The Grandparent/Elder Project

Directions for Oral Presentation

Each student gives an oral report on the topic researched for his/her history research paper. The oral presentation includes a visual (poster, video, model, drawing, food, costumes, etc.) Each student has a list of the questions researched by the presenter. Class members are encouraged to ask questions after the speaker has presented. Each student has a total of twenty-five minutes for his/her presentation (including class member questions).

Class members should ask questions that pertain to the subject/topic of the speaker's presentation. The speaker may be able to respond and elaborate depending on the amount of research s/he has completed.

The facilitator is the speaker's partner (advocate). S/he begins the discussion. The following are some of the possible questions:

1. Why did you select this topic for research?
2. What was the purpose of your research? What did you intend to learn?
3. What is your thesis statement? How did you prove or support this thesis?
4. What primary sources have you used? How/why were they significant?
5. How did this historical period affect your grandparent/elder's life? How did it affect your life? Will you put any of this information in your conclusion?

The facilitator/advocate takes notes of the questions asked by the class members. S/he may also make other notes to assist the presenter. The advocate meets with the presenter during consultation time.

Some guidelines for the timing of the oral presentation:

• ten to fifteen minutes for presentation of information on the topic;
• five minutes for questions and answers; and
• five minutes for explanation of the visual. This explanation may be integrated into the presentation or done separately. See Oral Presentation Visuals.