Create a multi-media project that focuses on “Night” and two or three other historical events that you believe should never be forgotten. Please consider the following: • Focus on remembering – what is it about this event that needs to be remembered. The event is not as important as why it needs to be remembered.
• Events from any point in history, up to and including current events.
• Events can be big or small, effecting the entire world or just a small community, such as wars, pandemics, natural disasters, community events or celebrations, etc.

Instructions

This project will be broken up into three or four sections.
• Section 1 (required) – “Night”
o In his Nobel Peace Prize Acceptance speech, Ellie Weisel stated, “if we forget, we are guilty, we are accomplices” and “To forget the dead would be akin to killing them a second time.” His purpose for writing this novel was to help the world remember what had happened, to prevent it from happening again.
o Using the theme of remembering, analyze “Night.” How does the author support this theme throughout the novel? Provide textual evidence to help support and explain your analysis.
o Research is optional for this section. If you do additional research, you will need to include your sources in your Works Cited page.
o You will include the novel “Night” as a source on your Works Cited page.
• Sections 2 and 3 (Required) – Historical events of your choosing
o Choose a historical event (refer to information in the Assignment section.)
o Research this event to gather more information about it. You will be required to include your sources in a Works Cited Page.
o Include at least one source for each historical event.
o Briefly explain the event and its significance.
o Explain why this event needs to be remembered. What is it about this event that the world, or community must never forget?
 Refer to the Nov. 17 Class Connect Recording
• Section 4 (Optional/ Extra Credit) - Additional historical events
o Instructions are the same as for sections 2 and 3.

What to turn in

You will create a multi-media project. Examples of available media include
• PowerPoint Presentation
• Prezi
• Video
• Graphic novel
• Audio recording
• Newsletter – including both text and images
• Essay – written assignment (300 – 500 words)
•

Assignment Requirements

For each section, you will be required to include the following things.
• 75 – 100 words
o Present your event, research, and analysis
• Pictures and other images

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Proofread this excerpt from a review of the film tangled. what type of errors does it contain? walt disney studios is back with another delightful film sure to entertain children and adults alike, hat’s off to the writer and director of this charming little endeavor. they have effectively managed to breathe new life into an old classic: by giving rapunzel's tale a fresh twist, instead of the meek and rapunzel of the original disney story; this retelling gives us a spunky and assertive heroine ready to take command of her own life. a. mixed-up tenses b. incorrect verb usage c. spelling errors d. punctuation errors

In the poem, anne bradstreet discusses the themes of death and solace, or relief from pain. analyze the development of these themes in the poem. how and why does the speaker relate these two concepts? cite evidence from the poem to support your answer