Period 1 - Black Power - Mary, Noah, Nicole, Samantha, Brittany
Period 2 - LGBT Liberation - Tiffany, Cynthia, Whitney, Raven, Maximilian, Elsie
Period 3 - Black Power - Madison, Carmen, Kaya, Coby
Period 4 - Anti Vietnam War- Anthony, Patryk, Osvaldo, Dave
Period 5 - Latino Cultural Liberation - Henry, Brian, Jonathan, Karolyn, Benjamin, Kwame, Kelsey
Period 6 - Women's Liberation - Nathalie, Sophia, Beth, Kathleen, Julia, Angel
Period 7 - Anti Vietnam War - Koby, Carrig, Noel, Ivaleez, Branden
**There will be 10 presentations spread out during the school day for students and in the evening for parents.
Your presentation will be based on one of the following movements:
Black Power
Anti-War
Women's Liberation
Multiculturalism: Latino and Chicano Cultural Movement and/or Red Power
LGBT Liberation
Your presentation should be 30-40 minutes and there will also be a 10-15 Q and A session with audience. Your presentation should answer following questions:
1. Why then? Why did the endeavor for this reform get underway when it did?
2. What gains were won?
3. What gains were sought but not won?
4. If the reform was only partially achieved, what limited its attainment?
Rubric for presentation
HISTORICAL SYNTHESIS AND UNDERSTANDING
10 - All group members demonstrate a sharp and sophisticated understanding of the historical time period and the cause and effect relationship between significant events.
- Accurately discusses WWII, Civil Rights Movement, and/or the Cold War as context.
- Accurately compares, contrasts, and critiques arguments presented by different historians
- Accurately responds to questions from audience
- Uses content vocabulary such as Cold War consensus/liberalism
8 - Most group members demonstrate an understanding of the historical time period and the cause and effect relationship between significant events.
- Discusses WWII, the Civil Rights Movement, and/or Cold War as context.
6 - Demonstrates a basic or superficial understanding of the historical time period and the cause and effect relationship between significant events
- Attempts to discuss WWII, the Civil Rights Movement, and/or the Cold War as context.
4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events
2 - Does not discuss WWII, the Civil Rights Movement, or the Cold War as context
CLAIM AND EVIDENCE
4 - Group effectively organizes presentation around a clear and complex claim and develops the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
3 - Group effectively organizes presentation around a clear claim and develops the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
2 - Group attempts to organize presentation around a clear claim and attempts to develop the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
1 - Group does not organize presentation around a clear and complex claim and does not develop the claim thoughtfully and persuasively using relevant textual, numerical, video, and artistic/musical evidence
SIGNIFICANCE
4 - Group members insightfully and thoroughly articulate how claim is significant in relation to a larger social, political, or economic issue, and members also use powerful evidence to support said assertion.
3 - Group members thoughtfully discuss how claim is significant in relation to a larger social, political, or economic issue, and members also use evidence to support said assertion.
2 - Group members struggle to discuss in a deep and meaningful way how the claim is significant in relation to a larger social, political, or economic issue, and members use only anecdotal or no evidence to support said assertion.
1 - Group members do not discuss how claim is significant in relation to a larger social, political, or economic issue, and members do not evidence to support said assertion.
ORAL COMMUNICATION AND ORGANIZATION
4 - Organization of all ideas is logical; includes introduction, background and context, transitions, and conclusion
- Sophisticated and thorough knowledge of content is evident and presented in an articulate fashion
- Extensive and effective use of visuals to enhance presentation
- Effectively answers all questions posed by audience
- Spoken language is clear, audible, and articulate.
3 - Organization of all ideas is logical; includes introduction, background and context, transitions, and conclusion
- Knowledge of content is evident and presented in an articulate fashion
- Appropriate use of visuals to enhance presentation
- Answers all questions posed by audience
- Spoken language is clear, audible, and articulate.
2 - Knowledge of content is somewhat evident
- Some use of visuals to enhance presentation
- Answers some questions posed by audience
- Spoken language is clear and audible.
1 - Knowledge of content is not evident
- Little use of visuals to enhance presentation
- Answers some questions posed by audience
- Spoken language is unclear and inaudible.
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