Title
How do I Conjugate Outliers and Georgia’s history
My Name:
Christine Amoako
Group Name(s)
Charles Lindbergh: Teresa Napolitano, MaryAnn, Pooja Parikh
Team 21
Due Date: April 5th
Introduction
The Great depression is a time that marked the nation’s history. There are many people that were
involved in this time period. The World Wars and the Civil Rights movements also helped shape the country into
what it is today. These time periods are very critical to understand. It is also important that you understand the
content. I hope that you will see how these events related to Georgia.
It is important that those viewing my project understand the magnitude of these events. Also it is crucial that there
is a full grasp as to how these occasions affect Georgia. There are many people that are involved in these events.
The World Wars involved many countries how could this possibly relate to Georgia. I hope when viewing my
project you will feel that you are aware of the topics below. Also I hope to prove mastery.
Essential/Driving Research Questions
Can we analyze the important events of World War I, the Twenties, and the Great Depression and their
impact on Georgia?
Can we describe the impact of World War II on Georgia’s development economically, socially, and
politically?
Can we evaluate the role of Georgia in the modern civil rights movement?
Can we analyze the main ideas in Malcolm Gladwell’s Outliers?
Can we compare and contrast Gladwell’s theories in Outliers with relevancy to our own lives?
How can we relate Gladwell’s theories in Outliers to people of WWI, WWII, the Twenties, the Great
Depression and the modern civil rights movement?
Standards
8 Grade Georgia History
39a - give reasons for World War I and describe Georgia’s contributions
39b - assess the impact of the boll weevil and drought on Georgia
39c - examine economic factors that resulted in the Great Depression
39d - generalize the impact of the political career of Eugene Talmadge
39e - discuss the effect of the New Deal in terms of the impact of Civilian Conservation Corps, Agricultural
Adjustment Act, rural electrification, and Social Security
th
40a - describe the impact of events leading up to American involvement in World War II to include the Lend-lease Act and
the bombing of Pearl Harbor
40b - evaluate the importance of Bell Aircraft, military bases, Savannah and Brunswick shipyards, Richard Russell and Carl
Vinson
40c - analyze the impact of the Holocaust on Georgians
40d - discuss President Roosevelt's ties to Georgia including his visits to Warm Springs and his impact on the state
42a - examine major developments in civil rights and Georgia’s role during the 1940’s and 1950’s to include
Herman Talmadge, Benjamin Mays, the 1946 governor’s race and the end of the white primary, Brown v. Board
of Education, Martin Luther King, Jr. and the 1956 state flag
42b - analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960’s and
1970’s including such events as founding of the Student Non-Violent Coordinating Committee (SNCC), Sibley
Commission, admission of Hamilton Homes and Charlayne Hunter to the University of Georgia, Albany
Movement, March on Washington, Civil Rights Acts, election of Maynard Jackson as mayor of Atlanta, and the
role of Lester Maddox 42c - discuss the impact of Andrew Young on Georgia
42a - examine major developments in civil rights and Georgia’s role during the 1940’s and 1950’s to include
Herman Talmadge, Benjamin Mays, the 1946 governor’s race and the end of the white primary, Brown v.
Board of Education, Martin Luther King, Jr. and the 1956 state flag
42b - analyze the role Georgia and prominent Georgians played in the Civil Rights Movement of the 1960’s
and 1970’s including such events as founding of the Student Non-Violent Coordinating Committee (SNCC),
Sibley Commission, admission of Hamilton Homes and Charlayne Hunter to the University of Georgia, Albany
Movement, March on Washington, Civil Rights Acts, election of Maynard Jackson as mayor of Atlanta, and
the role of Lester Maddox 42c - discuss the impact of Andrew Young on Georgia
Standards
8Th Grade Language Arts
1. Speaking and Listening and Language (Vocabulary Acquisition) (10 pts. 3/8)
a. Make a list of 20 SAT words. Include the definition and a sentence using the word. Your
sentence should be content based.
20 SAT WORDS
1. Proximity
n. Nearness in place, time, and order, occurrence, or relation.
The town of Harlan was in the proximity of Kentucky.
2.Imperialism
n. The policy of extending rule of a country or empire over a foreign country or colony.
Imperialism was used by the Japanese during WW2 as they tried to extend their empire.
3. Isolationism
n. The policy of isolating or splitting a country from national affairs.
Roosevelt followed the idea of isolationism during the war.
4.Armistice
n. A temporary suspension of hostilities by agreement or warring parties.
The Armistice was during the first World War it was signed on November 11. 1918 at 11:00 a.m.
5. Superimposed
n. To impose, or put above something
The 10,000 rule was superimposed on readers.
6. Holocaust
n. A mass killing of Jews in concentration camps by the Nazi
The holocaust was based of Hitler’s hatred towards Jews.
7. Ration
v.Fixed allowance of provisions or food, especially for soldiers or sailors or for civilians during a
shortage
There were rations during the World war as food was being saved for the troops.
8. Dictator
n. A figurehead that serves with unlimited power
The dictator of Italy during World War 2 was Benito Mussolini.
9. Assimilate
v. to take in and incorporate as one's own
The ten thousand hour rule allows you to assimilate new information.
10. Concerted Cultivation
n. An attempt to actively foster and asses a child’s talents, opinions and skills.
Concerted Cultivation was something Lareau’s study proved to be found in wealthier homes.
11. Nationalism
n. Pride, loyalty, or devotion to one’s country.
Many Americans showed nationalism during the World wars.
12. Speculating
V.To buy something/product with the idea of selling it at a higher price, giving you more profit.
Speculating caused many people of the great depression to lose money.
13. Incivility
n. The characteristic of being uncivil, lacking courtesy
Lareau’s study found that incivility was tolerated in wealthier homes.
14. Flappers
n. A woman of the 1920’s that wore boldly unconventional clothing.
Flappers was the name given to many women of the 1920’s.
15. Pacifist
n. A person who refuses to join the military
During World Wars there were pacifists.
16. Demographic
n.A single vital or social statistic of a human population, as the number of births or deaths.
There was a demographic trough in births during the depression.
17. Satisfactorily
Adj. Fulfilling demands requirements, meeting bases
The Terman testing study states that the middle 60% of the termites scores were satisfactorily.
18. Termites
n. According to the Terman study, those showing high intelligence
The Termites of the outliers show great abilities.
19. Appeasement
n. trying to make peace with a country to avoid war.
The United States tried to use appeasement during WW2 .
20. Laissez-faire
n. belief that economic problems can work themselves out in the marketplace without
government help or controls
Laissez-faire was a term used during world war 2.
.
Reading (Information Texts) (15 pts. 3/15)
a. Malcolm Gladwell’s Outliers
b. Texts of your choice. You will need to research and print 12 informative pieces of literature that
discusses your person from each area. (12 total)
Writing (Informative) – This will be completed in the reflection part of your proposal.
(35 pts.
4/5)
.
A. Write an informational analysis of your project.
B. Analyze all 4 people you research, additional literary pieces, what makes them an Outlier and why
were they important in Georgia history.
Computer Applications
(15 pts 3/22)
Standard: Use technology as a means of creating your project
A. Create a visual representation of your project and save to Google Docs.
Visual Representation
(10 pts 3/26)
1.
Choose one of your four people and design a life size representation of your person. Your life size
replica must duplicate the era in which they were from.
2. Your replica must also include a visual biography.
Group Member and Job Assignment
Christine: ALL
Intended Outcome
When doing this assignment I hope to prove that I have mastered the significance of the First World War,
the great depression, the Second World War and the Civil Rights movement. I hope to have a project that will
enable my mind to express its creativity in a neat way. I also hope to create a fun way for learning. These projects
help the students to focus on the topics and force great concentration. My intent is to master this material very
well so I can do well on my test and assessments.
There is a lot of material to be learned my intent is to create a project that makes it easy to be successful
when taking common assessments. The best way for me to be successful is plan for success. I hope to master the
significance of these events and how it relates to Georgia. It is important that I am able to relate these major events
back to Georgia.
Result
(5 pts. 4/5)
Outliers and our social studies content show great relations. There was a lot of information to grasp. The
objective of our project was to prove mastery of: WW1, WW2, the great depression, Civil rights Movement, and
the 20’s, and to somehow conjugate our knowledge from outliers. Knowing that there were so many ways to
accurately depict full mastery of the topics I tried to focus my ideas on the main topics. During the project I
created a list of Sat words, found articles that showed the effects of influential people of these times. I also
created a computer presentation. To add the icing to my creation, I made a life sized creation on Charles
Lindbergh.
As a student that is a candidate for studio I found these learning methods as very unique methods.
When doing research I found an abundant amount of information in regards to the AKS. I learned many new
things on the World Wars impacts on Georgia. Malcolm Gladwell has many ideas that could apply to people’s
success. These ideas related to people from my history content. For example, Martin Luther King Jr. had
practical intelligence because he knew how to talk to people to get what he wanted. This only one of many
relations reflected from my studies. Charles Lindbergh the pilot who knows if he could have come close to the
10,000 hour rule for practice. Could this be the cause of his success?
Besides learning new information I found that I learned new learning techniques. The obvious fact that I
am not learning like every other student allows me to explore. In doing so, I noticed that as time went on I
found it easier to find information. Because I was becoming better at this method of learning, through research,
I learned better. With this method, not only did I grasp the needed AKS, But I learned well over need to learn
by the average 8th grader. The beginning of these new learning methods seemed difficult. In the end I grew
fond of the way of learning.
References (MLA Format)
(5 pts. 4/5)
Works Cited
<http://mlkkpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_brown_v_board_of_education_of_topeka_kansas_347_
us_483_1954_349_us_294_/>.
<http://americanhistory.about.com/od/afamerpeople/p/mlking.htm>.
<http://ss8h9.wordpress.com/carl-vinson-2/>.
<http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-514>.
<http://www.history.navy.mil/danfs/c3/carl_vinson.htm>.
<http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-1393>.
<http://www.ourgeorgiahistory.com/ogh/Eugene_Talmadge>.
<http://www.u-s-history.com/pages/h1578.html>.
<http://www.nps.gov/nr/travel/presidents/roosevelts_little_white_house.html>.
Eugene Talmadge. <http://www.applet-magic.com/talmadge.htm>.
London, Bonnie Bullard. Georgia and the American experience . Atlanta: Clairemont, 2005.
MArtin Luther King Jr. 2004-2012. 1 April 2013 <http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-1009 >.
Rosenberg, Jennifer. The Great Depression . 2013. 1 April 2013
<http://history1900s.about.com/od/1930s/p/greatdepression.htm>.
World War 1. 1 April 2013 <http://www.history.com/topics/world-war-ii>.
Grading Rubric
Name: ___________________________
3/1: Intended Outcome
____/5
3/8: Vocabulary Acquisition: 20 SAT words, definitions. Sentences
____/10
3/15: Reading Information Texts: 12 Articles (with indicators referenced)
____/15
3/22: Computer Applications: Techno project saved on Google Docs
____/15
3/26: Visual Representation: Life Size Biography
____/10
4/5: Informative Analysis: Writing Piece
(with indicators referenced)
(with indicators referenced)
____/35
4/5: Result
____/5
4/5: References: MLA format
____/5
Total ____/100