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4th Quarter Project

4th Quarter Project

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Published by fancpants
project where students must explain the parallels between a time in their life and a historical event.
project where students must explain the parallels between a time in their life and a historical event.

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Published by: fancpants on Apr 18, 2009
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06/14/2009

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4th quarter project – Apply history to your life

How do events of history mirror events within your own life and what lessons can you therefore apply to your behavior in those situations. For example during the Cuban Missile Crisis, Cuba was relatively powerless in the struggle between the US and the USSR. The Soviets and the Americans were engaged in high stakes maneuvering and negotiations that had a huge impact on Cuba yet Cuba had little to no say in the course of action. You may likely recall or imagine an experience where you would be in such a position where you are a pawn in a confrontation between two significantly more powerful people and their actions would impact you without you having much of a say in the situation. Option one: Research, Write and Create a photo story using Photo Story 3 (free downloadable program for Windows that was explained in class a couple of weeks ago). If you are a Mac user, I believe that they have something similar or at the very least iMovie provides the same functions. Create images that you can use as you narrate your story that aligns with the assignment objective (below). The final product will be like a slide show with narration over the images. This option is good for students who enjoy illustrating their ideas or students who are creative still photographers. Option two: Research, Write and Create a short film using Adobe Elements, iMovie or Windows Movie Maker. Film and edit a movie that aligns with the assignment objectives (below). The final product will be a short movie. This option is good for students who are performers but a bit bashful or students who have exceptional computer skills that would be used through the editing. Option three: Research, Write and Create a fully bound children’s style book that matches the example in class, and aligns with the assignment objectives (below). The final product will then be read and shown to the class by the author. This option is good for students who prefer to use less technology with their projects. The assignment is to identify how history can serves as a guide for, or means of reflection of, our own lives. There are many ways students may go about this assignment. Below are things that must be present: • • • • Evidence of a thoroughly researched topic with a deeper than typical understanding of the historical event of the last five-hundred years which they are applying to their life. A compelling and interesting story line that was edited and prepared for the purpose of engagement of the audience.
o o Use of techniques discussed in English class will help with this part of the assignment. This can be done within the story or separate from the story – whichever is more in line with the vision of the student.

Appropriate parallels made between their life and the historical event. Meeting the requirements of the scoring guide.

Categories Quality of Content

Shows Understanding of the Issue

Use of Sources

4 Provides a relevant and complex central idea. Shows indepth knowledge and understanding of key concepts and ideas related to topic. Provides rich evidence and examples supporting thesis, ideas and concepts Shows in-depth understanding of issue, including, for example, (1) its evolution through time; (2)internal and external causes and effects; (3) accurate and rational understanding of factual evidence Uses a variety of both primary and secondary sources; Sources well used to support the project’s thesis or central idea. Correct use of citations and bibliographic form A clear organizational plan that highlights the author’s concept Fluid writing and well-crafted sentences enhance meaning, or visual work shows craft and originality. Offers creative analysis and insight. Correct spelling, grammar, punctuation.

3 Provides a relevant and clear central idea. Shows adequate knowledge and understanding of key concepts from class/field related to topic Provides evidence and supporting examples Demonstrates basic understanding of issue, including, for example (1) its evolution through time; (2) internal and external causes and effects; (3) accurate understanding of factual evidence Uses both primary and secondary sources, where appropriate. Shows adequate use of research to support the project’s thesis or central idea. Mostly correct use of citations and bibliographic form A clear organizational plan that helps guide the reader to understand the author’s concept Clear writing but simple sentence structure, with some fluency, or visual work shows attention to craft. Offers analysis and insight beyond simple summary. Minor errors in spelling, grammar, punctuation.

2 Unclear central idea. Shows some knowledge of key concepts from class/field that relate to the topic. Provides mini mal evidence or examples

1 Fails to meet minimal expectations

Demonstrates incomplete understanding of issue

Shows little understanding of issue

Inadequate use of primary and secondary sources. Project’s thesis or central idea not supported with research. Errors in citation and bibliography. Minimal organizational plan leaves reader to figure out the author’s point. Awkward and mechanical writing, or visual work is hasty and shows little attention to craft. Significant errors in spelling, grammar, punctuation.

Fails to demonstrate the minimally accepted standards for use of sources, citation and bibliographic form

Organizational Framework of the Product

An organizational plan that hinders the quality of the project or no clear organizational pl Disjointed, rambling writing or visual work is poorly constructed Numerous errors in spelling, grammar, punctuation.

Quality of Written/other Expression

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