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18th century European Economy, Society, and Culture Project

18th century European Economy, Society, and Culture Project

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Published by nkogan
AP European class assignment that had groups working to critically present material from McKay's textbook to one another and also engage in some introductory historiographical research.
AP European class assignment that had groups working to critically present material from McKay's textbook to one another and also engage in some introductory historiographical research.

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Published by: nkogan on Nov 06, 2012
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08/10/2014

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AP European HistoryName: ________________________________________Kogan
18th c. European Economy, Society, and Culture Group Presentation Project
Purpose:
Rather than read all 60 pages of Chapters 18 and 19, you areinstead going to be responsible for reading, comprehending, andteaching the class a section from one of the two chapters.Moreover, this assignment will also serve as an opportunity to dosome focused historiographical research, as you group will find
at least 
two divergent scholarly perspectives on the same topicand present on those differing arguments, offering someinterpretation as to
why 
those scholars disagree on the samegeneral topic.
 
Process and Assignment Expectations:
1.Everyone in the group must individually READ theassigned pages, WRITE a set of GUIDING QUESTIONS that comprehensively addresses the major points of thosepages, ANSWER those questions, and UNDERSTAND fullyyour assigned section. Everyone must be prepared to (a)TEACH the information, and (b) ANSWER QUESTIONSabout it.2.Before embarking on your research, presentation work,and handout, your group needs to develop and writedown an equitable, fair, and meaningful plan for how youwill divide the labor of the assignment. The division of labor document will be on a separate sheet of paper.3.Though you must read and answer the questions your group drafted individually, the presentation is aGROUP EFFORT – that is, all of you must work together to produce one cohesive presentation for yourassigned section. All members must contribute equally to the development of the presentation, and allmembers must participate equally in the presentation itself. 4.The presentation CONTENT should address all of the guiding questions your group wrote and must alsoexplain the particular details of a scholarly interpretive dispute over some aspect of the material youcovered. a.In researching for this part of the assignment, the key question that you need to keep in mind is:**“
What is one major disagreement or difference of interpretation that historians have about this particular topic? In other words, why do historians see this same event or topic as significant for different reasons? 
”** b.When finding sources, taking notes on them, and considering their divergent arguments, youmust draw
exclusively 
on scholarly book and journal sources. I strongly recommend using JSTOR,Questia, Google Books, McKay’s “Suggested Readings” list, and the like. For books, focusing on the
 
 
AP European HistoryName: ________________________________________Kogan
introduction can be the best way to identify an author’s argument.5.The presentation FORMAT can vary: you may use the whiteboard, Google Presentations, or another formof media that you clear with me. The selected format should be effective for teaching the material.
1
I alsoencourage you to spice up the presentation with enthusiasm and creativity.a.If you’re looking for resources on how to deliver strong presentations, I encourage you to consult the following links:www.cs.utexas.edu/users/dahlin/professional/goodTalk.pdf http://www.cgu.edu/pages/864.asphttp://www.cgu.edu/pages/862.asp 6.The presentation LENGTH should be no longer than 20 minutes. 7.Your group must produce a HANDOUT to go along with your presentation. This should be a maximumof 1 page (1 side only) long, and it should help your classmates understand and retain the informationyou are presenting. When creating the handout, consider the guiding questions your group drafted andhow to include information about the specific authors, sources, and arguments that reveal an interpretivedisagreement over the material. 
Topics and Page Assignments:
Agricultural Revolution/Population Growth Fri., Nov. 9pp. 554-560CA, ARAC, AA, CRHAF, AH, CFRural Industry/Guilds pp. 560-569CD, MCTP, ZP, HACRG, JC, SDAtlantic/Global Economy Mon., Nov. 12pp. 569-581JS, EKAL, CW, LRBC, BSMarriage and Family/Children and Education pp. 586-595KO, GLAC, AA, CRHEL, MHPopular Culture and Consumerism Tues., Nov. 13pp. 595-605ZL, LRTP, ZP, HASB, SBReligious Authority and Beliefs/Medical Practices pp. 606-614HS, STAL, CW, LRHS, AS
Due Dates:
The Division of Labor sheet is due by the end of class on
Tuesday, Nov. 6
.Each group’s list of Guiding Questions is due by the end of the day on
Thursday, Nov. 8
.All groups’ handouts for their presentations (need to have the correct number for your classmates) are dueat the start of class on
Friday, Nov. 9
.All individually answered Guiding Questions are due by the end of the day on
Tuesday, Nov. 13
.
1
 
In this regard you should harness the famous aphorism of the great American architect Louis Sullivan, “form ever followsfunction.” Louis H. Sullivan, “The Tall Office Building Artistically Considered,”
Lippincott’s Magazine
57 (March 1896): 403-409.
 
 
AP European HistoryName: ________________________________________Kogan
Evaluation and Rubric:
Your grade will be based upon your ability to adhere to the guidelines I have provided and your successin teaching your section to your classmates. Good oral presentation skills (i.e. your ability to speak loudly,clearly, etc.) and the clarity of information you deliver are vital to achieving this goal.
Guiding Questions, Responses, & ContributionsPresentation
Framing of Questions _______/10Questions comprehensively cover theextent of the reading
and 
address aninterpretive debate within the topic.Questions are framed in a critical waythat require elaboration in responses (e.g.beginning with “how” or “why”).Questions address key terms, concepts,individuals, etc. and their significance.Responses to Questions _______/10Responses are thorough and fully address
all 
of the Guiding Questions.Responses show a detailed understandingof the text, and if appropriate, incorporatespecific textual evidence.Responses clearly demonstrate anunderstanding of the key terms, concepts,individuals, etc. and their significance.Student responses reflect 
individual 
work.Contributions to Group _______/5Student participates in Division of Labordiscussion and takes on an equitable shareof the work for the project.Student works diligently and productivelyduring in-class time on presentation.Student follows through on his or herobligations to the group and does not foist off responsibilities on groupmates.Content _______ / 10Information is complete.Information is accurate.Information is clear, understandablePresenters thoroughly identify, explain,and offer analysis about the nature of and reasons for a particular interpretivedispute on the topic.Format & Delivery _______ / 10Grabs audience’s attention, keeps theminterested; notetaking sheet facilitatesaudience engagement.Presentation effectively presents, explains,and teaches the information.Presenters equitable share theresponsibilities of delivering theinformation.Presenters adhere to 20 minute time limit.Presenters are able to clearly andthoroughly answer any questionsaddressed to them.Handout _______ / 51 page (single-sided) maximum.Clear organization, easy-to-read.Effective teaching material.Copies for every student in the class.Includes Chicago Style Bibliographicentries for scholarly sources.Individual Grade:
_______/25
Group Grade:
_______/ 25
Comments: 

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