Projects
Here are some of the upcoming projects we will be working on in our class. Due dates will be announced in class and posted on the syllabus. We won’t be embarking on every project listed. This list provides explanations and directions for students to access when working on projects from home.
| 12 Ghost Mystery |
Binder Rubric
| binder.docx |
Project Rubric
ScoreLevels
Content
Conventions
Organization
Presentation
4
§ Is well thought out and supports the solution to the challenge or question
§ Reflects application of critical thinking
§ Has clear goal that is related to the topic
§ Is pulled from a variety of sources
§ Is accurate
§ No spelling, grammatical, or punctuation errors
§ High-level use of vocabulary and word choice
§ Information is clearly focused in an organized and thoughtful manner.
§ Information is constructed in a logical pattern to support the solution.
§ Multimedia is used to clarify and illustrate the main points.
§ Format enhances the content.
§ Presentation captures audience attention.
§ Presentation is organized and well laid out.
3
§ Is well thought out and supports the solution
§ Has application of critical thinking that is apparent
§ Has clear goal that is related to the topic
§ Is pulled from several sources
§ Is accurate
§ Few (1 to 3) spelling, grammatical, or punctuation errors
§ Good use of vocabulary and word choice
§ Information supports the solution to the challenge or question.
§ Multimedia is used to illustrate the main points.
§ Format is appropriate for the content.
§ Presentation captures audience attention.
§ Presentation is well organized.
2
§ Supports the solution
§ Has application of critical thinking that is apparent
§ Has no clear goal
§ Is pulled from a limited number of sources
§ Has some factual errors or inconsistencies
§ Minimal (3 to 5) spelling, grammatical, or punctuation errors
§ Low-level use of vocabulary and word choice
§ Project has a focus but might stray from it at times.
§ Information appears to have a pattern, but the pattern is not consistently carried out in the project.
§ Information loosely supports the solution.
§ Multimedia loosely illustrates the main points.
§ Format does not suit the content.
§ Presentation does not capture audience attention.
§ Presentation is loosely organized.
1
§ Provides inconsistent information for solution
§ Has no apparent application of critical thinking
§ Has no clear goal
§ I pulled from few sources
§ Has significant factual errors, misconceptions, or misinterpretations
§ More than 5 spelling, grammatical, or punctuation errors
§ Poor use of vocabulary and word choice
§ Content is unfocused and haphazard.
§ Information does not support the solution to the challenge or question.
§ Information has no apparent pattern.
§ Presentation appears sloppy and/or unfinished.
§ Multimedia is overused or underused.
§ Format does not enhance content.
§ Presentation has no clear organization.
ScoreLevels
Content
Conventions
Organization
Presentation
4
§ Is well thought out and supports the solution to the challenge or question
§ Reflects application of critical thinking
§ Has clear goal that is related to the topic
§ Is pulled from a variety of sources
§ Is accurate
§ No spelling, grammatical, or punctuation errors
§ High-level use of vocabulary and word choice
§ Information is clearly focused in an organized and thoughtful manner.
§ Information is constructed in a logical pattern to support the solution.
§ Multimedia is used to clarify and illustrate the main points.
§ Format enhances the content.
§ Presentation captures audience attention.
§ Presentation is organized and well laid out.
3
§ Is well thought out and supports the solution
§ Has application of critical thinking that is apparent
§ Has clear goal that is related to the topic
§ Is pulled from several sources
§ Is accurate
§ Few (1 to 3) spelling, grammatical, or punctuation errors
§ Good use of vocabulary and word choice
§ Information supports the solution to the challenge or question.
§ Multimedia is used to illustrate the main points.
§ Format is appropriate for the content.
§ Presentation captures audience attention.
§ Presentation is well organized.
2
§ Supports the solution
§ Has application of critical thinking that is apparent
§ Has no clear goal
§ Is pulled from a limited number of sources
§ Has some factual errors or inconsistencies
§ Minimal (3 to 5) spelling, grammatical, or punctuation errors
§ Low-level use of vocabulary and word choice
§ Project has a focus but might stray from it at times.
§ Information appears to have a pattern, but the pattern is not consistently carried out in the project.
§ Information loosely supports the solution.
§ Multimedia loosely illustrates the main points.
§ Format does not suit the content.
§ Presentation does not capture audience attention.
§ Presentation is loosely organized.
1
§ Provides inconsistent information for solution
§ Has no apparent application of critical thinking
§ Has no clear goal
§ I pulled from few sources
§ Has significant factual errors, misconceptions, or misinterpretations
§ More than 5 spelling, grammatical, or punctuation errors
§ Poor use of vocabulary and word choice
§ Content is unfocused and haphazard.
§ Information does not support the solution to the challenge or question.
§ Information has no apparent pattern.
§ Presentation appears sloppy and/or unfinished.
§ Multimedia is overused or underused.
§ Format does not enhance content.
§ Presentation has no clear organization.
Movie Reflections
Any time that we complete a movie in class a reflection is due the following school day. The reflection must have the following components:
* Brief summary
* Fact/Fiction- Separate the factual event from the Hollywood fiction
* Opinion- Give your opinion based on entertainment value
* Impact- How did this movie change your feelings about the topic
Any time that we complete a movie in class a reflection is due the following school day. The reflection must have the following components:
* Brief summary
* Fact/Fiction- Separate the factual event from the Hollywood fiction
* Opinion- Give your opinion based on entertainment value
* Impact- How did this movie change your feelings about the topic
13 Colonies Map
Create a map of the 13 British Colonies in America prior to the American Revolution. Label each colony and provide the following information about each colony and region by creating a symbolic map key:
1. Founder
2. Major religion
3. Cash crop
4. Major Industry
5. Founding date
The map should be no smaller than a regular sheet of paper and no bigger than a school desk top.
Create a map of the 13 British Colonies in America prior to the American Revolution. Label each colony and provide the following information about each colony and region by creating a symbolic map key:
1. Founder
2. Major religion
3. Cash crop
4. Major Industry
5. Founding date
The map should be no smaller than a regular sheet of paper and no bigger than a school desk top.
Advertising the Constitution
Consider what makes the Constitution great. Imagine that you were a newspaper editor in 1989, the 200-year-anniversary of the ratification of the Constitution. You know that advertising grabs people’s attention and therefore decide to make an advertisement for the Constitution, hoping that it will increase awareness of the Constitution. Your advertisement must include:
a. A picture and slogan of some sort. The page can be no larger than one newspaper page.
b. The advertisement must discuss at least THREE ideas contained in the Constitution which you believe make it great.
Consider what makes the Constitution great. Imagine that you were a newspaper editor in 1989, the 200-year-anniversary of the ratification of the Constitution. You know that advertising grabs people’s attention and therefore decide to make an advertisement for the Constitution, hoping that it will increase awareness of the Constitution. Your advertisement must include:
a. A picture and slogan of some sort. The page can be no larger than one newspaper page.
b. The advertisement must discuss at least THREE ideas contained in the Constitution which you believe make it great.
- Two ideas must come from the original Constitution, while one idea may come from the amendments. Most of us are familiar with the amendments and how they are important, but we often overlook the original Constitution.
- Remember this is an “advertisement”. It should be laid out as such- you need an eye-catching slogan and an image that relates to your slogan.
- The one difference from a real advertisement is that you must write, in complete sentences and spell correctly.
American Revolution Project Requirements
Students may choose one of the following projects for an assessment of the American Revolution. They choose one kind of project for an event from the “causes of the revolution” through to the “shot heard round the world” and they must use a different project for the war itself. So each group will be doing two projects.
Students may choose one of the following projects for an assessment of the American Revolution. They choose one kind of project for an event from the “causes of the revolution” through to the “shot heard round the world” and they must use a different project for the war itself. So each group will be doing two projects.
- Book-Students are responsible for writing a Children’s book the completely explains an event from the American Rev. The jobs that will be graded are as follows: Illustrator, writer, editor, and researcher. If there are only 3 in this group then they must spilt equally the last job.
- Video- Students must reenact a major event from the American Rev. DO NOT PUT ANYTHING INAPPROPRIATE IN THE VIDEO. If you wouldn’t do it in class don’t do it on your video. The jobs are as follows: Script, camera, editor, and researcher, all of the group except for camera person will act in video.
- Model- Students will make a 3 dimensional model of their choice that represents a major aspect of the American Rev.
- Oral presentation- Students can reenact a famous speech from the time period or an oral presentation on a topic. Please include visuals such as maps, pictures.
- Classroom reenactment- Students need to act out a major event from the American Rev. They must be in costume, character and well informed.
Grading:
I will provide a Rubric in class for the grading criteria. The students will have this while they are working on their projects so that they can self-assess. These projects will each count as a test grade and their combined scores will be put in as a project grade.
War of 1812
| war_of_1812_project.docx |
Road to the Civil War
| road_to_civil_war_timeline.doc |
Civil War Project Requirements
Students may choose one of the following projects for an assessment of the Civil War. They must choose an event from the "causes of the war" through to "Lee's surrender"
- Book-Students are responsible for writing a Children's book that completely explains an event from the Civil War. The jobs will be graded as follows: Illustrator, writer, editor, and researcher. If there are only 3 in this group then they must spilt equally the last job.
- Video- Students must reenact a major event from the Civil War. DO NOT PUT ANYTHING INAPPROPRIATE IN THE VIDEO. If you wouldn't do it in class don't do it on your video. The jobs are as follows: Script, camera, editor, and researcher, all of the group except for camera person will act in video.
- Model- Students will make a 3 dimensional model of their choice that represents a major aspect of the Civil War.
- Oral presentation- Students reenact a famous speech from the time period or an oral presentation on a topic. Please include visuals such as maps, pictures.
- Classroom reenactment- Students need to act out a major event from the war. They must be in costume, character and well informed.
Grading:
I will provide a Rubric in class for the grading criteria. The students will have this while they are working on their projects so that they can self-assess. These projects will each count as a test grade and their combined scores will be put in as a project grade.
Due: The project is due ____________.
In room assignments
Students must read and summarize ten sources from our classroom library thought the semester. Use the bellow format to summarize the articles. Students can use a book and summarize a chapter instead of an article. Please define any vocabulary words that you don’t understand. Due date: TBA
Name:
Class & Period:
Article:
Students must read and summarize ten sources from our classroom library thought the semester. Use the bellow format to summarize the articles. Students can use a book and summarize a chapter instead of an article. Please define any vocabulary words that you don’t understand. Due date: TBA
Name:
Class & Period:
Article:
- Who-
- What-
- Where-
- Why-
- When-
- How-
Book Review
Students choose an American History book from the book list provided by Mr. Saunders. Mr. Saunders needs to approve books that are not on the list.
Requirements:
1. 3-5 pages
2. MLA format
3. Critical analysis (what was good/bad)
4. Go "beyond" the book (research topic outside of the book)
5. Cover page- author, publisher, copyright, title6. Bring book to class daily
Due date: TBA
Students choose an American History book from the book list provided by Mr. Saunders. Mr. Saunders needs to approve books that are not on the list.
Requirements:
1. 3-5 pages
2. MLA format
3. Critical analysis (what was good/bad)
4. Go "beyond" the book (research topic outside of the book)
5. Cover page- author, publisher, copyright, title6. Bring book to class daily
Due date: TBA
Research paper
Theme: In your paper you are to profile any significant figure in American History I. (From the American Revolution to Reconstruction). You need to give a brief biographical sketch of the individual. You also need to use both primary and secondary resources to prove a thesis.
Thesis: In this course we are going to be talking about American ideals, virtues and characteristics. As a Nation we identify with these characteristics as the "American Spirit". Throughout history such virtues were forged as our young country developed. Prove that the person in your paper embodies some of those virtues by highlighting specific actions from their life. Use proper sourced information to prove your opinions.
Format: MLA
Ex. Ben Franklin exemplified Americas drive for innovation by pushing technology in his time to the limits. For example his improvement of the printing press helped change news publication. (Authors name and page where you got the info.)
This example is from the MLA style. I will provide a paper on this if you are not familiar with this style. However, it is the same requirements as your English papers.
Requirements: Must be in by TBA. There will be no exceptions. I will not have any sympathy for you when I slap a zero down in my grade book. Avoid the Internet research unless you can prove it came from a scholarly journal and or book. Paper must be 5-7 pages long. You must provide an adequate bibliography.
Theme: In your paper you are to profile any significant figure in American History I. (From the American Revolution to Reconstruction). You need to give a brief biographical sketch of the individual. You also need to use both primary and secondary resources to prove a thesis.
Thesis: In this course we are going to be talking about American ideals, virtues and characteristics. As a Nation we identify with these characteristics as the "American Spirit". Throughout history such virtues were forged as our young country developed. Prove that the person in your paper embodies some of those virtues by highlighting specific actions from their life. Use proper sourced information to prove your opinions.
Format: MLA
Ex. Ben Franklin exemplified Americas drive for innovation by pushing technology in his time to the limits. For example his improvement of the printing press helped change news publication. (Authors name and page where you got the info.)
This example is from the MLA style. I will provide a paper on this if you are not familiar with this style. However, it is the same requirements as your English papers.
Requirements: Must be in by TBA. There will be no exceptions. I will not have any sympathy for you when I slap a zero down in my grade book. Avoid the Internet research unless you can prove it came from a scholarly journal and or book. Paper must be 5-7 pages long. You must provide an adequate bibliography.
