is allowed but there is no reading line for line off a script.

Where can I get information for this?

Information is for the video is to come from in-class notes and materials, the textbook, and reliable OUTSIDE information like the DHS Library Databases.

Do I have to dress up?

Dressing up is required. An interviewer should like he/she is at a job and dress like a professional. A farmer who is being interviewed may be chewing on a piece of grass and have a straw hat. Props are highly welcomed as well.

Can this be comedic?

A short blooper reel at the end of your video is acceptable, but as for the project itself these are to be serious interviews. You are allowed to creative and adlib, however, groups in the past that choose to focus more on comedy and less on the material found the quality of their information and therefore their grade suffered.

When is this due?

Tuesday-Friday of this week will be a combination of teacher directed lesson plans, ie.) guided notes, and some in-class time to research and meet with your group. It is expected that you will meet outside class time for this project to help create a more finished, well polished product. The news broadcast is to be preformed for the class on Monday May 4^th or a completed video is to be shown to the class on the 4^th.

What needs to be explained in the broadcast?

Late Westward Expansion Objectives

1. Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians
2. Native Americans: Sand Creek Massacre, Sitting Bull, Little Big Horn, Assimilation, Dawes Act, Wounded Knee, Great Die Up
3. Farmers: Homestead Act, Buffalo Bill, Soddies, Bonanza Farms, the Grange, Populists.
4. Describe the culture of the Plains Indians
5. Describe the daily life of cowboys
6. Describe the role women played in the settlement of the West.
7. List the problems farmers faced in settling the plains and the western United States.

How will I be graded?

This will count as a 100 point test grade. You will be individually given a grade, despite working in a group. You will be evaluated by the teacher as well as evaluated by the peers in your group on the following rubric:

Newscast - Presentation and Planning : Late Westward Expansion 1877-1900

CATEGORY 10 9 8 7 6 5 4 3 2 1 0 Incorporates all Info Group researched the subject and integrated 3 or more "tidbits" from their research into their newscast. Group researched the subject and integrated 2 "tidbits" from their research into their newscast. Group researched the subject and integrated 1 "tidbit" from their research into their newscast. Either no research was done or it was not clear that the group used it in the newscast. Accuracy of Facts All supportive facts are reported accurately Almost all facts are reported accurately Few fact is reported accurately. No facts are reported accurately OR no facts were reported. Outside research Information isn't solely from guided notes and textbook. Evidenced by references to Works Cited resources. Information isn't solely from guided notes and textbook. Evidenced by references to Works Cited resources. Information isn't solely from guided notes and textbook. Evidenced by references to Works Cited resources. Information isn't solely from guided notes and textbook. Evidenced by references to Works Cited resources. Attire Wearing appropriate clothing for specific newscast roles. Props used to help support role. Some clothing for newscast role. Few props for role. Did not bring proper attire or props for role. Duration of presentation The overall newscast was between 10-12 and did not seem hurried or too slow. The overall newscast was between 10 and 12 minutes but seemed SLIGHTLY hurried or too slow. The newscast was between 1.5 and 3 minutes but seemed VERY hurried or too slow. The newscast was too long or too short. Group Work The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task! Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members. Use of In-class Time In-class time was always focused on the project. In-class time was often focused on the project. In-class time was sometimes focused on the project. In-class time was seldom focused on the project. Effort There is a genuine effort both in-class and out of class. Enthusiasm is evidenced by facial expression and body language show a strong interest and enthusiasm about the topic throughout the newscast, but it is not overdone. Facial expression and body language show a strong interest and enthusiasm about the topic throughout the newscast, but it is somewhat overdone. Facial expression and body language show some interest and enthusiasm about the topic throughout the newscast. Facial expression and body language depict apathy or boredom with the topic. Pacing/Tempo Natural speaking pacing. Not too rushed or any awkward pauses due to not rehearsing. Natural speaking pacing. Not too rushed or any awkward pauses due to not rehearsing. Natural speaking pacing. Not too rushed or any awkward pauses due to not rehearsing. Natural speaking pacing. Not too rushed or any awkward pauses due to not rehearsing. Readiness to Present All components of the project (script, props, attire, video and cables) are brought to the beginning of class. Most components of the project (script, props, attire, video and cables) are brought to the beginning of class. Few components of the project (script, props, attire, video and cables) are brought to the beginning of class. No components of the project (script, props, attire, video and cables) are brought to the beginning of class.

Warning:

While videos are fun, technology can sometimes fail us. You are welcome to present off of my laptop and use the infocus projector, however, I may not have the most updated media players. If your group chooses to do a video, I highly recommend that you first test whether your technology is compatible with my computer. Don’t assume because I have Windows Media Player that it will automatically work. Test it first! I would also recommend bringing in the laptop you edited on as a backup to show your work. You will work too hard and too long on this project to have technology fail you the day of the presentations. You will lose 10 points for each day that you do not present, regardless of whether it is human or computer error.

Reconstruction Convention Simulation

In this simulation you will either play the part of a delegate to the convention which is supposed to decide the fate of the South after the Civil War or you will play the part of a moderator of the convention. We will have 16 delegates (block 1 and 2) 18 delegates (block 3) and 2 moderators.

You must use the following site:

http://education.harpweek.com/thereconstructionconvention/Introduction/ReconConvIntro.htm

Moderators – the convention will decide the following five questions:

1) Part a) Under what conditions should the South be allowed back into the Union?

Part b) Who in the former Confederate States of America should be pardoned?

2) What political, economic and social rights should Free Blacks and Freedmen acquire?

3) Who should control the process of Reconstruction—Congress or the President?

4) Should Reconstruction be implemented on a national or state level?

Delegates

The following delegates are at the convention:

http://education.harpweek.com/TheReconstructionConvention/TheCastOfCharacters/CastOfCharacters.htm

Herman Archer

Robert Black

Jane Charles

Doug David

Maria Easton

Fred Fox

Bill George

Chris Hand

Hal Ickes

Tom Jeff

Alan Kinkaid

Larry Lee

Mark Max

Netty Nutt

Vic Olden

Greg Pride

Henry Alderbrook (his profile looks very similar to Herman Archer)

Racine Brookstone (see Robert Black)

Justine Cranston (see Jane Charles)

Drake Duggen (see Doug David)

Maureen Eagleston (see Maria Easton)

Franklin Fields (see Fred Fox)

Brandon Garrison (see Bill George)

Cooper Hainsworth (see Chris Hand)

Harold Illingsworth(see Hal Ickes)

Trent Jakerton (see Tom Jeff)

Delegates Must:

1) Make a Name Tag for the convention on Monday.

2) Research your views on of the issues at hand and then write a 500-800 word essay explaining those views. (At the bottom, I would include the brief description that the website provides to help with your testimony.)

3) Come up with a proposed answer to at least one of the questions that will be before the convention. (Those of you who are sharing a profile must consider different questions.)

4) You will then participate in the debate about those issues during the Convention on Monday. You must speak about at least two of the four issues, but the more the better.

Moderators Must:

1) Make a program for the convention – this should include the various issues, in what order they will be considered, ground rules for how it will be run (namely how and when people will be able to speak).

2) Run the convention – making sure there is order and logic to the comments and that the debate / discussion runs smoothly.

3) Keep track of who has spoken and how many times.

4) Entertain proposals on each issue as put forth by delegates.

5) Call for and tally the voting on each issue.

6) Write up the results to distribute to the class in terms of what was decided on each issue.