Is Freedom Free

Is Freedom Free?
Research Project
Mrs. Murphy
8th Grade Final Project

Big6 #1 Task Definition

Big6 #2 Information
Seeking Strategies

Big6 #3 Location &
Access

Big6 #4 Use of
Information

Big6 #5 Synthesis/
Creation

Big6 #6 Evaluation

Big6 #1 Task Definition

Essential Question: Is Freedom Free?

After studying Georgia History for an entire year, you have seen several examples of American men and women who have fought for different types of freedoms. Let's break down the above BIG question by asking our research questions:

Class Activity Questions:

What is Freedom?
What different types of freedom are there?
What examples of losing and gaining freedom do I remember from this year?
What price/cost did people pay to gain those freedoms?

Group Questions:

Which freedom topic does my group feel most passionate about?
Was there a cost for this freedom? What kind of cost?
Who (give specific examples) paid for this freedom? Why?
What stories and examples from history explain both WHO and WHY? Remember - use specific, powerful details to support your opinion and make your presentation meaningful!
What information, details, and facts would help explain why the people in question #3 would pay such a cost for freedom (especially if they could not enjoy it themselves).
Was the price for this freedom worth paying? Why or why not?
Conclusion question: If we have these freedoms now, how do we enjoy them, and how will we enjoy them in our future? - OR - If we do not have these freedoms yet, who will pursue them and how?

Big6 #2 Information Seeking Strategies

What sources will help you find the answers to your research questions? Here are a few suggestions:
Note - GALILEO databases will need a password for home use!

New Georgia Encyclopedia - encyclopedia information all about Georgia
Digital Library of Georgia - primary sources on Georgia History (newspapers, cartoons, photos, audio, video, etc.)
Encyclopedia Britannica Online (GALILEO) - excellent for basic information on wars, civil rights, women's rights, etc.
Annals of American History (GALILEO) - primary documents from American History (speeches, letters, articles, etc.)
History Reference Center (GALILEO) - historical magazine articles - use the Lexile Reading Level to choose Middle School only articles!
Middle Search Plus (GALILEO) - magazine articles
SIRS Discoverer (GALILEO) - magazine articles
Civil Rights Digital Library - primary sources from the Civil Rights struggle
Bartlett's Quotations - Find famous quotes on freedom
Library of Congress - use keywords for web exhibitions and articles
Use books, newspapers, and magazines available in the school or public library

If using web sites from a search engine like Google, please evaluate for quality using RADCAB: http://www.radcab.com

Big6 #3 Location & Access

Locate sources and access the information within them

Where will we locate these sources? (Think ahead!)

school library (library catalog and GALILEO databases)
public or university library
personal library
Internet
other: ______________________________________________________

If using an online database (GALILEO) or a search engine (such as www.google.com) list likely keywords or keyword combinations (use your research questions!):

GALILEO databases (general)	Google (more specific)

Big6 #4 Use of Information

Use a source to gain information

How will my group record and organize the information that we find?
How will my group divide note-taking responsibilities?
How will we store our notes safely throughout our project?

take notes using cards
take notes on notebook paper
take notes using Microsoft Word
take notes using a data chart or other graphic organizer
use a tape recorder, video, or digital camera for interviews
other suggestion: ____________________________________

How will we give credit to our sources in our final product?
We will turn in a bibliography page of all the resources we used to answer our research questions. We will cite all websites, books, magazines, database articles, etc. using Easybib.com.
Remember: Keep up with your sources as you go - it's hard to go back!

Big6 #5 Synthesis/Creating

Collect information from a variety of sources and CREATE!

How will we present our information, stories, and details to an 8th grade audience?
How will we share the presentation responsibilities equally?
How will we organize our information to be exciting, moving, and meaningful (but stay on topic)?
What materials (visual, auditory, tactile) could my group use to illustrate the answers to our research questions? Brainstorm with your group. Some examples:

Pictures (do not print from school computers - use the projector!)
Videos
Surveys
PowerPoint
Music

Newspaper articles
Cartoons
Costume
Other creative ideas from your group

What guidelines do we have for public speaking?

Tips for Public Speaking:

1. Be aware of the volume of your voice. Be loud enough for everyone to hear.

2. Speak at a normal rate- don’t go too fast or too slow.

3. Avoid unnecessary pauses.

4. Put emphasis on important points.

5. Stand up straight and avoid leaning against the board or moving unnecessarily.

6. Use appropriate facial expressions and gestures.

7. Make sure visual aids are easily seen and readable.

8. Don’t (EVER!) turn your back to the audience while speaking. Not even to read a poster or PowerPoint presentation.

Timeline for assignment:
Group Task Topic check
Information searching (note-taking) Check
Group Interview
Presentation Outline
Presentation Dates

Big6 #6 Evaluation

SELF-CHECK! Before giving your presentation, please have your group review the rubric below:

“Is Freedom Free”

Rubric

Name:

Domain	Good (10 pts.)	Fair (8-9 pts.)	Poor (5-7 pts)	Total
Content 50% (pts. X 5)	Clearly stated their stance on the topic Gives logical facts to support their opinion Presents a variety of examples that support their ideas Information is organized in a logical and interesting way Uses good grammar and engaging words	Somewhat states their stance on the topic Facts somewhat support their opinion Presents only a few examples that support their ideas Information is somewhat logical and organized Several grammar mistakes	Does not clearly state their stance on the topic No logical facts that support their opinion Presents no examples that support their ideas Information is not logical and unorganized Many grammar mistakes
Speaking Style 20% (pts. X 2)	Makes eye contact to all parts of the room Does not move unnecessarily while speaking Uses a voice that is projected to the audience and easily heard Speaks with confidence	Makes little eye contact to all parts of the room Does move unnecessarily while speaking Uses a voice that is hard for the audience to hear Speaks with little confidence	Makes NO eye contact Moves unnecessarily while speaking - distracting Can not be heard Speaks with NO confidence
Visual Aid 20% (pts. X 2)	Offers additional information to support their position such as videos, surveys, interviews, PowerPoint, music, etc. Enhances the presentation and audience understanding Creative and neatly presented Integrates well into presentation	Offers little additional information that somewhat supports their position such as videos, surveys, interviews, PowerPoint, music, etc. Somewhat enhances the presentation and adds little to the audiences understanding Somewhat creative and neatly presented Roughly integrates into presentation	Offers NO additional information to support their position such as videos, surveys, interviews, PowerPoint, music, etc. Does not enhance the presentation and audience understanding Is not creative and neatly presented Does not integrate well into presentation
Readiness 10% (pts. X 1)	Prepared to present when called upon Showed evidence of having rehearsed ahead of time	Somewhat prepared to present when called upon Showed some evidence of having rehearsed ahead of time	Is not prepared to present when called upon Showed no evidence of having rehearsed ahead of time
Final Grade

MODIFIED by Brad Puckett, Elaine Murphy, and Lindy Pals, Jefferson Middle School