Creating a 1960’s Museum.
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Directions:You are part of a team of curators that will be developing exhibits for a 1960’s museum that will help capture that time in America for students who will be reading The Outsiders. In order to help students understand what life was like from 1960 to 1967 (the year the book was published), each team of curators will develop:1. a visual display around artifacts, photographs, or drawings from this era 2. a written component that gives important information about a 1960’s research topic
Presidential Campaign Ads from the 1960’shttp://www.livingroomcandidate.org/commercials/1964Fill out Observe/Reflect/Question in Groups and Present to Class
Learning to Use Primary Sources
Tobacco Ads from the 1960’s
Fill out Observe/Reflect/Question Sheet as a Class
Gather Questions about the 1960’s
Civil Rights Movement
Communication Devices (phone, telegraph, etc)
Fashion for Men
Fashion for Women
Medicine or Medical Breakthroughs/Advancements
Restaurants (eating out)
Transportation (besides cars)
Women in the Workplace
Research facts about your topic. Determine the most important and interesting information that should be conveyed to the audience that will visit the museum. Make sure your facts are not based on general knowledge that most people would already know.
Primary and Secondary Sources:
Cite all the sources of your information. Sources can include interviews of people who lived in the sixties, internet sites from credible sources, encyclopedias, books, magazine and newspaper articles.
Paraphrase and summarize as much as possible. Use quotes and quotation marks as needed.
Reading Standard 4: Research and Information: The student will conduct research and organize information.
1. Accessing Information - Select the best source for a given purpose.
a. Access information form a variety of primary and secondary sources.
b. Skim information for an overall impression and scan text for particular information.
2. Interpreting Information - The student will analyze and evaluate information from a variety of sources.
a. Summarize, paraphrase, and/or quote relevant information from a variety of sources.
b. Determine the author's viewpoint to evaluate source credibility and reliability.
c. Organize and convert information into different forms such as charts, graphs, and drawings to create multiple formats to interpret information for multiple audiences and purposes, and cite sources completely.
d. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, news sources, in-depth field studies, speeches, journals, technical documents, or internet sources.
e. Draw conclusions from information gathered.
Writing Standard 1: The student will use the writing process to write coherently.
1. Use a writing process to develop and refine composition skills. Students are expected to:
a. use prewriting strategies to generate ideas such as brainstorming, using graphic organizers, keeping notes and logs.
b. develop multiple drafts both alone and collaboratively to categorize ideas, organizing them into paragraphs and blending paragraphs into larger text.
c. organize and reorganize drafts and refine style to suit occasion, audience and purpose.
d. proofread writing for appropriateness of organization, content and style.
e. edit for specific purposes to ensure standard usage, varied sentence structure, appropriate word choice, mechanics, and spelling.
f. refine selected pieces frequently to publish for general and specific audiences.
Writing Standard 2: Modes and Forms of Writing - The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive and reflective modes.
2. Write expository compositions including analytical essays and research reports that:
b. communicate information and ideas from primary and secondary sources accurately and coherently.
c. show distinctions between the relative value and significance of specific dates, facts, and ideas.
d. include a variety of reference sources including word, pictorial, audio, and internet sources, to locate information in support of topic.
e. include visual aids by using technology to organize and record information on charts, data tables, maps, and graphs.
f. identify and address reader's potential misunderstanding, biases, and expectations.
10. Write documented papers incorporating the techniques of Modern Language Association (MLA) or similar parenthetical styles.