Decades ProjectObjective: Students will work individually to create a project showing a decade (1860 – 2020) in US

History. You will be proposing new information that should be added to that particular decade’s

curriculum standards. You must present the information for a minimum of 5 minutes, a video can be

submitted instead if you prefer. Along with your presentation you must create 2 questions that you would

propose add to the STAAR test on KitCollab. The presentation must include a visual that can be done in

several ways: scrapbook, pictorial timeline, documentary style movie, a mobile, PowerPoint, Prezzi, etc.

(no posterboards)

Required information to be provided for the decade:

2 political events

1 arts related events/publications (literature, speeches, art, music, theatre, movies)

1 economic event/ change

Optional –

o Famous People

o Sports related facts (i.e. Jackie Robinson breaks the color barrier)

o Scientific or medical advancements or theories

o Fadso Toys

To achieve the highest grade, the student must have an image for each event, and a BRIEF synopsis of the event/fact (doesn’t need to be in complete sentences).

Bob Marley and the Wailers/ Redemption SongTemptations/”Ball of Confusion (That’s What the World Is Today)

Bob Dylan & The Band / The Times They Are A-Changin' Edwin Starr / War (What is it Good For)Stevie Wonder/”Living in the City”James Brown / Say It Loud - I'm Black and I'm Proud Bob Marley and the Wailers / Get Up, Stand UpJefferson Airplane / Volunteers Creedence Clearwater Revival / Fortunate Son

Crosby, Stills, Nash & Young / Ohio The Who / My Generation Stephen Stills / For What It's WorthJohn Lennon / Give Peace A Chance Bruce Springsteen & the E Street Band / Chimes Of Freedom Bruce Springsteen / Born In The U.S.A. Billy Joel / Allentown

Johnny Paycheck / Take This Job And Shove ItJohn Lennon / Imagine

Country Joe and the Fish / 'I-Feel-Like-I'm-Fixin'-to-Die Rag'Bob Dylan / 'Blowin' in the Wind'

Barry McGuire / 'Eve of Destruction'Buffalo Springfield / 'For What It's Worth'Bob Dylan / 'Masters of War'Doors / Unknown SoldierSam Cooke / A Change is Gonna ComeAretha Franklin / RespectBon Jovi / Living on a PrayerMarvin Gaye / What’s Goin’ OnDon Henley / All She Wants to do is DanceElvis Presley/”In the Ghetto” The Who / Won’t Get Fooled Again”

Phil Ochs/I Ain’t Marching AnymorePublic Enemy/ Fight the Enemy Pete Seeger/ We Shall OvercomePeter, Paul, Mary/Where Have All the Flowers GonePrince/”1999”The Pretenders/”My City Was Gone”Pink Floyd/”Another Brick in the Wall (Part 2)

Rubric:

Level 4 (100): Students demonstrate their understanding of their chosen topic, and can

analyze it to show how it applies to another topic. Evidence: The details are accurate,

provided in easy to understand language, go beyond what was asked for. The visuals were

appropriate, explained to the class, and used to their full potential.

Level 3 (90): Students demonstrate their understanding of their chosen topic, and can analyze

it to show how it applies to another topic. Evidence: The details are accurate, and for the most

part, are easy to understand. There may be a few details that are not specific enough, or leave

the viewers a little unclear about information presented. The visuals were appropriate,

explained in minor detail to the class, and used in a way to help their audience understand the

topic.

Level 2 (80): Students demonstrate their understanding of their chosen topic using minimal

information, leaving more questions than answers. Evidence: While they give basic

information, it is unclear, and shows no application; lacking in specific details. While they

have visuals they are either inappropriate or hard to see.

Level 1 (70): Students show only the briefest understanding of their chosen topic by simply

providing only the details given in class, using the same words provided by the teacher. The

visuals are either inappropriate, hard to see, or non-existent. The audience has learned

virtually nothing about the topic from this presentation.

Hello, My name is ………………………………and I will be presenting on ……………………………

This event occurred during the ………………………………………………………….

Political and economic changes that were occurring this time included ……………………………

This is important to know because….

If this ………….. were to be removed history I would argue not to because ………………………..

I would remove …. from tested material because………………..