For the final project, the class will create a project site on the OpenLab to which everyone will contribute. Each team will have its own page on the OpenLab project site. Each team is responsible for the design of your project and for any sub-topics included. Within the team, students will assume responsibility for a sub-topic as well as various roles including graphics & visualization editor, writer/editor, References manager etc.

Final Report Guidelines  — In this project, each team will collectively determine the form that their project will take within the OpenLab:

• Consider the purpose and audience of their project
• Develop project deliverables that reflect the audience and purpose of their project
• Incorporate research from primary and secondary sources and appropriately cite sources
• Articulate research findings as well as analysis and original work through writing and visual documentation
• Determine appropriate graphic language and compositional modes
• Publish deliverables on the OpenLab project site
• Prepare a PowerPoint slide presentation to deliver and discuss in class

Key Dates

May 3: Finalize purpose and audience of the project, outline and list of deliverables

May 8 + 10: In class work on project

May 15: Project drafts completed + In class progress presentations (power point optional)

May 22: Projects live on OpenLab + Final PowerPoint/slide presentations due

May 24: Final presentations continue + reflection

Final Project Grading rubric

Clarity of project concept – 15%

Extent of research conducted – 20%

Extent and clarity of analysis of evidence pertaining to hypothesis, writing, and documentation/references – 20%

Final project deliverables – 15%

Clarity, logic and graphic presentation on the OpenLab – 15%

PowerPoint presentation and in-class discussion of the project – 15%

Here are two radio broadcasts about Farragut Houses residents, the waterfront, the changing neighborhood and the involvement of the community in the local school. They are 6 minutes and 3 minutes long. Perhaps they can help some of the teams with your projects.

Longtime Residents Witness Brooklyn Waterfront’s Changing Fortune

http://www.wnyc.org/story/community-s-watched-change-unfold-along-brooklyn-waterfront/

History Repeats Itself in Brooklyn School Rezoning

http://www.wnyc.org/story/history-repeats-itself-two-brooklyn-schools-changing-neighborhoods

Mid-Term Grades are posted on Blackboard.

Yesterday we worked on your research questions to make them as productive for your projects as possible.   We also discussed the importance of the outline as the structure that will hold your paper as well as the need to sort out the data you collected so far.

The outline starts from the research question. For Wednesday start to identify subtopics that you need to answer your research question and start to organize these subtopics. Bring your preliminary outline work to class.

Outlines can take many forms but for preliminary understanding check out these links: https://owl.english.purdue.edu/owl/resource/544/02/

http://www.albany.edu/eas/170/outline.htm

On Wednesday we will talk about annotated bibliography as a tool to help you sort out and evaluate your data and make it useful for your project. We will also continue to discuss the paper outline.

We had a productive and interesting visit at the library of the New-York Historical Society today. Hopefully, you discovered new information to consider for your projects. Newly found material has the potential to answer some questions or open new ideas for investigation.

TIME FOR BLOGGING: For Monday please post a blog entry and share with the class one important piece of information you found today at the library. Your blog must include:

• An image of the information (the image can be a photograph, a map, a copy of a chart or text from a magazine article or a book, etc.)
• A 100-word written description of the item and the information it conveys. Explain how you expect or hope that the new information would fit in or impact your research project. Be specific about the research question you are working on. Does the new data support your ideas or change them? Build your description around answers to the questions: who, what, where, why, when and how.

The blog is due Monday, April 3 by 1:00 pm

Please review the blogging guidelines or get in touch with your instructors with any questions.

WAC (Writing Across the Curriculum) is hosting a workshop for students on Tuesday, March 7, 2017, from 1:00-2:15 in Namm 1006. They will review and help students to understand the importance of the College’s Academic Integrity policy, provide strategies for ethical and effective paraphrasing, and discuss proper citation methods. All students, faculty, and staff are welcome!! No RSVP required; 

We covered a lot of ground on our walk today around Vinegar Hill and Farragut Houses. Here is the route we took — you can use it to remind yourself of places we saw and topics we discussed. We will continue the discussion on Wednesday in class — start considering areas and topics that interest you most and why. As promised, here is the site regarding the DUMBO Railroad Tracks http://www.oldnyc.com/jay_street_rr/dumbo/jay_street_rr_1.html

We had a great start sketching yesterday. Sketching requires eye-hand coordination and it takes practice. Even a few minutes a day can make a difference. The book Freehand Sketching by Paul Laseau has useful explanations and exercises. https://www.amazon.com/Freehand-Sketching-Paul-Laseau/dp/039373112X and there are 3 copies in the library. For complete beginners I recommend to start with p. 21 (getting comfortable with sketch media) and p. 14 (contour drawing) – this is completely optional.  Also here is a link to the video about one-point perspective we saw in class: https://www.khanacademy.org/humanities/art-history-basics/ah-glossary/v/how-one-point-linear-perspective-works

Enjoy! See you Monday! Prof. Joelson