Brief Description

Students will present to the class a famous historical quote and defend that it has “absolute truth.” A brief biographical description of the author will be given. The historical context of the quote and significant factors during the time of the quote will be explained. The student will give examples of the quote’s application and relevancy to at least three other time periods and/or scenarios. The student will be required to defend the truth of the quote in a question and answer period by the class. At the end of the presentation, a class vote will be taken to determine passage of the quote as worthy to go on the “Wall of Truth.” The presentation will be made via PowerPoint.

Standards and Frameworks

Technology Standards

• 3T-E1. Use formatting capabilities of technology tools for communicating and illustrating
• 3T-E3. Publish and present information using technology tools.
• 4T-E2. Use technology tools for individual and collaborative writing, communication and activities to create curricular related products for audiences inside and outside the classroom.
• 5T-E1. Locate information from electronic resources.
• 5T-E2. Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources.

• 1SS-P1. Apply chronological and spatial thinking to understand the meaning, implications, and import of historical and current events.
• 1SS-P2. Demonstrate knowledge of research sources and apply appropriate research methods, including framing open-ended questions, gathering pertinent information, and evaluating the evidence and point of view contained within primary and secondary sources.
• 1SS-P3. Develop historical interpretations in terms of the complexity of cause and effect and in the context in which ideas and past events unfolded.
• LS-E1 Prepare and deliver an organized speech and effectively convey the message through verbal and nonverbal communications with a specific audience
• LS-E2Prepare and deliver an oral report in a content area and effectively convey the information through verbal and nonverbal communications with a specific audience
• LS-E3 Interpret and respond to questions and evaluate responses both as interviewer and interviewee
• LS-E4 Predict, clarify, analyze and critique a speaker’s information and point of view
• VP-E1 Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions
• VP-E2 Plan, develop and produce a visual presentation, using a variety of media such as videos, films, newspapers, magazines and computer images
• VP-E3 Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness

Academic

• In an oral presentation using PowerPoint, the student will present a minimum of 6 slides demonstrating the absolute truth of a historical quote.
• The student will describe the context in which the quote was delivered.
• The student will document the author and pertinent information on the author.
• The student will interpret the quote's meaning.
• The student will apply and formulate the quote's meaning to at least one actual historical event and one contemporary teenage scenario.
• The student will defend the quote as “absolute truth” by answering questions from classmates in a five to ten-minute question and answer period.

• The student will search and find a quote of presumed “absolute truth” via the Internet.
• The student will create and format a slide presentation using the PowerPoint program.
• The students who successfully pass a majority acceptance of class approval for their quote will publish their project on the World Wide Web.

• Students must be able to perform an electronic search on the Internet.
• Students need a beginning understanding of the use of PowerPoint.
• Students must be able to save work to disk.
• Students must be able to use a computer and LCD projector for a formal presentation.

Each student will need a floppy disk or CD-Rom.
Each student will need a minimum access of five hours computer time.
Students will need access to a printer to print research documents.

Accommodations for Special Needs

• Accommodation —Provision will be made for certain students to complete a search with pre-assigned websites to find a particular quote and historical information on the quote. These students will have a ready-made PowerPoint presentation to deliver to the class. They will be required to assemble two slides of their own to introduce and conclude the presentation.

Members of the class will be given pre-assigned questions to ask these students during the question and answer period. The presenting student will be given these questions in advance to prepare acceptable answers. Possible answers will be given to the special needs student for delivery to the class.
• Accommodation—Gifted students will be expected to present at least 12 slides. They also will present the context in which the quote was given. In the event research does not reveal this context, the student must venture an educated guess based on knowledge of the author and events surrounding his/her lifetime. Additionally, students will be required to apply the meaning of the quote to two historical events and one contemporary teenage example.

Step #1.  Students search the Internet to select a famous quote worthy of being “absolute truth.” (Suggest students use www.google.com or www.yahoo.com and search for “famous quotes,” or send students directly to sites like www.famous-quotations.com. Students who may know a famous quote and would like to find its source can go to www.barleby.com and insert the quote in a search window to find its author.)

Step # 2.  Once a quote has been selected, students must search and record biographical information on the author.

Step# 3. When the biographical information has been researched, the students should research the location and circumstances in which the quote was delivered. This could come in the biographical information on the author. If the circumstances are not apparent, the student should venture a guess based on the historical climate at that time.

Step # 4. Students should next preview a timeline site i.e. www.timelines.info/ to secure further information on the historical text of the quote and select possible applications to other time periods. (Students may need suggestions from the teacher for possible applications).

Step #5. Once the historical context of the quote and its other applications are solidified, the student is ready to assemble the information into a PowerPoint presentation.

Step #6. Specific guidelines should be given for the number of slides, content, graphics, and transitions. (Example below)

Slide Guidelines
1. A minimum of six slides must be presented
2. Specific Slide requirements
a. Each slide must contain bulleted items (not copy & pasted information from Internet sources) to serve as a presentation guide.
b. All slides should contain the same design template with an appropriate color design, easily viewed by the audience.
c. All slides should contain “slide transitions.”
d. All bulleted items must include custom animation entrance effects.
e. An opening slide should contain the title, “Wall of Truth,” the quote, and the presenter’s name and photo.
f. At least one slide should give biographical information on the author.
g. At least one slide should show the context in which the quote was given.
h. At least one slide should develop a convincing argument on how the quote applies to a historical event.
i. At least one slide should develop a convincing argument on how the quote applies to a teenage-appropriate contemporary example.
j. At least one slide should provide a thought-provoking conclusion


Slide Guidelines for Special Needs
1. Two Slides are to be developed by special needs students. These slides are to be the opening and closing slides added to a prepared presentation.
2. Specific slide requirements

a. The opening slide should contain the title, “Wall of Truth,” the quote, and the presenter’s name and photo.
b. The closing slide should contain an appropriate ending statement with a graphic.
c. The two slides should use the same design template as the preassembled presentation.
 
Slide Guidelines for Gifted Students
2. A minimum of twelve slides must be presented.
3. Specific slide requirements:
a. Each slide must contain bulleted items (not copy & pasted information from Internet sources) to serve as a presentation guide.
b. All slides should contain an appropriate graphic or photo.
c. All slides should contain “slide transitions.”
d. All bulleted items must include custom animation entrance effects.
e. An opening slide should contain the title, “Wall of Truth,” the presenter’s name and photo.
f. The introductory slide should be an inviting “hook.”
g. At least one slide should introduce the quote.
h. At least two slides should give biographical information on the author.
i. At least one slide should show the context in which the quote was given.
j. At least one slide should develop a convincing argument on how the quote was absolute truth in the context in which it was given.
k. At least two different slides should develop a convincing argument on how the quote applies two different historical events.
l. At least one slide should develop a convincing argument on how the quote applies to a teenage-appropriate contemporary example.
m. At least one slide should provide a thought-provoking conclusion that connects with the opening hook.
 

Step #8. Students present their PowerPoint presentation to the class with the teacher making notes and recording scores on the rubric. It is important for the teacher to give immediate feed back. Grading the presentation as it is given can do this. Also, classmates can have a feed back sheet to assess simple things as voice volume and visual appeal of the presentation (See Assessment—student form).

Step #9. Students direct a five to ten minute oral defense of the quote by fielding questions from classmates.

Step # 10. Have the classmates vote on the validity of the quote and whether it should be placed on the Wall of Truth.

Step# 11. Tabulate the votes, record the grade, and return the final tally (see tally sheet) and the Wall of Truth rubric to the student.

Assessment

Rubrics are developed for each level of presentation (See the attached rubrics). The assessments are constructed for three levels of presentations: Level I-gifted, Level II-normal, Level III-special needs. The rubrics meet objectives by assessing the content of the presentation, its organization and structure, and the presentation and response skills of the presenter.

Students will use evaluation forms to rate their peers' presentations.