Oregon In WWII Reading Page 1

Local History Final Assignment

Community Presentation

Final Project Assignment

This is 60% of your grade for the quarter. Presentation is 40%. Paper is 20%.

First Draft Due – Individual (10%): January 14^th.

Practice Presentation Due – Group (10%): Wednesday, January 23^rd.

Final Presentation Due – Group (20%): Monday, January 28^th and Wednesday, January 30^th.

Final Paper Due – Individual (20%): Friday, February 1^st.

Total Points: 60% of total grade for the quarter.

As you may recall from the course syllabus, the goal of this class is to:

1. Publicize, organize, and carry-out an on-location community event that illustrates the significance of a historical center of community. Students will invite knowledgeable community members and concerned organizations to take part in the presentation. Students will connect with local media organizations that may be interested including community radio, the Scanner newspaper, the Asian Reporter. The events will be filmed and become part of the student’s permanent portfolio.

2. Create a 5-7 page essay (depending on age and skill level) as well as organize and deliver a speech and presentation in their research groups for the broader community.

The presentation is a group project. Your groups job is to explain the significance of the place you chose your selected community. Both your presentation and paper should answer the following questions:

• Where is the historic place?

• To whom was it important and when?

• How did it come to be important to people?

• What was it like to be there then? How did it look, sound, smell, feel?

• How did it change and why?

• Who were some of the specific people that lived there and/or were important to that community?

In order to do this, you must:

1. Choose a community on which to focus: African-American or Japanese/Japanese-American. Students may choose another topic if approved by the instructor.

2. Form a group with which to work on your project. Groups must be at least 4 people.

3. In your group, choose an historic center of community, a place that is historically important to the community you are studying.

4. Identify some things you already know about the community.

5. List some questions you may need answered in order to know more about the community.

6. List resources you already have or could use to answer those questions.

7. Talk in your group about what your final project might look like. What parts do you think it might have? Speeches, sign boards, photographs, re-enactments, artifacts, etc.

8. Decide what people's individual roles/jobs might be. What can each member due to get started? What, specifically, can each member due over the holiday break to bring to school on Monday, January 7^th?

9. Turn in the attached sheet with these answers to Ken today.

THE PAPER IS AN INDIVIDUAL PROJECT and is due on the last day of the term. Please note that 5% of your grade for the quarter is turning in a draft of your paper on Monday, January 14^th. Papers should answer the questions listed above, but may take many formats. They could for example be:

• Research essay.

• Historical fiction story.

It is important that your paper, in whatever format, be historically accurate and describe the place in sufficient detail to take the reader there. What did it look, sound, smell, and feel like? You must also be sure to address why the place was important to the people who were there.

Paper should be typed, double-spaced, Times New Roman 12 point font, with 1 inch margins.

All sources for the paper and the presentation must be properly cited and must include:

• At least 1 interview

• At least 3 primary source newspaper articles.

Length requirements depend on age level:

• 9^th graders: Minimum 5 pages.

• 10^th grader: Minimum 6 pages.

• 11^th graders: Minimum 7 pages.

• 12^th graders: Minimum 8 pages.

Timeline for remainder of term:

Sunday	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday
D16	D17	D18	D19 Nikkei Legacy Center Trip	D20	D21	D22
J6	J7 Guest Speaker/Interview. Research	J8	J9 Guest Speaker/Interview. Research	J10	J11	J12
J13	J14 First Draft of Paper Due. Work on Presentations.	J15	J16 Get drafts back. Work on Presentations.	J17	J18	J19
J20	J21 No School MLK Day	J22	J23 Practice Presentation.	J24	J25	J26
J27	J28 Final Presentations	J29	J30 Final Presentations	J31	F1 Paper due

Final Presentation Group Assignments

1. Community of focus: ________________________________

2. Group Members and contact information. (Please identify a group liaison, someone that will be the contact person for the group. Put a star by that person's name.):

   Member Name	Email	Cell Phone Number	Home Phone Number

3. Community Place ideas:

3. Identify some things you already know about the community.

3. List some questions you may need answered in order to know more about the community.

3. List resources you already have or could use to answer those questions.

3. Talk in your group about what your final project might look like. What parts do you think it might have? Speeches, sign boards, photographs, re-enactments, artifacts, etc.

3. Decide what people's individual roles/jobs might be. What can each member due to get started? What, specifically, can each member due over the holiday break to bring to school on Monday, January 7^th? For each group member fill information below:

Member Name	Duties. (Things you may do in/for the presentation.)	Things to accomplish over holiday break.	Things to bring to school on Monday, January 7th:

Friday Schedule Adjustment

Hello Families.

Your student will come home on Wednesday with an an information slip that carries this message... please let me know if you have any questions.

This Friday 12/21 will not have regularly scheduled classes. After considering student requests, the many family travel plans, and mid-quarter academic needs we have decided that the most valuable use of Friday is to offer open Teacher Office Hours from 9:30-12pm. Students are encouraged to come in to talk with their Advisor or other High School teachers about long overdue issues, missing homework assignments, makeup work, materials for projects, progress on projects, etc... Some teachers may require student meetings or check-ins. We will offer our usual Friday morning of bagels and cream cheese breakfast and gathering. After that, quiet work spaces and resources will be available.
Students will be receiving Academic Concern Notifications on Thursday if they are not making academic progress in a class (you will receive these in the mail during break if applicable). Those students should be strongly encouraged to meet with their Advisor and teachers on Friday. Please support your student in making the best choice for them.
Happy Winter Holidays and Cheers to a New Year!

Best,

Ken

Local History Perspective Assignment

Perspectives Assignment

Being Black in Oregon

Due: Monday, December 10^th.

Assignment:

Write an essay based on the following prompt:

Imagine you are an African-American who came to Portland in 1942 to work at the Kaiser shipyards and settled in Vanport. Tell the story of your experience being new to Portland right up to and including the Flood. You may want to address the struggles you face in Oregon that may be different from where you came. Your reader should understand how you feel about being black in Oregon in the 1940's. Your story should clearly illustrate that you understand some of the struggles facing African-Americans at this time, and in this place. Be sure to use as many specific characters, events, and ideas as possible from the T-chart and timeline we produced in class, as well as your notes.

Your writing should be descriptive, well organized, clearly written, and contain few or no errors in spelling and punctuation.

Your essay will be evaluated according to the attached Scoring Rubric, which can also be found online at: http://www.ode.state.or.us/teachlearn/testing/scoring/guides/2007-08/asmtwriscorguide0608eng.pdf.

Sign up for Parent-Student-Teacher Conferences

Hi all,

Happy Holidays and welcome to another season of conferences. As in the past, they will be one-half hour long meetings held at school and include student, parent, and myself. I am scheduling meeting times now. Please sign up for the soonest time that meets your schedule - that way I can be sure to get to everyone. You may also want to ask your student how he/she is doing on his/her learning plan as that will be one focus of the meeting.

Meeting times:

Tuesday, December 11th: 12:30, 1:00, 1:30, 2:00, 2:30
Wednesday, December 12th: 3:30, 4:00, 4:30
Thursday, December 13th: 12:30, 1:00, 1:30, 2:00, 2:30
Friday, December 14th: 1:00, 1:30, 2:00, 2:30, 3:00

Best,

Ken


--
Ken Gadbow
High School Advisor and Social Studies Teacher
Trillium Charter School
Portland, Oregon