Mrs. Larson’s ALM class


December Project Information
November 9, 2008, 7:17 pm
Filed under: Uncategorized



ALM PROJECT

 

DUE TUESDAY, DECEMBER 16, 2008

 

1.    Read the following article:

 

Crazy about Chautauqua

By JOHN SENTS – Staff Writer
Friday, February 8, 2008 1:27 PM PST

 

ELKO – Contrary to common belief, Daniel Boone did not wear a coonskin cap – but a beaver hat.This and much more interesting historical information was provided by Elko Grammar No. 2 fourth grade students who told the story of historical figures – often from the perspective of the characters themselves – at a Chautauqua performance at the Northeastern Nevada Museum on Jan. 31.

Chautauqua performances are educational and recreational assemblies with lectures, concerts and other forms of entertainment. The idea originated in Chautauqua, N.Y., and was popularized in the late 18th and early 19th century.

The Grammar No. 2 students, who are part of the gifted and talented program, told the stories of Daniel Boone, Sacajawea, Sitting Bull, Annie Oakley, Jim Bridger and Johnny Appleseed. All the students but one – Tyler Nichols, who told Daniel Boone’s story – wore costumes and played the part of the historical figure.

After they told their stories, the students fielded questions from the audience – answering “what was the saddest thing that happened to you,” “greatest accomplishments” and others about the character’s life.

 

 

Along with Nichols, participating students included Hannah Margolis, Dylan Tuttle, Riley Cromie, Sabrina Elias and Brooke Elquist.Kim Paris, a gifted and talented specialist with the school district who helped set up the performance, said it was the first time in years a Chautauqua has been done with an Elko gifted and talented class. She said the Elko district is one of the few in the state, along with Washoe County, where the gifted classes hold a young Chautauqua performance.

Paris said the Chautauqua is an extension of the education the students receive in school, and makes the learning more personal for them. Practice was key to the success of the individual performances, and Paris said students who practiced more performed better.

“They were forced to go more in depth,” Paris said. “It gave them the experience of doing something more difficult and being able to present it to an audience.”

 

 

2.    Choose a historical figure to research.  This can be an individual that you admire or want to know more about or it can be someone who is somehow related to a hobby or interest that you may have.  Your person must have died prior to 1960.

 

 I should not have to say this, but your research and presentation must be school appropriate.

 

 

 

YOU MUST SUBMIT THE FOLLOWING INFORMATION ABOUT YOUR PERSON NO LATER THAN WEDNESDAY, NOVEMBER 26, 2008:

a.     Name of your person

b.    Outline of your performance (you will be performing for 3-5 minutes in front of the class and there will be a question/answer session afterwards.

c.    Costume ideas and preparations.

 

 

 

3.    I STRONGLY suggest at least one of the following:

a.    Talking to me about EXACTLY what a Chautauqua performance should look like.

b.    Viewing a Chautauqua performance on www.youtube.com.

c.    Researching Chautauqua on the internet to understand it.

 

 

 

 

Grading rubric

 

Complete submission on 11/26/08                                                               50 points

Accurate research presented                                                                        50 points

Minimum of three-minute/Maximum of five-minute presentation               25 points

Knowledge presented during Q & A session                                               25 points

Costume/In-character for presentation                                                         25 points

Quality of presentation and pride in work                                                     25 points

 TOTAL POSSIBLE POINTS                          200 points

 

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