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Black History Project Requirements:
• Cover Page
o things that it must have: title , date of birth to death/ your name, due date, teacher’s name
• Table of Content
• Letter to the Reader of the project
• Birth certificate
o Student created- http://home.clara.net/dixons/Certificates/births.htm
http://polemicscat.wordpress.com/2008/10/29/which-birth-certificate-looks-like-a-forgery/
• News Article
o Real or Student Created
• Two Diary/Journal Entries from the person you are researching.
o Student Created
• A letter from the person you are researching telling you something about them.
• A copy of the correspondence that you send to the person of your choice
• A letter from you responding to that person’s letter.
o A Thank You Letter
• Summary of Life Events and accomplishments
• Epitaph or Celebration:
o 1 : an inscription on or at a tomb or a grave in memory of the one buried there
o 2 : a brief statement commemorating or epitomizing a deceased person or something
past
• Certificate of Achievement (ex: degree’s, Nobel Prize, etc.)
o Student Created
• Commemorative Stamp
o Student Created
• Posters advertising an event hosted by your person you are researching.
( Poster must reflect their time period ex: Jackson 5 would have an event in the 60’s at their school in
Gary Indiana at 6 pm on January 31, 1968)
• Memorabilia/items or picture of events from the person’s life.
EXTRA CREDIT FOR ALL PROJECTS DONE USING MULTIMEDIA- POWER POINT
ALL PROJECTS MUST BE TYPED!
CHOICES-
Malcolm X-
Malcolm X-
Maya Angelou
Barack Obama
Clarence Thomas
Langston Hughes
Oprah Winfrey-
Colin Powell-
Condoleeza Rice-
Alice Walker-
Toni Morrison-
Douglas Wilder
Marion Wright Edelman-
Alphonso Jackson-
Andrew Young-
Johnny Isakson-
Lynn Swann-
Sanford Bishop Jr.-
Spike Lee-
Ossie Davis
John Singleton
Thurgood Marshall
Huey P. Newton-
Bernard Harris-
Angela Davis-
Mae Jemison-
Patricia Bath-
Dr. Mark Dean
John Lewis-
Martin Luther King III-
Zora Neale Hurston-
Jim Brown-
Bob Johnson
Susan Taylor-
Cynthia McKinney-
Nikki Giovanni-
Bobby Seale-
Bill Cosby-
Benjamin Banneker-
Madame CJ Walker-
Ralph Bunch-
Paul Robeson-
Quincy Jones-
Ralph Ellison-
Nat Turner-
Benjamin Hooks-
Marcus Garvey-
Carter G. Woodson-
Barbara Jordan-
W.E.B. Dubois-
Johnnie Cochran-
Crispus Attucks-
George Washington Carver-
Alex Haley-
Alvin Ailey-
Tom Bradley-
Josephine Baker-
Archibald Alexander-
Charles Drew-
Archibald Alexander-
Carol Mosely Braun-
Ralph Abernathy-
Randy Daniels-
• Cover Page
o things that it must have: title , date of birth to death/ your name, due date, teacher’s name
• Table of Content
• Letter to the Reader of the project
• Birth certificate
o Student created- http://home.clara.net/dixons/Certificates/births.htm
http://polemicscat.wordpress.com/2008/10/29/which-birth-certificate-looks-like-a-forgery/
• News Article
o Real or Student Created
• Two Diary/Journal Entries from the person you are researching.
o Student Created
• A letter from the person you are researching telling you something about them.
• A copy of the correspondence that you send to the person of your choice
• A letter from you responding to that person’s letter.
o A Thank You Letter
• Summary of Life Events and accomplishments
• Epitaph or Celebration:
o 1 : an inscription on or at a tomb or a grave in memory of the one buried there
o 2 : a brief statement commemorating or epitomizing a deceased person or something
past
• Certificate of Achievement (ex: degree’s, Nobel Prize, etc.)
o Student Created
• Commemorative Stamp
o Student Created
• Posters advertising an event hosted by your person you are researching.
( Poster must reflect their time period ex: Jackson 5 would have an event in the 60’s at their school in
Gary Indiana at 6 pm on January 31, 1968)
• Memorabilia/items or picture of events from the person’s life.
EXTRA CREDIT FOR ALL PROJECTS DONE USING MULTIMEDIA- POWER POINT
ALL PROJECTS MUST BE TYPED!
CHOICES-
Malcolm X-
Malcolm X-
Maya Angelou
Barack Obama
Clarence Thomas
Langston Hughes
Oprah Winfrey-
Colin Powell-
Condoleeza Rice-
Alice Walker-
Toni Morrison-
Douglas Wilder
Marion Wright Edelman-
Alphonso Jackson-
Andrew Young-
Johnny Isakson-
Lynn Swann-
Sanford Bishop Jr.-
Spike Lee-
Ossie Davis
John Singleton
Thurgood Marshall
Huey P. Newton-
Bernard Harris-
Angela Davis-
Mae Jemison-
Patricia Bath-
Dr. Mark Dean
John Lewis-
Martin Luther King III-
Zora Neale Hurston-
Jim Brown-
Bob Johnson
Susan Taylor-
Cynthia McKinney-
Nikki Giovanni-
Bobby Seale-
Bill Cosby-
Benjamin Banneker-
Madame CJ Walker-
Ralph Bunch-
Paul Robeson-
Quincy Jones-
Ralph Ellison-
Nat Turner-
Benjamin Hooks-
Marcus Garvey-
Carter G. Woodson-
Barbara Jordan-
W.E.B. Dubois-
Johnnie Cochran-
Crispus Attucks-
George Washington Carver-
Alex Haley-
Alvin Ailey-
Tom Bradley-
Josephine Baker-
Archibald Alexander-
Charles Drew-
Archibald Alexander-
Carol Mosely Braun-
Ralph Abernathy-
Randy Daniels-
PARTS of SPEECH Project-
Standard:
ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that
usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student
a. Correctly identifies and uses adjectives.
b. Identifies and uses nouns (singular, plural, possessive) correctly.
d. Identifies and uses personal and possessive pronouns.
Listening/Speaking/Viewing The student demonstrates an understanding of listening, speaking, and viewing skills for
a variety of purposes. The student listens critically and responds appropriately to oral communication in a variety of
genres and media. The student speaks in a manner that guides the listener to understand important ideas.
ELA3LSV1 The student uses oral and visual strategies to communicate. The student
a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
b. Recalls, interprets, and summarizes information presented orally.
c. Uses oral language for different purposes: to inform, persuade, or entertain.
Project Due Date: March 12, 2010
Task:
Student will use the teacher provided CD to create a routine/rap that will be presented orally to the class. The routine/rap
will incorporate the Conventions Standards listed above. Each performance will be graded as a class and will be based
on knowledge of the subject and presentation. The students will select the class members that they want to work with
and choreograph a routine for the presentation.
MUST INCLUDE:
1. The questions (3) that are answered by adjectives.
2. Examples using adjectives.
3. What personal and possessive pronouns are and how are they used.
4. What singular, plural, and possessive nouns are and how they are used.
We will use Track 7 on the teacher provided CD. All groups will use the same track.
If parents would like to see their child’s performance, PLEASE provide an email address to me for a copy of the
recorded video.
Standard:
ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that
usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student
a. Correctly identifies and uses adjectives.
b. Identifies and uses nouns (singular, plural, possessive) correctly.
d. Identifies and uses personal and possessive pronouns.
Listening/Speaking/Viewing The student demonstrates an understanding of listening, speaking, and viewing skills for
a variety of purposes. The student listens critically and responds appropriately to oral communication in a variety of
genres and media. The student speaks in a manner that guides the listener to understand important ideas.
ELA3LSV1 The student uses oral and visual strategies to communicate. The student
a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
b. Recalls, interprets, and summarizes information presented orally.
c. Uses oral language for different purposes: to inform, persuade, or entertain.
Project Due Date: March 12, 2010
Task:
Student will use the teacher provided CD to create a routine/rap that will be presented orally to the class. The routine/rap
will incorporate the Conventions Standards listed above. Each performance will be graded as a class and will be based
on knowledge of the subject and presentation. The students will select the class members that they want to work with
and choreograph a routine for the presentation.
MUST INCLUDE:
1. The questions (3) that are answered by adjectives.
2. Examples using adjectives.
3. What personal and possessive pronouns are and how are they used.
4. What singular, plural, and possessive nouns are and how they are used.
We will use Track 7 on the teacher provided CD. All groups will use the same track.
If parents would like to see their child’s performance, PLEASE provide an email address to me for a copy of the
recorded video.
Math Project:
State REQUIRED Standards/elements being addressed:
M3N1. Students will further develop their understanding of whole numbers and decimals and ways of representing
them.
a. Identify place values from tenths through ten thousands.
b. Understand the relative sizes of digits in place value notation (10 times, 100 times, 1/10 of a single digit whole
number) and ways to represent them including word name, standard form, and expanded form.
M3N2. Students will further develop their skills of addition and subtraction and apply them in problem solving.
a. Use the properties of addition and subtraction to compute and verify the results of computation.
ELA3LSV1 The student uses oral and visual strategies to communicate. The student
a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
b. Recalls, interprets, and summarizes information presented orally.
c. Uses oral language for different purposes: to inform, persuade, or entertain.
Groups:
Teacher assigned
Presentation must include the following: (YOU MUST USE EVERYTHING IN THIS LIST)
1. an explanation of place value (hundredth though ten-thousand)
2. standard form, word form, and expanded form of a number (include examples of each)
3. properties (commutative, identity, associative, and distributive)
Props: (You MUST use a minimum of 3)
1. poster of a number in word form, expanded form, and standard form
2. a math manipulative (unifix cubes, blocks, base ten blocks, or a manipulative of their choice)
3. poster of a number that includes a decimal
4. a poster of a number with each place-value written on it
5. a poster with an example of each property
Tasks:
Students will use track number 5 to create a rap that shows mastery of the above listed standards and elements.
Student must include the required pieces that are listed under the presentation section. Each group must also utilize
a minimum of 3 props in their presentation.
CD Track Number: 5 (Teacher Provided instrumental track)
ALL GRADED RUBRICS WILL BE SENT HOME FOR A PARENT’S SIGNATURE!!! This will account for 10% of overall
Project grade.
State REQUIRED Standards/elements being addressed:
M3N1. Students will further develop their understanding of whole numbers and decimals and ways of representing
them.
a. Identify place values from tenths through ten thousands.
b. Understand the relative sizes of digits in place value notation (10 times, 100 times, 1/10 of a single digit whole
number) and ways to represent them including word name, standard form, and expanded form.
M3N2. Students will further develop their skills of addition and subtraction and apply them in problem solving.
a. Use the properties of addition and subtraction to compute and verify the results of computation.
ELA3LSV1 The student uses oral and visual strategies to communicate. The student
a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
b. Recalls, interprets, and summarizes information presented orally.
c. Uses oral language for different purposes: to inform, persuade, or entertain.
Groups:
Teacher assigned
Presentation must include the following: (YOU MUST USE EVERYTHING IN THIS LIST)
1. an explanation of place value (hundredth though ten-thousand)
2. standard form, word form, and expanded form of a number (include examples of each)
3. properties (commutative, identity, associative, and distributive)
Props: (You MUST use a minimum of 3)
1. poster of a number in word form, expanded form, and standard form
2. a math manipulative (unifix cubes, blocks, base ten blocks, or a manipulative of their choice)
3. poster of a number that includes a decimal
4. a poster of a number with each place-value written on it
5. a poster with an example of each property
Tasks:
Students will use track number 5 to create a rap that shows mastery of the above listed standards and elements.
Student must include the required pieces that are listed under the presentation section. Each group must also utilize
a minimum of 3 props in their presentation.
CD Track Number: 5 (Teacher Provided instrumental track)
ALL GRADED RUBRICS WILL BE SENT HOME FOR A PARENT’S SIGNATURE!!! This will account for 10% of overall
Project grade.