DIRECTIONS FOR THE PROJECT

cbowe — Mon, 23 Nov 2009 14:39:33 +0000

Now that you’ve researched a scapegoat and practiced evaluating your sources, you can compile the information for presentation.

Here are the directions and the scoring guide. This information is the same as the handout you received on Tuesday. If you didn’t receive the handout on Tuesday, you can work using this information.

Scapegoat Project

The final step in your Scapegoat Project is to compile and present the credible information about who the scapegoats were, what they were blamed for, why they were blamed, and what happened to them.

You will use your two to six sources you found on the internet. The majority of the information is to come from the credible sources.

Create a diagram using information and images. This diagram needs to be typed or neatly handwritten. DO NOT use tape to secure images to the diagram. Use glue and use it neatly. You are to use UNLINED paper – poster size is fine. PROOFREAD your information and USE your own phrases and sentences.

The diagram will be organized following this format:

In the center of the four boxes, add another box and write the name of your scapegoat in it.

Who were these scapegoats?	What were they blamed for?
Why were they blamed?	What happened to them?

Scoring Guide:

	10 – 9.5	9-8.5	8.0-7.5	6 – 0
Organization	Organization is unified and very clear. Introduction and closing are effective. Paragraphs are well constructed with clear transitions.	Organization is generally unified and clear. Introduction and closing are included. Paragraphs are well constructed.	Organization is minimal. Introduction and closing may or may not be included. Paragraph construction needs improvement.	Organization is barely achieved. No introduction or closing is found. Paragraph construction needs much improvement.
Quality of Information	Researched information is relevant and accurate. Details clearly relate and support the main topic. Student’s deep understanding of material is highly evident.	Researched information is accurate. Details clearly relate and support main topic. Student demonstrates a competent understanding of material.	Researched information is accurate, but may not be as relevant as it could be. Details support main topic. Student’s understanding of material is apparent.	Researched information isn’t relevant or apparent. Details are missing or unrelated to the topic. Student demonstrates little understanding of the topic.
Illustrations	Illustrations are well done, neat, and accurate. Student’s deep understanding of the topic is highly evident.	Illustrations are accurate. Student’s understanding of the topic is competent as demonstrated by his/her choices	Illustrations are accurate. Student’s understanding of the topic is questionable as demonstrated by his/her choices.	Illustrations are not accurate or do not demonstrate an understanding of the topic or the prompt.
Conventions	No grammatical, spelling, or punctuation errors.	Almost no grammatical, spelling, or punctuation errors.	Grammatical, spelling, or punctuation errors occur. Proofread!!	Many grammatical, spelling, or punctuation errors occur. Get help with your writing!
Sources Sources are to be attached to this scoring guide.	Student has used 2 to 6 sources. More than half are from a credible source.	Student has used 2 to 4 sources. More than half are from a credible source.	Student has used 2 sources. One is from a credible source.	Student has used 1 source or did not use a credible source for information. Wikipedia is not a credible source.

Scapegoat Project

cbowe — Thu, 19 Nov 2009 19:04:43 +0000

Directions:

You will be using the computer to research information on a cultural or historical scapegoat. The accused witches in Salem were scapegoats for the politics of fear and the power struggles inflicting the town.

A Scapegoat is someone or something which bears the blame for others. It is also the object of irrational hostility.

Some examples of scapegoats throughout history have been

Jews in pre-WW II Europe
Japanese-Americans in post-Pearl Harbor America
Muslims in post-9/11 America
Homosexuals in the spread of AIDS
Entertainment industry in the hunt for Communists from 1930s-1950s
Illegal immigrants in high unemployment rates in the US
Schools for all of society’s problems
George W. Bush for the problems with the economy, the war on terror, Katrina,…
Bankers for the economic meltdown
Ethnic Croatians in Serbia
The Dreyfus Affair

Our purpose is two-fold. We want to practice evaluating information we see on the internet AND we want to research about scapegoats.

To help us evaluate information, please follow this link:

http://www.ed.uiuc.edu/wp/netfiles.uiuc.edu/alhiggin/www/credibilitymethods.htm

Next, start your search with a KNOWN CREDIBLE source – UDLIB Search:

http://udlibsearch.lib.udel.edu/

Then, use google or another search engine to find resources about your topic. Look for sites which appear to be non-credible (.com sites usually are questionable).

As you work, complete the handout chart which will take you through your evaluation of the sites. You are to find TWO-FOUR sites about your topic. Half must be credible and the other half must be non-credible.

Here is another helpful site on identifying scapegoating – I am not supporting or recommending this site in any way other than its information on scapegoating is clear and can be applied to our study of the play.

http://www.ravenfoundation.org/scapegoating.aspx

English III resources

DIRECTIONS FOR THE PROJECT

Organization

Illustrations

Conventions

Sources

Scapegoat Project