Sophomores- Oral History Guidelines

Requirements: List of questions and three interviews for the oral history project. The permission slip for each interview is also required.

Due Dates:     Questions- Due Tues, March 27^th

Interviews 1 AND 2- Wed, April 18^th  

                        Interview 3- Due Mon, April 30^th   

                        Final Paper (Guidelines to be given at a later date)- Due Mon, May 21^st

Format:

Questions

-          Develop a list of 15 interview questions about your topic. The questions must be typed and numbered.  Type the paper in MLA format.

-          Your first several questions should be the basic “w” questions (in what state were you living, what age, what were you doing, etc)

-          When thinking about questions to ask, remember you are re-telling the individual’s story. You want to get as much detail as possible from your questions.

-          Use your 2 paragraph research paper to help you get ideas.

-          Use open-ended questions, not questions that can be answered in only a few words.

o   Example: The 2^nd question below is better than the 1^st question.

§  Mrs. Delle Cave, were you scared when 9/11 happened?

§  Mrs. Delle Cave, describe your thoughts, feelings, and motions after 9/11 happened.

Interview Guidelines

-          Use your interview questions from to conduct the interviews. Note: you may add/delete some questions depending on your interviewee.

-          Take notes when you are conducting the interview.  Use follow-up questions when necessary. (example: Can you please explain…)

-          Head the paper in MLA format.

-          At the top of your paper put the full name of the person you are interviewing, the age, their relation to you, and the date of the interview.

-          Type the interview question and the answer under each question. You may answer in the person’s perspective for now. (1^st person)

-          DETAIL is very important.

-          Review the interview guidelines on the back of the paper

Value: 20 points each interview

Interview Guidelines:

1. Schedule a time in advance. This gives everyone a chance to prepare.

2. Prepare a list of questions beforehand and either share them with your relative, or give

them an idea of what you want to cover.

3. Bring several notepads and pens to the interview.

4. Take good notes and make sure you record your name, the date, the place the interview

is being conducted and the interviewee.

5. Start with a question or topic that you know will elicit a reply, such as a story you have

heard her tell in the past.

6. Ask questions which encourage more than simple 'yes' or 'no' answers. Try to elicit

facts, feelings, stories and descriptions. Get as much detail as possible. Use follow-up questions when necessary. Ask for specific examples if the interviewee makes a general statement and you need to know more. Or you might say, "I don't understand. Could you explain that in more detail?"

7. Show interest. Take an active part in the dialogue without dominating it. Learn to be a

creative listener.

8. Use props whenever possible. Old photographs, favorite old songs and treasured items

may bring memories flooding back.

9. Don't push for answers. Your relative may not wish to speak ill of the dead or may

have other reasons for not wanting to share. Move on to something else.

10. Use your prepared questions as a guideline, but don't be afraid to let your relative go

off on a tangent. They may have many things to say that you never thought to ask!

11. Don't interrupt or attempt to correct your interviewee; this can end an interview in a

hurry!

12. When you are done, be sure to thank your interviewee for his or her time.

Seniors- 4th quarter Project Guidelines

Topic: Physical, Cognitive, Psychosocial Development 2-7 yrs

Length: 12-15 min

Overview:

            You have the option to work with a partner.. Your presentation must have a clear purpose and agenda. Based on the age of your child, you will present what the child is capable of physically, cognitively, and psychosocially.  It is required that all 3 domains are exhibited. Remember, some activities will show more than one domain or even all three.  I want you to be creative and think outside the box for your presentation. If everyone comes in and does the same activities, the presentations will be repetitive. Think about choosing a theme for your over all presentation. (Ex: Dinosaur theme, baking cookies, etc)

Options:

1. Bring a child to class

- This is a live presentation with your child to display their abilities

 2. Video tape the child  

- Same concept as a live presentation, but with the ability to edit, add text and music, etc.

3. Teach a lesson

- Choose a grade level between preschool and 2^nd grade. Design an age-appropriate lesson plan that incorporates all three domains. Treat the senior class as your chosen grade level.

Typed Report Format : Include a cover sheet with your topic, name, class, date of

                                         Presentation. All options must turn in this typed report.

1. Learning Objectives: This is an outline/lesson plan of what you are doing in your presentation. Explain the physical, cognitive, and psychosocial tasks your child will show through the activities you plan. You will hand this to me and also make copies for the class. Be sure to EXPLAIN your activities in your presentation.

Make sure your objectives relate to what a child that age is capable of doing. Your objectives should incorporate some (not all) of your research gathered.

Example: Physical- By the age of 8 children have the ability to hop within small squares and hop in rhythmic patterns. They have balance, coordination, and good gross motor skills. To show this we are going to play hopscotch.

2. Research: You are required to find 25 abilities/skills each for physical, cognitive, and psychosocial development for your child’s age.  Type in list format. Use full sentences. Color code your statements to match the bibliography.

3. Bibliography: Use a minimum of 3 sources to research the domains for your child’s age.  Your text/notes can be the 4^th source. Use APA bibliographic format. 

Evaluation: Your grade will be a combination of your typed report requirements and

your presentation.

Note:   All typed reports are due the day of your presentation.

All permission slips (for bringing in a child or videotaping the child) are due the

day before you present.

All technology should be checked with me the day before you present. Any

problems that occur the day of your presentation will lower your grade.

            Anything turned in late will result in a lower grade. NO EXCEPTIONS.

Learning objectives

Research 

Bibliography 

Additional materials

-          For all options you may not just “show up.” It must be evident that you prepared props, activities and other materials to execute your project.

Execution 

-          This includes your preparation, organization, voice projection, interaction with the child or the class, no technology problems, etc.

Total: 100 pts

*If you choose option 1- Special directions for children:

1.      Children may not stay in school all day. Arrange for them to be picked up or dropped off.

2.      You must have a permission slip from the parent of the child

3.      You must have the signatures of the teachers who this child will be visiting.  The child may not stay in a class that is taking a test or watching a video inappropriate for a child.

4.      All permission slips and teacher slips should be attached to your project.

5.      Make sure you have items that will help occupy the child; coloring books, games, books, toys, etc.

6.      Seriously consider if your child will handle a live presentation well. If not, you may want to do another option, or do a video back-up.  Rehearse the project with your child ahead of time. 

Seniors- Ch. 9 and 12 Assignment

Note: This assignment will be a 4th quarter grade. You will have class time and time at home to complete it. Work in order. Chapter 9 questions will be due early next week. All answers must be typed in complete sentences on a separate word document.

Chapter 9 value: 40 points

Chapter 9- Physical Development and Health in Early Childhood

Section I: Aspects of Physiological Development

1.       Define enuresis

2.       Summarize how boys and girls change in appearance, height, and weight between ages 3 and 6.

3.       Summarize dental development in early childhood and appropriate treatment for thumb-sucking.

4.       List at least 5 suggestions for helping children eat and sleep well.

5.       Describe normal sleep patterns and bedtime routines of preschoolers.

6.       Name and describe three kinds of sleep disturbances, and tell how they should be treated.

7.       Identify factors that may be involved in bed-wetting and effective ways of treating it.

Section II: Motor Development

1.       Define gross motor skills.

2.       Define fine motor skills.

3.       Define systems of action

4.       Define handedness

5.       Explain the development of gross motor skills and appropriate ways to foster it.

6.       Give examples of advances in fine motor skills

8.       Discuss possible causes of handedness and advantages and disadvantages of being right- or left-handed.

9.       Identify the four stages in young children’s drawing and tell how Rhoda Kellog suggests adults can best encourage children’s artistic development.

Section III: Health and Safety

1.       Discuss nutritional needs and prevention of obesity in early childhood.

2.       Identify the effects of malnutrition on young children.

3.       What has research concluded about food allergies in children?

4.       Identify trends in accidental injuries and deaths of young children.

5.       How does socioeconomic status and race affect a child’s health?

Chapter 12- Physical Development in Middle Childhood

Chapter 12 value: 20 points

Section I: Aspects of Physical Development

1.       Summarize the growth patterns of children in middle childhood and their average changes in height and weight.

2.       What are options in treating children who do not grow normally?

3.       Summarize nutritional needs in middle childhood.

4.       Explain the current status of dental health care among school-age children.

Section II: Nutrition and Sleep

1.       How can children overcome overweight and cardiac problems?

2.       What are the sleep needs of middle school children?

Section III: Motor Development and Physical Play

1.       What is rough-and-tumble play?

2.       What role do organized sports play in middle school children?

Section IV: Health and Safety

1.       Why are today’s schoolchildren less fit than they should be?

2.       What is the prevalence of various acute and chronic medical conditions in middle childhood?

3.       Summarize causes and treatments for stuttering.

4.       Why are accidental injuries a great concern in middle childhood?

Sophs- Unit 8 Test- WWI

Chapter 19, sections 1-5

Study resources:
- Re-read chapter 19
- Study all notes
- Video sheet: Shell Shock
- Quiz- Sections 1 and 2
- WWI Europe Map
- WWI political cartoons

Topics:
- Causes of WWI- both immediate and underlying- be able to explain
- Countries of the Central Powers and Allies
- Definition of stalemate and why it occurred
- Impact of modern warfare
- Why did America want to remain neutral at the start of the war?
- What three events led to America's war declaration?
- Impact of German u-boats and the Sussex Pledge
- Impact of the Zimmerman Note
- Impact of the Russian Revolution
- When did America officially enter WWI? (date)
- The Selective Service Act and AEF
- Convoy system
- How did America turn the tide of the war? (think Paris)
- When was an armistice declared by Germany? (date)
- What was the impact of the influenza epidemic?
- How many Americans were killed in WWI? Germans? British?
- What were liberty bonds?
- How did the government manage the economy during the war?
- What were price controls and rationing?
- Why was daylight savings time practiced?
- What was America's view of foreignors?
- Espionage Act and Sedition Act?
- How did social mobility for minorities and women change?
- Identify several of Wilson's Fourteen Points
- What was the League of Nations? Did America join?
- How was Europe redrawn after the war?
- In the end, what did the Versailles Treaty decide about Germany and raparations?

Seniors- Ch. 8 Test

Ch. 8 Test Checklist

Click here to take the Ch. 8 on-line practices tests. Complete the multiple choice, t/f and fill-ins

Study Resources:
- Re-read text
- Study all notes
- "Life's First Feelings" video sheet
- Ch. 8 objective worksheet
- Children of working parents worksheet
- Ch. 8 Blog

Topics:
- Personality
- Emotional development- include ages
- Altruistic behavior, social cognition
- Temperament, NY Longitudinal study (Thomas and Chess)
- Freedman study
- Navajo Indian Study
- Basic Trust vs. Mistrust
- Attachments and the Strange Situation
-  Stranger, separation anxiety
- Gender-typing
- Mutual regulation, still-face paradigm
- Social referencing
- Autonomy vs. Shame and Doubt; Terrible twos
- Socialization and Internalization
- Conscience
- Contact with other children
- Children of working parents

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Seniors- Ch. 8 Gender Stereotypes

In the article, Care Bears vs. Transformers http://www.sociology.org/media-studies/care-bears-vs-transformers-gender-stereotypes-in-advertisements, Dr. Monica Brasted claims that the media and advertising have a profound influence on gender stereotyping.  Read the article and answer the following questions to the blog. Put the answers in your OWN words. Do not plagiarize or copy and paste.

1.  How are boys and girls portrayed in advertisements?
2. Specifically, what kind of commercials are young girls in?
3. What kind of commercials are young boys in?
4. What does the author state about gender roles and the play castle advertisement.
5. How does Bandura's social learning theory relate to gender roles and the media?
6. Cite your own example about a certain toy or television ad that portrays gender stereotyping. (If you can't think of one, look it up on the internet)