huckleberry finn presentation requirements

8/8/2019 Huckleberry Finn Presentation Requirements

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Huckleberry Finn Presentation Requirements:

Students will answer the question they have elected, and willshare their findings with the class in a 3-5 minute

presentation beginning Monday December 6th

. All studentswill submit a written outline of their presentation, as well asa Works Cited page when they begin their presentation.

Written Outline Rules for a formal outline should be followed Outline should not exceed one page, 12 pt. font, double-spaced

Research Requirements Two critical sources produced by recognized authorities must be

used. Gathered information from a variety of quality electronic or print

sources, including licensed databases . Sources are relevant, balanced,and critical. Primary sources used if appropriate.

Each instance where someones ideas, other than your own,have influenced your answer, you must account for it with anin-text/in-visual aid MLA parenthetical citation . When in doubt,consult the Purdue Online Writing Lab .

All sources consulted, summarized, paraphrased, or quoted directlymust be compiled in an MLA formatted Works Cited Page .

Presentation Requirements 3-5 minutes in length Must have a visual component compatible with the facilities in the

classroom.

You may CHOOSE movie , podcast , glog , prezi , website , photo story , ortagxedo . Must effectively use visual aids (clear, readable, good use of color &

wording, appropriate amount of wording per visual aid) Presentation must be logical, appropriate use of time, explain what

constraints/assumptions that were made. Must answer/address the question you were assigned. At least 70% of the presentation needs to be how you answer the

question. The key is not to exceed 30% or reporting on what othershave to say. Certainly, reporting on outside sources is essential, butthat should not supplant your own original attempts at answering thequestion.

Analysis Collects information and draws proper & original conclusions based on

evidence.Synthesis

Develop appropriate structure for communicating to a small group Uses variety of quality sources Creative, logical, with smooth transitions

Presentation Mechanics Proper volume, enunciation, eye contact
http://www.hcbe.net/media/CMSImport/331BD62FC36B4CB1AC6728E0027AA133.pdfhttp://www.bishopkenny.org/Content.aspx?ID=1436http://owl.english.purdue.edu/owl/resource/747/01/http://www.microsoft.com/windowsxp/using/moviemaker/videos/likeapro.mspxhttp://www.apple.com/itunes/podcasts/specs.htmlhttp://www.glogster.com/http://prezi.com/index/http://www.weebly.com/http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspxhttp://www.tagxedo.com/http://www.hcbe.net/media/CMSImport/331BD62FC36B4CB1AC6728E0027AA133.pdfhttp://www.bishopkenny.org/Content.aspx?ID=1436http://owl.english.purdue.edu/owl/resource/747/01/http://www.microsoft.com/windowsxp/using/moviemaker/videos/likeapro.mspxhttp://www.apple.com/itunes/podcasts/specs.htmlhttp://www.glogster.com/http://prezi.com/index/http://www.weebly.com/http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspxhttp://www.tagxedo.com/


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Group Presentations (if appropriate) Even distribution of effort Interaction between team members All members understand the end solution to the question


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Selected Primary Source Websites

Look can need to look up subjects germane to Huck Finn, analyze them, judge how theylet us see Huck Finn better, present your findings to the class .

American Memory Project (Library of Congress)[http://memory.loc.gov/]

o African-American Perspectives: Pamphlets from theDaniel A.P. Murray Collection: 1818-1907 [http://rs6.loc.gov/ammem/aap/aaphome.html]

o The Time Line of African-American History, 1852-1925[http://lcweb2.loc.gov/ammem/aap/timeline.html]

History Matters [http://historymatters.gmu.edu/]o A Brief Timeline of American Literature, Music

and Movies, 1890-1929 [http://guweb2.gonzaga.edu/faculty/campbell/enl311/1890m.html]

o Ad*Access[http://scriptorium.lib.duke.edu/adaccess/]

o Living the Legacy: The Women's Rights Movement, 1848-1998[http://www.legacy98.org/]

o A Timeline of the Women's Rights Movement 1848-1998[http://www.legacy98.org/timeline.html]

Internet Public Library [http://www.ipl.org/]o The 1900s Timeline

[http://americanhistory.about.com/gi/dynamic/offsite.htm?site=http%3A%2f%2Farcher2000.tripod.com%2F1900.html]

o Mark Twain[http://www.boondocksnet.com/twainwww/]

o Huckleberry Finn Debated, 1884-2001[http://www.boondocksnet.com/twainwww/hf_debate.html]

o PBS.org [http://www.pbs.org]o Teaching Mark Twain's The Adventures of Huckleberry Finn

[www.pbs.org/wgbh/cultureshock/teachers/huck/essay.html]o Popular Culture Association and American Culture Association

[http://www2.h-net.msu.edu/~pcaaca/]o What Is Culture?

[http://www.wsu.edu:8001/vcwsu/commons/topics/culture/o ]

Mark Twain in His Times [http://etext.virginia.edu/railton/]o Mark Twain in His Times: The Adventures of Huckleberry Finn

Contemporary Reviews [http://etext.virginia.edu/railton/huckfinn/hucrevhp.html]

ArtsEdgeo Mark Twain, The Lincoln of Our Literature: Lesson 1, Icon and Iconoclast

[http://www.artsedge.kennedy-center.org/teaching_materials/curricula/curriculum.cfm?curriculum_id=482&mode=full]
http://memory.loc.gov/http://rs6.loc.gov/ammem/aap/aaphome.htmlhttp://rs6.loc.gov/ammem/aap/aaphome.htmlhttp://rs6.loc.gov/ammem/aap/aaphome.htmlhttp://lcweb2.loc.gov/ammem/aap/timeline.htmlhttp://historymatters.gmu.edu/http://guweb2.gonzaga.edu/faculty/campbell/enl311/1890m.htmlhttp://guweb2.gonzaga.edu/faculty/campbell/enl311/1890m.htmlhttp://scriptorium.lib.duke.edu/adaccess/http://www.legacy98.org/http://www.legacy98.org/timeline.htmlhttp://www.ipl.org/http://americanhistory.about.com/gi/dynamic/offsite.htm?site=http%3A//archer2000.tripod.com/1900.htmlhttp://www.boondocksnet.com/twainwww/http://www.boondocksnet.com/twainwww/hf_debate.htmlhttp://www.pbs.org/http://www.pbs.org/wgbh/cultureshock/teachers/huck/essay.htmlhttp://www.pbs.org/wgbh/cultureshock/teachers/huck/essay.htmlhttp://www.pbs.org/wgbh/cultureshock/teachers/huck/essay.htmlhttp://www2.h-net.msu.edu/~pcaaca/http://www.wsu.edu:8001/vcwsu/commons/topics/culture/http://etext.virginia.edu/railton/http://etext.virginia.edu/railton/huckfinn/hucrevhp.htmlhttp://etext.virginia.edu/railton/huckfinn/hucrevhp.htmlhttp://etext.virginia.edu/railton/huckfinn/hucrevhp.htmlhttp://etext.virginia.edu/railton/huckfinn/hucrevhp.htmlhttp://etext.virginia.edu/railton/huckfinn/hucrevhp.htmlhttp://www.artsedge.kennedy-center.org/artsedge.htmlhttp://www.artsedge.kennedy-center.org/teaching_materials/curricula/curriculum.cfm?curriculum_id=482&mode=fullhttp://memory.loc.gov/http://rs6.loc.gov/ammem/aap/aaphome.htmlhttp://rs6.loc.gov/ammem/aap/aaphome.htmlhttp://lcweb2.loc.gov/ammem/aap/timeline.htmlhttp://historymatters.gmu.edu/http://guweb2.gonzaga.edu/faculty/campbell/enl311/1890m.htmlhttp://guweb2.gonzaga.edu/faculty/campbell/enl311/1890m.htmlhttp://scriptorium.lib.duke.edu/adaccess/http://www.legacy98.org/http://www.legacy98.org/timeline.htmlhttp://www.ipl.org/http://americanhistory.about.com/gi/dynamic/offsite.htm?site=http%3A//archer2000.tripod.com/1900.htmlhttp://www.boondocksnet.com/twainwww/http://www.boondocksnet.com/twainwww/hf_debate.htmlhttp://www.pbs.org/http://www.pbs.org/wgbh/cultureshock/teachers/huck/essay.htmlhttp://www2.h-net.msu.edu/~pcaaca/http://www.wsu.edu:8001/vcwsu/commons/topics/culture/http://etext.virginia.edu/railton/http://etext.virginia.edu/railton/huckfinn/hucrevhp.htmlhttp://etext.virginia.edu/railton/huckfinn/hucrevhp.htmlhttp://www.artsedge.kennedy-center.org/artsedge.htmlhttp://www.artsedge.kennedy-center.org/teaching_materials/curricula/curriculum.cfm?curriculum_id=482&mode=full

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