Was the movies based on accurate research that can be substantiated from research or previous studies that you have participated in. Were there any attempts to tell the story from a first-person narrative?




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НазваниеWas the movies based on accurate research that can be substantiated from research or previous studies that you have participated in. Were there any attempts to tell the story from a first-person narrative?
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Economic Events

Leading to the Holocaust

Rubric


Over the course of the next 6 months, we are going to study numerous events within U.S. History. In the course, we will review events that have and continue to shape the nation and world that we live in. We will briefly touch upon many episodes that our nation shaped. In American government, we are going to take a few of those events & look at them in depth. The first one that we will look at will be the Holocaust.


This project will consist of three parts. The first part will be completed on an individual basis. Parts two & three will be a group project consisting of around three individuals & they must be in the same class.

Part One—worth 600 points—You will write a two-page paper

As part of your senior portfolio and this project, you will need to complete a comparison and contrasting paper after viewing the movies If You Cried, You Died AUSCHWITZ: and Schindler's List. The title heading of you paper will read as the following:

Compare & Contrast

If Your Cried, You Died

AUSCHWITZ:

vs.

Schindler's List


In the paper you will need to focus on the following aspects:


Character Development: Compare and contrast on the elements of each movie. These may include but, are not limited to the music, lighting, costumes, camera angles, and special effects.


Literary Development: How well was the plot developed. Was imagery used to demonstrate a particular desire. In addition, you want to concentrate on whether or not the “human aspect” was used in either of the movies to show a transition of some kind in the movie.


Truth vs. Fiction: Was the movies based on accurate research that can be substantiated from research or previous studies that you have participated in. Were there any attempts to tell the story from a first-person narrative?


Location/Setting: Did either of the movies take us back to the actual location of where the events transpired.


Reality: Which of the two movies was more realistic and for what reasons.

The following websites will be of assistance: www.schindlerslist.com

and www.impactamericanow.org


Part Two—Worth 1,000 points—You will need to create a Tribute to Our Veterans binder or 3 Sided poster. Whether you realize it or not, we truly enjoy countless privileges in this nation which many around the globe only dream about. These rights & privileges would not have been possible if it was not for the sacrifice & blood of those who have served in our armed forces. You are free to use your imagination as to how to develop your tribute but, you need to choose one particular war & dedicate your poster or binder to honoring the memory of those that served in that particular war. As you choose items to place in your tribute, you need to remember to represent individuals of all races & of both genders. American History was & is still written by more than just male Caucasian individuals.


Part Three—Worth 1,000 points—you will create a 8-10 minute movie using I-Movie. You will need to use clips from United Streaming or other sources from the Internet in your own way to illustrate the war or event that you chose to focus on.


A school account has been created for you to use United Streaming. http://streaming.discoveryeducation.com/

The login information is: User Name: FairviewHigh

Password: Westwood


To download clips use the following directions:


  • Open Camino

  • On the search bar type in isquint

  • Choose the one that says Download iSquint for Mac - iPod video conversion app. MacUpdate ...

  • Drag isquint & drop it on your desktop

  • Choose a title of a Video Segment from United Streaming above that you wish to have in your movie. Hold down your control key & right click on the download . Choose Download Link Target.

  • Save to your desktop. Do not rename! The item will show up as a i.mov

  • Go back to your download box & double click to launch isquint. When it opens drag the isquint over & drop it down on your desktop. Click on the icon to launch it. When it opens choose “I rather suffer with just isquint”.

  • Take your i.mov—video segment-& drag it over into the isquint .

  • Click once to highlight the segment.

  • Click change & select desktop, hit choose.

  • Go back to the isquint & hit start. It will take a few minutes to download depending on how large the segment is.

  • This process will take your i.mov & convert it into a mp4.

  • Go to applications & launch Imovie.

  • When it launches go to File, Import Movies. The box that comes up is defaulted to Large. Save it that way & click ok.

  • Choose desktop & select the mp4 you want & hit import.


Google Earth under Applications is an excellent source for images. When you find one that you like you need to copy it then open up Paintbrush& paste it into it.


Remember to delegate the tasks for this project. One person searches for pictures/complies the bibliography page, one writes the script, etc. You may use the following site to complete your bibliography:

http://citationmachine.net/

I WILL NOT ACCEPT ANY PROJECTS THAT DOES NOT CONTAIN A BIBLIOGRAPHY PAGE! You must have a BIBLIOGRAPHY page on the back of your poster/binder & at the end of your IMovie.


To download music to be used in your movie, I suggest using the following website: http://beemp3.com/


For examples of ways to create a movie, go to the following address: http://www.dtc.scott.k12.ky.us/technology/digitalstorytelling/ds.html


The total project will be worth 2,600 points. I strongly suggest that you begin work immediately!


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Events Leading to Holocaust


Jones 2


Jones 3

CEO Bibliography Sheet


Baumohl, B. (2008). The secrets of economic indicators: hidden clues to future economic trends and investment opportunities. Upper Saddle River, New Jersey: Pearson Education, Inc


Lei, S. (2008). The federal reserve seeks to protect consumers. The Regional Economist, Retrieved April 20, 2008, from http://www.stlouisfed.org/publications/re/2008/b/pages/subprime.html


Colander, D. (2004). The art of teaching economics. International Review of Economics Education, 3, Retrieved February 1, 2008, from http://www.economicsnetwork.ac.uk/iree/i3/colander.htm


Ehrenreich, B. (2001). Nickel and dimed: on (not) getting by in america. New York, New York: Henry Holt and Company LLC.


Engemann, K., & Owyang, M. (2008). Splitsville: The Economics of Unilateral Divorce. The Regional Economist, Retrieved May 13, 2008, from http://www.stlouisfed.org/publications/re/2008/a/pages/splitsville.html


Fishman, C. (2006). The wal-mart effect. New York, New York: Penguin Group.


Guillaume, A., Yopp, R., & Yopp, H (2007). 50 Strategies for active teaching engaging k-12 learners in the classroom. Upper Saddle River: Merrill Prentice Hall, Inc.


Hema'ndez-Murillo, R., & Martinek, C. (2008). Which Came First-Democracy or Growth?. The Regional Economist, Retrieved May 13, 2008, from http://www.stlouisfed.org/publications/re/2008/b/bpages/democracy.html.


Kaplan, H. (2008). Reverse mortgages--the next hot spot?. Bridges, Retrieved May 21,2008, from http://www.stlouisfed.org/publications/br/2008/a/pages/1-article.html


Kliesen, K. (2008). Skirting the edge. The Regional Economist, Retrieved April 20, 2008, from http://www.stlouisfed.org/publications’re2008/b/pages/natl_overview.html


O`Reilly, K. (2007). The depression & world war II: decision making in u.s. history. Culver City, CA: Social Studies School Service.


O`Reilly, K. (2007). The gilded age: decision making in u.s. history. Culver City, CA: Social Studies School Service.


Events Leading to Holocaust


-1-


CEO Bibliography Sheet


Baumohl, B. (2008). The secrets of economic indicators: hidden clues to future economic trends and investment opportunities. Upper Saddle River, New Jersey: Pearson Education, Inc


Blei, S. (2008). The federal reserve seeks to protect consumers. The Regional Economist, Retrieved April 20, 2008, from http://www.stlouisfed.org/publications/re/2008/b/pages/subprime.html


Colander, D. (2004). The art of teaching economics. International Review of Economics Education, 3, Retrieved February 1, 2008, from http://www.economicsnetwork.ac.uk/iree/i3/colander.htm


Ehrenreich, B. (2001). Nickel and dimed: on (not) getting by in america. New York, New York: Henry Holt and Company LLC.


Engemann, K., & Owyang, M. (2008). Splitsville: The Economics of Unilateral Divorce. The Regional Economist, Retrieved May 13, 2008, from http://www.stlouisfed.org/publications/re/2008/a/pages/splitsville.html


Fishman, C. (2006). The wal-mart effect. New York, New York: Penguin Group.


Guillaume, A., Yopp, R., & Yopp, H (2007). 50 Strategies for active teaching engaging k-12 learners in the classroom. Upper Saddle River: Merrill Prentice Hall, Inc.


Hema'ndez-Murillo, R., & Martinek, C. (2008). Which Came First-Democracy or Growth?. The Regional Economist, Retrieved May 13, 2008, from http://www.stlouisfed.org/publications/re/2008/b/bpages/democracy.html.


Kaplan, H. (2008). Reverse mortgages--the next hot spot?. Bridges, Retrieved May 21,2008, from http://www.stlouisfed.org/publications/br/2008/a/pages/1-article.html


Kliesen, K. (2008). Skirting the edge. The Regional Economist, Retrieved April 20, 2008, from http://www.stlouisfed.org/publications’re2008/b/pages/natl_overview.html


O`Reilly, K. (2007). The depression & world war II: decision making in u.s. history. Culver City, CA: Social Studies School Service.


O`Reilly, K. (2007). The gilded age: decision making in u.s. history. Culver City, CA: Social Studies School Service.


-3-

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