Puritanism Research Project
To prepare for our Colonialism unit and our reading of the play The Crucible and Puritan era pieces, you and a group of your esteemed peers will be given a topic to research. Learn as much as you can about your topic by referencing valid, trustworthy electronic/print sources. Your group will then synthesize the information and prepare and rehearse an engaging, informative, and organized 5-7 minute oral presentation in order to educate the class on your topic. This project requires equitable participation; all group members should contribute equally and speak during the presentation. You may refer to note cards during your presentation, but refrain from reading from them (or a paper/poster), and be sure to demonstrate strong speaking skills and make eye contact. Your group must also create a neat, colorful, and visually appealing poster as a visual aid, which should be integrated throughout (referred to during) your presentation; limit the amount of words on the poster, use large images, and avoid merely cutting and pasting from the web – be creative! You will be graded on the quality of both your presentation and project; in other words, an attractive poster is not enough – don’t forget to practice that delivery! Please use your class time wisely. It is also highly recommended that you allot time outside of class to meet as a group to work on the assignment as well, and consider delegating duties to each group member to ensure efficiency. Note: to get started, consider checking out the Colonialism/Puritanism and The Crucible Background PowerPoints on my website, and consider searching “Puritan” at nationalhumanitiescenter.org (nationalhumanitiescenter.org/tserve/eighteen/ekeyinfo/puritan.htm). Also note, as this is an American literature course, focus your studies on the United States with only brief references to any European influence.
1) Concept of pre-destination, including Calvinism & the Reformation
2) Witch Trials, both in Salem & beyond (including their medieval European roots)
3) Puritan Govt. Structure & theocracy (Who are the magistrates, judges, constables, etc.?)
4) Daily Life: food, family structure, entertainment, labor, etc.
5) The “invisible world” of the Puritans & its Biblical precedents
6) The Great Awakening
7) Women in Puritan America (including their “sinful nature” as descendents of Eve & all the underlying misogyny that goes along with this belief)
8) Puritan America: Where did they settle? When did they arrive? What were their relations like with the Native Americans?
/ Excellent / Good / Fair / Needs ImprovementPresentation/
Organization / Same as “good,” but group does more to teach the topic in a creative and interesting manner. Speech is memorized. Speaks clearly w/a voice that fluctuates & has authority; easy to understand, and stays on topic. Maintains constant eye contact with the whole audience. Uses visual aid at appropriate times. Information is well organized and logically ordered. There is a clear introduction, body, and conclusion. It is within the allotted time constraints. / Audible/Organized/ facts are related to topic. Speaks clearly with a voice that fluctuates; mostly easy to understand and on topic A few “ums,” etc. but not too many. Maintains eyes contact with most of the audience. Usually uses visual aid appropriately. Most information is presented in a logical order and is easy to follow. There is a somewhat clear introduction, body, and conclusion. It is close to the allotted time constraints. / Some pauses, “ums,” etc./ not as organized as a “good”; difficult to hear/understand @ times. Monotone; reading off of paper/cards too much; little eye contact (or focuses on one side of the room or only on teacher). Visual aid rarely used at appropriate times. Ideas may be loosely connected; the presentation is somewhat choppy and difficult to follow. The introduction, body, and conclusion may not be clear. It is not within the allotted time constraints. / Task not taken seriously. Unprepared; no evidence of practice prior to speaking. Reads off cards/notes/visual; often difficult to understand/hear or confusing. Little to no eye contact. Visual aid not used at appropriate times. No apparent order or logic to presentation; no structure is evident. Lacks introduction/body/conclusion. It is far from being within the allotted time constraints.Participation/
Preparation / Same as “good,” but all members speak equally, answer questions, and are equally prepared/ knowledgeable. Actively participated in preparation, used class time productively, and stayed focused. Researched carefully and thoroughly. Presentation is well rehearsed. / All members speak/ research and tasks are equitable. Some group members may be more prepared than others and answer more questions. Most members actively participated in preparation. Stayed focus most of the time. Presentation is somewhat rehearsed. / One person dominates project/ one or more members does little (research and tasks are not equitable). One person answers all of the questions (most group members do not answer questions). Few members helped prepare in class. Group had difficulty staying focused on the task. Written out presentation is read. Needed more rehearsal. / No teamwork/ evidence of bickering. One or more members do little to nothing.Group does not answer questions. Group wasted class time and did not stay on task. No evidence of rehearsal.