Gloucester Project (part 3): Real World Rhetoric Based on Research

Monday (June 1)
Take a look at the mind map (or web) that has (1) your guiding question, (2) what you think you need to know (or what will you need to interpret) in order to address the question, and (3) where you might find out what you need to know (or what will you need to interpret).

(1) Have you grown more confident and excited about your guiding question? If not, how have you changed your mind about your guiding question? How might you make it stronger?
(2) Have you found what you need to know? What have you found that is useful even though you weren't looking for it? What else do you need to know?
(3) Did you find the sources of information you wanted to find? Where else might you look? Who else might you talk to? What sources of information surprised you?


DISCUSSION
Share some of what you've learned and some of what you've been thinking about related to your topic and question.
Relate what you've learned and what you've been thinking about to the bigger issues faced by Gloucester as a whole.
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Monday night (6/1) through class time on Wednesday (6/3)
Write a proposal (500-1000 words) for using your research to create a substantial piece (or several smaller pieces) of real world rhetoric based on your research.

Your proposal should include (1) a specific description (including format, length, and participants in the project^) of the real world rhetoric* that you want to produce; (2) an explanation of how your  real world rhetoric will develop a clear, insightful position in response to the essential question about your topic that you've developed; (3) an explanation of how you plan to use the research you've gathered (and, perhaps, additional research you will gather) in your real world rhetoric; (4) an explanation of how the real world rhetoric will persuade, inform, and engage readers/viewers; (5) an explanation of how the real world rhetoric will reach beyond your teacher and AP classmates at Gloucester High School to a larger audience; and (6) a plan (with dates) for creating the real world rhetoric (in other words, what parts of the project will you get done by what dates?). Write the proposal as a letter to me from you (and any other group members if any). Use Google Docs to share the proposal with me (and to make any revisions as the project evolves).

^You may work with colleagues on the real world rhetoric. Make sure the project is ambitious enough to justify multiple group members.

*Possible real world rhetoric products:
>A series of commentaries written for local newspapers: "My View," letters to the editor, submissions to Good Morning Gloucester, etc.
>A documentary addressing your topic and question uploaded to YouTube, Vimeo, etc. and/or shown at the Hive, a community center, etc.
>A work of creative writing--short stories, script, and/or poems--made public on a website and/or performed at a public reading or on video/audio.
>A website and/or social media campaign addressing your topic and question.
>An exhibit, addressing your topic and question, shown at a library, website, other space...
>A tour, addressing your topic and question, organized, mapped, and recorded
>An educational curriculum, addressing your topic and question, with unit map, assessments, rubrics, and lessons to share with teachers in the Gloucester Public School system.
>In the right-hand column you'll find examples of last year's projects.
>Other...
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Wednesday (6/3) through Monday (6/15)
Create your real world rhetoric and annotated bibliography* to be ready for presentation in class Monday, June 15. 

*Annotations will include summary of the source, analysis of the source, and explanation of how the source contributed to the real world rhetoric.

Make sure your real world rhetoric and/or annotated bibliography is ready by class time on Monday, June 15.