8th Grade P.S. / M.S. 156, The Laurelton School

Mrs. Formica Social Studies

Exit Project 2011-2012

Task:

All students will demonstrate their social studies skills acquired during the 7th and 8thgrade by presenting a summary of their learning in an exit project in the final semester. All students will complete three components of the Social Studies Exit Project.

Topic Summary Paper Development Sheet:
Part #1 – Paper 5 pg. Research paper. Must be typed, double spaced, Times New Roman, 12 pt font- 50%(Individually)
Part #2 – Presentation - 25%(with Research Partner)

Part #3– Visual Aide- Should contain a time line of events pertaining to your topic, as well as Primary Source Documents- 25% (with Research Partner)

Final Products- Average of final product grades count for 2 test grades in the 4th Quarter.

Important Dates for the Exit Project:

Once you have your exit project topic you are responsible to research the topic using books, newspapers and web sites, and primary source documents. The following is a projected time line of the work that will be due to ensure that your report stays on schedule.

All Classes: January 11th, 2012- Exit Project folders and contracts signed and attached. GRADE #1

801: January 18th, 2012

802: January 18th, 2012 1 page response to- Essential Question #1- Must be 12 pt font, Times New

803: January 20th, 2012 Roman, double spaced

804: January 20th, 2012GRADE #2

801: January 23rd, 2012

802: January 25th, 2012 1 page response to- Essential Question #2- Must be 12 pt font, Times New

803: January 27th, 2012 Roman, double spaced

804: January 27th, 2012GRADE #3

801: January 30th, 2012

802: February 1st, 2012 1 page response to- Essential Question #3- Must be 12 pt font, Times New

803: February 3rd, 2012 Roman, double spaced

804: February 3rd, 2012GRADE #4

801: February 6th, 2012

802: February 8th, 2012 1 page response to- Essential Question #4-Must be 12 pt font, Times New

803: February 10th, 2012 Roman, double spaced

804: February 10th, 2012GRADE #5

801: February 27th, 2012

802: February 29th, 2012 1 page response to- Essential Question #5- Must be 12 pt font, Times New

803: March2nd, 2012 Roman, double spaced

804: March 2nd, 2012GRADE #6

801: March5th, 2012

802: March7th, 2012 - First Draft- Put all responses to essential questions together. Must be typed, 803: March9th, 2012 double spaced, 12 pt font, Times New Roman GRADE #7

804: March9th, 2012

801: March 12th, 2012

802: March 14th, 2012 - Final Draft- Must be typed, double spaced, 12 pt font, Times New Roman

803: March16th, 2012GRADE #8

804: March16th, 2012

801: March19th, 2012

802: March21st, 2012 - Visuals

803: March23rd, 2012

804: March23rd, 2012

All Classes: April 18th, 2012 - Presentations Begin

8th Grade P.S. / M.S. 156, The Laurelton School

Mrs. Formica Social Studies

Exit Project 2011-2012

The following are your topics from which students will be assigned. All topics and research partners will be distributed at random. Once a topic and partner has been assigned there is no changing!

Cold War

Bay of Pigs, Cuban Missile Crisis

Pop Culture of the 60’s (Music, Movies, Literature)

Vietnam War

Korean War

JFK

Johnson’s Presidency

Space Race

Civil Rights Movement

Anti War Movement in U.S.

Robert Kennedy

Black Panther Party

Peace Corps

Cesar Chavez

Nixon’s Presidency

Changing role of women in America/Women’s Rights

Exit Project

Social Studies

P.S. /M.S. 156, The Laurelton School

January 2012

To: The Parents/Guardians of 8th Grade

Re: Social Studies Exit Project 2011-2012

Your child will be responsible for completing an exit project in our social studies class. The exit project is a requirement of the New York City Department of Education and is an important element of their grade. This project is comprised of three different parts and is designed to demonstrate their social studies skills acquired during the 7thand 8thgrade. All students will complete three components of the Social Studies Exit Project:

Part #1 – Paper 5 pg. Research paper. Must be typed, double spaced 12 pt font, Times New Roman- 50% (Individual)
Part #2 – Presentation - 25% (with Research Partner)

Part #3 – Visual Aide- Should contain a time line of events pertaining to your topic, as

well as Primary Source Documents - 25%(with Research Partner)

Final Products- Average of final product grades count for 2 test grades in the 4th Quarter.

Along with this letter your child has been given a detailed list of possible topics to research, as well as the criteria for success and rubrics for each of the parts of the project. Please work with us to ensure that the best possible effort is given to this assignment, it will be worth 2 test grades for the final marking period, as well as a series of grades during the process as outlined in this packet. No student will be able to pass for the year without completing the assignment!

Thank you so much for your cooperation and help,

Meredith Formica

Social Studies Teacher

I, ______have read the above information regarding the social studies exit project and am aware of the different expectations and requirements for my child ______in class______.

(Parent/Guardian Signature)

Research Paper Rubric:

Categories / Exceeds the Standards / Meets the Standards / Approaching the Standards / Below
Standards
Introduction / Exceeds by engaging the reader by using a direct quotation that gives importance to the topic by creating a scene or setting relevant to the topic and by asking a provocative question. / Engages the reader by using a direct quotation that gives importance to the topic by creating scene or setting relevant to the topic or by asking a provocative question. / Somewhat engages the reader by using a direct quotation that gives importance to the topic by creating a scene setting relevant to the topic or asking a provocative question. / Hardly engages the reader by using a direct quotation that gives importance to the topic by creating a scene or setting relevant to the topic or by asking a provocative question.
Thesis Statement / Exceeds by developing a strong controlling idea (main focus in the form of a question) / Develops a controlling idea (main focus in the form of a questions) / Somewhat develops a controlling idea (main focus in the form of a question) / Hardly develops a controlling idea (main focus in the form of a question)
Organization / Exceeds by creating a highly organized structure by chunking related information, by providing clear transitions between ideas, by describing, relevant and detailed graphics. / Creates an organized structure by chunking related information, by providing transitions between ideas, by describing, by explaining and providing relevant graphics. / Somewhat creates an organized structure by chunking related information, by providing transitions between ideas, by describing, by explaining and providing relevant graphics. / Hardly creates an organized structure by chunking related information, by providing transitions between ideas, by describing, by explaining and providing relevant graphics.
Supporting Facts and Details / Includes 10 facts and details that help to answer your questions. / Includes 8 facts and details that help to answer your questions. / Includes 6 facts and details that help to answer your questions. / Includes 5 or less facts and details that help to answer your questions.
Writing Strategies / Exceeds by using a full range of strategies such as facts and details, description of the subject, analysis of your topic (cause & effect, compare/contrast) / Uses a range of strategies such as facts and details, description of the subject, analysis of your topic (cause & effect, compare/contrast) / Somewhat uses a range of strategies such as facts and details, description of the subject, analysis of your topic (cause & effect, compare/contrast) / Hardly usesrange of strategies such as facts and details, description of the subject, analysis of your topic (cause & effect, compare/contrast)
Conclusion / Exceeds by bringing the report to an end by creating a strong and detailed summary, using important ideas leading up to the conclusion and successfully returning to the questions and explaining how the information proves it. / Brings the report to an end by summarizing the important ideas leading up to the conclusion and returns to the question and explains how the information proves it. / Somewhat brings the report to an end by summarizing the important ideas leading up to the conclusion and returns to the question and explains how the information proves it. / Hardly the report to an end by summarizing the important ideas leading up to the conclusion and returns to the question and explains how the information proves it.
Proof Reading / Uses perfect sentence structure, proper spelling, punctuation and correct grammar. / Uses correct sentence structure, proper spelling, punctuation and correct grammar. / Somewhat uses correct sentence structure, proper spelling, punctuation and correct grammar. / Hardly uses correct sentence structure, proper spelling, punctuation and correct grammar.
Citation / Perfectly cites the research within the text using the correct format. / Cites the research within the text using the correct format. / Somewhat cites the research within the text using correct format. / Hardly cites the research within the text using the correct format.
Bibliography / Develops a bibliography that contains at least 5 sources of information. / Develops a bibliography that contains at least 4 sources of information. / Develops a bibliography that contains at least 3 sources of information. / Develops a bibliography that contains 2 or less sources of information.

Oral Presentation Rubric

Categories / Exceeds
Standard / Meets
Standard / Approaches
Standard / Below Standard
Format / Follows assigned format. / Follows most of assigned format. / Has some components of assigned format. / Does not follow assigned format.
Use of Graphic / Effective use of graphic component. / Uses graphic component / Has graphic, but makes little or no reference to it. / No graphic
Use of Language / Displays mastery of English language (or native language) through clear communication of ideas. Very few grammatical errors. / Good understanding of English language (or native language) through clear communication of ideas. Some grammatical errors. / Ideas are somewhat unclear, many grammatical errors. / Ideas are vague and unclear, impossible to comprehend because of poor grammar and communication.
Explanation of Topic / Presentation is logically developed, with definitions and examples, accurate details. / Good presentation connecting ideas, several examples used some inaccuracies. / Some ideas not well connected or developed, many inaccuracies. / Most ideas not connected or developed details and facts completely inaccurate.
Engages Audience / Fully engages the audience, excellent eye contact, explains presentation, does not read to the audience. / Engages the audience most of the time, generally maintains eye contact, and mostly explains. / Does not engage the audience most of the time, has poor eye contact, reads the presentation. / Does not engage the audience at all, makes no eye contact with the audience, reads presentation or fails to complete presentation.
Issues / Fully addresses major issues. / Somewhat addresses major issues. / Does not address some major issues. / Fails to address any major issues.
Closure / Well developed sense of closure / Develops a sense of closure / Little sense of closure / No sense of closure

Visual Aid Rubric

Categories / Exceeds
Standard / Meets
Standard / Approaches
Standard / Below Standard
Format / Follows assigned format. / Follows most of assigned format. / Has some components of assigned format. / Does not follow assigned format.
Graphics / Graphic representations are included that strongly support ideas/opinions. / Graphic representations are included that generally support ideas/opinions. / Some inaccuracies and irrelevant graphics used. / Extraneous and inaccurate graphics with little relevance; no graphics
Research / Shows much evidence of research and conclusions drawn. / Shows evidence of research and conclusions drawn. / Shows little or some evidence of research. / Shows little or no evidence of research.
Understanding of Topic / Reflects a deep understanding of the topic; essential questions/ideas are clearly addressed. / Reflects and understanding of the topic; essential questions/ideas are slightly vague. / Reflects a beginning understanding of the topic, essential questions are unclear. / Shows no understanding of the topic; no attempt to answer essential questions.
Display / Graphics are organized and shown in a logical sequential manner. / Display is mostly organized in logical ways. / Display is somewhat organized. / Graphics are poorly organized and difficult to understand.
Use of Graphics / Graphics are effectively used in oral presentation. / Graphics are used in oral presentations. / Little use of graphics in oral presentation. / Graphics are not used in oral presentation.

8th Grade P.S. / M.S. 156, The Laurelton School Mrs. Formica Social Studies

Exit Project 2011-2012

Topic: Cold War Effects on American’s

  1. What was the Cold War? What countries did the conflict exist between? What were the philosophies and actions of the two sides?
  2. What major events took place as a result of the Cold War? Explain and provide facts and details.
  3. Who were the heroes of the Cold War? Explain their contributions.
  4. What political parties arose as a result of the Cold War here in America?
  5. Discuss the impact of the Cold War on Americans. What fears arose and precautions did Americans take?

Topic: Bay of Pigs, Cuban Missile Crisis

  1. Discuss the relationship between the United States and Russia during the 1960’s.
  2. Describe both the causes and effects of the Bay of Pigs invasion.
  3. Describe both the causes and effects of the Cuban Missile Crisis.
  4. Analyze similarities and differences in the views of Kennedy, Khrushchev, and Castro on the Bay of Pigs and the Cuban Missile Crisis.
  5. Discuss your opinion, cite others: Was it fair for the Soviets to have been made to remove their missiles from Cuba while the U.S. was allowed to keep their missiles in turkey?

Topic:Pop Culture of the 60’s (Music, Movies, Literature)

1.Discuss music of the 1960’s. How did it evolve during the decade? How was it used to motivate people?

2.Discuss literature of the 1960’s. How was it used to motivate people?

3.Discuss movies of the 1960’s. How were they used to motivate people?

4.Discuss how a television in every home during the 1960’s changed the role of family.

5.How can one learn from these elements of pop culture in order to understand the impact the 1960’s had on American history?

Topic: Vietnam War

  1. Discuss the specifics of the Vietnam War. Discuss the two sides of the war, the type of warfare being fought, and the causes for the war.
  2. Why did America join the Vietnam War?
  3. What experiences did Americans undergo in Vietnam?
  4. How did the American public feel about the war in Vietnam? How did these feelings change overtime?
  5. In what ways was the Vietnam Wara defining event for an entire generation of Americans?

Topic: Korean War

  1. Discuss the two conflicting sides at war in Korea. What were the causes for the war? How did different views lead to violence?
  2. Why did the United States join the war in Korea? Discuss American public opinion for joining the war.
  3. How were the people in Korea affected by the war? What was the impact on villages and families?
  4. What were the most significant events/turning points of the Korean War?
  5. How did the war come to a conclusion? What were the effects of the Korean War?

Topic: J.F.K.

  1. Discuss the early life and childhood of John F. Kennedy.
  2. Discuss J.F.K’s political career. Discuss the election of 1960.
  3. What key issues/turning points in American history took place during J.F.K.’s time as president? How did he respond to them?
  4. Discuss J.F.K.’s stance on civil rights and discrimination in the south.
  5. Discuss the assassination of JFK. What are the conspiracy theories surrounding his death?

Topic: Johnson’s Presidency

  1. What event leads to Johnson’s appointment to president? How did Kennedy’s assassination impact Johnson’s presidency?
  2. How did Johnson respond to the ailments of the 60’s? (social, political, economic)
  3. Describe Johnson’s “Great Society”. How effective was it?
  4. What was Johnson’s stance on Vietnam? How did the Anti-war movement in the U.S. impact his stance on the war?
  5. What was Johnson’s response to the call for more civil rights?

Topic: Space Race

  1. What was the space race? What counties were involved?
  2. What were the expected results of each counties exploration efforts?
  3. Discuss the United States moon landing.
  4. Discuss conspiracies surrounding the moon landing. Why do some critics believe the moon landing never happened?
  5. Who won the space race? Explain and support your response.

Topic: Civil Rights Movement

  1. Discuss the Civil Rights Movement. What were its goals and challenges?
  2. How did the Great Depression and WWII contribute to the Civil Rights Movement?
  3. What role did established politicians play in the Civil Rights Movement? Discuss turning points in the fight for Civil Rights.
  4. Why did the Civil Rights Movement take a harder edge in the mid- to late 1960s?
  5. Discuss the tactics used by proponents of Civil Rights. What actions did they take while fighting for their goals?

Topic: Anti War Movement in the U.S.

  1. What groups/why were people against America’s involvement in the war in Vietnam?
  2. What were the political goals of the Anti war movement?
  3. What groups of people were associated with the Anti-war movement? Why?
  4. Describe the types of protests used. Key turning points in the protests? Notable speeches and people?
  5. Discuss the success of the Anti War Movement? In both your opinion as well as historians.

Topic: Robert Kennedy

  1. Discuss Robert Kennedy’s childhood, education, and rise to politics.
  2. Discuss Robert Kennedy as a champion for human rights and peace.
  3. Discuss Robert Kennedy’s role in his brother (J.F.K.’s) Presidency.
  4. Discuss his attempt to run for president and his assassination.
  5. What can we learn from Robert F. Kennedy’s message on social ideal and actions?

Topic: Black Panther Party