APUSH Presentation Activity - Term 3, 2011-12
Goal:
 Analyze and evaluate a historical time period/event using multiple sources
 Create a PowerPoint presentation based on your analysis
 Present your findings to the class in an engaging, 40-60 minute presentation
Required elements:
 Marked up copy of article to prove you read the entire thing (one per member)
 PowerPoint presentation sent to teacher 24 hours prior to presentation
 In-text Citations and Works Cited (failure to Cite information will result in NO CREDIT)
Research:
Presentation:
Content:
Total
Project:
(25 points)
 Marked up copy of the article to prove it was read in its entirety
– awarded individually (5 pts)
 In-text Citations and Footnotes on slides to show sources used
(see back of sheet for explanation) (10 pts)
 Works Cited with all sources used (at least five); sources are
credible and “AP worthy” (10 pts)
(45 points)
Delivery:
 Group members share responsibilities for speaking equally
 Members speak with good volume, eye contact, delivery speed
(not too fast!), and enthusiasm
 Information is well organized and clear; transitions smooth
 All members demonstrate depth of knowledge (minimal use of
notecards/reading off slides)
 Presentation is long enough to deliver content (40-60 minutes)
Creativity & Activities:
 Variety of activities used throughout the presentation to include
the class in the learning process and engage students
 Discussion/Activities well managed and involve all students
 Activities promote high-level thinking skills and analysis
PowerPoint:
 Good balance of words and images (not too many words)
 Fonts are easy to read; backgrounds/pictures enhance analysis
 Slides are well organized and visually pleasing, contributing to
the overall analysis of topic and engagement of students
 PowerPoint is turned in early to the teacher (5 pts)
(80 points)
Understanding:
 All members show full understanding of the assigned
article/topic; each member can explain and elaborate if asked
 Includes substantial outside information
Analysis/Argument:
 Group goes beyond mere recitation of facts to analyze the
meaning of the evidence
 At the beginning of the presentation group includes 1) the
question(s) analyzed during this presentation and 2) a preview
slide showing how they will organize their information
 Engages the audience in thinking about/analyzing the evidence
and how to use it in a FRQ/DBQ
Historiography:
 Presentation includes thoughtful analysis of how historians have
viewed this topic
/25 pts
/10 pts
/20 pts
/15 pts
/30 pts
/40 pts
/10 pts
/150 pts
How to do footnotes and Works Cited for your Teaching Project
1. Insert a number at the end of the line of information where you have
used a source like this (1)
2. Create a text box at the bottom of the screen where you include that
number and the name of the author (or first entry in the works cited such
as the title) & page number (or paragraph # if from internet)
a. Ex. 1. Tindall, 152.
3. OR enter the number and author information in the “Notes” sections (the
advantage of this is that it doesn’t take up space on your slide but is still
available to teachers.
Example:
4. The Works Cited should follow MLA Format:
a. Only include the sources you cite directly in your project
b. Alphabetical order (no numbers)
c. Double spaced with second line (and beyond) indented
Go to http://www.easybib.com for more information.
Teaching Project Topics and Questions for Term 3:
Topic:
Date:
Short Description of topic:
Questions this project will answer:
Mon
1. Did the New
Deal Prolong the 2/6
Great
Depression?1
In the wake of the Great Depression FDR saw a wave of new and
innovative legislation meant to relieve the suffering of the
American people, help the economy to recover from the worst
downturn in American history, and reform the economic system to
make sure that we never had such a crisis again. But some
historians and modern politicians argue that its anti-market
program actually made the depression worse rather than better.
Which is more accurate?
 Did the New Deal prolong the Great
Depression?
 How have historians analyzed the New
Deal and Great Depression? How/why
have these views changed?
Wed
2. Should the
2/15
U.S. have
dropped the
Atomic Bombs?2
The United States dropped two atomic bombs on Japanese cities in
August of 1945. Shortly afterwards, Japan surrendered to great
joy in the United States. While almost all Americans (had they
known) would have approved the choice at the time, it has been
debated more since. Should the US have dropped the bomb?
 Should the United States have
dropped the atomic bombs?
 What factors/alternatives should have
been considered when the US made
this decision?
 How have historians analyzed the
decision to drop the atomic bombs?
How/why have these views changed?
Fri
2/17
Just as WWII drew to a close, another was about to begin. The
Cold War began from a combination of factors, but what were they
exactly? Did it start because of rapid communist expansion? Was it
a result of United States’ imperialism? Whose fault was the Cold
War?
 Whose fault was the Cold War?
 How have historians analyzed the
start of the Cold War? How/why have
these views changed?
As many men went off to war, WWII saw a surge in women
working outside the home. Women were celebrated as “Rosie the
Riveters” and encouraged by both society and government to do
their part. But one the war ended women were expected to return
home. By the 1950s “Rosie” was replaced by the image of the
happy homemaker (like in the I love Lucy show). How and why
did we see such a dramatic shift?
 What changed for women between
the 1940s and 1950s and why?
 How did we get from “Rosie” to
“Lucy”?
 How have historians analyzed the
impact of WWII on gender roles of
mid-century? How/why have these
views changed?
3. Whose fault
was the Cold
War (US vs
USSR)?3
4. From Rosie to Thurs
2/23
Lucy4
5. Were the
1950s Happy
Days?2
Mon
2/27
Many of us still base out understandings of the 1950s on the iconic
image of perfection presented by sitcom television. But how
happy were the 1950s? Who was included in the postwar
affluence and who was left out?
 Were the 1950s happy days?
 How have historians analyzed the
political, economic, and social
conditions of the 1950s? How/why
have these views changed?
6. Did JFK
demonstrate a
strong
commitment to
Civil Rights?1
Wed
3/2
While he did not live to see them, many see the monumental Civil
Rights Act of 1964 and the Voting Rights Act of 1965 as the
products of a strong push for civil rights under JFK. But others see
JFK as far too hesitant and deferent to racist Southern Democrats.
Did JFK actually leave us a strong legacy of Civil Rights or not?
 To what extent did JFK (and his
legacy) demonstrate a strong
commitment to Civil Rights?
 How have historians analyzed the civil
rights policies of JFK? How/why have
these views changed?
The Vietnam war was as controversial at the time as it remains
today. One element of the war that is still debated is the
effectiveness of the anti-war protest movement. Did it sway
politicians to its perspective and hence shorten the war or did it
instead bring comfort to the enemy and harden the resolve of the
war’s supporters?
 To what extent did the antiwar
movement prolong the war in
Vietnam?
 Was the protest movement effective
in creating political change?
 How have historians analyzed the
antiwar movement? How/why have
these views changed?
The end of the Cold War and the implosion of the former Soviet
Union was a truly historic occasion. But who deserves credit?
Should US President Ronald Reagan get credit for his carrot & stick
approach, assistance to opposition groups in places like Poland,
and military buildup? Or should more credit go to Soviet leaders
like Gorbachev for their openness and willingness to change? Or
should the greater credit go to the subversive appeal of American
culture and the American way of life?
 To what extent was Reagan
responsible for the end of the Cold
War?
 How have historians analyzed
Reagan’s foreign policy and the end of
the Cold War? How/why have these
views changed?
Fri
7. Did the
3/9
antiwar
movement
prolong the war
in Vietnam?2
8. Did Reagan
Win the Cold
War?2
1
Thurs
3/15
Madaras, Larry, and James M. SoRelle. Taking Sides. New York, NY: McGraw-Hill, 2011.
Madaras, Larry, and James M. SoRelle. Taking Sides. New York, NY: McGraw-Hill, 1997.
3
Couvares, Francis G. Interpretations of American History: Patterns and Perspectives. Boston, MA:
Bedford/St. Martins, 2009.
4
Davidson, James West., and Mark H. Lytle. After the Fact: the Art of Historical Detection. New York,
NY: McGraw-Hill, 2010.
2